Amesbury School's Complaints Policy

3.2.3 Complaints - Operational Policy

Rationale

While Amesbury School is focused on providing the best possible service to students and community, there will be occasions when the school’s practices do not meet certain standards or expectations, and a parent, student or others may wish to complain. Managing complaints appropriately, using fair and consistent practices, is an important aspect of the school’s operations, and, by being open, provides an opportunity for the school to review its practices and improve them when necessary.

Relationships are central. The way the school deals with complaints will influence whether relationships are built and strengthened; or whether negative feeling prevails.

This policy links with the partnering document developed with the school community which describes our shared understandings about how we work together in the best interests of the students and the community in general.

Purpose

To provide clear procedures that enable staff, management and Board to utilize the best possible practices when addressing complaints and to ensure that all relevant legislation and employment contracts are abided by.

Principles:

1. Receiving a complaint provides an opportunity for self-review.
2. The process should be honoring and respectful of all those involved.
3. The purpose is to find solutions not to apportion blame. The problem is the problem. The person is not the problem.
4. In the first instance, complaints are always best addressed face to face (kanohi ki kanohi) than via a written form.
5. Small issues escalate into big problems over time when they are not dealt with.

Procedures:

Level 1: Initial Concern

1.       In the first instance, parents are encouraged to discuss any concerns they may have regarding their child’s education with the person concerned. They are encouraged to make an appointment to ensure a mutually acceptable time outside of normal classroom hours. All complaints should be expressed and received in an open and honouring manner. Due to the openness of the staff member, parents should leave feeling listened to and with some certainty that the issue will be addressed. An action plan should be agreed upon.

2.       Quick progress on the action plan should follow. At an appropriate juncture, there should be a follow up meeting with the parent to discuss progress to date. This should be arranged prior to the end of the first meeting. These meetings should continue until all parties are satisfied with the outcomes. Senior leaders should be informed of all complaints.

3.       If a parent approaches a Board member with a complaint at this level (ie. not having raised it previously with the appropriate staff member), the Board member will direct that person to the appropriate staff member and will offer to assist them to make that contact, if necessary.

Level 2: Ongoing concern or complaint regarding principal

4.       If the issue is not resolved to either party’s satisfaction, the next step is for the complainant to make an appointment to speak with a Hub leader or the principal. Again, if a Board member is approached, he/she will direct the complainant to the appropriate person, offering to help with the approach if necessary. The Trustee may informally let the principal know of the issue even if the complainant declines to proceed. Trustees only approach the principal with complaints, they do not approach staff members.

5.       If the complaint is directed at the principal then a member of the Board of Trustees should be approached. It needs to be noted that at this point in time, this is not a formal complaint but the Trustee will try to resolve the problem with the parties concerned. The procedures outlined in one and two above should be followed.

Level 3: Still unresolved/complaints of serious misconduct

6.       If the matter remains unresolved, or if the matter is an allegation of serious misconduct, the next step is for a formal written complaint to be sent to the Board of Trustees’ Chairperson. The Chairperson will inform the principal of receipt of the complaint and have the complaint put on the agenda of the next Board meeting unless it is urgent in which case a special meeting may be called. The complaint will be acknowledged in writing within three days of receipt.

7.       In the meantime, the principal and Chair will investigate the matter to ensure that all relevant information is received and all parties have the opportunity to respond in full to the complaint. If the complaint is against the principal, the Chair will identify other Board members to assist with the investigation. It is likely that the Board of Trustees will seek direction from New Zealand School Trustees Association or other relevant agencies to ensure that they follow procedures that align with all legislation and collective contracts and best practice.

8.       When all relevant information has been received, the Board will consider the complaint in committee and determine a course of action. The Board’s decision should be forwarded to the relevant parties in writing as well as being delivered in person.

9.       Conclusion:Relationships are central. In the case of complaints, the school will follow procedures that honour people and recognise the importance of maintaining productive and caring relationships.

Reviewed by the Board and approval minuted:                                                          Date: 25 June 2014

Category:            NAG 3

Ref No:                 3.2.3

Review date: June 2015