The Principals (Aotearoa | New Zealand)

• Episode 32: Introduction to school finances

  State and state-integrated school funding is made up of various components that have different eligibility rules and funding structures. Staffing for your school is based on your roll, but there are also additional allowances and staffing that you are eligible for. Being aware of what’s available to your kura is crucial for accessing the funding and staffing you are entitled to, and for making the best use of these resources.   My guests are: Hannah Levy, Ministry of Education finance advisor – Otago/Southland Martyn Wetherall, principal of Laingholm School Mārama Stewart, former tumuaki and Ministry of Education leadership advisor Adrian Edwards, Ministry of Education finance advisor - Bay of Plenty/Waiariki.   This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.   You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz   Show notes Episode themes: School budgets are based on the school’s income, which mainly comes from the Ministry of Education, and generally you want your income to match your expenditure. The main forms of funding from the Ministry are teachers’ salaries, which are paid by the Ministry, the operational funding for the running costs of the school, and learning support funding. Locally-raised funds (or school fundraising) also contributes to the school’s income. Responsibility for the school’s budget is most often delegated by the board to the principal. Ministry of Education finance advisors can advise you on all financial matters, including banking staffing. They can come and give you a finance 101 when you start - in as much detail as you like - just give them a call. When you first start at a school, speak with the person who manages (or has been managing) the school’s finances to see if your school is in surplus (income greater than expenditure), or deficit (expenditure is more than income), and to have them talk you through what you need to know. It’s important to keep an eye on the budget throughout the year. Sometimes spending will go over budget, and you’ll need to take action on that. For example, if there’s a lot of teacher sickness, you can apply for additional relief teacher funding to make sure you can cover those costs. It’s important to understand banking staffing, which is the amount of money you get for the number of teachers the Ministry says you can have. If you’re allowed 10 teachers and you hire 11, you’ll end up accumulating debt that you’ll need to pay back. You can find most of the funding information about your school in the Pourato tool (link below).   Additional information Pourato https://applications.education.govt.nz/pourato Funding and financials https://www.education.govt.nz/education-professionals/schools-year-0-13/funding-and-financials Managing staffing usage (banking staffing) https://www.education.govt.nz/education-professionals/schools-year-0-13/funding-and-financials/managing-staffing-usage-banking-staffing Day-to-day financial management including link to Financial Information for Schools Handbook (FISH) https://www.education.govt.nz/education-professionals/schools-year-0-13/funding-and-financials/day-day-financial-management#paragraph-9126   Questions 1:59 [Hannah] Obviously, a school has a budget to work within. What's a school's budget based on?   2:34 [Hannah] There are different pots of money and different sources of money for different things. What are those different pots of money?   2:57 [Hannah] Who's responsible for the financial governance of a school, what do they need to do, and what kinds of things do they decide?   4:47 [Hannah] What's the key financial information that a new tumuaki going into a school needs to understand about their kura?   5:57 [Martyn] Where can a new tumuaki find information about the finances of their kura?   7:25 [Martyn] What is banking staffing?   8:21 [Adrian] Can you tell me what you do as a financial advisor, please?   11:31 [Hannah] What are the dangers if a school's finances aren't managed well?   12:48 [Martyn/Mārama] Did you have any financial experience before you became a tumuaki, and if not, how did you learn what you needed to know?    15:08 [Hannah] Can you give us a bit more detail about the different streams of funding, and what they each pay for, please?   17:55 [Adrian] What does operational funding cover exactly?   20:28 [Hannah] Can you tell me about Pourato?

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• Episode 31: Managing state school property projects

  Today we’re talking about state school property projects. All schools have to plan for maintenance and upgrades, as well as planning for new capital projects – like new or improved buildings. But who leads which projects, how are they planned for and funded, and what’s it like to be involved in or to lead a property project?   My guests are: De Thomson, Ministry of Education Infrastructure manager Otago/Southland Hugh Gully, (now retired) tumuaki of Collingwood area school Linda Tame, former tumuaki of Golden Bay high school.   This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.   You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz   Show notes Episode themes: Who leads most major school property projects. How the Ministry works with schools on major projects, including in the design phase. What to think about when involved in planning major property projects. The importance of the tumuaki or someone senior who knows about teaching and learning to be very involved in building projects, because the smallest decisions can sometimes make the biggest difference. The importance of the tumuaki understanding the scope of the project, and being able to push back when people ask for changes or for things that are out of scope. Contract variations are very costly. Initial planning conversations are key to agreeing on scope, setting expectations and making sure everyone is on the same page. Sometimes unplanned things crop up, and there’s no way to avoid variations. Work your way through those with your project person. Health and safety on site is everyone’s responsibility, and everyone needs to recognise and understand the part they have to play. Keeping a constant watch on everything on site and vehicles etc coming and going is a massive responsibility and is very time consuming, but essential. Someone needs to be the point person for the foreperson to contact with any health and safety issues. Ensure everyone knows who this person is. If asbestos is found there are clear guidelines, and the Minstry has in-house experts on this. Communicating with staff and community about asbestos being present is key so they don’t overreact. During 5YA projects a rule of thumb is that if you were to pick up your building and shake it, and something falls out, it's your furniture and equipment funding that's going to pay for those things. If it's fixed to the building and it's part of the structure of the building, then that’s paid through capital funding.   Additional information Ministry of Education property portal https://property.education.govt.nz    Questions 1:39 [De] Who leads most major school property projects and why?   2:59 [De] In terms of the delineation between the kinds of property projects managed by the Ministry and those that are led by schools, where does that line sit?   3:41 [De] How does the Ministry work with a school on those major projects?   4:34 [De] Tell me about the Ministry's responsibilities when it comes to property projects and design.   5:25 [Hugh] When it comes to thinking about what you might need in that planning of a property project, how do you go about anticipating the needs of your kura?   6:17 [Hugh/Linda] And what kinds of property projects have you been involved in?   9:54 [Hugh/Linda] Have you ever seen an initial design for something in the kura and gone back and said, actually, this isn't going to work as a learning environment. Have you ever had to intervene or make suggestions in that way?   15:59 [De] There are obviously big health and safety responsibilities that are shared by a whole lot of parties, everyone on site. Can you tell me about the responsibilities for health and safety around any property projects in a school, just in general terms.   17:49 [Linda/Hugh] What’s been your experience?   20:04 [De] What about handling hazards and things like asbestos?   22:23 [Hugh/Linda] What lessons have you learned through your involvement with school property projects?   24:31 [De] Is there an easy way for a tumuaki to see a breakdown of what the school is paying for and what the Ministry is paying for?   27:08 [All] If you were to be giving some advice to a new tumuaki coming in to a school where perhaps they're in the middle of a property project, or they are due to start one, what would your advice to them be about getting their head around what's happening or is going to happen?   30:09 [All] Is there anything you wanted to add that we haven't covered?

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• Episode 30: State school property maintenance

  Today we’re talking about state school property maintenance. School boards, which include the tumuaki, are responsible for overseeing the maintenance of their kura. Good maintenance keeps schools safe, and prevents small problems from escalating into big ones needing expensive repair.   My guests are: De Thomson, Ministry of Education Infrastructure manager Otago/Southland Nick Read, tumuaki of Havelock North Primary School Alistair Luke, principal of Whangamata Area School   This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.   You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz   Show notes Episode themes: Your property advisor can come and give you a property 101 presentation. They’re your point of contact for all things property. Three main types of maintenance: Regular day-to-day and preventative maintenance, like gutter cleaning, pruning etc. Often done by school caretaker. Cyclical, eg painting Specialist/technical eg servicing of boiler, gas appliances or air conditioning units that needs to be done by qualified tradespeople. If you can’t find a tradesperson for what you need, contact your property advisor who’ll be able to help you find someone. Property maintenance paid for by property maintenance grant (PMG), which is based on the size of your site and your assets. Responsibility for property can be delegated - some schools have a property manager but they still work closely with the principal. Any maintenance job over $100,000 in value needs to go through procurement process. Building warrants of fitness or B-WOF needs to be done annually. Argest completes compliance checks and B-WOF inspections for all state schools.   Additional information A 10YPP contains: - a property assessment - a 10 year maintenance plan for the school (including a cyclical maintenance schedule for things like repainting) and  - a 10 year capital works plan - split into a current 5YA and a proposed future 5YA.   Ministry of Education property portal https://property.education.govt.nz    Facilities and operations https://www.education.govt.nz/education-professionals/schools-year-0-13/facilities-and-operations   Planning property maintenance (including maintenance plans) https://www.education.govt.nz/education-professionals/schools-year-0-13/facilities-and-operations/planning-property-maintenance#paragraph-4911     Questions 2:03 [De] When a new tumuaki arrives in a school, what's the best way for them to get their head around property maintenance and what they as part of the board are responsible for?   3:00 [De] Can you tell me about the different types of maintenance for school property?   4:16 [De] How is school maintenance funded?     5:50 [De] who would normally be doing maintenance in a school.    6:59 [De] For some things, schools need to go through a procurement process for maintenance. Under which circumstances would that need to happen?   7:41 [De] Is there a dollar point at which that kicks in?    8:26 [Nick/Alistair] Who looks after the maintenance at your kura?   10:56 [Alistair/Nick] What kinds of maintenance has been needed in your school in the last year or so?   13:38 [Nick] How big a role do you play as tumuaki in that property maintenance stuff?   14:32 [Alistair] You mentioned you have a property manager?   16:41 [De] I wanted to ask you about building warrants of fitness. What are they and how often do they have to be done?   18:38 [De] What are the risks of not having a building warrant of fitness?   19:18 [De] Who does the inspections? Is it Argest?   20:08 [Nick/Alistair] How did you get your head around the maintenance that’s required when you first started?   22:48 [All] Do you have any other advice for new tumuaki when it comes to property maintenance?   27:28 [All] Is there anything we haven’t covered?

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• Episode 29: Introduction to state school property

  As tumuaki, and as part of the board, you have a key role in managing school property, but no one expects you to be the expert. As principal, you’ll need to build and maintain strong working relationships with your Ministry of Education property adviser, consultants and project managers, so you’ll know where to go for help and recognise when you need it. Today, we’ll give you an introduction to property administration, funding and planning in state schools, including a key document  - your ten year property plan, which includes your five year agreement or 5YA. Note: a 10YPP contains: - a property assessment - a 10 year maintenance plan for the school (including a cyclical maintenance schedule for things like repainting) and  - a 10 year capital works plan - split into a current 5YA and a proposed future 5YA.   My guests are: De Thomson, Ministry of Education Infrastructure manager Otago/Southland Blair Dravitski, principal of Lemonwood Grove School John Prestidge, tumuaki of Motueka High School   This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.   You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz   Episode themes: Role and responsibilities of Ministry in school property Principal’s role and responsibilities in school property Who to talk to for help with property   Additional information Ministry of Education property portal https://property.education.govt.nz Facilities and operations https://www.education.govt.nz/education-professionals/schools-year-0-13/facilities-and-operations   Questions 2:20 [De] What’s the Ministry’s role and responsibilities when it comes to an individual school?   2:52 [De] What’s a school principal’s role and responsibilities when it comes to property at their state school?   3:13 [De] Who should be a principal’s go-to people for help with property?   4:14 [De] What does the Ministry expect of tumuaki when it comes to property?   6:14 [Blair] Had you had any experience with property management when you first started as principal?   6:31 [Blair] How did you get your head around the school’s property and what you needed to know?   7:35 [John] And had you had any property experience before you became a principal?   8:44 [De] John mentioned there the five year plan and the ten year property plan. De can you explain more about the ten year property plan and the 5YA?   10:34 [De] You mentioned there funding for property, and there's all sorts of different pots of funding. Can you explain, what are the different forms of funding that a school gets for its property?   11:38 [De] Is there an easy place that tumuaki can go to access funding information about their school property?   12:40 [John then Blair] What do you think some of the key terms that a new tumuaki should get their head around when it comes to property would be?   20:26 [John] You mentioned before that you had a property manager, is that who takes responsibility for the property in your school?   23:26 [Blair] Who looks after property in your kura?   25:40 [All]  What’s your advice for new tumuaki trying to understand their new responsibilities for property?

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• Episode 28: Working with your ERO evaluation partner

  The new process for ERO reviews means tumuaki work more closely with their ERO evaluation partner over the three-year cycle. In this episode, we talk about getting the most out of that relationship, and the process when ERO finds something that’s not going so well in a school.   My guests are: Shane Morrow, Manager Review and Improvement Services, ERO Sharee Hemingway, Director Ākonga Māori, ERO Stephen Lethbridge, principal of Point Chevalier School Rangi-mata-rau Nick Leith, tumuaki of Te Raekura Redcliffs School.   This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.   You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz   Show notes Episode themes: Board assurance statements – useful for tumuaki to use it as a living document for ongoing internal audit. Ensuring you’re using data. Important to build an effective relationship with your evaluation partner and engaging with them well – good idea to make their email address a VIP contact so their emails come to the top of your list each time. Nick re: evaluation partner/tumuaki relationship: “One thing I've learned about this job is there are an absolute million plates spinning and quite a few of them are wobbling. And I guess if you can turn your attention to some of those wobbles for a period of time, you can get back to the things that are spinning great. But that's a supportive process rather than one that's only there for three days to catch the plates as they fall.” Preparation for an ERO visit is important. Helping staff manage their nerves when ERO is on site – it’s important to talk them through the process so they know what to expect. What happens if an evaluation partner finds something concerning in a school. How new tumuaki can understand where their new kura is in an ERO review cycle. How to find who your evaluation partner is.   Additional information ERO website www.ero.govt.nz  School Improvement Framework (SIF) https://ero.govt.nz/how-ero-reviews/how-ero-reviews-schoolskura-english-medium/te-ara-huarau-the-new-approach-to-evaluation/school-improvement-framework Board assurance statement and self-audit checklists https://ero.govt.nz/how-ero-reviews/how-ero-reviews-schoolskura-english-medium/Te-Ara-Huarau/The-Board-Assurance-Statement-and-Self-Audit-Checklists   Questions 00:45 [Stephen] What do you do to prepare for an ERO visit?   1:17 [Stephen and Shane] Can you talk me through what that board assurance statement covers?   5:07 [Nick] You mentioned that you used your first review as a way of getting to know your kura and the way everything works. How will you prepare next time?   7:55 [Shane and Sharee] Would you add anything to the preparation for an ERO visit?   9:45 [Stephen and Nick] How do you manage staff nerves about having ERO in the school?   13:41 [Shane] What happens if the evaluation partner finds that there's something not quite going so well in a school? How does that process work?   16:35 [Sharee] How does it work in the rumaki bilingual space?   18:52 [Shane] Does ERO help set up support where it's needed or is it a referral process to the Ministry?   20:16 [Shane and Sharee] When a new tumuaki steps in the building, how can they get their head around where a school is in that review cycle or where they are in the improvement journey?   22:11[Shane and Sharee] How can they find out who their evaluation partner is?   22:34 [All] What’s your advice to a new tumuaki approaching an ERO review?

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