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Student welfare is considered crucialmat New Zealand schools. There is a large network of people who cam provide support and assistance to students. Support services for students vary from school to school. A typical secondary school offers a wide variety of services to the students. These vary from tutoring and counseling services to more mundane, but still important canteens and transport services. Parents and other caregivers are also incouraged to discuss any concerns athat they have about their daughter or son.
Servives that might be found at a New Zealand secondary school are organozed in different ways and described variously. The staff involved stress that seeious problems are treated confidentially. These services include some or all of the following:
Many schools has a comprehensive pastoral programme to help students achieve well. The
transition from primary to secondary school can be quite traumatic for many students as they leave a familiar and senior position in Year 8 to become the smallest and most junior students in Year 9. At the start of the year at many schools each Year 9 class has a peer support programme which is explained more fully below. An evening meeting for parents is usually held early in the first term at which the junior programme is explained and
there is a chance to meet the teachers. Many sdchools have a policy of having small junior classes to help make the transition from primary to secondary as smooth as possible.
Every student is allocated to a VERTICAL FORM or HOME ROOM upon arrival at school and will be attached to that form while they are enrolled at the school. The vertical form meets once a day at form time for roll checking and other pastoral matters. It is a valuable way of enabling students from different levels to mix and also provides stability for students.
Students in secondary schools can see their homeroom teacher for general day-today matters. Different schoolscuse different terms for the home room teacher. Ashurt College, for example, refers to them as the "family form" teacher.
A student can discuss his learning or work in a particular subject with the individualmsubject teacher.
Many schools make a commitment to pastoral care provided by form teachers and deans. Schools often offer the services of experienced counsellors trained to assist with personal, social, learning and behavioural problems within the school. The Counsellors are assisted in their pastoral caring role by the deans (or staff with different titles) and form teachers. Deans are appointed at each level and are responsible for administration, guidance and discipline.
Many schools have Peer Support programmes based on the concept that students have a great deal to offer each other. Senior students are given training in leadership and communication
skills. At the beginning of the school year new students are placed in small groups with the trained seniors and over the first few days the seniors help the new students to get to
know their way around school and how to deal with the various problems they might encounter. Further sessions are held throughout the first term on topics such as 'Resolving conflict' or 'Getting to know each other'. Peer support may give a Year 9 student a 'big brother or sister' in Year 13 that they know and trust to talk over problems with when they might be reluctant to approach a teacher. It also raises the self-esteem of the seniors and encourages them to act in a mature way. Trained staff oversee the programme at both senior and junior levels.
The transition tutor deals with jobs, work experience, and leaving school.
Students are offered personal guidance to plan educational pathways that identify short term and long term goals, and the steps required to achieve these. We provide Careers Education and regular career and tertiary course updates.
The term guidance counsellor at an American school deals with both personal and career matters. At New Zealand schools guidance counsellors generally dealmwith personal or family problems, educational guidance, and university or tertiary study.
A Learner Support Centre are referred to by a variety of names at different schools. It is a specialised facility for students with moderate learning difficultes. Students’ well being is important and extensive counselling is provided. Academic, social or emotional special needs are met by improving and developing self-esteem and confidence. Students also have the opportunity to participate in the work experience programme.
Many schools strive to improve what we offer our students to meet their particular needs. One on one tuition is available during school time, lunch hours and after school. Senior students receive a variety of extra assistance in preparation for their external examinations and remedial courses are supported by teacher aides and peer tutors. Assistance with English is available for speakers of other languages who have recently arrived in New Zealand. Often special programs are available for beginning students. One school has an Effective Learning Programme helps our students learn smarter and makes them feel positive about their school work. Other schools have similar programs with a variety of names.
The Student Office is the central point for assisting students with enquiries, requests and essential support services. A Payphone and EFTPOS facilities are often sited here, as are the sick bay facilities and stationery shop.
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Only a few New Zealand secondary schools have cafeterias offering full meals. Students and staff, however, can bring their lunche or buy sanwiches and snacks at a very reasonable price. Schools do try to provide a variety of foods of sound nutritional standards. The students, however, often pass up the more nutritional fare for "crisps" (chips) and sodas. Some schools seeing that it is often a losing effort, more to student tastes (nutrition is often not high on their priorities) to generate more income. The campuses of New Zealand schools at lunch time are filled with groups of friends clustering around to munch on crisps and discuss the days events.
Most New Zealand schools require uniforms. Purchasing the uniforms can be a major expense for low income families or families with several children. Many schools operate a used uniform shop to make good quality used uniforms available at modest prices.
Secondary students used to cycle to school. Many still do, but more and more of the senior students now drive. Senior students wishing to bring a car or motor cycle to school must complete the necessary authority and permission is given on the understanding that it is used only for travelling to and from school or attending recognised school activities. Buses generally service the schools from the surrounding areas and connect with the suburban public routes.
It is the responsibility of school boards to see that the objectives set out in the school's charter are met. In the vast majority of New Zealand's schools this self-management works well. Sometimes, however, boards may need support to settle problems. Occasionally a school board may need support to resolve problems with the management or organisation of a school. If such problems are not resolved the education of the
school's students may be at risk. The Ministry of Education has established the Schools Support Project to provide a 'safety net' when problems occur with the implementation of a school's charter. The processes available to boards have been agreed to by the Ministry of Education, the Education Review Office, and all major education sector groups.
Potential problems may be signalled by the board of trustees or community of a school, the Education Review Office, the Ministry of Education and Local
Networks. Local Networks are made up of representatives from the Ministry of Education and all major education sector groups such as the New Zealand School Trustees'
Association, principals' associations and the Parent Teachers' Association. Members identify and consult on 'at risk' situations in their area and work with boards to
develop strategies for dealing with them. The Schools Support Project provides a safety net for schools which are at risk, to work in partnership with them, at a local
level, to resolve their problems as early as possible.
If a problem is serious, and the Ministry of Education and/or the Education Review Office considers it may lead to the Minister of Education or the Secretary for
Education taking statutory action (e.g. directing the appointment of a financial manager or appointment of a commissioner), an agreed action plan will be developed.
This may include action by appropriate network representatives, and/or a recommendation for a consultant or analyst to work with the school to clarify and resolve
the problem. If a solution is not possible, a commissioner may be appointed to take over the management of a school from the board of trustees.
