Alternative Education Guidelines
A Toolkit for Schools and Providers
2013-2015
23 October 2012
Contents
1.
Ministry of Education Strategic Direction 2012 - 2017 ................ 5
2.
How to use this Toolkit ................................................................. 7
3.
The Alternative Education Policy explained ................................. 8
3.1. Policy Intent ............................................................................................ 8
3.2. Criteria .................................................................................................... 8
3.3. Age ......................................................................................................... 8
3.4. Previous Interventions .............................................................................. 9
3.5. Verification applications ............................................................................ 9
3.6. Evidence .................................................................................................. 9
3.7. Successful Outcomes ................................................................................ 9
3.8. Funding ................................................................................................... 9
3.9. Alternative Education places ..................................................................... 9
3.10. Resourcing............................................................................................. 10
4.
Managing school .........................................................................11
4.1. Consortiums .......................................................................................... 11
4.2. Role of a coordinator .............................................................................. 11
4.3. On site delivery ...................................................................................... 11
4.4. Communication ...................................................................................... 11
4.5. Resourcing............................................................................................. 12
4.6. Finance ................................................................................................. 12
4.7. Compliance ............................................................................................ 12
4.8. Choosing Providers ................................................................................. 13
4.9. Professional Development support and guidance ...................................... 14
4.10. Pedagogical Leadership .......................................................................... 14
4.11. Procurement and Contracting.................................................................. 14
4.12 Principles of Good Contract Management .................................................. 15
4.13 Contract Lifecycle .................................................................................... 15
4.14 Contract Planning .................................................................................... 15
4.15 Selecting a Provider................................................................................. 16
4.16 Negotiating the Terms of the Contract ...................................................... 16
4. 17 Managing the Contract and Monitoring .................................................... 16
4.18 Review and Evaluation ............................................................................ 17
4.19 Starting Over .......................................................................................... 17
4.20 Reporting ............................................................................................... 18
5.
Enrolling school ...........................................................................18
23 October 2012
5.1. Overall responsibilities ............................................................................ 18
5.2. Educational achievement ........................................................................ 19
5.3. Transition planning................................................................................. 19
5.4. Pastoral care .......................................................................................... 20
5.5
Consortium membership ......................................................................... 20
5.6
The School Roll and funding ................................................................... 20
5.7
Discipline and Attendance Procedures ..................................................... 21
5.8
National Administration Guidelines .......................................................... 21
5.8.1
NAG 1............................................................................................ 21
5.8.2. NAG 2 .................................................................................................. 23
6
5.9.2
NAG 3............................................................................................ 23
5.9.3
NAG 4............................................................................................ 23
5.9.4
NAG 5............................................................................................ 24
5.9.5
NAG 6............................................................................................ 24
Providers .....................................................................................26
Choosing a provider ........................................................................................ 26
Provider Philosophies ..................................................................................... 26
6.1.1
Provision of Quality Education Programmes ..................................... 26
6.1.2
Cultural Appropriateness ................................................................. 26
6.1.3
Providers Business Viability ............................................................. 27
6.1.4
Financial Management and Systems ................................................ 27
6.1.5
Organisational Monitoring ............................................................... 27
6.1.6
Staffing.......................................................................................... 27
6.1.7
Health and Safety ........................................................................... 28
6.1.8
Resolution of Complaints ................................................................ 28
6.1.9
Resources ...................................................................................... 29
6.1.10
Appointment of Director/Coordinator of the Service .......................... 29
6.1.11
Procedures and Policies re Intake and Discipline............................... 29
6.1.12
Planning and Delivery of Programmes ............................................. 29
6.1.13
Individual Education Plans (IEPs) .................................................... 29
6.1.14
Transition Processes ....................................................................... 30
6.1.15
Educational Record Keeping and Reporting ...................................... 30
6.1.16
Networking with Other Services and Providers ................................. 30
6.1.17
Service Provision Review and Evaluation .......................................... 31
6.1.18 ICT Safety ........................................................................................... 31
7.
Research .....................................................................................31
23 October 2012
7.1
Secondary Schools and Alternative Education........................................... 31
7.2
Good Practice in Alternative Education ..................................................... 31
7.3
Activity Centres: An Overview ................................................................. 32
7.4
AE Leaner perspectives........................................................................... 32
7.5
Literature Review and Report on Key Informants’ Experiences .................. 32
7.5.1 Location ................................................................................................ 32
7.5.2 The Learners ......................................................................................... 32
7.5.3 The Learners' Families ............................................................................ 33
7.5.4 The Programme Curriculum .................................................................... 33
7.5.5 The Programme Providers ...................................................................... 33
7.6
8.
Health Youth 2007 ................................................................................. 33
Contracting and procurement .....................................................34
8.1
Roles and Responsibilities ....................................................................... 34
8.2
Reporting .............................................................................................. 35
8.3
Payment ................................................................................................ 35
9.
Monitoring and reporting in Alternative Education ....................37
9.1
Purpose of Monitoring ............................................................................ 37
9.2
Verification Form .................................................................................... 37
9.3
AE Monthly Attendance Report ................................................................ 37
9.4
Guide to the Monthly Report ................................................................... 37
9.5
Guide to the Six-monthly Report ............................................................. 38
9.5.1
Purpose and Expectations ............................................................... 38
9.5.2
Roles and Responsibilities ............................................................... 38
9.5.3
Guidelines for Template 1: Individual Education Plan (IEP) ............... 38
9.5.4
Guidelines for Template 2: Six-Monthly Report ................................. 40
10.
Glossary ....................................................................................42
11.
Forms ........................................................................................44
11.1 Endorsement Letter template ................................................................... 44
11.2 Pedagogical leadership plan 2013 - 2015 .................................................. 45
11.3 Six-monthly reporting template ................................................................ 47
11.4 AE Verification Form 2013-2015 ............................................................... 53
23 October 2012
1. Ministry of Education Strategic Direction 2012 - 2017
Government has recognised the powerful role education plays in building a cohesive and prosperous society. It
has set us targets across all phases of our education system, in particular:
 Increasing participation of vulnerable children in early childhood education
 Increasing the proportion of 18-year-olds with NCEA Level 2 or an equivalent qualification
 Increasing the proportion of 25-34 year olds who have a qualification at level 4 or above on the New
Zealand Qualifications Framework
These are challenging goals that will only be achieved by focusing on the participation and progression of all
young people. Our first priority is therefore to improve outcomes for these young people least well served by
the current system, that is Māori learners, Pasifika learners, learners with special education needs and
learners from low socio economic backgrounds.
Lesley Longstone
Secretary for Education
Statement of Intent
The Ministry of Education (the Ministry) is focused on ensuring the education system delivers on the
Government’s key goals – better public services that deliver improved outcomes for all New Zealanders, and
stronger economic growth for New Zealand.
The learner must be the central focus
The learner must be the focus of policy, funding and regulatory decisions to see improvements in the
performance of the education system as a whole. Achieving education success requires ensuring that learners
get the best possible start, experience high-quality teaching and have opportunities to attain qualifications that
lead to positive employment outcomes.
A successful
education
pathway for
every learner
requires…..
Sustained
participation in
high-quality
early child hood
education
Early
attainment
and core skills
Attainment of
qualifications
Ongoing skills
development
attainment
Participation in high-quality early childhood education sets a strong foundation for engagement and
achievement in the early years of school. Evidence shows that high-quality early childhood education has
positive longer-term impacts on education engagement and achievement into a child’s teenage years.
Early attainment of core skills such as literacy and numeracy is essential for learners to be able to engage in all
areas of the curriculum. This is a key step on the pathway to attaining qualifications. NCEA Level 2 or an
equivalent qualification is considered the minimum qualification needed to engage in further education or the
workplace.
Tertiary education and skills training must provide young New Zealanders with the skills and knowledge to
actively participate in the economy and support innovation. This requires the education system to be more
responsive to labour market needs and better aligned with economic growth goals.
23 October 2012
23 October 2012
2. How to use this Toolkit
The Alternative Education (AE) policy focuses on meeting the educational needs of learners aged 13-15 years
who have become alienated from mainstream schooling. The AE policy aims to provide a constructive
alternative delivery of education for these learners. This toolkit provides the basic information and resources
needed to help schools; staff and providers deliver a service that enables these children to learn and achieve.
This toolkit should serve as a roadmap for guiding those involved in AE:




as a starting point for developing policy and processes
to determine the legislative and regulatory requirements schools and providers have
to identify their responsibilities
to meet the needs of the learners
It should also serve as a guide to further resources that are available and as a link to individuals and
organisations that can provide additional support and assistance.
When you have a query involving a learner in AE you should:

consult the substantive sections of this toolkit that cover the issue(s) relating to your role. You will find
information to assist you in identifying your responsibilities, legal requirements, frequently asked
questions, examples of best practise and guidance on how to proceed

review the resources referenced in the forms section to collect more detailed information and templates
that relate to your specific situation. The forms in this toolkit are policy guidance documents developed
by the Ministry in compliance with the 1989 Education Act.
When you have a query about AE that is not addressed in the guidelines you should:

check the AE website at http://alternativeeducation.tki.org.nz/

contact your nearest Ministry of Education office
23 October 2012
3. The Alternative Education Policy explained
3.1.
Policy Intent
The AE policy aims to cater for the needs and rights of learners aged 13-15 who have become severely
disengaged from “mainstream” schooling. Negative experiences in school may have led some learners to
become habitual truants, while other learners are deemed behaviourally challenging and are consequently
excluded from school.
Over 3,500 at-risk learners access AE with the majority (70%) identifying as Māori or Pasifika ethnicities. Twothirds of AE students in 2010 were male. Just under 40 percent of AE students in 2011 left to take up further
education or employment. Approximately 60 percent of those students who left AE in 2011 were recorded as
having turned 16 (leaving), excluded, in CYF care or detained in custody, or referred to a tracing agency. AE
aims to provide a constructive alternative delivery of education for these learners, in a nurturing environment
with high expectations of learner potential.
The Ministry recognises some learners do fall out of the system, and AE is designed as an option in a range of
responses to ensure that all learners engage and succeed in education.
AE is not an easy option for removing a troublesome learner. It is used as an extension of the school’s
approach to meet the individual needs of learners. AE can be education in a different setting and style. It is not
an alternative to education. Each learner is enrolled at school and should be encouraged to achieve
educationally. A placement in AE is part of a wider plan to re- engage the student in education or some other
positive outcome.
3.2.
Criteria
One or more of the following criteria must be verified by the Ministry. The learner:
1. Has been out of registered school for two terms or more
2. Has been excluded and refused enrolment by local schools (including a history of stand-downs and
suspensions in the past two years)
3. Has dropped out of Te Kura o te aho Pounamu (TCS) after enrolment as an at risk learner
4. Has been absent for at least half of the last two terms (for reasons other than illness), interventions
have been tried, but the absence has meant that they are unable to succeed in other schooling
provisions (Case conference A)
5. Has been suspended and risks further suspensions (Case conference B)
6. Is alienated from school. At any one time 20% of learners do not have to fit one of the first five criteria
above but, in the professional opinion of the school, AE is the best option for the learner (Case
conference C).
If using either of the last three criteria, verification of learners should be determined by a case management
team. This team should include the school, other agencies involved with the learner, the AE co-ordinator, the
learner and an advocate for the young person (either parent or guardian). It may also be appropriate for the AE
provider to attend. A board of trustee’s disciplinary meeting should not be used as a case conference meeting.
3.3.
Age
Learners must be at least 13 and under 16 years of age. Learners who turn 16 while in the programme can
remain in the programme until the end of the school year in which they turned 16.
23 October 2012
In extreme situations 13 year olds in Year 8 may be placed in AE for a short term, however an Individual
Education Plan (IEP) and an agreed transition plan to reintegrate the learner into secondary education (year 9)
is essential. Although learners cannot enter AE after their 16th birthday it is acknowledged that it can be in the
best interests of a learner if they stay within a stable AE environment to complete a school year. For this
reason learners may stay in AE until the end of the year in which they turn 16. As a result it is expected that
their IEP will include transition planning.
Advice and planning support for learners transitioning from AE at age sixteen can be found from the following
websites:

http://www.careers.govt.nz/

http://youthguarantee.net.nz/
3.4.
Previous Interventions
The school must be able to provide documentation of genuine interventions that have been previously trialled
and failed.
3.5.
Verification applications
Verification application can be made only by the enrolling school or managing school to their local Ministry
office. All learners must be verified within 30 calendar days of enrolling and arriving in AE.
3.6.
Evidence
Evidence of the criteria is to be kept on file by the enrolling school for auditing purposes.
3.7.
Successful Outcomes
The ideal outcome for AE learners is a successful return to learning, and successful transition to either a
school or tertiary education. Engagement in the AE programme itself may be an excellent first outcome that
may assist in changing the learner’s perception of themselves.
If a return to mainstream schooling is not achievable, learners may go on from the AE programme once they
have attained increased confidence and skills to an appropriate community-based course, trade programme or
other tertiary education, or employment opportunity.
Advice and planning support for learners transitioning from AE at age sixteen can be found from the following
websites:

http://www.careers.govt.nz/

http://youthguarantee.net.nz/
3.8.
Funding
AE funding is allocated to schools because there is a requirement in the 1989 Education Act that young people
must attend a registered school from their 6th to their 16th birthday.
3.9.
Alternative Education places
The Funding Provision Agreement (FPA) between the Ministry and a school states the number of AE ‘places’
allocated to the school, with corresponding funding attached. The Ministry may adjust the number of places
within the agreement on an annual basis. This decision will be sent to the school in writing on or before 30
October for the following school year.
"Places" in AE are simply resourcing proxies to assist the Ministry to calculate funding, they are not “vouchers.”
The Ministry gives the resourcing to one school on behalf of a consortium.
23 October 2012
3.10. Resourcing
It is important to consider what resources schools in the consortium have that may be used by the providers to
strengthen the AE programme. This may include physical or human resources.
When learners are attending AE they do not create roll-generated funding for the enrolling or managing school.
Further information on the implications for resourcing and completing roll returns can be found below:

Funding, Staffing and Allowances Handbook:
http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/SchoolOperations/Resourcing/Res
ourcingHandbook/Chapter2/Appendices/Appendix1AttachedUnitsSatelliteClasses.aspx

Information on roll returns:
http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/SchoolOperations/Resourcing/Res
ourcingHandbook/Chapter5/CountingStudentsForTheRollReturn.aspx
23 October 2012
4. Managing school
4.1.
Consortiums
The Ministry encourages schools in a district for example, within a Territorial Local Authority (or TLA) to work
together as a “consortium.” Working in a consortium can produce financial and resourcing economies of scale.
For example, schools can retain up to 10% of the funding for a placement for administrative purposes i.e. in
administration support.
4.2.
Role of a coordinator
For some managing schools the coordination role may sit with a deputy principal or the principal, and for others
the role may be a full time contracted position. The role of a coordinator is beneficial as it designates day to
day tasks for the operation of AE provision with an individual. However, it is the boards’ of trustees of the
managing, and enrolling schools that remains accountable for AE provision, and the AE learners.
Where there is a full time person in the position of coordinating AE there may be a risk of enrolling schools
delegating too many responsibilities to the coordinator. It is essential that the enrolling school maintain regular
contact with the AE provider (at IEP meetings etc) so that their school is aware of the learner’s progress and
any issues.
4.3.
On site delivery
For a consortium of schools there is an expectation that a managing committee is established. The managing
school should take responsibility for the running of the committee, and retains responsibility for the policies and
processes of the consortium. All participating schools should be represented at a management level.
The managing school has a responsibility to act as a guardian of the rights/interests of learners in AE
programmes administered by the consortium. In this regard, the managing school will need to work with the
enrolling school to fulfil their pastoral and educational responsibilities.
The managing school must ensure that all consortia members understand enrolment of AE learners and which
school’s roll they sit on. It may be decided that all learners are enrolled in the managing school or on the rolls of
other schools in the consortium. Pastoral and academic achievement (including NCEA results, sign off for Early
Leaving Exemptions and enrolment of AE learners from out of district) need to be considered in a timely
manner.
The managing school has responsibility for ensuring appropriate pedagogical leadership and oversight by a
registered teacher is maintained as per the agreement with the Ministry. More information on these
requirements can be found in Section 4.10
4.4.
Communication
Expectations of the role of the enrolling schools and the AE provider/s needs to be clear and appropriately
documented to ensure providers are aware of their responsibilities (e.g. discipline procedures, reporting
processes, and communication processes). This may be a part of the contract with the provider, or in a
separate document.
It is important to identify contact people within each organisation who can take responsibility for ensuring ongoing communication takes place and for relationship building with the AE provider/s and learner(s).
The managing school should ensure that AE providers have all documentation and information relevant to a
learner’s entry prior to the beginning of a programme.
Assessment, evaluation and reporting requirements need to be negotiated with the AE provider and
documented appropriately.
23 October 2012
The managing school also has reporting responsibility to their own board of trustees, to the other schools in the
consortia, and the ministry, this includes financial reporting. Examples of appropriate financial reporting can be
found in the Financial Information for Schools Handbook (FISH).The purpose of this guide is to provide a single
reference point for school trustees, principals and administrators which is an easily accessible guide to
financial management best practice in schools.
http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/SchoolOperations/SchoolFinances/Financi
alInformationForSchoolsHandbook.aspx
4.5.
Resourcing
The managing school should ensure that financial resourcing of AE programmes is appropriate to the aims and
objectives of programmes and is such that it meets the identified needs of the learners.
It is important that the AE provider is made aware of and has access to the resources available to schools from
Learning Media and other sources where they are relevant to the programme being provided for the learners in
the AE programme.
Guidance counsellors and other school resources (e.g. human resources and health services) in the managing
school should be able to be accessed by AE learners. However, where this input is significant, this may reduce
the funding to the provider.
4.6.
Finance
The managing school needs a clear agreement (in consultation with enrolling schools) with the provider/s on:
 what funds will be provided
 total costs
 number of learner places
 by what process the funds will be paid to the providers including payment dates and amounts (e.g.,
on receipt of monthly invoice / direct credit)
 based on what (e.g., capacity or actual learners)
 the process to be followed if services delivery does not meet the agreed expectations.
A written agreement signed by both parties is essential.
The managing school needs an accounting process so they can account for all funds given by the Ministry for
the purposes of AE.
Funding providers on a notional roll is the preferred option. The Ministry suggests that paying providers based
on the number of days a learner attends may put unnecessary financial strain on provider’s ability to financially
plan and forecast expenditure, and thus impact on a provider’s ability to provide an effective service
4.7.
Compliance
The managing school has a responsibility to ensure that the AE provider understands the requirements of the
National Administration Guidelines (NAGs) and National Educational Guidelines (NEGs). The implications of
these may need to be explicitly discussed. Some providers will need assistance if they have not worked in the
school system previously.
The managing school has a responsibility to ensure that the AE provider understands the best practice
expectations of Education outside the Classroom (EOTC), Early Leaving Exemptions (ELX), and the
procedures for suspensions and exclusions. Some links to useful websites have been included below:
http://eotc.tki.org.nz/
http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/StanddownsSuspensionsExclusionsExpuls
ions.aspx
The managing school should also ensure that the AE provider is aware of their responsibilities with relation to:
23 October 2012



Occupational Safety and Health
Police vetting
Employment relations.
The Ministry requires police vetting for non registered teachers to ensure safety of learners and staff. Further
information on police vetting can be downloaded from the NZ Teacher’s website:
http://www.teacherscouncil.govt.nz/ntpv
These compliance issues could be incorporated into an induction session or an induction booklet which the
managing school and providers sign off on. The provider could also be included in the managing school’s
professional development activities that cover these areas.
Occupational Health and Safety
AE providers and learners need to understand the hazards they are exposed to or can create, and know how
to minimise risk. Health and safety information must be accessible to all employees.
Training is an active process of providing information and skills, and a commitment to doing things in new
ways.
Health and safety training needs to ensure that staff are provided with at least the following health and safety
information:






Managing emergencies
Managing hazards
Employee/employer health and safety responsibilities
Injuries/incidents investigation and reporting responsibilities
Identifying/recording hazards
How to use equipment safely
More information can be found on the following website:
http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/PrimarySecondary/SchoolOpsHealthSafet
y/Toolkit8C.doc
Employment Relations
The Employment Relations Act 2000 sets out most of the rules for forming an employment relationship, The
Employment Relations website sets out the basic recruitment processes including:
 recruitment and selection,
 employment agreements
 minimum pay rates, leave and holidays
 managing health and safety, hazards and managing staff safely
 motivating and retaining staff
 problem solving and ending an employment agreement
http://www.dol.govt.nz/infozone/businessessentials/employ/
4.8.
Choosing Providers
In choosing providers, managing schools should be mindful of whether prospective providers can meet the
quality and compliance and quality issues mentioned above.
The selection of providers and programmes should ensure the needs of local verified AE learners can be
addressed. Some of these needs may include:
 cultural and gender mix
23 October 2012





academic needs
social skills needs
issues that place the learner’s education at risk e.g. offending, pregnancy, gang affiliations and/or
drug and alcohol use
geographical location; and
access to specialist services
4.9.
Professional Development support and guidance
It is expected that managing schools seek opportunities to include the AE staff in educational/training events
as they arise (e.g. inclusion in programmes such as Assessment for Learning, behaviour management
seminars etc.). Professional development opportunities could be offered in programme development, with
particular regard to curriculum areas. Specialist teachers could become involved in this process.
AE providers could be included in professional development opportunities (e.g. conferences, workshops and
guest speakers) as part of the process of notifying on-site staff. Managing schools and AE providers could
allow for funding in the budget process for such professional development opportunities.
4.10. Pedagogical Leadership
Pedagogical leadership and support was identified by the Education Review Office (ERO) as an important
factor in successful programmes. From 2011 the Ministry requires all providers to use registered teachers to
provide pedagogical leadership and support to non-teacher tutors. The role of the pedagogical leader is:





to support all people working in a teaching role within AE
to show cultural competence in working with students from diverse backgrounds, and in particular that
programmes address the identity, language and cultural needs of Māori and Pasifika students
to undertake quality curriculum planning and assessment
to undertake programme reviews
to show strategies to build engaging learning activities.
All decisions made by the pedagogical leader must be based on evidence.
The role of the pedagogical leader is not:


to administer AE – for example, placing students with a provider
to deliver face-to-face teaching (except when modelling strategies for tutors.)
The full-time teacher equivalent will be calculated on the basis of the number of student places.
A pedagogical plan is required by the Ministry for each managing school. A template of the plan can be found
in Chapter 11 of the guidelines.
4.11. Procurement and Contracting
These guidelines are to help schools as they manage their contracting and other funding arrangements with
Non Government Organisations (NGOs). The guidelines are aimed at contracting for the provision of services
with NGOs, or otherwise providing funding to NGOs, not for the routine purchase of inputs.
The guidelines are to apply to contracting relationships with for-profit organisations as well as not-for-profit
organisations, but with a particular emphasis on relationships with not-for-profit organisations. The Government
has expressed a clear wish for a good working relationship with the community and voluntary sector. These
guidelines are intendedto assist building this good relationship.
Contracting or funding arrangements can take a number of forms:
 either full or partial funding of the agreed services;
23 October 2012




entitlements attached to the user of a service;
funding on the basis of outcomes achieved;
grants (funding provided so long as certain conditions are met); or
full or partial delegation of decisions on the allocation and use of funds to a
community organisation.
This guide is intended to provide assistance to Government agencies in relation to all
of these contracting or funding relationships. NGOs may also find it a useful reference.
4.12 Principles of Good Contract Management
A number of principles underpin these guidelines:
 services purchased through contracts and other types of funding relationships
should contribute to the achievement of Government outcomes and objectives
 contracting should reflect the needs of the ultimate users or recipients of the
service
 contracts should provide appropriate accountability for public money
 The Statement of Government Intentions for an Improved Community – Government Relationship is
available at:
http://www.ocvs.govt.nz/about-us/statement-of-govt-intentions/
 contracts should represent value for the public money
 the quality of service delivery will usually be of central importance
 the Crown and its organisations should act in good faith
 Government agencies should understand the nature of the organisations they and the Crown contract
with
Contracting and funding relationships with the community organisations should be
consistent with the relationship the Government seeks to have with the community and voluntary sector. This
implies:





recognising the objectives of both parties
respecting the autonomy of the voluntary sector
communicating in an open and timely manner
working constructively together
recognising the responsibilities of each party to its stakeholders
4.13 Contract Lifecycle
These guidelines cover all aspects of the contract lifecycle:
1.
2.
3.
4.
5.
6.
planning
selecting a provider
negotiating the contract
managing the contract
review and evaluation
starting over
An important issue to think about is at which stages the NGOs you deal with should be involved in these
processes. In many cases there will be advantages to involving NGOs early in the process, at the planning
stages.
4.14 Contract Planning
Contracting should take place within a structured contract management system. A key part of this is planning.
Government agencies need to be clear about:
 their overall objectives
23 October 2012






the means they are using to achieve those objectives
the nature of the organisation they are likely to be dealing with, and the relationship they expect or wish
to have with the organisation
their own contracting policies and capability
how they will secure accountability for public money
the budget constraint they operate under
risk management
4.15 Selecting a Provider
Government agencies can identify potential providers in a number of ways:
 asking other Government agencies, local Government, or other bodies
 asking other NGOs, particularly umbrella groups who will have information about NGO providers
 from published information such as accreditation or registration
 advertising for expressions of interest
 conducting tenders for services
 from an existing provider they have a relationship with
 contract managers should be aware of suitable NGOs in their area
 NGOs may take the initiative to suggest services
Information about potential providers may be available from needs assessment or service planning. A contract
will often be one part of an ongoing relationship between a government agency and an NGO. NGOs are not
simply an extension of the Government. They have their own objectives and interests. The contractual
relationship should not be used to prevent the NGO commenting on public policy matters. To the extent that
NGOs receive public money, they are, in turn, accountable for that money. They will also be accountable to
their stakeholders and clients.
A purchasing organisation needs to satisfy itself that an NGO can and does deliver the service and in a
manner consistent with the values and standards the government expects. Ongoing relationship management
may involve an element of assistance or capability development.
4.16 Negotiating the Terms of the Contract
The next step is to negotiate the contract itself. The contract sets out each party’s
undertakings to the other. Negotiations will usually focus on the quality and quantity
aspects of the specifications for service delivery, and the price. The price set needs to be realistic, given the
quality requirements, and the likely need for ongoing delivery.
Contract managers should negotiate within a clear set of parameters. It is in the interests of both the
government agency and the NGO to approach negotiations in a collaborative rather than a confrontational
manner. A contract can range from a document of hundreds of pages of detailed specification, to a document
of a few pages. The nature of the document signed will depend on the:





nature of the activities or services being provided for
nature of the parties to the contract and the relationship between them
the amount of money involved
the term of the contract
risk and risk management – what needs to happen if things do not turn out as planned?
4. 17 Managing the Contract and Monitoring
Signing the contract is only part of the government agency’s responsibilities for
contract management. They are also responsible for the ongoing management of the
contract once it has been signed, and the relationship with the NGO providing the
service. This will involve:
23 October 2012





monitoring (including verifying) delivery against the contract
assessing the effectiveness of the services delivered
approval of payment, and making payment according to the contract. Ongoing relationship
management
dealing with any differences of view with the NGO
negotiating changes to the contract
In extreme cases, taking action to enforce compliance with the contract, including
exercising any rights to terminate the contract. This provides the basis for:




assessing whether the NGO has delivered what was contracted for
accountability for public money
paying money to the NGO
making decisions about how to proceed at the expiry of the contract
4.18 Review and Evaluation
Review and evaluation overlaps with monitoring, but it merits separate treatment given that it extends further
than an individual contract. Government agencies must build a reflective capacity into their contract
management system. They should consider the following questions:








does the programme or policy being delivered by way of contracting effective?
does it represent value for money?
what improvements can be made?
how effective has the NGO’s contract management been?
how have the NGOs performed in respect of particular contracts?
how have individual NGOs performed against our assessment of risk?
how has the agency performed in respect of individual contracts?
how effective is the agency’s relationship management?
4.19 Starting Over
The end of a contract is an important part of the contract management cycle.
Government agencies need to consider what to do in the future well before the end of a contract and consult
with the NGO. There are a number of possible approaches:




renegotiating the contract with the supplier or rolling it over
selecting another supplier or tendering
altering the scope of a service
discontinuing the service
These guidelines outline some general expectations, and offer some general advice to departments and Crown
entities about managing the establishment, administration and monitoring of arrangements with NGOs to fund
services (“outputs”) that support the Government’s objectives.
.
The agreement should provide:




clarity about the undertaking of each party to the other
certainty about the performance of those undertakings by each party
justification for the payment of public money and subsequent accountability for that money
A clear legal underpinning to the relationship
Contracting, however, involves more than agreeing to the terms of a contract. It is
important that government agencies see the contract as embedded in a contract
management system or cycle that involves:
23 October 2012






planning
selecting a provider
negotiating the contract
managing the contract and monitoring
review and evaluation
starting over
It is also important that government agencies recognise that the Government’s
relationship with an NGO normally extends beyond the requirements of the contracting process. Some
government agencies are now heavily dependent on NGOs for the provision of services, and NGOs can be
important sources of innovation, information, and useful policy and operational advice. Where these
relationships exist, the government agency concerned needs to see contract management in terms of
supporting the wider relationship with the NGO.
For further information on government contracting and procurement guidelines see the following website:
http://www.treasury.govt.nz/publications/guidance/mgmt/ngo
4.20 Reporting
The development of enhanced reporting requirements was one of several changes made to AE in an
announcement by the Government in September 2010.
IEPs are required for all students, and these are to be used as a basis for reporting to managing schools,
enrolling schools, parents and students. In addition to this, managing schools are required to report on a sixmonth basis to the Ministry of Education on progress against student outcomes.
The Ministry will use the information gathered to monitor the success of the programmes being offered to some
of New Zealand’s most at-risk and transient young people. The information will also be used to assist the
Ministry in the development of policy for the provision of AE. Consistent, outcomes-based reporting will
highlight the progress made by AE students and their achievements.
5. Enrolling school
5.1.
Overall responsibilities
The board of trustees of an enrolling school has the same responsibilities towards its AE learners as it does to
any other learner on the roll. To support enrolling schools to fulfil their responsibilities the following guidelines
have been developed. They are separated into curriculum and learning responsibilities, and administrative
responsibilities. In short these are:
Curriculum and learning responsibilities
 ensuring the pastoral and academic care of AE learners on their roll including input into the IEP and
transition plans
 personnel from the school and the provider work together to discuss the learner’s progress
 the enrolling school and the AE provider work in partnership to resolve any behavioural, learning or
attendance issues posed by students
 ensuring that transition planning into and out of AE is undertaken.
Administrative responsibilities
 Ensuring that providers receive pertinent information on learners entering AE, e.g. academic records,
reason for referral etc
 Stand-downs, suspensions exclusions and expulsions, and non-enrolled truancy service notifications
are the responsibility enrolling schools, and cases are reflected in the overall rates of a school reported
to, and monitored by, the Ministry.
23 October 2012


5.2.
Ensuring the requirements of the National Administration Guidelines (NAGs) and National Educational
Guidelines (NEGs) are met as well as legislative requirements of the Education Act 1989.
Administrative tasks e.g. updating ENROL and collating attendance data, Ensure that AE students are
correctly included in the roll return given to the Ministry.
Educational achievement
Access to NZQA is essential for all learners including AE learners. This may be through enrolment as a dual
learner in Te Aho o te Kura Pounamu, access to NZQF through the school’s moderation, or through a provider
registration with NZQA.
The importance of employing high quality teachers for AE is emphasised in the literature review conducted by
the Education Review office in 20101. In particular, attention is drawn to teachers’ skills in developing literacy,
numeracy and life skills as well as their ability to manage students’ transition, into and out of Alternative
Education.
The Ministry’s literature review on AE in 2011 cites the following as important for developing effective transition
processes for students:





5.3.
multi-disciplinary support for students
transition and exit plans that set goals based upon informed decisions
collaboration between mainstream and alternative settings
co-ordinated links between school, family and social service agencies
post programme support that is ongoing until the student is well established in further training or the
workforce.
Transition planning
Planning and organising the transition process helps to ensure its success. The enrolling school has the
obligation to look at other strategies first and to discuss Alternative Education with the learner and their
parents. Once AE is decided upon the strategies used to support the transition into AE should include:

meeting between the school, the provider and, parents and the learner involved

visits to the AE provider arranged for the learner and their parents to meet with AE staff

IEPs developed with the students, which include behavioural and learning goals

transference of learning and pastoral care notes so that the provider can develop a programme that
meets the needs of the learner. Transition planning after AE should also be developed between the
school, the provider, parents and the learner. As a learner cannot remain in AE after the end of the year
in which they turn 16 years old, smooth transitions back into the enrolling school or on to further
education must be carefully planned.
Before any learner enters an AE programme, all documentation relevant to the learner’s entry should be
completed and given to the AE provider. It is recommended that the enrolling school gives the following
information to a provider:


1
Current levels of academic achievement (including literacy and numeracy)
Social and behavioural profile (including involvement with specialist services
RTLBs, GSE, specialist mental health services: CAMHS/CAFS etc)
http://alternativeeducation.tki.org.nz/Resources
23 October 2012
such as



Significant contact people who are able to contribute to the development of an Individual plan, including
parents/whānau
Other relevant information e.g. current IEP(if applicable)
Reason for the referral to AE.
If learners are receiving additional support, for example Special Education, RTLB etc, the enrolling schools has
the responsibility to ensure that discussions take place to transfer support to AE where needed.
5.4.
Pastoral care
Learners are more likely to be retained within mainstream education settings if they feel welcome and included
as part of the school culture. The enrolling school can include AE learners in the school environment by:
 notifying the AE provider when there are cultural/social/sporting activities taking place in the school and
encouraging AE learners to attend wherever possible
 ensuring that AE learners are sent newsletters and other publications and have a school ID card
 communicating with parents/whānau is vitally important where this is possible
 keeping the enrolling school’s board aware and informed of learners in AE. Reporting to learners,
parents/whānau, and boards is dealt with in more depth in Section 8 of these guidelines.
5.5
Consortium membership
Where the enrolling school and managing school are not the same, there must be agreement that ensures
enrolling schools do not abdicate their responsibilities to learners, and that are administratively simple. For
example, if a provider is taking a group of learners from different enrolling schools on an EOTC event, it is
unnecessary to expect different versions of RAMS or SAPs to be completed for each school, one well written
and developed plan is enough.
5.6







The School Roll and funding
Update ENROL promptly when a learner enters AE and indicate where the learner is receiving AE
provision
Ensure that AE learners are correctly included in the roll return given to the Ministry. When a school is
visited by the resourcing auditors, its roll return will be checked to ensure that AE learners are
satisfactorily accounted for.
If a learner is attending AE they should not be classified as regular learners for roll returns, regardless
of whether the learner has been verified or not.
When a learner is excluded they must remain on the roll until they are re-enrolled in a school. A learner
who was excluded can only attend AE if they have been re-enrolled in a school.
A learner cannot be categorised as: ‘on the roll for the purposes of AE only’. If a learner reaches aged
16 and wants to continue with schooling they have a right to ‘return’ to the enrolling school for classes.
If a learner has been excluded and it has been decided by the excluding school and prospective school
that they should enrol in the prospective school that has an enrolment zone, and the learner lives
outside the school’s home zone, under Section 11D (2) (c) of the Education Act 1989, this requires the
endorsement of the Ministry.
Ensuring the requirements of the National Administration Guidelines (NAGs) and National Educational
Guidelines (NEGs) are met as well as the legislative requirements of the Education Act 1989.
When learners are attending AE they do not create roll-generated funding for the enrolling or managing school.
Further information on the implications for resourcing and completing roll returns can be found below:

Funding, Staffing and Allowances Handbook
http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/SchoolOperations/Resourcing/Res
ourcingHandbook/Chapter2/Appendices/Appendix1AttachedUnitsSatelliteClasses.aspx

Information on roll returns
23 October 2012
http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/SchoolOperations/Resourcing/Res
ourcingHandbook/Chapter5/CountingStudentsForTheRollReturn.aspx
The enrolling school should have a clear understanding of the funding agreement between the Ministry and the
consortium’s managing school.
The academic achievement of AE learners is not necessarily reflected in NCEA achievement rates of a school
as reported by NZQA or the Ministry. The stand-down and suspension history of an AE learner from a
previous school is not reflected in the counts or rates of stand-downs and suspensions for the current enrolling
school.
5.7
Discipline and Attendance Procedures
Enrolling schools should, through the consortium management committee, ensure consistency of approaches
and expectations to matters of discipline and attendance within AE provision. It is recommended that each
consortium develop a Code of Conduct and expectations with providers in regard to learners on AE
programmes.
Where a learner’s behaviour requires disciplinary action, the enrolling school must be notified and immediately
put in place the appropriate procedures. How and when this will work needs to be documented in policy so
expectations are clear between schools, providers and learners.
Any decision to stand-down or suspend a learner is a legal process and can only be taken by the principal of
the enrolling school. Referring a truant learner to a tracing agency should also be done in consultation with the
relevant school. Again it is recommended that there are policies and procedures in place between managing
schools, enrolling schools and providers which clearly state roles and responsibilities (and ensuring that the
Education Act 1989 is adhered to).
5.8
National Administration Guidelines
BOT and principals of enrolling schools are required to manage, monitor, and evaluate the provision of AE to
ensure that quality programmes are delivered.
The NAGs provide direction to boards and principals in carrying out their responsibilities with regard to AE
operations. Below is an example of how NAGs may affect AE.
5.8.1 NAG 1
NAG 1 Requirements
How these requirements may apply to AE?
A. Develop and implement teaching
and learning programmes:
The New Zealand Curriculum Framework identifies the
knowledge, understanding, skills and attitudes which
students should develop if they are to play a full part in the
world in which they will live and work. It also
acknowledges that individual students have unique
learning needs.
i.to provide all students in Years 1-10
with opportunities to achieve success in
all the essential learning and skill areas
of the New Zealand Curriculum;
ii. giving priority to student achievement
in literacy and numeracy
B. Through a range of assessment
23 October 2012
Enrolling and managing schools need to ensure that:
 Programmes are planned that relate to the
essential learning and skill areas of the New
Zealand Curriculum.
 Focus on the learning needs of individual students
and give priority to literacy and numeracy.
Enrolling schools should:
practices, gather information that is
sufficiently comprehensive to enable
the progress and achievement of
students to be evaluated;
giving priority first to:
i.
ii.
student achievement in literacy
and numeracy; and then to
breadth and depth of learning
related to the needs, abilities
and interests of students, the
nature of the school’s
curriculum, and the scope of the
New Zealand Curriculum.




Ensure that data on literacy and numeracy is
gathered and analysed
Programmes that will improve achievement in
literacy and numeracy are provided
data on the needs, abilities and interests of
students is gathered and analysed
Information about the progress and achievement
of students in relation their identified needs,
abilities and interests and the nature of the
curriculum that is offered is gathered.
C. On the basis of good quality
assessment information, identify
students and groups of students;
i.
who are not achieving;
ii.
who are at risk of not achieving;
iii.
who have special needs;
iv.
and identify:aspects of the
curriculum which require
particular attention.
AE provision should:
 Identify aspects of the curriculum which require
special attention for individual students.
D. Develop and implement
teaching and learning
strategies to address the needs
of students and aspects of the
curriculum identified in iii above;
AE provision should:
 Plan and provide individualised programmes that
address the identified needs, abilities and
interests of students, and the aspects of the
curriculum that require particular attention.
E. In consultation with the school’s
Māori community, develop and
make known to the school’s
community policies, plans and
targets for improving the
achievement of Māori students
AE provision should:
 Consult with the Māori community.
 Develop policies and plans for encouraging Māori
students to achieve the stated outcomes of AE
(i.e. return to mainstream schooling, enter further
training or find employment).
 Ensue Māori enjoy and achieve education
success as Māori
F. Provide appropriate career
education and guidance for all
students in year 7 and above.
G. with particular emphasis on specific
career guidance for those students
who have been identified by the
school as being at risk of leaving
school unprepared for the transition
to the workplace or further
education/training.
AE provision should:
 Offer in conjunction with Careers Services, a
programme of career education and guidance to
all learners.
 Focus on preparing students for the transition to
the workplace or further education/training.
23 October 2012
5.8.2. NAG 2
NAG 2 Requirements
How this requirement applies to AE
A. Develop a strategic plan which
documents how [boards] are
giving effect to the National
Education Guidelines through their
policies, plans and programmes,
including those for curriculum,
National Standards, assessment
and staff professional
development;
Managing and enrolling schools should include AE
learners within their strategic plan.
B. Maintain an ongoing programme
of self-review in relation to the
above policies, plans and
programmes, including evaluation
of information on student
achievement; and
AE provision should:
Report to the board of trustees of the enrolling school
on the progress and achievement of AE students.
C. Report to students and their
parents on the achievement of
individual students, and to the
school’s community on the
achievement of students as a
whole and of groups.
AE provision should:
Report to students and their parents on their
achievement.
5.9.2
NAG 3
NAG 3 Requirements
How this requirement applies to AE
A. Develop and implement personnel
and industrial policies, within
policy and procedural frameworks
set by the government from time
to time, which promote high levels
of staff performance, use
educational resources effectively
and recognise the needs of
students.
AE provision should:
 Have policies for recruiting and appointing staff
 Have systems for managing staff performance
B. Be a good employer as defined in
the State Sector Act 1988 and
comply with the conditions
contained in employment
contracts applying to teaching and
non-teaching staff.
AE provision should:
 Follow good employment practices.
5.9.3
NAG 4
23 October 2012
Managing and enrolling schools should:
 Ensure they comply with the State Sector Act
1988.
NAG 4 Requirements
How this requirement applies to AE
A. Allocate funds to reflect the
school’s priorities as stated in the
charter
Board of managing school should ensure:
 that AE funds are appropriately distributed
B. Monitor and control school
expenditure
Board of managing school should:
 report to the board of trustees on the
expenditure of AE funds.
C. Comply with negotiated conditions
of any current asset management
agreement, and implement a
maintenance programme to
ensure that the school’s buildings
and facilities provide a safe,
healthy learning environment for
students.
Applies to managing or enrolling school if AE is within
the School site.
5.9.4 NAG 5
NAG 5 Requirements
How this requirement applies to AE
A. Provide a safe physical and
emotional environment for
students.
AE provision should:





B. Comply in full with any
legislation in force that may be
developed to ensure the safety
of the students and
employees.
Ensure that the physical environment meets the
requirements of the Office of Safety and Health
Carry out regular checks to identify hazards in the
physical environment.
Have procedures for the emergency evacuation of
students.
Have policies and procedures that protect students
from emotional harm.
Support students who experience harm or abuse.
AE provision should:


Have policies and procedures to minimise the risk
of accident or injury to students in outdoor settings
Have policies that set out procedures for
investigating complaints for students and staff of
abuse or harassment.
5.9.5 NAG 6
NAG 6 Requirements
23 October 2012
How this requirement applies to AE
Each board of trustees is also:
expected to comply with all general
legislation concerning
requirements such as attendance,
the length of the school day, and
the length of the school year.
Managing and enrolling schools should:



23 October 2012
Ensure that attendance figures are accurately
recorded and that providers comply with the length
of the school day, and
the length of the school year. Information on the
length of the school day and the length of the
school year can be found on the Ministry website.
For 2006 -2009 schools need to ensure that
providers are open for 380 half days.
Boards of Trustees and providers must also comply
with all requirements of the law, e.g. the Privacy
Act, council by-laws, tax laws etc.
6
Providers
Some schools choose to work with a community partner to deliver an educational programme to meet the
needs of AE learners. The schools enrol learners and maintain oversight but pass on an appropriate part of the
funding to their community party who then provides the AE programme. Often community providers are able to
meet the needs of these young people because they are part of the young person’s ethnic or cultural
community, or because they are able to use a non-school based approach.
The managing school, consortium and AE providers should collaboratively develop the procedures that are
most appropriate for all of the parties involved. Current school policies, procedures and forms may be able to
be adopted by the providers to lower compliance costs and ensure that providers and schools are very clear or
their roles and responsibilities. Meeting agreed standards should be supported by schools, and it is
recommended that they work together to produce joint action plans and timelines to meet objectives.
Choosing a provider
When choosing a provider the following areas should be considered:
Provider Philosophies
The provider has, and uses, a clearly defined philosophical base to determine the programme it will provide.
The provider should be able to demonstrate to the managing school that it has clearly identified and
documented its:
 general philosophy/value base
 scope of the services and programmes provided
 goals for the services and programmes provided
 intended outcomes for students.
Section A:
6.1.1 Provision of Quality Education Programmes
The provider is committed to planning and delivering comprehensive, effective and quality educational
programmes for all students attending. The provider should be able to demonstrate through documented
planning to the managing school that:






the New Zealand Curriculum is used in planning and delivery of all educational programmes and;
Educational programmes take account of National Education Guidelines (NAGs) and National
Administration Guidelines (NEGs)
Programmes are focused on meeting identified learner needs
There is regular assessment and reporting on learner achievement
All staff involved in working with learners should have relevant and up to date qualifications or are
working towards this. Qualifications should be relevant to the work they are doing with learners e.g.
kayaking instructors should have an instructor’s certificate specific to this activity.
Teaching and learning practices are regularly reviewed and evaluated to best reflect the nature and
ability of the learners present.
6.1.2 Cultural Appropriateness
The provider delivers programmes that are culturally appropriate to young people.
The provider should be able to demonstrate to the managing school that:


It provides services which young people consider are appropriate to their culture.
Where indicated, the provider can identify and consult with Iwi/Māori groups, Pasifika groups and other
stakeholder groups that exist in the same area.
Section A:
23 October 2012
6.1.3 Providers Business Viability
The provider has a clearly defined management structure and effective management systems. The provider
should be able to demonstrate to the managing school that it:





Has a defined and current legal status e.g. incorporated body.
Has appropriate and clearly defined governance and management structures, the written record of
which shows authorities, responsibilities and accountabilities.
Has a process for managing potential conflicts of interest between governance and management roles
that ensure that each of these roles are carried out appropriately.
Is governed by people with appropriate skills, qualifications and personal qualities.
Has management systems, policies and procedures that are consistent with:
a) its legal status, constitution, rules, charter or Act of Parliament
b) the aims, philosophy and the scope of its activities
c) its management structure
d) relevant legislation
e) contractual obligations.
6.1.4 Financial Management and Systems
The provider is financially viable and manages its finances competently. The provider should be able to
demonstrate to the managing school that it:





Is solvent.
Has a financial management system appropriate to the size and complexity of the provider.
Has an appropriate accounting system in use which produces accurate and timely financial statements.
Has an arrangement for the regular independent audit of financial accounts.
Undertakes forward financial planning to show that the provider will remain financially viable.
6.1.5 Organisational Monitoring
The provider ensures that policies and procedures are appropriate and effective.
The provider should be able to demonstrate to the managing school that it:




Regularly monitors its individual policies and procedures
Regularly monitors its systems as a whole
Makes appropriate improvements based on the result of this monitoring.
Services
6.1.6 Staffing
The provider has a sufficient body of qualified and competent staff both to deliver and to support the
programme.
The provider should be able to demonstrate to the managing school that:






Staffing and staff relations, policies and procedures comply with the relevant legislation.
It includes in its definition of ‘staff’ anyone the provider relies on to deliver its services. This includes
volunteers and managing schools as well as paid staff members.
It has a clear, transparent and open process for recruiting and vetting staff. Checking of staff is to
include police vetting.
It does not employ any person in a paid or voluntary capacity, including management committee
members, who has a conviction for sexual crimes or for any offence involving the harm or exploitation
of children.
Unless there are exceptional circumstances, the provider does not employ any person in a paid or
voluntary capacity, who has a conviction for crimes of violence against any person.
Unless there are exceptional circumstances, the provider does not allow a person to be involved with
the management committee who has a conviction for crimes of violence or dishonesty offences.
23 October 2012





If there are exceptional circumstances then these should be bought to the attention of the managing
school for their agreement
It has a written agreement of service with all staff, including volunteers and managing schools.
Examples of these agreements can be found on the Department of Labour website:
http://www.dol.govt.nz/er/starting/relationships/agreements/builder.asp
It provides adequate training, professional development and support for all staff.
It uses an effective performance management system for all staff.
Base
6.1.7 Health and Safety
The provider ensures that young people, staff and visitors are protected from risk.
The provider should be able to demonstrate to the managing school that:
1. It ensures that its premises comply with all legal requirements.
2. It has practices in place which comply with ‘Safety and EOTC (Education outside the Classroom) - A
good practice guide for New Zealand schools’.
3. It provides and maintains a safe physical and emotional environment for all who enter its premises and
any other premises that are used for the programme.
4. It has safety and emergency plans for the evacuation of its premises and any other premises that it
uses for the programme.
5. It maintains a register of accidents and incidents of serious harm to staff, visitors and others in the
workplace.
6. It notifies the Department of Labour, Occupational Safety and Health Service, as soon as possible of
any incident which falls within the definition of serious harm, as defined in the Health and Safety in
Employment Act 1992, and provides written confirmation of the incident within seven days.
7. It informs the managing school of any accident or injury that involves students and follows agreed
aspects of school policy.
8. It ensures that staff does not use methods of discipline or control that involve physical or emotional
punishment.
9. It ensures the safety of young people in the programme by having appropriate plans and policies that
cover the following:
a) Collection of all the information required for the purpose of the programme and the safety of the
learners participating in the programme.
b) Ensuring that the physical location of the programme is appropriate and safe for the age,
background and capabilities of those participating.
c) Having a plan to cover emergencies that may occur during the operation of the programme.
d) Ensuring that all who need to know where the participants are at all times during the programme. If
student attendance is of concern, then there should be in place an agreed protocol that outlines
steps that need to be taken e.g. truancy referral.
e) Risk is assessed for all activities and reassessed for new learners and staff.
6.1.8 Resolution of Complaints
The provider uses a robust process to resolve complaints. The provider should be able to demonstrate to the
managing school that:




It has a formal process for receiving, considering and resolving complaints that are soundly based in law
and consistent with the principles of natural justice.
It ensures that all learners, families, whanāu and staff are aware of the formal complaints process.
A record of all complaints and the formal application of the complaints process are maintained.
Learners, participating schools and families receive a copy of the procedure.
23 October 2012
6.1.9 Resources
The provider ensures that all learners have access to quality and appropriate resources. The provider should
be able to demonstrate to the managing school that:



It ensures that adequate resources are available to all learners in order for them to participate in a range of
programmes and activities.
In conjunction with the schools, learners have access to information and communication technologies,
including but not restricted to, computers and educational computer packages.
All vehicles that are used to transport learners and staff are regularly serviced and are well maintained. All
legislative requirements in respect of vehicles are met, including current warrant of fitness and registration.
6.1.10 Appointment of Director/Coordinator of the Service
The provider should be able to demonstrate to the managing school that:

A Director/Coordinator for the programme is appointed, or a person is designated to act for that purpose
and states the designation in the person’s position specification and how to contact them.
Services
6.1.11 Procedures and Policies re Intake and Discipline
The provider uses a process to assess the needs of the learners referred to the programme it provides. The
provider should be able to demonstrate to the managing school that:

Guidelines and entry policies are established for the admission of learner in consultation with the managing
school. These are intended to ensure that the needs of the learner are matched to the purpose of the
programme.
 Learners who enrol on the programme receive a comprehensive educational and environmental
assessment.
 Ongoing assessment procedures are in place which effectively tracks base-line data and progress towards
educational targets.
 The assessment outcomes are used to plan and design programmes and individual plans.
 There is agreement on procedures for learner discipline and truancy. AE providers cannot stand down,
suspend or exclude a learner. In the case of severe behavioural issues, disciplinary matters should be
dealt with in consultation with, and by, the learner’s enrolling school.
Services
6.1.12 Planning and Delivery of Programmes
The provider plans and delivers coherent and effective programmes for all learners
The provider should be able to demonstrate to the managing school that:



A collaborative process is used for planning the AE programme. This collaboration may take place between
the managing school, the enrolling school or any other party and the AE provider.
The programme meets both the identified needs of the learner and the objectives of the programme as a
whole.
Changes are made to the programmes received by the learner based on regular evaluation of the:
a) Programmes or activities in which they have participated.
b) Progress they have made towards meeting their educational and developmental targets.
c) The programme has a clear structure with activities and experiences that are relevant to, and
likely to progress, the educational and developmental objectives for learners.
d) It has all the necessary consents for the participation of the learners in the programme.
6.1.13 Individual Education Plans (IEPs)
All learners have an IEP that has been developed for, and with, the learner. The provider should be able to
demonstrate to the managing school that the IEP developed is regularly monitored and updated. Information
23 October 2012
on IEP writing can bedownloaded from the TKI
website:http://www.tki.org.nz/e/community/alterned/resources/ppt/indiv_planning.ppt
6.1.14 Transition Processes
The provider has in place processes and procedures which facilitate the transition of students from AE
programmes back into mainstream education or into further skills development programmes. The provider
should be able to demonstrate to the managing school that:





A comprehensive process is in place for determining when the AE programme is no longer appropriate for
a learner
In consultation with the learner, the learner’s family, the enrolling school and others, develops a “next steps
plan” as a part of a learner’s IEP.
The “next steps” plan should consider reintegration into mainstream schooling or further programmes that
are able to meet the identified needs of the learner.
It will endeavour to ensure that a positive outcome is achieved for each learner.
For those learners that drop out of the programme, the provider will refer the learner (via the enrolling
school) to either the local truancy officer or to the non-enrolled truancy service (NETS).
When implementing reintegration of learners in AE programmes to mainstream schooling, enrolling schools
should consider a gradual process whereby the learner is offered the opportunity to be involved in some
mainstream curriculum classes, as well as other school sporting and cultural activities.
6.1.15 Educational Record Keeping and Reporting
The provider records its work with learners. The provider should be able to demonstrate to the managing
school that:









It keeps records of its work that meet the agreed reporting requirements.
It ensures that learner records document each stage of programme provision from intake to conclusion of
services.
It collects, records, stores and uses personal information in keeping with the Privacy Act 1993.
It follows the guidelines as described in Education Circular 1999/3 (Rules for Student Record Keeping) as
appropriate.
It reports to the learner, the learner’s family and the learner’s referring school on a regular basis about the
educational progress of the learner and progress against the goals and targets as agreed to in the IEP.
If requested, the provider will allow Education Review Officers (ERO) access to learner information and
programme planning
Reports should be made as agreed between the managing school/enrolling school and AE provider.
Reports should be based on the IEP which is developed with the learner on entry to the programme. Plans
should be reviewed on a regular basis to establish ongoing achievement goals.
Report on programme development and implementation as well as overall learner achievement on a
regular basis.
6.1.16 Networking with Other Services and Providers
The provider has links and networks with appropriate educational, social and cultural agencies and services.
The provider should be able to demonstrate to the managing school that:



It has contact and links with educational, social and cultural agencies, and inter-sectoral groups e.g.
Strengthening Families, and can identify the specific services provided by these agencies.
It makes use of other service providers where appropriate to support the programme and individual
learners.
It ensures that any other agency or provider that provides services to enrolled learners as part of the
programme meets all the standards within this document. All contractual arrangements with these agencies
are clearly documented.
23 October 2012


It has clear guidelines about the limitations and scope of their work and has procedures for referral to other
agencies as appropriate.
A close working relationship is developed with the managing school and enrolling school and will plan how
the enrolled learners can maintain involvement in the culture and life of the school where appropriate. This
might include involvement in sporting teams and cultural groups. Enrolled AE learners should be able to
access school guidance and career counsellors if appropriate and may be invited to join the school for
specific events such as visiting speakers or exhibits.
6.1.17 Service Provision Review and Evaluation
The provider makes changes to its programme based on on-going reviews and evaluation. The provider should
be able to demonstrate to the managing school that:

It undertakes regular reviews and evaluations of the effectiveness and appropriateness of the services
provided to learners.
6.1.18 ICT Safety
Netsafe have developed a large number of templates and policies specifically for the schooling sector which
could form the basis of policies and practices for providers. The link to some of the useful information from
Netsafe is below.
http://cybersafety.org.nz/kit/Use%20Agreements/agreements/staff_ua.html
The Ministry recommends that providers include this sort of agreement in their induction packages for new
staff, volunteers and learners to sign.
7. Research
7.1
Secondary Schools and Alternative Education
This report published by the Education Review Office (ERO) in 2011 looks at how well secondary schools
engage all students in Years 9 to 11. It also looks at how well enrolling schools - those that place students in
AE - have met their obligations as set out in the Ministry guidelines for alternative education.
http://www.ero.govt.nz/National-Reports/Secondary-Schools-and-Alternative-Education-April-2011/Introduction
7.2
Good Practice in Alternative Education
In June 2010 ERO reviewed the work of six AE providers. This work was undertaken through an agreement
with the Ministry, which had anecdotal evidence of the effectiveness of these providers. The focus of this
review was to identify aspects of practice that supported learner’s education. Among the aspects ERO
examined were the educational achievement of learners in AE, effective teaching environments and the
success factors that were critical for the provision of effective AE.
ERO’s findings for this report are set out under three main headings:



Pedagogy, Curriculum and Assessment
A focus on the whole learner
Leadership, coordination and quality systems.
Each of these sections details the nature of good practice at the providers visited by ERO. This discussion of
good practice includes specific examples of provider practices.
The conclusion of this report outlines the critical success factors underpinning the good practice of these
providers.
23 October 2012








The quality of the relationships between staff and learners.
The use of a curriculum that matched the individual needs of learners.
The passionate and compassionate approach of AE staff.
The ability of staff to have learners aspire to a more positive future for themselves.
An ability to address the wide range of social and educational needs of learners.
The leadership and teamwork of AE providers.
The relationships with schools.
The relationships with whānau/families.
In addition to these success factors ERO also identified two challenges to ongoing good practice. These were:


The pedagogical leadership of AE providers
The quality of exit transitions.
http://www.ero.govt.nz/National-Reports/Good-Practice-in-Alternative-Education-September-2010
7.3
Activity Centres: An Overview
Activity Centres operate in eleven urban centres from Auckland to Invercargill. These centres are for learners
who are at risk of not achieving in mainstream education. Most of the learners have been referred for
behaviour that impedes their learning as well as that of others. Activity Centres give learners time to reflect on
their learning and behaviour in an environment where teachers can focus on individual learner needs, so that
they can be reintegrated into a mainstream school.
7.4
AE Leaner perspectives
This report presents the findings from a research project carried out in 2008 on the educational histories and
pathways of AE learners in New Zealand.
Read the report here: http://www.educationcounts.govt.nz/publications/schooling/50254/3
7.5
Literature Review and Report on Key Informants’ Experiences
Research was carried out in 2006 by the Auckland College of Education exploring what was working well in AE
at that time. Below is a summary of the findings that boards of managing schools and providers may find useful
when thinking about AE provision.
http://www.educationcounts.govt.nz/publications/schooling/5003
The literature review and report on key informants’ experiences of AE maintained that there are five key
components associated with effective AE provision. Each of these aspects are summarised below:
7.5.1 Location
Quality programmes may be conducted indoors or out. Small groups encourage a sense of programme
ownership because the learner’s voice is more likely to be heard. A sense of emotional security is engendered,
and their personal interests are reflected in the programme and the room décor. The environment is more
informal which makes it feel more homely. The teacher/learner relationship is more informal and encourages
these types of features encourage improved attendance and socially acceptable behaviour. It was emphasised
that this environment although flexible and informal needed to have clear guidelines and organisational
structures.
7.5.2 The Learners
The learners are supported to make a commitment to the programme, and an attempt is made in quality
provision to value learners’ achievements and recognise the difficulties of the adolescent life-stage, by
encouraging peer support and conditions to promote self esteem.
23 October 2012
7.5.3 The Learners' Families
In successful AE programmes there is a priority for AE educators to try to build a relationship with the learner’s
family and whanāu. Where this is possible, learners’ families can be integral in the success of the AE
experience by reinforcing the programme at home and working in partnership with programme providers.
7.5.4 The Programme Curriculum
Effective alternative programmes can offer more individualised curriculum support than mainstream
programmes. They have the flexibility to deliver literacy, numeracy and other areas of content knowledge as
real life situations in order to maximise learning opportunities. Such informal activities associated with real life
contexts covered: writing letters for real life communication purposes, for example, inviting families for a hangi,
job applications, math's exercises (such as measuring out distances for a baseball court). Diagnostic
assessment is important to provide guidance in planning individualised programmes.
7.5.5 The Programme Providers
The investigation revealed that there were two basic types of educators who work with students within
alternative education programmes. The first were trained teachers and the second were members of the
community who were referred to as tutors; trainers and educators.
In effective AE programmes there is a team of providers, which operates collaboratively, providing support for
team members as well as for learners. Team members are involved in a multidisciplinary approach of providing
health, educational, social and emotional support for learners. Alternative educators need to develop warm
relationships with their learners, as well as helping them with basic life needs. There is evidence to suggest
that initial recruitment for the role is often on personal attributes that need to be promptly supported by
appropriate training in behaviour management, counselling and special needs. The importance of having
trained teachers who have a professional approach to education should be emphasised. However it is
recommended that pre-service teacher training is supplemented by specialist courses.
As probably 80 to 90 percent of the students within alternative education settings were Māori, culturally
appropriate staffing as well as culturally appropriate activities and physical environment needed to be seen as
important. There was value in Māori students having a close affiliation with the local marae where they would
learn their role on the marae that they could carry with them.
7.6 Health Youth 2007
Students attending AE face complex and problematic health, educational and social issues. There are no quick
fix solutions; the issues are interconnected, longstanding and share similar foundations. However, there are
strategies that are effective at improving the health and wellbeing of vulnerable youth.
Programmes that reinforce pro-social adult relationships, involve multiple social domains (e.g. home,
family/whānau, school and community), are longer in duration (more than two years), are broad in their scope
(do not just focus on one issue), involve collaboration between multiple agencies, have a Healthy Youth
Development focus and encourage youth participation are more likely to be effective
Based on the evidence from this report and the literature pertaining to effective programmes, we make the
following recommendations:
 Recommendation 1:
Develop caring and supportive relationships with students to engage them in
education, health and social services.

Recommendation 2:
Improve interaction and communication between family/whānau, AE providers, health and social
services.
23 October 2012

Recommendation 3:
Provide free, consistent, high quality, youth appropriate, onsite primary health care for all AE students

Recommendation 4:
AE facilities require collaborative models of health and social service delivery

Recommendation 5:
Comprehensive and consistent health promotion policies and procedures are required in AE

Recommendation 6:
Provide more training and workforce development for AE staff

Recommendation 7:
Address the social determinants of health and educational disparities.
More information on this report can be found at:
http://alternativeeducation.tki.org.nz/Resources
8. Contracting and procurement
The Ministry suggests the enrolling school seek professional independent advice approved of by their liability
insurer. This is usually New Zealand School Trustees Association (NZSTA) or a law firm specifically identified
by the school’s insurer. Advice from NZSTA is available to all boards of trustees regardless of NZSTA
membership.
8.1 Roles and Responsibilities
Highlights from the funding agreement
Obligations of the enrolling school
I.
The enrolling school retains the overall academic and pastoral responsibility for every learner on their
roll. This now includes updating and keeping ENROL current. These learners should be receiving an
educational programme, and may be included in ERO reviews of the school. The board must be
satisfied that the learners they have who are receiving AE provision are receiving an adequate
educational experience.
II.
Access to the National Qualification Framework including for year 11 learners onwards.
III.
As these learners are often off site it is important that boards of trustees and school management retain
oversight. The board is legally responsible for the safety and wellbeing of learners even if they do not
attend the mainstream school. This includes any EOTC experiences that a provider may take the AE
learners on. Any formal removal of a learner can only be decided on by the principal/board of the
enrolling school. Managing schools and providers cannot suggest to a learner or the learner’s family or
Whānau that they not come to school. If a provider refuses to have a learner with them for safety
reasons etc. It is the responsibility of the enrolling school to ensure the learner’s educational needs are
met in an adequate way. Information on stand downs and suspensions can be found on the following
website Information on ENROL including NETS notification process can be found on
the following website:
http://www.minedu.govt.nz/educationSectors/Schools/SchoolOperations/ENROLAndEnrolment/Informat
ionSchoolUsers.aspx.
Obligations of the managing school.
I.
The managing school, on behalf of the enrolling schools, must ensure that the provision of AE includes
all of the stipulations found in the NEGS and NAGs. Information on these can be found on the following
23 October 2012
II.
III.
IV.
V.
VI.
website:
http://www.minedu.govt.nz/educationSectors/Schools/PolicyAndStrategy/PlanningReportingRelevantLe
gislationNEGSAndNAGS.aspx
The Ministry has developed AE guidelines which can help schools to develop good processes for
developing and monitoring agreements between schools and providers. This information can be found
on the following website
http://www.tki.org.nz/e/community/alterned/alt-ed-guidelines-jun-06.doc
Legislative requirements include the Education Act 1989, the Public Finance Act 1989.
The managing school, on behalf of the enrolling schools, must ensure that the provision of AE includes
all of the requirements found in the NEGS and NAGs.
Legislative requirements include the Education Act 1989, the Public Finance Act 1989 which explains
that school board of trustees act as Crown Entities.
Obligation of the Ministry.
I.
As long as the government continues to approve funding for AE the Ministry will provide funding to
schools following the conditions in the agreement
II.
The Ministry uses the reports to assess overall trends and to identify risks etc. For this reason it is
important that all paperwork is kept up to date and given to the Ministry when required.
III.
The Ministry’s current arrangement with a school does not guarantee any future agreements and
therefore contracts (e.g. staffing or with providers) should reflect this.
IV.
The Ministry requires reporting to be submitted by schools before they can pay invoices, as this
demonstrates that funding is being used appropriately. The Ministry cannot pay in advance or without
an invoice generated from the school.
8.2 Reporting
Monthly data sheets are the main source of ensuring that schools are using the resource. From 2009 ENROL
has had a specific button to indicate that students are in AE. This information will be fed into the AE database.
The monthly reports need to be checked to ensure that the ministry retains accurate information on AE usage.
Reports are generally due to the Ministry by the end of the first week of a month for information from the
previous month.
Guidelines to school on financial management including examples of model financial statements can be found
on: www.minedu.govt.nz/fish
8.3 Payment
This explains how many places the Ministry has offered a school, and the cost per place. If you are offered
extra places in the year a variation will be issued by the Ministry. Invoices must be sent in by the end of each
month along with the required reporting.
If places are consistently under-utilised the Ministry may allocate them to another school which can use them.
AE funding is a scarce resource and therefore the Ministry intends that schools allocate no more than 10% of
funding toward administrative costs. 90% of funding should go to the AE provider.
The completion of a monthly report enables the Ministry to determine whether or not the provider is fulfilling the
required service. The Ministry is unable to pay invoices until monthly reports are received.
23 October 2012
23 October 2012
9.
Monitoring and reporting in Alternative Education
9.1 Purpose of Monitoring
Monitoring involves collecting, analysing and evaluating information, to measure performance, progress and
change. For AE this means looking at AE provision with an eye to continuous improvement. The agreement
that managing schools have with the Ministry, and that schools have with providers, ensures that monitoring
occurs.
In this section an explanation of the AE verification form, the AE monthly attendance reports, and the 6 monthly
reporting templates will ensure that schools and providers understand the requirements.
A monitoring worksheet has also been included which will be used by Ministry staff to monitor the agreements
with schools. It is suggested that schools may also want to use the worksheet as an additional monitoring tool
for use with providers.
9.2 Verification Form
The verification form attached should be filled in for every learner within AE. The verification form should be
completed by the enrolling school of a prospective learner to ensure that the information collated is correct and
up to date. Please also note that this form should be faxed to the local Ministry of Education office.
9.3
AE Monthly Attendance Report
The table below will be extracted for every learner who was enrolled to attend AE in the calendar month. The
reports are used by the Ministry to monitor trends both at the national and local level.
Learner
name
Date of
birth
e.g.
Student
A
e.g.
Student
B
e.g.
Student
C
14/08/1991
9.4
School
enrolled
at:
Hikurangi
College
Provider
enrolled
with
ABC
Trust
Date of
entrance
into AE
10/4/03
30/5/1992
Hikurangi
College
Tahi rua
trust
30/05/05
06/09/1989
Porou
High
Tahi rua
trust
02/03/04
Date of
exit from
AE
Destination
outcome
18/09/2005
Training
course
Guide to the Monthly Report
The terms used in the table are explained below:
Destination Outcome: The destination outcome should be measured by where the learner is twenty days
after they finish with the provider. Possible destination outcomes are:








Correspondence School
Deceased
Detained in Custody
Employment
In CYF (or other Agency) Care,
Left New Zealand
New Placement
Open
23 October 2012




9.5
Referred to a tracing agency,
Returned to (a regular) school or training course
Turned 16 – finished schooling,
Untraceable.
Guide to the Six-monthly Report
9.5.1 Purpose and Expectations
The development of enhanced reporting requirements was one of several changes made to AE by the
Government in 2010.
From 2011, AE providers are required to have IEPs for all students which are to be used as a basis for
reporting to managing schools. In addition to this, managing schools are required to report on a six-month
basis to the Ministry on progress against student outcomes.
The Ministry will use the information gathered to monitor the success of the programmes being offered to some
of New Zealand’s most at-risk and transient young people. The information will also be used to assist the
Ministry in the development of policy for the provision of AE.
Consistent, outcomes-based reporting will highlight the progress made by AE students and their achievements.
The Ministry will provide assistance to providers and managing schools if required to ensure that reporting is of
the required standard.
9.5.2 Roles and Responsibilities
AE provider
Along with the enrolling school, AE providers are required to develop an IEP for each student within 30 days of
the student attending the AE programme and review the plan at least once per term. This requirement is set
out Schedule A, Outcome 1 of the funding provision agreement between the managing school and the
Ministry.
AE providers should provide the managing school with all of the information required to enable the managing
school to report to the Ministry every six months.
Managing school
The managing school will provide a report to the Ministry twice a year on aggregated student information. The
managing school must use the Six-monthly Report template and should collate student information from all of
the AE programmes they manage into one Six-monthly Report. This requirement is set out in Schedule B of
the funding provision agreement between the managing school and the Ministry.
Ministry of Education
The Ministry will collate the information received from all the managing schools and produce a milestone report
on the progress made against student outcomes. These reports will show a national picture of the progress
made by AE students.
9.5.3 Guidelines for Template 1: Individual Education Plan (IEP)
Guidelines on reporting to the Ministry of Education
Purpose and Expectations
23 October 2012
The development of enhanced reporting requirements was one of several changes made to Alternative
Education (AE) in an announcement by Hon Anne Tolley, Minister of Education, and Hon Pita Sharples,
Associate Minister of Education on 1 September 2010.
From 2011, AE providers are required to have Individual Education Plans (IEP) for all learners which are to be
used as a basis for reporting to Managing Schools. In addition to this, Managing Schools are required to report
on a six-month basis to the Ministry of Education on progress against learner outcomes.
The purpose of the reporting requirements is to measure what is important, what is valued, what is meaningful,
and what is useful.
The Ministry will use the information gathered to monitor the success of the programmes being offered to some
of New Zealand’s most at-risk and transient young people. The information will also be used to assist the
Ministry in the development of policy for the provision of AE.
The fundamental requirement to measure what is important, what is valued, what is meaningful, what is useful
Consistent, outcomes-based reporting will highlight the progress made by AE learners and their achievements.
Roles and Responsibilities
AE provider
Along with the enrolling school, AE providers are required to develop an IEP for each learner within 30 days of
the learner attending the AE programme and review the plan at least once per term. This requirement is set out
Schedule A, Outcome 1 of the Funding Provision Agreement between the Managing School and the Ministry of
Education.
AE providers should provide the Managing School with all of the information required to enable the Managing
School to report to the Ministry every six months.
Managing School
The Managing School will provide a report to the Ministry twice a year on aggregated learner information. The
Managing School must use the Six-Monthly Report template and should collate learner information from all of
the AE programmes they manage into one Six-Monthly Report. This requirement is set out in Schedule B of
the Funding Provision Agreement between the Managing School and the Ministry of Education.
Enrolling School
Along with the AE provider, the enrolling schools are required to develop an IEP for each learner within 30
days of the learner attending the AE programme and review the plan at least once per term. This requirement
is set out Schedule A, Outcome 1 of the Funding Provision Agreement between the Managing School and the
Ministry of Education.
The Boards of Trustees should receive regular reporting on the progress and achievement of AE learners.
Ministry of Education
The Ministry of Education will collate the information received from all the Managing Schools and produce a
Milestone Report on the progress made against learner outcomes. These reports will show a national picture
of the progress made by AE learners.
23 October 2012
9.5.4 Guidelines for Template 2: Six-Monthly Report
The Managing School is required to complete one Six-Monthly Report of aggregated learner information for all
the AE programmes it manages.
For all questions in the Six-Monthly Report, only include information on learners who have been
enrolled in an AE programme for longer than 30 days (four weeks) during the six-month reporting
period.
Reporting requirement four:
Scales for reporting requirements:
23 October 2012
Reporting requirement seven: Student success
When working with learners and their whānau/family they may talk of other measures of success (what is
important/valued/meaningful) that has not been captured elsewhere in this reporting template. Give some
examples of learner success. It would be useful to talk to the learners and their whanau/family to gather from
them what they think is important, valued, and meaningful targets
Reporting requirement eight
In the box provided, write a short paragraph showing the outcomes of providing pedagogical leadership
including what aspects of the pedagogical leadership plan were achieved, which aspects weren’t achieved and
how the pedagogical leadership plan may be changed based on what has been learnt over the past six
months.
Reporting requirement nine
Please provide the approximate value of Ministry of Education funding spent on:
1. The provision of AE, and
2. Pedagogical leadership
Please note: Only include funding from the Ministry of Education in these figures
23 October 2012
10. Glossary
Alternative Education
AE aims to provide a constructive alternative
delivery of education for challenging or excluded
students, in a nurturing environment with high
expectations of student potential.
Consortium
In many locations schools cooperate by bringing together their funding to create
consortia or clusters. One of the schools is nominated as the consortium lead
school or managing school.
Cybersafety
refers to the safe use of the Internet and ICT equipment/devices, including mobile
phones
Enrolling School
A school that has students attending Alternative
managing the consortium.
Exclusion
Education but is not
Exclusion means the formal removal of a learner aged under 16 from a school
and the requirement that the learner enrol elsewhere.
IEP
Individual Education Plan – a plan that brings together knowledge and
contributions from the learner and those who know him or her best. The plan is
an individualised supplement to the full-class learning programme that records
learner achievements, aspirations and goals, the supports required and what
success might look like
ICT
equipment/devices
includes but is not limited to; computers (such as desktops, laptops,
PDAs), storage devices (such as USB and flash memory devices, CDs,
DVDs, floppy disks, iPods, MP3 players), cameras (such as video, digital,
webcams), all types of mobile phones, gaming consoles, video and audio
players/receivers (such as portable CD and DVD players), and any other,
similar, technologies as they come into use
Managing school
The consortium managing schools take responsibility for the relationships with
various education providers on behalf of their Alternative Education cluster.
These relationships are contracted through a memorandum of understanding. In
some case the managing schools have their own, on-site provision of Alternative
Education. The Managing school also has a contract with the AE provider.
National
Administration
Guidelines (NAG)
Providers
National Administration Guidelines are guidelines
requirements relating to school administration.
Non Government
Organisations (NGOs)
A non-governmental organization (NGO) is a legally constituted organisation
created by natural or legal persons that operates independently from any form of
government. The term originated from the United Nations (UN), and is normally
23 October 2012
and/or
The external providers come from a range of backgrounds including churchbased groups and private training organisations. Anecdotal evidence suggests
that many of the providers do not use registered secondary teachers to deliver
their programmes
used to refer to organizations that are not a part of the government and are not
conventional for-profit business
Territorial Local
Authority (TLA)
A city or district authority
Transition
A term used when children move from home to early childhood education and/or
school. Transitions also occur when learners move between classes, schools and
into the community when leaving school.
23 October 2012
11. Forms
11.1 Endorsement Letter template
From schools to the Ministry for excluded learners enrolling in a school with an enrolment zone
Date
Manager
Ministry of Education
Local office address
Dear <name of manager>
<Student name> was excluded from <School A> on <date>. <Student name> has expressed a wish to be
enrolled at <School B>.
The Principal of <School B> has agreed to enrol <student name>, after discussion with the Principal of
<School A>. However <School B> has an enrolment scheme and <student name> lives outside the school’s
home zone. Therefore, under Section 11D (2) (c) of the Education Act 1989, this arrangement requires your
endorsement.
We ask that you exercise your delegated authority from the Secretary for Education to endorse the enrolment
of <student name>) at <School B>.
Yours sincerely
_____________________________
(Principal, (School A))
____________________________
(Principal, (School B))
Under s11D (2) (c) of the Education Act 1989 I endorse the enrolment of (Student name) at (School B).
Signed: __________________________________________________
(Manager, Ministry of Education)
Date: _______________
23 October 2012
11.2 Pedagogical leadership plan 2013 - 2015
Pedagogical leadership plan 2013 - 2015
SUMMARY DESCRIPTION OF [name of school] MANAGEMENT ARRANGEMENTS FOR MEETING REGISTERED
TEACHER PEDAGOGICAL LEADERSHIP REQUIREMENTS
[name of school] Board of Trustees have signed an agreement with the Ministry of Education for the delivery of *** days
teacher-led pedagogical leadership to raise the educational outcomes of students in Alternative Education. This ensures:
• cultural competence in working with diverse students and tutors, and in particular that programmes address the
identity, language and cultural needs of Māori students
• quality curriculum, planning, and assessment
• strategies to build engaging learning activities based on evidence
• programme review based on self-review
The Pedagogical leadership role includes:





pedagogical knowledge
strategic leadership
change management
working together
supporting high quality professional learning and support
REGISTERED TEACHER DETAILS SUMMARY
1. The number of full time registered teacher/s, the name of the employing organisation/s, and the
location from where the teacher/s will work from, and approximate number of days per term of
pedagogical leadership.
e.g 10 days of registered teacher per YEAR, employed by Tuatahi school, based at Tuarua provider, 3 days on term one then two days in terms two,
three, and four.
2. Relevant training and experience for the teacher/s
e.g experience in leading self-review, experienced in working with Māori communities and engaging Māori whānau
3. Suitability checks (including identity checking and Police vetting) that registered teacher/s have
been (or will be) subjected to
e.g referee checks, validity of practicing certificate etc
23 October 2012
SUMMARY OF ESTIMATED OUTPUTS WITHIN THE PROGRAMME
Outputs
Description of what the
teacher/s will do to fulfil the
role
of
pedagogical
leadership. This should be
pragmatically based on the
number
of
days
of
pedagogical leader days. The
description must be specific,
measurable,
achievable,
realistic and timely.

Cultural competence
in working with diverse
students and tutors,
and in particular that
programmes address
the identity, language
and cultural needs of
Māori students
Quality curriculum,
planning, and
assessment
Strategies to build
engaging learning
activities based on
evidence and aligned
to sound professional
learning and
development
Programme review
based on self-review
Other:
6 month report back on
outputs. Include what was
achieved, what was not
achieved, and what you may
change in the plan due to
what you have learnt over the
past six months.







11.3 Six-monthly reporting template
Six-Monthly Report
Name of Consortium
State the year and circle which six month period this report applies to:
Six months ending June
Six months ending December
Year:
Number of students active in an Alternative Education programme
over the six month period.
NB: For students who have been enrolled in the programme for at least 4 weeks.
Reporting requirement 1: Development and review of Individual Education Plans
As per the funding agreement all students must have an initial assessment on
education needs and current education skills and ability and have an Individual
Education Plan (IEP) completed within 30 days (4 weeks) of admission to the
programme.
For all students in an Alternative Education programme active during the reporting
period, please provide the information requested below.
1a. Number of Individual Education Plans completed within 30 days
(4 weeks) of the student starting the programme.
Target of IEP completed within 30 days (4 weeks).
100%
1b. If not all IEP were completed within 30 days please comment on the variance:
1c. Number of Individual Education Plans reviewed, revised and
updated at least once per term.
Reporting requirement 2: Attendance rates and trends
For all students in an Alternative Education programme active during the reporting
period, please provide the information requested below.
2a. The number of students who have had an increase in their
attendance rate by at least one scale point
2b. The number of students (if any) that have maintained an
attendance rate of at least 80%.
2c. The number of students (if any) that have an attendance rate of
less than 60%.
2d. For students that have an attendance rate of less than 60%, describe the
interventions that are in place to support the students:
2e. For all students, describe the overall trends in attendance (for example, poor
attendance rate on a Monday. You may be able to comment on high attendees
maintaining that 90-100% rate):
2f. Do you, as best practice, have an attendance
management plan in place for students enrolled in an AE
programme?
Yes
No
(please delete one)
Reporting requirement 3: Reporting to students/parents/whānau
For all students in an Alternative Education programme active during the reporting
period, please provide the information requested below.
3a. Number of students for whom a formal report has been made to
student/parents/whānau at least once per term.
3b. Number of enrolling schools which have made a report to their
board of trustees at least once per term.
Reporting requirement 4: Development goals
For all students in an Alternative Education programme active during the reporting
period, please provide the information requested below.
Literacy
4a. The number of students who had an increase of one or more
scale points.
For example, student moved from progressing achievement (scale point 2) to
partially achieved (scale point 4).
4b. The number of students who fully achieved their literacy goal.
4c. The number of students who did not progress at least one scale
point.
4d. For those students who did not make progress of at least one scale point, describe
the interventions are there in place to support these students:
Numeracy
4e. The number of students who had an increase of one or more
scale points.
For example, student moved from progressing achievement (scale point 2) to
partially achieved (scale point 4).
4f. The number of students who fully achieved their numeracy goal.
4g. For those students who did not make progress of at least one scale point, describe
the interventions are there in place to support these students:
Key competencies/graduate profile
4h. The number of students who had an increase of one or more
scale points for all three goals.
For example, student moved from progressing achievement (scale point 2) to
partially achieved (scale point 4).
4i. The number of students who fully achieved all three of their key
competency/graduate profile goals.
4j. For those students who did not make progress of at least one scale point for all
goals, describe the interventions are there in place to support these students:
Curriculum-based goals
4k. The number of students who had an increase of one or more
scale points for both goals.
For example, student moved from progressing achievement (scale point 2) to
partially achieved (scale point 4).
4l. The number of students who fully achieved both of their
curriculum-based goals.
4m. For those students who did not make progress of at least one scale point for both
goals, describe the interventions are there in place to support these students:
Reporting requirement 5: Credits/units achieved
For students in year 11 or above in the Alternative Education programme active during
the reporting period, provide an over-the-group average number of NZQA unit
standards and credits achieved in the last six months.
5a. Number of young people in year 11 or above
5b. Over-the-group average number of NZQA unit standards or
credits achieved in the last six months by those students in Year 11 or
above
Reporting requirement 6: Transition Planning
6a. The number of students who had an increase of one or more
scale points for Progress made on working towards destination goal.
For example, student moved from progressing achievement (scale
point 2) to partially achieved (scale point 4).
6b. For those students who did not make progress of at least one scale point, describe
the interventions are there in place to support these students:
Reporting requirement 7: Student success
When working with learners and their whānau/family they may talk of other
measures of success (what is important/valued/meaningful) that has not been
captured elsewhere in this reporting template. Give some examples of learner
success. It would be useful to talk to the learners and their whanau/family to gather
from them what they think is important, valued, and meaningful targets
Reporting requirement 8: Pedagogical leadership
Please complete the following table to show the outcomes of the registered teacher
providing pedagogical leadership.
Outputs
Cultural competence in
working with diverse
students and tutors, and
in particular that
programmes address
the identity, language
and cultural needs of
Māori students.
Quality curriculum,
planning, and
assessment.
Strategies to build
engaging learning
activities based on
evidence.
Programme review
based on self-review.
Description of what the
teacher/s will do to fulfil the
role of pedagogical leader.
This should be pragmatically
based on the number of days
the pedagogical leader is
employed for. The
description must be specific,
measurable, achievable,
realistic and timely.
6 month report back on
outputs. Include what
was achieved, what was
not achieved, and what
you may change in the
plan due to what you
have learnt over the past
six months.
Reporting requirement 9: Funding value
Please complete the following table to show expenditure on Alternative Education
provision and Pedagogical Leadership.
Period
Outcome
Jan-June 2013
Alternative Education Provision
TOTAL
Ex GST
$***
July-December 2013
Pedagogical Leadership
Alternative Education Provision
$***
$***
Pedagogical Leadership
FY TOTAL 2013
Jan-June 2014
Alternative Education Provision
$***
$***
$***
July-December 2014
Pedagogical Leadership
Alternative Education Provision
$***
$***
Pedagogical Leadership
FY TOTAL 2014
Jan-June 2015
Alternative Education Provision
$***
$***
$***
July-December 2015
Pedagogical Leadership
Alternative Education Provision
$***
$***
Pedagogical Leadership
$***
$***
FY TOTAL 2015
Total for Term of Agreement (GST Exclusive)
$***
11.4 AE Verification Form 2013-2015