NAG 5 Health and Safety Policy

Pukeokahu School Board of Trustees
Health & Safety Policy
This policy documents how the Pukeokahu School Board of Trustees will ensure that it meets
its obligations under National Administration Goal 5 to:
i. provide a safe physical and emotional environment for students;
ii. comply in full with any legislation currently in force or that may be developed to
ensure the safety of students and employees.
The Board of Trustees will develop and implement the following procedures:
2.01 Care and Management of Children

2.02 Safety and Health Procedures
2.03 Accidents, Incidents and Illness
2.04 Missing Child Procedure
2.05 Referral to Child Protection Agencies
2.06 Sexual Harassment
2.07 Traumatic Incident Management
2.08 Emergency Management
2.09 Activities Away from School (EOTC)
2.10 Hygiene, Security & Maintenance
2.11 Food and Nutrition
2.12 Pandemic Procedure
Thus policy was formally adopted by the Pukeokahu School Board of Trustees on
___________________________________
Date of Adoption
Signed:
___________________________________
Chairperson, Board of Trustees
___________________________________
Date to be Reviewed
Health and Safety Policy Version dated: April 2008
Procedure 2.01 Care and Management of Children
Contents
A. Purpose 2
B. Procedures 2
1. General Code of Practice 2
2. Responsibilities to and for children 3
3. Prevention of abuse 3
4. Suspected child abuse 3
5. Complaints against staff involving sexual abuse 4
6. Being alone with a pupil 4
7. Guidance and support for inappropriate behaviour 4
8. Physical contact 4
9. Restraint of aggressive students 5
10. Interviews and Searches 6
11. Medical Conditions: 7
12. First aid 7
13. Children’s concerns and complaints 7
14. Toileting 7
15. Education Outside the Classroom 7
16. Travelling in cars on school activities 7
17. Harmful Substances 8
18. Protecting staff from Risk of Accusation 8
19. Complaints of unacceptable behaviour by staff 8
20. Sexual harassment 8
21. Non-custodial parents 8
C. Indicators of Child Abuse 9
22. Types of child abuse are: 9
23. Indicators of sexual abuse in a child: 9
Purpose
This procedure is to ensure that all pupils receive the highest possible standard of
care
Procedures
General Code of Practice
a. All permanent and relieving staff of Pukeokahu School are responsible for the
care and protection of pupils and will act in the way a responsible parent in a
similar setting to the school would be expected to act.
b. All staff and long-term relieving teachers will be made aware of these
procedures.
c. All staff will:
i) Present as good role models in all their dealings with students.
Pupils learn by observing the way people around them behave.
ii) be supportive and non-abusive in their management of students
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iii) use language that could not be considered from the child's point
of view, intimidating, threatening, demeaning or sexually suggestive.
d. Staff will support one another in preventing situations where abuse to students
or staff could occur
Responsibilities to and for children
a. The prime responsibility for the welfare and pastoral care of pupils rests with
the pupils’ class teacher.
b. The teacher is expected to take an active interest in the child’s’ welfare and
be vigilant and proactive in ensuring the pupils emotional, social and physical
well-being.
c. The teacher has a responsibility to keep parents informed of any issues or
concerns regarding, and any significant incidents involving, the pupil.
d. If a teacher has serious concerns for the welfare of a pupil he/she must
immediately inform the principal or a senior member of staff.
e. Staff members may make referrals to child protection agencies where they
have serious concerns for a pupils’ welfare. See the separate procedure
regarding referral to child protection agencies.
Prevention of abuse
a. The school curriculum will include topics to increase children’s knowledge and
understanding of issues related to their welfare, and the prevention of abuse
b. Keeping ourselves safe and self esteem units will be taught as part of the
Health Curriculum to increase children's assertive skills in dealing with
uncomfortable situations, and to help raise teachers' consciousness of the
issues.
c. Individual profiles are already kept on children. These will include observations
on social development.
d. Keeping in mind children's welfare is paramount. Parents should be consulted
about changes in behaviour to try to identify a reason.
Suspected child abuse
a. Adults will be receptive and sensitive to children so that the children feel
listened to and believed.
b. Teachers will use the checklist of indicators of sexual abuse (Appendix 1) to
help identify children possibly at risk
c. Members of the senior staff will be the resource people for issues of suspected
child abuse.
d. Where a teacher is concerned about a child they may discuss it with another
teaching staff member. If further investigation or action is felt necessary, the
Principal will be informed.
e. Any staff member may notify abuse to Children & Young People and their
Families Service, or the Police, and the principal or the Chairperson of the
Board are to be notified.
f. The school will use the most appropriate agency for sexual abuse and the most
appropriate agency for physical abuse and/or neglect.
g. In the case of a report from a third party to the school, the first course of action
will be that the school will direct the third party to a helping agency without
becoming involved. The school may be involved at a later date.
h. Parents will be informed except where the student's welfare is likely to be
threatened. Whichever agency is involved in the cases will be responsible for
informing parents as they have the skills to handle the situation in the most
appropriate way to support the child.
i. Where appropriate the Principal will inform the Board of Trustees Chairperson if
action has been taken under this policy.
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j. All information/discussions will be confidential to the staff involved. Data will

be stored in the Principal’s Office in a file known to senior staff. This data will
be kept for the duration of the child's stay at the school. It will be forwarded at
the discretion of the senior staff.
k. Where further action is necessary the appropriate agency will be contacted
without identifying the child to seek advice on the appropriate action.
l. Once an agency has been involved, that agency and where appropriate the
Police, will investigate and the school will act on the advice from those
agencies.
m. Whenever an interview is held with a child, an adult on the staff whom the child
has confidence in must be present. The welfare of the child must be first
priority and wherever that is compromised the interview must be terminated.
Any staff members attending such interviews would need to have the ability to
make this judgement.
n. Support for staff and the child concerned will be sought from the agency
involved.
Complaints against staff involving sexual abuse
a. Once a helping agency is involved, the following procedures will be followed
and will be in line with those set out in the Teachers Collective Contract re
Complaints Against Teachers.
b. The Principal will inform the Chair of the Board of Trustees.
c. Both will then inform the staff member who will be advised to seek legal
and/or union representation.
d. The school will inform the union.
e. The staff member will be suspended on full pay once an investigation has
begun. In line with Section 2.21g of the Teachers Collective Contract. At
this stage the rest of the staff will be informed.
f. Councillors can be made available to any staff.
g. The indicators for child abuse are listed in the appendix to this procedure.
Being alone with a pupil
a. Staff should as far as practical avoid situations where they are alone with a
student, including pupil monitors/helpers. This includes avoid transporting a
student on their own (except in emergencies).
b. Parents and caregivers will be advised that a student is receiving 1:1 on-going
learning such as reading recovery. Parent consent is to be obtained in writing
before on-going 1:1 instruction is commenced.
c. When a female student requires physical assistance with sanitary hygiene they
should see a female staff member in the first instance.
Guidance and support for inappropriate behaviour
a. In general staff will use positive approaches to guidance and support of
children. Including
i) Allowing time out for the child to calm down and become settled
ii) Distracting the child by providing some other activity / task
iii) Allowing a buddy to work with / take time out with the child
b. Under no circumstances will corporal punishment be used in this school.
This includes any physical contact intended to punish or intimidate a child.
c. Children will not be detained outside school hours without the prior
agreement of parents
d. All punishment and discipline should be fair and reasonable.
Physical contact
a. Teachers will avoid physical contact with children that could be interpreted as
intimate, sexual, threatening or violent.
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b. Staff will use careful professional judgement regarding physical contact with
students in assisting movement and safety in gymnastics or teaching,
positioning skills in coaching sports or when dancing or teaching swimming. At
swimming staff will encourage students to change and dress themselves.
c. Staff should take care with students who have a very affectionate nature and
who express themselves freely seeking close physical contact (for example
hand holding, putting their arms around teachers and other students). Where
the child's behaviour is considered to be inappropriate the matter will be
discussed with the parents.
Restraint of aggressive students
a. If a situation cannot be managed in any other way the adult will use minimum
force to physically restrain the student and seek other staff / adult assistance.
b. In all situations except situations where we are concerned for the safety of the
child concerned, other pupils and/or staff members:
i) Staff will not forcibly manage children by dragging, pulling, or
carrying against their will
ii) When staff need take hold of children we will restrict our handling
to, if necessary, firm holding by the wrist by one adult and firmly
leading the child, as long as the child complies and does not
vigorously resist.
c. Staff will seek to minimise the likelihood of having to manage crisis situations
by:
i) Learning to identify the early signs that tension is building for a
pupil
ii) Using strategies to defuse, distract, resolve those situations
before they escalate to confrontations and/or violence
d. In situations where we are concerned for the safety of the pupil concerned,
other pupils and/or staff members (including situations where running away
has safety implications):
i) The teacher / teachers aide will call or send for help. Other staff
members will treat such requests with the highest priority. Support
can be asked for from the principal, school secretary, teacher aides
working in other rooms, and the property manager. If necessary a
teacher from another class may be asked to help.
ii) If it can be managed with reasonable dignity we will escort the
pupil by having 2 adults take one wrist firmly and escorting the child
to a safe place such as the principal’s office.
iii) If it’s not possible to escort the child with dignity we will restrain
the child in place, and the teacher will take the class away (to avoid
the pupils being distressed by observing the incident).
iv) If necessary restrain the pupil until he/she calms down and can
be released.
e. After any incident requiring the above approaches teachers will as soon as
possible after the event
i) Debrief the class to reduce the impact on them of witnessing the
event
ii) Debrief the child – talk about what happened before the incident –
how the child felt - what could have been done to avoid the crisis –
staff attitude to having to restrain – staff wish to avoid that
iii) Debrief all staff involved to review:
• the precursors to the incident – what triggered the event;
what possible early signs were there; what could have been
tried to resolve the situation
• the strategy for managing the child – can we learn from
the incident
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iv) Complete a report of the incident

v) Provide a copy of the report to the parent(s) / caregiver(s)
Interviews and Searches

a. Note that there is a difference between search and seizure related to
dangerous and/or illegal items (to which this procedure relates), and search
related to suspected theft which is covered in School Administration and
Management.
b. The School Board is required by law to provide a place of safety and to protect
its students from dangerous and/or illegal items or contraband.
c. The school through its staff may in exceptional circumstances be required to
search students and seize property that is dangerous or illegal.
d. Where a teacher has reasonable grounds to suspect that a student has brought
into the school, property that is illegal or dangerous, he/she has the right in a
reasonable manner to search that student, his clothing or bag. Such search
and seizures should be carried out in accordance with the following search and
seizure procedure:
i) A teacher has the right in the following circumstances to search a
student, search bags, desks and clothing.
ii) The teacher should try and obtain the student’s consent before
searching.
iii) Before a search is carried out, it must be justified at inception and
carried out in a reasonable manner. The teacher must have
reasonable grounds for carrying out the search (the search must be
based on reliable information, the quality of the information is
important – for example rumour itself is insufficient).
iv) Searches must be carried out with two or more teachers (one
being a senior staff member) being present and where possible in
privacy.
v) The mechanics of searching and seizure are as follows:
• The student should be advised of the reason for the
search.
• The student should be required to co-operate in the
search.
• If a student wishes to telephone his or her parent or
guardian or legal advisor, then a reasonable opportunity
should be allowed for that.
• Effort should be made to contact the student’s parent or
guardian prior to the search proceeding. If this cannot be
achieved then the parent or guardian will be advised after the
search.
• If the student violently opposes the search, the Police
should be called.
vi) Teachers should not search students based on a Police request
to do so, or any organisation. If the Police have the suspicion, they
have the general law in their favour and they should carry out the
search.
vii) There shall be no blanket searching of students unless there is
an extremely serious threat to a person’s safety.
viii) There shall be no strip searching at all unless there is an
extremely serious threat to a person’s safety.
ix) The teacher involved and teacher witnesses with any search and
seizure will write down all details sign and hand to the Principal who
will store it with the students file.
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Medical Conditions:
a. The administration of medicine is the responsibility of the student's parent,
caregiver or doctor.
b. A staff member will only administer medicine when that staff member has
been consulted by a parent or caregiver and has accepted responsibility. In
this case:
i) The parent must give instructions regarding administration of the
medicine to the office.
ii) The student's parent, caregiver or doctor will be contacted
immediately in an emergency.
iii) The teacher will ensure any guest teacher is aware of instructions
for administering medicine (Refer to Accidents, Incidents and Illness)
iv) Medicines will be kept in locked drawers or cupboards, preferably
not in the classroom, but in the office.
First aid
a. All Staff members will be encouraged to have a basic level of training in first
aid
b. A comprehensive first aid kit will be kept in the medical cupboard.
c. The office manager will have a current first aid certificate.
d. All classroom teachers will be encouraged to have a current first aid
certificate.
e. All first aid care (apart from immediate support until a staff member arrives) is
to be provided by staff members. Pupils are not to attend to or treat injuries.
Children’s concerns and complaints
a. Children's concerns and complaints are always to be received courteously and
be given fair consideration and the benefit of the doubt. When assessing a
situation staff members will try to see things from the child's point of view.
b. Children will be encouraged to learn how to resolve their own interpersonal
conflicts.
Toileting
a. Only a classroom teacher or trained support staff such as teacher aides should
toilet students.
b. When a staff member is toileting a student at least one other staff member
should be informed.
Education Outside the Classroom
a. The principal will ensure that preparation for events outside the classroom
includes clear information to parents, caregivers and students regarding
supervision, medical treatment, sleeping arrangements, and washing / bathing
arrangements.
b. Parent helpers will be informed of their responsibilities and how to handle
situations so that their integrity is not compromised. This will include ensuring
that:
i) whatever the situation an adult is not alone with a student. (An
exception would be in an emergency when someone has gone for
help).
ii) inappropriate contact with children is avoided
iii) inappropriate language is avoided
iv) appropriate role models are presented at all times.
Travelling in cars on school activities
a. When cars are used for transport for school activities teachers are
responsible for ensuring that:
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i) The driver has a current unrestricted drivers’ licence appropriate

for the vehicle being used
ii) The vehicle has a current registration and warrant of fitness
iii) The driver must ensure that all passengers wear seat belts where
they are fitted.
iv) A maximum of three children can travel in the back seat.
v) Children must not share seat belts.
vi) The driver is responsible for the safety of children as they get out
of the car. Children must always get out on the footpath side of the
car.
Harmful Substances
a. Any student
i) using, possessing or under the influence of harmful drugs, alcohol
or solvents, or
ii) smoking or possessing cigarettes, cigars, and/or tobacco
at any time while under the school’s jurisdiction is to be referred to the principal,
and may be stood down. Refer to School Administration and Management.
b. In all circumstances parents and caregivers will be notified as well as
appropriate authorities.
c. Any student caught in possession of or under the influence of any of the
substances above will be given appropriate support and guidance that will be
negotiated with the family/guardian.
d. A second offence will be considered as continual disobedience and may result
in suspension.
Protecting staff from Risk of Accusation
a. Members of staff have a professional responsibility to report to the Principal,
other senior staff or NZEI / PPTA networks, allegations of indecency or abuse
and any other unprofessional conduct (for teachers, as per the NZEI Code of
Ethics) by another staff member.
Complaints of unacceptable behaviour by staff
a. Unprofessional behaviour towards students by staff may involve action being
taken in accordance with the complaints and disciplinary procedures contained
in the relevant collective employment contract.
b. Serious misconduct may lead to suspension or instant dismissal and/or police
investigation.
Sexual harassment
a. There is a separate procedure relating to the reporting to the principal, other
senior staff or NZEI / PPTA networks, of allegations of indecency or abuse
and any other unprofessional conduct (in the case of teachers in terms of the
NZEI Code of Ethics) by a staff member.
Non-custodial parents
a. Refer also to Classroom Management and Administration for further information
about non-custodial parents.
b. At entry details of custody and access is required and this information is noted
on the enrolment form. The class teacher has a copy of this enrolment form to
be included in the child’s file.
c. Biannually a request for an update of emergency details, phone numbers,
addresses, medical, and custody will be sent home. Parents will be informed
through the school newsletter.
d. Teachers and support staff will be informed of custody arrangements where
they exist. Staff will ensure Privacy Act requirements are adhered to.
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e. In the event of a non-custodial adult coming to pick up a child,

i) The school will act to protect the child and ensure the safety of all
others
ii) If the adult comes to the class, the Principal should be sent for
immediately, If possible the adult should be sent to the office.
Someone from the management team should be called for if the
Principal is unavailable.
iii) The child may be sent to a place of safety such as the office or a
neighbouring classroom.
iv) The Principal or Teacher may deny this adult access until
verification from the custodial parent is sought. If this can not be
confirmed then access will not be given. In some circumstances the
police may be called.
v) A written record of events will be maintained and any events
reported to staff and Board of Trustees.
f. Where requested, pupil reports and school newsletters will be sent to non-
custodial parents.
g. If necessary any guest teachers will also be made aware of the schools
procedure in the event of a non-custodial adult arriving.
Indicators of Child Abuse

Types of child abuse are:
a. Physical Neglect
The child is not given proper food, clothing, shelter, medical attention or
supervision to the extent that there is serious risk to health and/or safety of that
child
b. Emotional Neglect
(This is very hard to define and detect).
It is often the case that the child is only ever criticised, always told that it is
stupid, naughty or the cause of all the family’s problems.
c. Physical Abuse
Where injuries are not caused by accident
d. Sexual Abuse
This includes all situations where a parent, caregiver or other person involves a
child in sexual activity. This can range from touching through to penetration or
even the death of the victim.
Indicators of sexual abuse in a child:
a. Physical injury
b. Signs of physical illness, possibly related to genital or urinary functions,
headaches or upset stomach
c. Becomes unusually fussy
d. Washes frequently
e. Refuses her/his favourite food; or an older child may suddenly refuse food
f. An unusual fear of strangers
g. Sudden extreme shyness
h. Lack of enjoyment of favoured pastimes, TV programmes and activities
i. Clinging to parents or extreme fear of being left alone
j. Difficulty going to sleep
k. Sudden fear of the dark
l. Nightmares
m. Bedwetting
n. Return to earlier forms of behaviour or skills
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o. Changes in school behaviour

p. Loss of child’s sense of security
q. Unable to adjust to the normal schedule
r. Showing loss of memory, sometimes appearing preoccupied or troubled
s. Depression
t. Advanced sexual behaviour
u. Acting out the sexual abuse with playmates
v. Suicidal tendencies
w. Alcohol and drug abuse
x. Running away
y. Increased irritability and angry outbursts
z. Pseudo-maturity, taking over parental responsibilities (usually associated with
incest).
aa. Prostitution
This procedure is approved by the Pukeokahu School Board of Trustees
___________________________________
Date of Adoption
Signed:
___________________________________
___________________________________
Date to be Reviewed
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Procedure 2.02 Safety & Health Procedure
Contents
A. Purposes 12
B. Definition 12
1. Serious Harm 12
C. Health & Safety Team 12
1. Health and Safety Officer 12
2. Health and Safety Team Error! Bookmark not defined.
D. Occupational Safety and Health Checklist 12
1. Annual OSH Compliance Checklist 13
E. Plant and machinery 13
1. Plant, machinery, swimming pool and harmful substances 13
F. Safety Inspections 13
1. Safety Inspection Check Lists 13
2. Significant Hazards 13
G. Hazardous materials 14
1. Identification and documentation 14
2. Site procedures 14
H. Contractors 14
1. OSH Compliance 14
I. Risk management 15
1. Blood and Body Fluids 15
2. UV Protection and SunSmart Procedure 15
3. Smoke Free Procedures 16
4. Staff Emergency Medical Plans 16
5. Staff Welfare and stress 16
J. Accidents and near misses 17
1. Accident or Incident Investigation, Recording and Reporting 17
2. Serious Harm Accidents or Incidents 17
3. Minor Accident or Near Miss Report 17
4. Investigation 17
K. Guidelines for Accident & Incident Investigation 18
1. Gather all the Facts 18
2. Who should Investigate? 18
3. Identify all the Hazards Involved 18
4. Assess the Hazard Controls in Place 18
5. Decide on Future Action 18
6. Inform all those Affected 18
7. Follow Up 18
8. Check 19
L. Evacuation procedures: 19
1. Trial evacuations: 19
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Purposes
1. To provide for the safety and welfare of pupils and staff at Pukeokahu School
2. To meet the Board’s obligations under the health & Safety in Employment Act
1992 and the Health & Safety Code of Practice
Definition
1. Serious Harm
a. Any fatality; or
b. Any injury or work-related illness which results in the person receiving attention
from a registered medical practitioner, accident or emergency clinic, or being
admitted to hospital; or
c. Any injury or work-related illness of a significantly serious nature which
temporarily disables the person and prevents them from carrying out normal
work duties.
Health & Safety Team

1. Health and Safety Officer
a. The Health & Safety officer’s role is:
i) To check the premises twice a year (or more frequently if required) and
present a written report to the Board twice a year (or more frequently if
required) regarding Health and Safety in the school.
ii) To investigate following any accident or near miss and to check that
the correct forms (held in Office) are completed and actioned. The
Principal is to notified of findings and will report to the Board.
iii) To play a major role in identifying hazards by inspection of equipment
and premises.
iv) To seek, when appropriate, outside specialist assistance.
v) To see that safety signs are displayed where necessary.
vi) To help organise or conduct BOT members, staff and student
training/orientation in Health and Safety.
vii) To help in problem solving regarding Health and Safety requirements
and improvements to the system.
2. Health and Safety Team
a. The Health & Safety Team is comprised of the Principal and the Health and
Saftey Officer and their role is:
viii) To sign the “Building Maintenance Manual” monthly or as required,
following required inspection.
ix) To compile a record (to be kept in the Health and Safety programme
file) of accidents/injuries/near misses and to analyse this to identify
Health and Safety procedures including such matters as the recording
system for accidents and hazardous incidents, and the safety rules to
be observed by employees.
x) To report accidents and hazardous incidents within the school.
xi) To recieve suggestions and complaints from employees and/or
management relating to Health and Safety.
xii) To report occupational health and safety inspections, and prepare
action plans.
xiii) To investigate the working environment, including workplace design
and procedures.
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xiv) To investigate the selection, provision, proper us and maintenance of

safety equipment and hazardous substances and situations within the
school.
xv) To investigate areas which will require attention.
Occupational Safety and Health Checklist

1. Annual OSH Compliance Checklist
a. An annual Occupational Safety and Health Compliance Check will be carried
out each March, and a report and action plan completed in April and presented to
the Board of Trustees. See form 2.02 Occupational and Safety Code of Practice
Compliance Checklist.
Plant and machinery

1. Plant, machinery, swimming pool and harmful substances
a. All plant and machinery will be operated in accordance with specifications
and safety recommendations provided by the manufacturer. This will include
wearing appropriate protective equipment.
b. Electrical safety checks will be completed by a suitably qualified technician, in
compliance with staff Collective Employment Agreements
i) “Fit” items will be tagged to identify details and results of the test, and
when the next test is due
ii) “Unfit” items will be withdrawn from service by the property manager who
will arrange for the item to be repaired or written off.
c. When any plant or equipment is in doubtful condition it must not be used. It
will be treated as a hazard, and the principal must be informed. The principal will
determine if the item is to be repaired or written off.
Safety Inspections
1. Safety Inspection Check Lists
a. The property, buildings and equipment shall be inspected for safety issues
regularly.
b. All identified hazards will be recorded on Form 2.02e Hazard Identification
together with the plan to manage the hazard.
c. Inspection shall be done on a regular basis dependent on the nature of the
work being carried out and the hazards identified.
d. All staff will be advised of unsafe items immediately. The Principal will
determine how students are to be advised of the newly identified significant
hazards.
e. Items suspected to be a “Significant Hazard” shall be individually examined.
f. All inspection checklists shall be retained on file as a permanent record.
g. During self inspection new or specific hazards may be identified. The check
list may be added to, to provide regular review of these hazards.
2. Significant Hazards
a. All significant hazards shall be examined by the Principal or the Safety
Officer.
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b. All staff working on the site shall be advised of the significant hazards and
how to eliminate, or if this is not practicable, to isolate, or again, if this is not
practicable, to minimise the hazard.
c. Students and volunteers will be advised of the significant hazards.
d. New staff, visitors and contractors will be advised of the significant hazards
before working on the site.
Hazardous materials
1. Identification and documentation
a. Information will be gathered on the products we use in the workplace to:-
i. Identify hazards
ii. Control hazards
iii. Educate employees on hazards
2. Site procedures
a. All chemicals and fibre based substances introduced to the site must not be
used unless accompanied by a Materials Safety Data Sheet.
b. The Principal or the Safety Officer will ensure that the use of these products
will not be harmful to the staff handling the products, by ensuring the correct
handling procedures are observed and that the appropriate type of protective
equipment is provided and is to be used.
c. The Principal or the Safety Officer will maintain a list of all substances,
chemicals, solvents and materials used and produced.
i. The school will obtain material safety data sheets from suppliers
ii. When purchasing new products, Material Safety Data Sheets will be
requested.
d. Storage
i. All cleaning materials will be kept in a locked cupboard. The
Principal, cleaners and the Board of Trustees Chairperson will have
keys to the storage areas.
ii. Cleaning materials kept in classrooms will be kept in a place
inaccessible to students
iii. Any chemicals stored in the school will be correctly labelled and kept
in place inaccessible to students
e. Use of sprays
i. Any sprays used must be approved for use on a school site and the
applicator must follow the manufacturer’s recommended application
procedures including the wearing of appropriate safety garments.
ii. The use of chemical sprays will be confined to times when there are
no students on site.
f. The Safety Officer will regularly review the Hazardous Materials information
i. Can a less hazardous substance be substituted?
ii. Are employees using the substance educated about any hazards?
iii. Is the correct protective clothing and equipment used?
iv. Are the materials stored appropriately?
v. Is the information about hazardous substances in a form and manner
that is easily understood?
Contractors
1. OSH Compliance
a. Contractors engaged should be able to demonstrate a good safety record
and more importantly evidence that they themselves are complying with the
Act.
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b. It is preferable to engage the “same” contractor for a specific type of work

wherever possible.
c. Contractors who carry out work for the school on regular basis will be sent
the “notice to Contractors” form and engagement should only proceed if an
adequate response is received. Contractors that have submitted adequate
evidence of their own health and safety management can then be listed on
an “approved contractors list”.
d. Contractors
i. will be informed of the school’s approach to Health and Safety and
be aware of their responsibilities under the Health and Safety in
Employment Act 1992.
ii. read the school’s Procedures, Emergency Plans and the Register of
Hazards, and recognise that they apply to them and must be adhered
iii. complete a checklist confirming they have a Health and Safety
Management Plan
iv. inform the Principal/Employer of hazards that they will bring onto the
Work Site
v. make available their Safety Records for Inspection.
Risk management
1. Blood and Body Fluids
a. The following procedures must be used by any member of staff or student
who has gone to the assistance of a child or staff member with a cut or
broken skin.
1) Avoid contact with blood if your hands or lower arms have open cuts
or unhealed wounds.
2) Use disposable gloves and wash thoroughly with soap and water
after removal of gloves.
3) If disposable gloves are unavailable at the time wash your hands and
lower arms and any other bodily parts in contact with or splashed by
blood, thoroughly with water and soap after handling blood.
4) Place any cotton wool, gauze, etc that has had contact with blood in
a plastic bag and seal it for disposal or incineration.
5) Wipe down the benches or other bloodied areas with cold or tepid tap
water and then with household bleach (eg Janola) freshly diluted 1
to10 with water.
6) Wash carpeted areas with water and soap.
7) Wash scissors or other instruments thoroughly in cold tap water to
remove any blood, then instruments can be effectively sterilized by
boiling for at least 10 minutes or by soaking them for 30 minutes in
household bleach diluted 1 part to 10.
b. A copy of this procedure is to be in the first aid kit.
c. The school office manager is to ensure that a supply of disposable gloves is
to be available in the first aid kit at all times.
2. UV Protection and SunSmart Procedure
a. Children will be expected to wear hats in terms 1 and 4 when involved in
outdoor activities (playtime, lunchtime, sports trips, camps).
b. Staff will act as role models by employing appropriate sun protective
behaviour for summer outdoor activities. i.e. wear sunhats
c. Where possible children will eat their lunch inside classrooms or under
shaded areas with teacher supervision.
d. SPF 15+ Broad Spectrum Sunscreen will be available at school for staff and
children and its use encouraged, especially on days of high risk. Parents are
encouraged to put sunscreen on their own children.
Page 15
e. The Sun Protection Procedure will be reinforced in a positive way through

school newsletters and the Health programme that promotes melanoma
awareness.
f. The Board of Trustees will consider provision of shade areas around the
school when planning property and grounds development
3. Smoke Free Procedures
a. No smoking is permitted at Pukeokahu School, or on any activities involving
pupils away from Pukeokahu School. This includes parents, employees and
contractors, and any other helpers.
b. Notices will be displayed at school entrance ways informing everyone that the
school is Smokefree.
c. All prospective employees will be informed of the school’s Smoke Free
procedures
d. All complaints regarding smoking will be investigated in the first instance by
the Principal within 20 working days following the procedure laid down in the
Smokefree Environment Act 1990
4. Staff Emergency Medical Plans
a. Staff members will be asked to provide a confidential Emergency Medical
Plan recording contact information and personal medical information for use
in a medical emergency.
b. The Plan will be updated in February each year. All permanent and relieving
staff are responsible for ensuring that their plan is updated if there are any
changes during the year.
c. Plans will be treated in the strictest confidence, and filed in the Principal’s
office. The office manager and senior staff will know where to locate the
plans.
5. Staff Welfare and stress
a. All staff will be asked to complete Form 2.02d Staff Personal Emergency and
Medical Plan to ensure appropriate support in the event or emergency or
illness.
b. The staff at Pukeokahu School have a shared responsibility for supporting
each other and working to ensure each others’ wellbeing.
c. Report to the Principal any concerns for the welfare of members of their
team, particularly where there is a risk to health or wellbeing due to stress or
other work-related matters.
6. Road Safety
a. All children cycling to school must wear a helmet. Children under 10 must be
accompanied by an adult.
b. Pupils riding bikes to school need a letter from their parents indicating that
the parents will take responsibility for children riding their bikes before and
after school.
c. Walkers under 8 should be accompained by an older student or parent and
must observe the road rules.
d. School bus to load and off load from within the bus stop designated area.
7. Riding Horses to School

a. Experienced horse riders may ride their horses to school in Terms 1 and 4.
b. Horses need to be left in the school paddock.
c. Pupils riding horses to school need a letter from their parents indicating that
the parents will take responsibility for children riding their horses before and
after school.
Page 16
8. Incinerator
a. No flammable goods to be kept in the incinerator shed.
b. Ash to be dumped in the paddock clear of buildings.
c. Pupils are not allowed to use the incinerator.
d. Cleaner instructed in use of the incinerator.
9. School Bus Transport

a. The school bus controller is responsible for; liasing with parents and the
Pukeokahu School BOT and supervising the boarding of the bus each day after
school.
b. The health and safety programme will include aspects of bus safey. The BOT
takes the view that the final responsibility for acceptable condut for pupils on the bus
will remain with parents. The BOT has the right to remove any child from the service
who continually offends. This also applies to children travelling to Primary
Technology in Taihape.
c. In the event of a serious accident the school staff and BOT are in no way liable for
any ensuring parental action.
Accidents and near misses

1. Accident or Incident Investigation, Recording and Reporting
a. The Principal is responsible for investigating, recording and reporting
Accidents and Incidents
b. The Principal will ensure there is a supply of official forms.
2. Serious Harm Accidents or Incidents
a. The Principal will contact OSH no matter what time of the day, as soon as
possible after the occurrence.
b. OSH contact numbers for Pukeokahu are:
Phone: 0800 20 90 20
Fax: (06) 359 1431
c. The Principal will complete the Department of Labour forms with the staff
involved, as soon as possible after the occurrence, while the details are still
fresh in everyone’s mind.
d. The written report must be with OSH within seven (7) days.
e. The school does not legally have to notify OSH of serious harm accidents
involving non-employees or contractors.
3. Minor Accident or Near Miss Report
a. Form B will be completed by the appropriate staff and counter-signed by the
Principal or by the Safety officer, as soon as possible after the incident.
b. The completed form will be filed in the Health and Safety Folder no later than
two (2) working days after the day of the accident or near miss.
4. Investigation
a. Serious harm accident or incidents will be investigated by the Principal, or in
the Principal’s absence, by the appropriate staff and appropriate external
experts.
i. The legal requirements will be adhered to and Form A completed
ii. The accident scene must not be interfered with until authorised by an
inspector unless absolutely necessary to save life, property etc.
iii. The investigation will be undertaken as soon as possible and
concluded within five (5) working days to comply with OSH
iv. requirement
Page 17
b. In respect of minor accidents and near misses, the Principal, as soon as

possible after the accident, will decide if an investigation is warranted. If so,
the investigation shall be undertaken as soon as possible, but no later than
five (5) working days after the minor accident or near miss.
c. See Section O “Guidelines for Accident & Incident Investigation” on page 18
Guidelines for Accident & Incident Investigation

1. Gather all the Facts
a. What happened? Interview witnesses and describe events in detail, using
any photos, diagrams or other exhibits that may be appropriate.
b. Has the prescribed accident report been completed and OSH, or other
agencies been informed?
c. Be sure you understand the sequence of events fully before any analysis
takes place.
2. Who should Investigate?
a. Only people with the appropriate skills and experience should investigate
accidents.
b. If there was serious harm or the potential for it, and there is a likelihood of a
recurrence, a group approach to the investigation could be justified. This will
bring a range of skills and perspectives to bear.
3. Identify all the Hazards Involved
a. Identify all the hazards involved. Consider:
i. Equipment, materials etc
ii. Work practices and procedures
iii. The work environment
iv. Health issues
b. Are any hazards significant and likely to cause serious harm?
4. Assess the Hazard Controls in Place

a. What controls were in place, and why didn’t they work?
b. What is needed?
c. Is there a need to train or inform employees?
5. Decide on Future Action
a. Describe fully what needs to be done to prevent further accidents or
incidents.
b. Who should do what and by when?
6. Inform all those Affected
a. Inform everyone who needs to know, not only those directly involved. This is
likely to involve circulating your report or a summary of its findings.
7. Follow Up
a. Identify all the hazards involved. Consider –
i. Equipment, materials etc
ii. Work practices and procedures
iii. The work environment
iv. Health issues
b. Are any hazards significant, ie. Likely to cause serious harm?
Page 18
8. Check
a. Plan to check to ensure that recommended changes have been made and
results achieved. This relies on measures being in place to ensure people
are accountable for their actions, or lack of actions.
Evacuation procedures:
1. Trial evacuations:
Principal is responsible for ensuring that:
a. The school will hold a trial evacuation each term. Students and all adults on
the site will assemble in the assembly areas designated in the Evacuation
Plan.
b. Form 2.02f Evacuation Plan records the organisation for school evacuations
c. A checklist will be kept of all trial evacuations on Form 2.08 Evacuation
Checklist. The checklist will be filed in the Trail Evacuations Register which is
held in the school office
___________________________________
Date of Adoption
Signed:
___________________________________
___________________________________
Date to be Reviewed
Page 19
Procedure 2.03 Accidents, Incidents and Illness
Contents
A. Purposes 20
B. Scope 20
1. Accidents covered by this procedure: 20
C. Procedure 20
1. Responsibilities 20
2. Checking for medical conditions 21
3. First aid treatment - guidelines: 21
4. Injuries involving bleeding 21
5. Medication 21
6. Unacceptable actions regarding sick children: 21
7. Sending Injured or Unwell Students Home 21
8. Notification to parents 21
9. Reporting: 22
10. First Aid Supplies 22
11. Field Kits 22
12. Annual review of accidents and incidents 22
Purposes
To ensure excellent care in the event of accident or significant incident
To minimise the likelihood of accidents or serious incidents through a self-review

process
To ensure excellent communication with parents in the event of accidents and

significant incidents
Scope
1. Accidents covered by this procedure:
a. Situations where medical treatment is or may be required
b. Situations where a child is hurt, frightened, or distressed to the point that
parents would expect be made aware of the circumstances
Procedure
1. Responsibilities
a. The management of any accident is primarily the responsibility of the teacher
in charge of the child at the time of the incident / accident
i. before school and during class time the class teacher;
ii. at intervals and lunch time the teacher on duty
iii. the office staff may be free to take over responsibility.
b. Any staff member who first attends to an accident is responsible for
management until the class teacher / teacher on duty takes over.
c. The teacher's responsibilities are, in order:
1) to ensure that appropriate urgent first aid is given
2) to ensure there's no danger to other children
3) to see that further medical or first aid treatment is provided if required
Page 20
4) to re-assure and/or comfort the child to reduce distress

5) to find out the circumstances leading to the accident / incident as
accurately as possible
6) To complete an Accident / Incident Report form
7) Ensure the parent / caregiver is informed
2. Checking for medical conditions
a. Where medical treatment is required before a parent/guardian can give
consent the teacher MUST check pupil files for information regarding medical
conditions or warnings.
3. First aid treatment - guidelines:
a. Under no circumstances should children administer any first aid treatment to
other children - including cleaning and dressing wounds. Parents have the
right to expect that their children will receive competent adult assistance.
b. Where the teacher is unsure of appropriate treatment she or he should
consult with the most qualified adult able to be contacted.
c. Where medical treatment is required every effort must be made to inform the
parent/guardian BEFORE treatment is given, but not to the extent that it
delays urgent treatment.
4. Injuries involving bleeding
a. Staff are required to use gloves when treating pupils, particularly those who
are bleeding.
5. Medication
a. All medication for specific allergies or other needs will be stored in a locked
drawer with a complete list of pupils conditions. Staff are required to make
themselves aware of this list.
i. NB: No medication may be administered to a child without parental
consent. This includes paracetamol
6. Unacceptable actions regarding sick children:
Under no circumstances should sick or injured children:
a. be attended to by other children in the medical room.
b. be sent home unaccompanied without parent permission.
c. be left at home by themselves.
d. be left unattended (another child may stay with them following treatment)
7. Sending Injured or Unwell Students Home
a. If a child is unwell they will be looked after until home can be contacted:
i. A child may only be sent home once a caregiver has been contacted
and permission given for the child to leave.
ii. In general it is expected that a caregiver will collect the child
iii. An injured child must be closely monitored until collected
iv. The office manager / principal is to be informed in every case
b. The office manager will inform the class teacher if a child from their room is to
be sent home.
8. Notification to parents
b. We need to ensure that parents are well informed about what happens to
their children while at school.
c. We need to act in ways that show we understand many parents/caregivers
would want the opportunity to come and see the child and determine for
themselves if further action is necessary.
i. Without exception where a child has received a bump to the head,
the incident is to be recorded and the parents are to be informed.
d. Parents are to be contacted about injury to their children if:
Page 21
i. The child has received a bump to the head

ii. The child’s injury required a doctors opinion
iii. The child’s injury is likely to leave a mark, welt or bruise
iv. There is a deep cut to the skin, or there is significant bleeding
v. The child has been assaulted by another child resulting in the
perpetrator receiving some disciplinary action, ie: it was serious.
vi. The child has been traumatized by the incident. If there is any doubt,
contact the parent.
e. It must be noted in the accident report who will contact the parents and this
should be initialled to indicate this has happened.
9. Reporting:
a. An Accident and Incident Report (Form 2.03a) will be completed in ALL
cases where
i. treatment other than simple cleaning and dressing of minor cuts and
scratches is required
ii. a parent could reasonably expect to be informed of the injury and
circumstances leading to it
iii. the child is involved in a distressing incident which the parent would
want to know about
b. The teacher responsible for the child at the time of the accident is responsible
for reporting the accident. If some other person attended to the accident they
can assist the teacher to complete the report.
c. The completed report is to be taken to the principal for signing on the day the
accident occurred.
d. In serious cases a copy will be provided for the Board of Trustees.
10. First Aid Supplies
a. A reasonable stock of first aid items will be readily available. This will include
a current first aid manual and a list of pupil conditions. Ice packs are kept in
the sick room refrigerator.
b. Staff are encouraged to keep their knowledge of first aid procedures up to
date and if possible to have current first aid certificates.
11. Field Kits
a. The school maintains a small field first aid kit. This is required to be uplifted
by any teacher taking a class on a visit away from school. If items are used
during an outing these should be reported to the Principal so that they can be
replaced.
b. Emergency contact details:

Rescue helicopter 111
Doctor (06) 3880926
Hospital (06) 3882035
12. Annual review of accidents and incidents
a. The principal will arrange for a review in June each year of accidents and
incidents that occurred over the past 12 months.
b. The review will look for patterns of accidents and incidents with a view to
reducing hazards and improving the care of students
c. The Principal will arrange for a report to the Board of Trustees detailing
i. The outcome of any previous actions planned as a result of the
annual review of accidents and incidents
ii. the type and number of accidents and injuries
iii. plans to resolve any issues identified during the review
Page 22
___________________________________
Date of Adoption
Signed:
___________________________________
___________________________________
Date to be Reviewed
Page 23
Procedure 2.04 Missing Child Procedure
Purposes
To ensure that in the event of a child going missing the school takes
appropriate and timely action in the interests of the child’s safety and welfare.
Missing Child Procedure

If a child is unaccounted for all members of staff share responsibility for
following these procedures.
The most senior member of staff on hand at the time is responsible for
ensuring that this procedure is followed.
If a child is missing AFTER SCHOOL

1. check with the class teacher to
2. see if there is any information available about when and how the child left school
3. get the names of friends with whom s/he may have gone home
4. Inform the most senior available member of the staff of the situation
5. If you have any concerns about the child's safety because of his/her mood,
intentions, or possible abduction, contact the police immediately and inform
them of the circumstances
6. Check "Contacts" card for phone numbers of family and emergency contacts
7. Phone all "contacts" and
8. explain the circumstances
9. ask them if they know where the child be or places the child might go
10. ask if s/he has friends whose place s/he might be at
11. ask them to call back if they find out where s/he is
12. If appropriate ask a staff member to follow the route the child would usually have
taken home, and to call at the home to see if the child is there.
13. Phone families of the pupil's closest friends or classmates who usually go the same
way home-ask if the pupil:
14. knows where the child might be
15. heard the child say anything that might help
16. saw the child leave the school - and if so, who with
17. knows anything else that might help
18. … and follow up on any leads
19. if the child is not located within 30 minutes
20. inform the police regardless of the circumstances
21. and, if the principal is not aware of the situation make every effort to inform him/her. If
that's not possible inform one of the assistant principals
22. and, if the parents have not been located by this time go all reasonable lengths to
contact them. Any staff member has authority to do whatever is reasonably
necessary to inform the parents and seek to locate the child.
23. If after all of the above steps have been taken the child is not located
24. hand the matter over to the parents and the police and offer the school’s assistance
25. complete documentation of the steps you have taken – give the notes to the principal.
26. The most senior member of staff on hand should inform the Board chairperson or
some other Board member
Page 24
27. Carry out a post incident review – see the last section of this procedure
If a child is missing ON THE WAY TO SCHOOL

1. Contact the parents / caregivers (or if they’re not available the emergency contacts)
and
2. Inform them the child has not arrived at school
3. Ask if they have any information that may help locate the child
4. Inform the most senior available member of staff of the situation
6. Ask classmates and people who usually come the same way to school if they saw the
child, or know anything that might help locate the child.
taken on the way to school, and to call at the home to see if the child is there.
8. If within 30 minutes the child is still unaccounted for
10. if the principal is not aware of the situation make every effort to inform him.
11. if the parents have not been located by this time go to all reasonable lengths to
contact them. Any staff member has authority to do whatever is reasonably
necessary to inform the parents and seek to locate the child.
13. hand the matter over to the parents / caregivers and the police and offer to assist in
any way you can
14. document the steps you have taken to follow these guidelines and hand the notes to
the principal.
some other Board member.
16. Carry out a post incident review – see the last section of this procedure
Page 25
If a child is missing DURING THE SCHOOL DAY

1. Seek the assistance of the most senior available member of staff
3. If the child was not seen leaving the grounds carry out a thorough search of the
grounds and buildings with the assistance of available staff and/or senior pupils.
4. Contact the parents / caregivers (or if they’re not available the emergency contacts)
and
5. Inform them the child is missing
6. Ask if they have any information that may help locate the child
7. Ask classmates and friends if they saw the child leave the school, or know anything
that might help locate the child.
taken on the way to school, and to call at the home to see if the child is there.
9. If within 30 minutes the child is still unaccounted for
11. if the principal is not aware of the situation make every effort to inform him. If that's
not possible inform one of the assistant principals
12. if the parents have not been located by this time go all reasonable lengths to contact
them. Any staff member has authority to do whatever is reasonably necessary to
inform the parents and seek to locate the child.
14. hand the matter over to the parents / caregivers and the police and offer to assist in
any way you can
15. document the steps you have taken to follow these guidelines and hand the notes to
the principal.
some other Board member.
17. Carry out a post incident review – see below
Post-incident review
After each incident the principal will meet with the staff involved, and if appropriate with
external agencies, to
a. identify ways in which the school’s response could have been improved, and
b. if necessary to propose changes to these procedures
___________________________________
Date of Adoption
Signed:
___________________________________
___________________________________
Date to be Reviewed
Page 26
Procedure 2.05 Referral to Child Protection Agencies
Purposes
To ensure appropriate procedures are followed when making a referral to a
child protection agency
Procedures
When a child tells you that they have been abused:
a. Don't investigate the matter at school.
b. Listen
1) believe what they say
2) say you are glad they told you
3) say you are sorry it happened
4) let them know it is not their fault
5) let them know you'll help
6) offer no judgement to the child
c. Do not ask questions. Questions may contaminate future evidence (child can not
be forced to go to court)
d. Do not interview the child.
e. Write down what you were told.
f. Do not over-react, panic, criticise.
g. Remember its what is important for the child that counts.
h. Make sure child is safe and not able to leave school premises or panic.
i. Inform the principal or the next most senior member of staff
When you suspect a child has been abused.
a. Do not interview (ask questions of) the child - THIS IS A SPECIALIST TASK
b. Report matter immediately to the Principal.
c. Don't delay in contacting the relevant authorities, CYFS or the Police (even if
merely suspicious). IT IS THEIR ROLE TO INVESTIGATE
d. Keep objective word-for-word accounts of what the child reports. These are to be
given to CYFS or the Police and a request made for their early attention at the
school.
Decisions about informing parents or caregivers should be made after
consultation between the school and the statutory child protection service called in by
the school.
The school is to maintain confidential records. The records are to contain
the following information which can be given to CYFS or Police.
i. Name
ii. Address
iii. Date of Birth
iv. Phone No
Remember assaults at school can be taken to the Police by the school or
parent.
Page 27
___________________________________
Date of Adoption
Signed:
___________________________________
___________________________________
Date to be Reviewed
Page 28
Procedure 2.06 Harassment
Contents
A. Purposes 29
B. Definitions 29
C. Prevention of harassment 30
1. School teaching programmes 30
D. Harassment of students 30
1. Harassment by members of the staff 30
2. Harassment by other students or adults outside the school 30
E. Harassment of staff members 30
1. In the first event: 30
2. In the event of repetition: 30
3. If the complainant, harasser and mediator can't resolve the matter: 30
4. If the principal (or Board chairperson) does not satisfactorily resolve the
matter 31
5. Mediation 31
6. Reporting to the Board of Trustees 31
Purposes
To minimise the possibility of harassment occurring at the school
To provide guidance in appropriate course of action in dealing with harassment
Definitions
a. Harassment is illegal and is a form of discrimination.
b. Harassment is unsolicited verbal or physical conduct by a person or group and is:
i. Unwelcome or offensive or might reasonably be perceived by the victim
as unwelcome or offensive
ii. of a serious nature or persistent to the extent of having a detrimental
effect on the individual's employment, job performance or opportunities.
c. Harassment can involve:
i. personally offensive verbal comments
ii. racial references
iii. sexual or smutty jokes
iv. repeated teasing or comments about a person's gender, race, body type,
alleged sexual activities or private life
v. persistent unwelcome social attentions or telephone calls to workmates
at work or at home.
vi. being followed home from work
vii. offensive hand or body gestures
viii. unwanted and deliberate physical contact such as patting, pinching,
touching, or putting an arm around another person's body
ix. provocative posters with sexual connotations
d. The above is not a complete list - other behaviours may constitute harassment.
Page 29
Prevention of harassment
School teaching programmes
a. The principal will ensure that teaching and learning programmes include aspects
designed to
i. protect students from sexual abuse and racial harassment
ii. ensure that students know the steps to take when making a complaint
and also where to go for support
Harassment of students
Harassment by members of the staff
a. Where a staff member becomes aware of the alleged harassment of a student by
a member of the school staff the matter will immediately be referred to the
principal.
b. The principal’s obligations are to ensure the protection of the child(ren) and the
fair treatment of the staff member(s) against whom allegations have been made.
c. The principal will follow the procedures set out in the relevant Collective
Employment Agreement for complaints against members of the staff.
d. Refer to Procedure 2.05 Referral to Child Protection Agencies, which may be
relevant.
Harassment by other students or adults outside the school
a. Where members of staff observe or become aware of allegations of harassment
or abuse of pupils by other pupils the matter will immediately be referred to the
principal
b. The principal will ensure that the best available information relating to the alleged
harassment is gathered.
c. The principal will decide on the course of action to take. This may involve:
i. Referral to child protection agencies – see Procedure 2.05 Referral to
Child Protection Agencies
ii. Informing and consulting parents
iii. Consultation with GSE support staff.
Harassment of staff members

In the first event:
a. In the event of harassment the complainant should in the first instance notify the
offender that he/she does not condone such behaviour and it must stop.
In the event of repetition:
a. Should harassment be repeated the complainant should choose another member
of the school staff to act as "buddy" and mediator.
b. The principal should be informed that there is an harassment matter being dealt
with.
c. The person responsible for the harassment should be confronted by the chosen
mediator and informed that the behaviour is unacceptable and must stop.
Assurances should be sought that the behaviour will stop and that an apology will
be made. The principal is to be informed that the matter is resolved.
If the complainant, harasser and mediator can't resolve the matter:
a. The principal (or, in the event that the principal is the alleged harasser, the Board
chairperson) is to be informed in writing by the complainant of the nature of the
harassment.
b. The principal (or Board chairperson) will promptly investigate the complaint.
Page 30
c. In enquiring into a complaint related to alleged sexual harassment under no

circumstances will the complainant's actual or alleged sexual experience or
reputation be inquired into or referred to.
d. If the principal (or chairperson) is satisfied that the harassment has occurred
(s)he will take all practical steps to prevent a similar situation recurring.
e. The principal (or chairperson) may contact the complainant's union
representative.
f. Care must be taken during the investigation and afterwards to prevent any
disadvantage to the complainant and also to protect the position of other parties if
the complaint is found to be unwarranted.
If the principal (or Board chairperson) does not satisfactorily resolve the matter
a. the complainant can lay a personal grievance complaint against the employer
(the Board and/or principal) under
i. the terms of their employment contract, or
ii. sections 210, 212, and 221 of the Labour Relations Act, or
iii. the Human Rights Commission Act.
b. An employee who belongs to a union may seek the support of their union's field
officer or counsellor.
Mediation
a. A staff member is free to seek support from the trained mediator or any other
person they choose
b. If the support person / mediator fails to resolve the issue, the Board should set up
a Grievance Committee to deal with the issue. The Grievance Committee would
have membership to suit the situation
Reporting to the Board of Trustees
a. The principal will report to the Chairman of the Board of Trustees any alleged
incident of abuse or harassment. In doing so the privacy of individuals will be
protected.
b. The Board chairperson will decide on the extent to which the Board will be
informed and involved. In making this decision the Chairperson may seek
guidance from the School Trustees Association field officers.

___________________________________
Date of Adoption
Signed:
___________________________________
___________________________________
Date to be Reviewed
Page 31
Procedure 2.07 Traumatic Incident Management

Purposes
To ensure the safety and wellbeing of all pupils and staff in the event of a
traumatic incident such as the serious injury or death of student or a staff member, or
other traumatic incident.
To ensure effective and appropriate is taken in the event of a traumatic incident
or emergency.
Procedure
Leadership
a. The principal, or in the principal’s absence, the most senior member of the
teaching staff present should assume leadership.
b. The leader’s role is to ensure that appropriate action is taken.
c. The leader should take an oversight role so as to maintain an awareness of
what is happening. He / she should avoid becoming too involved in detailed
actions.
2. Initial actions
a. Ensure safety of all students and staff
b. Inform relevant emergency services
c. Inform key personnel
i. Principal
ii. Board of Trustees Chairperson
iii. Senior staff
3. Form a Management Team
a. organised by the Principal
b. Include senior staff, administration staff, property manager, may later include
Group Special Education representatives
c. Contact Group Special Education – phone (03) 684 3179
d. Seek cultural assistance to ensure all actions are culturally appropriate
4. Inform all staff
a. Ensure information is accurate
b. In the event of serious incident or emergency
c. Verify agencies or people directly affected and bear in mind the privacy act.
d. Ensure all staff are aware of what is happening , what they should do, and
what action is being taken. Include teachers, teacher aides, regular guest
teachers, administration, grounds people, absent staff.
5. Document the actions taken
a. Arrange for someone to keep a record of actions taken
6. Prepare a written statement
a. The statement should be written with the audience in mind:
i. All school personnel
ii. Media
iii. Families
iv. Students
v. Board of Trustees
vi. Ministry of Education
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b. Ensure the statement

i. Has accurate information - do not include information you are not
sure of in your statement
ii. Has consistent information
iii. Avoids distressing detail
iv. Outlines school support for students which will provide physical and
emotional safety
v. Has cultural appropriateness
vi. Indicates one point of contact (name/number) for enquiries.
c. If possible seek Group Special Education assistance:
7. In the event of death or serious injury
a. Notify victim’s family that all students will be informed that there has been an
incident.
8. Appoint a media person
a. this person may need support and will need to know that
i. Accuracy is paramount
ii. “No comment” is rarely a useful option
iii. There is no such thing as “off the record” – anything they say can be
reported
iv. The media liaison person is bound by the Privacy Act
9. Arrange a front desk person to
a. give out only the written statement and
b. direct enquiries to appropriate personnel.
10. Plan a whole staff meeting as early as possible to
a. tell staff
i. What they need to know about the incident
ii. What they can say and to whom
iii. About assistance available to staff and students
b. and ensure teachers have skills to manage assistance put in place for
students for whom they have concerns.
11. Organise a system to monitor students
a. For changes in behaviour in all settings – class, playground, trips
b. Causing concern – you may need to contact their parents/families
12. Ongoing traumatic incident management
a. Internal communication
b. Student well-being
c. Staffing issues
d. Liaison with victim’s family
e. Communication with the wider community
13. Later
a. Review regularly
b. Update policy
c. Train personnel
14. Training & Preparation
a. Ensure annually that senior staff are briefed on this procedure and aware of
their responsibilities should they have to take leadership
Page 33
___________________________________
Date of Adoption
Signed:
___________________________________
___________________________________
Date to be Reviewed
Page 34
Pocedure 2.08 Emergency Management
Contents
Purpose 36
Procedure 36
Principal's responsibilities: 36
In the principal's absence: 36
Staff responsibilities: 36
Information: 36
Each room will have a plan showing the location of the nearest: 36
Exits from all rooms will be clearly marked with EXIT signs. 36
Practice of emergency procedures 36
Teaching programme 36
Trial evacuations 37
Records and reporting 37
Equipment 37
Inspection and reporting 37
Extinguishers 37
Emergency exits 37
First aid kits: 37
Procedures 37
Fire 37
Earthquake 37
Windstorm Procedures 38
Electrical Storm Procedures 38
Volcanic Ash Procedures 37
Hazardous Substance Spill 37
Evacuation Procedures 38
Evacuation Alarm 38
Specific Responsibilities for Staff Members 39
Re-Occupation of Buildings Following Evacuation 39
Checking buildings 39
Sending Pupils Home 40
Decision to send pupils home 40
In the event of earthquake: 40
Students will not be left to find their own way home if: 40
Children whose parents or caregivers can't be contacted 40
Staff Training in Emergency Procedures 40
Induction of new members of staff 40
On-going staff training 40
First Aid Training: 40
Page 35
Purpose
To ensure that emergency situations are managed in a way that minimises risk to
students and staff.
Procedure
Principal's responsibilities:
a. The principal is primarily responsible for the safety of children and staff, and the
protection of school property.
b. The principal's responsibility is to oversee emergency procedures and manage
whatever actions are taken. The principal is the building warden for fire
evacuations.
c. The principal will report to the Board annually on compliance with the procedures
detailed in this handbook.
In the principal's absence:
a. If the principal is not present during an emergency his/her responsibility,
including that of being the building warden for fire evacuations, will be taken
over by the next most senior member of staff present, but only after that
person has made suitable arrangements for the safety of his/her own class.
Staff responsibilities:
a. All staff are required to be familiar with and to be able to competently carry
out the school's emergency procedures as detailed in this handbook.
b. The prime responsibility of all staff is the safety of children.
c. A teacher's first responsibility is to her/his own class.
d. In the event that a teacher is not with the class at the time of an emergency
the teacher of the nearest class (or another adult member of staff if that
teacher so delegates) is to take responsibility for the class and stay with them
until relieved of the responsibility by the class teacher or the senior staff
member present.
Information:
Each room will have a plan showing the location of the nearest:
a. alarm
b. assembly point(s).
c. fire extinguisher
Exits from all rooms will be clearly marked with EXIT signs.
Practice of emergency procedures

Teaching programme
a. A programme of safety instruction will be included in each class programme.
The programme will include:
Page 36
i. awareness of the need for emergency practices

ii. knowledge of the school's safety procedures as they apply to
pupils
iii. assessment of pupils ability to comply with safety procedures
iv. related safety knowledge, skills and attitudes
Trial evacuations
a. The school will hold a trial evacuation each term under conditions which
check the effectiveness of the procedures; ie:
i. practices will be held at different parts of the school day
ii. various emergency exits will be used
iii. various people will assume responsibility for leadership
b. The Principal is responsible for ensuring that these procedures are followed
Records and reporting
a. A logbook will be kept to record the holding of emergency practices, and will
record the result of each practice including:
i. time taken for the procedure
ii. compliance with emergency procedures
iii. problems encountered
iv. changes of procedure needed.
Equipment
Inspection and reporting
a. The Property manager and Principal will carry out safety inspections of as
required in the School Building System and Features Manual and complete
the required reports.
Extinguishers
a. The property manager is primarily responsible for ensuring that emergency
equipment is maintained in good working order.
b. All staff share a duty to inform the property manager if equipment is known to be
in need of maintenance.
Emergency exits
a. Emergency exits will be clearly marked.
b. Staff are required to ensure that exits are not obstructed in any way at any
time.
c. The Principal will check all exits to ensure that they are not obstructed.
First aid kits:
a. A separate medical kit for emergencies will be kept in the office. The Principal will
maintain the emergency kit up to specification.
Procedures
Fire
a. The person discovering the fire is to blow the whistle.
b. The principal will immediately call the emergency services and the
Pukeokahu Fire Unit on 388 0762
c. The buildings will be evacuated as per the evacuation procedure.
Earthquake
a. The alarm for earthquake emergencies will be the whistle blown three times.
b. When the earthquake (whistle blow) alarm sounds:
Page 37
i. all pupils in the room will immediately cease talking

ii. the staff member will give the instruction "DROP"
iii. people will take shelter under the nearest available desk or table
and hold onto its legs
iv. if no suitable table is available they should kneel with their backs
towards the nearest window, their head against their knees, their
hands clasped behind their neck, and their arms protecting their
head, close their eyes tightly, and stay in that position until they are
told they are safe to move.
v. if children are outside when an earthquake occurs they should be
moved at least 20 metres away from the buildings.
NOTE: Generally speaking it is safer to stay inside than move
outside during an earthquake. Because of the danger of aftershocks
the evacuation of children will be delayed unless it is essential. It is
likely that children will stay inside following an earthquake.
Windstorm Procedures
a. Pupils will be kept indoors and away from windows.
b. Windows likely to burst will be secured with adhesive tape
c. If there is a danger of the roof lifting open windows on the side of the building
away from the wind.
d. The property manager or some other designated staff member will, if it can
be done in safety, secure loose materials outside which could be carried by
the wind and inflict damage or injury.
Electrical Storm Procedures
b. People will stay away from metal objects which could act as conductors.
c. People outside will keep clear of trees.
Volcanic Ash Procedures

b. All doors and windows will be closed.
Hazardous Substances Procedures

a. Call 111
b. Evacuate the area and proceed to assembly area
c. Stay in assembly area until you are advised you can leave.
d. Leave the clean up to emergency services, do not enter area until all clear is
given.
e. Urgent information call 0800 764 766
Evacuation Procedures
Evacuation Alarm
a. The alarm for evacuation will be the ringing of the hand bell
i) the hand bell will be kept in the classroom.
b. When the evacuation bell is rung:
Page 38
i. all pupils will remain completely quiet, and listen for instructions
ii. teachers will give instructions as to which exit is to be used.
iii. on the teacher's instruction children will move as directed, in
complete silence, to the assembly point, and wait silently for further
instructions.
iv. pupils will be trained to understand that if no teacher is present the
children will move silently to the assembly point. A teacher from an
adjacent class will if at all possible fill the role of the teacher who is
not present.
v. assemble between the rugby posts
vi. the person responsible for each class will count those present to
confirm everyone is accounted for.
vii. the building warden will be informed of any pupils unaccounted for,
and record details on Form 2.08 Evacuation Checklist
viii. the warden will ensure that emergency services have been called
ix. if any person is unaccounted for the building warden will arrange for
the buildings to be searched.
Specific Responsibilities for Staff Members
Principal • The principal is the building warden, and manages the

evacuation and assembly.
• Ensures emergency services are called if appropriate
• Ensures all pupils and adults are accounted for
• Ensures the evacuation is recorded on the evacuation
checklist
Teachers • Care for pupils in their own room - supervise them during
evacuation and at the assembly point
• If a class is without a teacher the teacher from an adjacent
class will assume responsibility for the class.
• If time permits, and especially in wet or cold weather,
teachers will ensure that children take whatever warm
clothing they have available when evacuating the premises.
Office Manager • Takes the emergency kit (including the first aid kit and
emergency procedures manual) to the assembly point
• If possible with complete safety, takes a current list of
contact names and addresses for pupils' families when
leaving the buildings
• In the event of fire take whatever steps can be taken in
complete safety to secure key school records (asset
registers, registers of admission and withdrawal)
Teachers aides • If necessary, under the teachers' supervision assist special

needs pupils with whom they work
• Gather at the assembly point and under the principal's
direction carry out any other duties requested
Re-Occupation of Buildings Following Evacuation

Checking buildings
a. The principal will arrange for buildings to be carefully checked before allowing re
occupation of buildings.
b. When checking buildings prior to re-occupation check for:
Page 39
i. obvious structural damage (after an earthquake)

ii. dislodged book cases, cupboards, fittings which could fall
iii. leaks in water and gas pipes
iv. breaks or blockages in sewer drains and fittings
v. spillage of hazardous substances (ie cleaners' supplies)
vi. fires not completely extinguished
c. Toilets should not be used until thoroughly checked for damage and leakage.
Sending Pupils Home

Decision to send pupils home
a. Any decision to send children home will be made by the principal, or in the
principal's absence by a senior member of the staff.
b. Children will be kept at school until it is safe to release them.
In the event of earthquake:
a. children may be arranged in groups and escorted home by adults
b. Accurate records will be kept of the movement of children:
i. when they left
ii. who they left with
iii. where they were going
Students will not be left to find their own way home if:
a. there is any possibility that their parents/guardians may be delayed
b. there is any possibility that children will find it difficult to get home.
Children whose parents or caregivers can't be contacted
a. Children whose parents or caregivers can't be contacted will be kept at the
school.
Staff Training in Emergency Procedures

Induction of new members of staff
a. The principal will provide new staff members with an induction kit which will
include information about the school's emergency procedures.
On-going staff training
a. Following each emergency drill staff will discuss the outcomes and make
decisions regarding
i. revision of the plan
ii. additional training needed for staff and/or pupils
iii. additional drills needed to achieve satisfactory standards
First Aid Training:
a. Each year the Board will offer interested staff members the opportunity to
study for the St John's First Aid certificate.
b. The Board will meet the cost of the course
c. The Prinicpal will hold a current first aid certificate.
___________________________________
Date of Adoption
Signed:
___________________________________
Page 40
___________________________________
Date to be Reviewed
Page 41
Procedure 2.09 Activities Away from School
Contents
Purposes 42
EOTC activities have two principal planning requirements 42
EOTC aims to: 42
Expected outcomes of EOTC activities 43
Appropriate EOTC teaching and learning activities 44
Teaching and learning focuses 44
Planning & approval 44
Preliminary approval 44
Planning checklist 44
Application for approval 45
Principal and Board approval 45
Parents’ information and consent 45
Consent requirements 45
Cover letter 45
Health profile 45
Parental consent and risk disclosure 46
Swimming activities 46
Contractors 46
Outside Provider Agreement 46
Safety preparation 46
Volunteer helpers 46
Vehicle drivers 46
Emergency Contact Information 46
Risk assessment and management 46
During the activity / event 46
Record of medication and / or treatment 46
Accidents and incidents 46
Evaluation 46
Review and report 46
Purposes
EOTC activities have two principle planning requirements
a. Planning the teaching and learning programme
b. Planning for the safety and welfare of all attending the activity
EOTC aims to:
a. Provide students with opportunities to learn outside the classroom, in all
curriculum areas;
b. Promote appreciation of our heritages – local, national and global;
c. Increase students’ awareness and understanding of the traditions and values of
their own, the tangata whenua and other cultural groups;
Page 42
d. Increase students’ understanding of different perspectives on land, natural

resources and the environment, and of the need for conservation management;
e. Provide students with opportunities for enjoyment, adventure and challenge, both
close to home and far away;
f. Provide students with opportunities to enhance spiritual, physical and mental
well-being through uplifting experiences in a natural environment;
g. Develop students’ skills so they can move with confidence and safety in urban,
rural, and wilderness settings;
h. Help students develop respect for themselves and others, by providing them with
opportunities for personal and social development;
i. Enable students to take increased responsibility for their own development and to
regard learning as enjoyable, continuous, and lifelong; and
j. Provide students with opportunities to develop in many diverse ways.
Expected outcomes of EOTC activities
a. In the course of their EOTC experiences, students will gain new knowledge and
understandings, skills and abilities, and attitudes, as well as building on those
they already have.
c. Knowledge and understandings: These include:
i. Knowledge of the world;
ii. Knowledge of culture and traditions;
iii. Aesthetic awareness;
iv. Awareness and understanding of issues for tangata whenua and other
cultural groups;
v. Awareness of environmental issues;
vi. Knowledge of how outdoor activities can benefit personal fitness,
health and spiritual well-being;
vii. Knowledge and understanding of safe practices in the outdoors;
viii. Awareness of recreational opportunities;
ix. Awareness that all aspects of learning are interrelated; and
x. Specific new knowledge, for example, knowing the names of some
animals after a zoo visit, or how to respond after being welcomed
onto a marae.
d. Skills and abilities: These include the skills and abilities that enable students to:
i.
Make decisions;
ii.
Solve problems;
iii.
Take responsibility for self and others;
iv.Evaluate their own learning;
v.Apply learning to new situations;
vi.Develop independence and interdependence;
vii.Work as team members; and
viii.
Maintain good relationships with family, peers and others, as well as
many more specific skills related to their particular EOTC
experiences.
e. Attitudes: These include:
Page 43
i.Enjoying the challenge and excitement of new experiences;

ii.Having self-esteem and the confidence that goes with it;
iii.Having the motivation to learn;
iv. Being sensitive to, and positive about, issues for tangata whenua and
other cultural groups;
v. Being sensitive to, and positive about, environmental issues;
vi. Sensitivity to, and respect for, the strengths and weaknesses of self
and others; and
vii. Readiness for major steps – starting school, moving to a new school,
starting
Appropriate EOTC teaching and learning activities

Teaching and learning focuses
a. EOTC activities are appropriate where activities away from school can more
effectively meet students learning needs than programmes at school, taking into
consideration the costs involved and any potential risks/hazards
b. Teaching and learning activities that are considered appropriate for pupils at
Pukeokahu School include:
i. Social Studies focus topics; eg visits to industrial sites, utilities and
amenities; visits to farms, national parks
ii. Physical education activities; adventure activities
iii. Social living, personal health & safety activities: camps, outdoor
experience activities
Planning & approval

Preliminary approval
a. The following timelines apply to planning for activities away from school:
Activity Timeline
i. Any activity involving • Principal’s approval in

overnight stay(s) principle at least 8 weeks
and/or hazardous activities ahead
(activities potentially more • Principal’s formal
hazardous than normal day- approval 6 weeks ahead
to-day school activities)
ii. Day travel away from • Principal’s approval in

Pukeokahu, no overnight principle 3 weeks ahead
stay, no hazardous • Principal’s formal
activities approval 2 weeks ahead
iii. Activities within • Principal’s formal

Pukeokahu approval 1 week ahead
iv Sports tournaments, • Principal’s formal

inter-school activities approval 1 week ahead
Planning checklist
a. Form 2.09q EOTC Planning Checklist can be used to guide planning
Page 44
Application for approval

a. The Teacher in Charge should complete Form 2.09q EOTC Planning Checklist at
the outset of planning for the EOTC activity. The Teacher in Charge should
already have received approval in principle for the proposed activity.
b. When approval is given, one copy of the form should be retained by the principal/
board of trustees and another by the Teacher in Charge.
c. The principal/board should be informed of any subsequent changes in planning,
organisation and/or staffing.
Principal and Board approval
a. If after reviewing the proposal Form 2.09c EOTC Event Approval which will
either:
i. Give approval for the activity or
ii. Indicate the additional information needed before the approval will be
re-considered
Parents’ information and consent

Consent requirements
a. Parents will be asked to give a general consent (using form 2.09 General EOTC
Consent) for activities away from the school in the local area which involve no
significant additional risk. See the form for details of the activities covered, and
conditions relating to the consent.
b. Parents will be asked for specific informed consent for all activities that involve:
i. travel out of the local area
ii. water activities other than in an aprorpiately supervised swimming pool
iii. visits to factories, wharves and other places that involve hazards that
would not normally be experienced on the school site
Cover letter
a. Parents should be sent full information of the EOTC event. This will usually
include a cover letter, the parental consent form and health profile form.
Depending on the nature of the event, some of these may be combined.
b. The cover letter should include the following:
i. Date of letter
ii. Name and dates of event
iii. Start and finish times
iv. Group involved
v. Venue address, phone number and description
vi. Curriculum objectives/purpose of event
vii. Transport arrangements
viii. Costs
ix. Clothing and equipment required
x. Rules – school and event rules (for example, smoking, alcohol and
illegal drugs, unsafe behaviour policies)
xi. Contingency plans
xii. Dates by which to return consent and health profile forms
xiii. Signature of author
Health profile
a. Form 2.09b Student Health Profile must be completed for each student
b. Volunteers and staff members with health needs should provide the person in
change with a written note recording their needs and any other important
information.
Page 45
c. Summarise student and adult health needs on Form 2.09g EOTC Adult and
Student Participation Summary.
Parental consent and risk disclosure
a. Form 2.09c Consent and Risk Disclosure must be completed for each
student
b. The original form is to be filed at school
Swimming activities
a. If the event involves swimming activities use Form 2.09e EOTC Swimming
Consent to confirm student abilities and gain parent approval.
Contractors
Outside Provider Agreement
a. Where an outside provider is involved in the activity use Form 2.09p EOTC
Outside Provider Agreement to record the agreement.
Safety preparation
Volunteer helpers
a. Ask all adult helpers to complete Form 2.09j EOTC to ensure they understand
their obligations
b. Brief all volunteers on
i. their general responsibilities regarding pupil safety and welfare
ii. the specific activities they will be involved in
iii. emergency management plan
Vehicle drivers
a. Ask all drivers of vehicles to complete Form 2.09k EOTC Transport Safety
Information
Emergency Contact Information
a. Use Form 2.09r EOTC Contact Information Sheet to record useful contact
information
Risk assessment and management
a. Use Form 2.09m EOTC Safety Action Plan to record your risk assessment
and management plan
During the activity / event

Record of medication and / or treatment
a. Complete Form 2.09h EOTC Record of Medication and Treatment for each
occasion on which medication or treatment is provided for students or adults.
Accidents and incidents
a. Complete Form 2.09i EOTC Incident Report Sheet for all accidents, near
accidents or significant health or safety incidents
Evaluation
Review and report
a. After the activity is complete briefly review the effectiveness of the safety
preparations and any incidents that occurred during the activity and provide a
written report to the principal
b. The principal will review the report and present a report of any significant findings
to the Board
Page 46
___________________________________
Date of Adoption
Signed:
___________________________________
___________________________________
Date to be Reviewed
Page 47
Procedure 2.10 Hygiene, Security and Maintenance
Purposes
To ensure the school is maintained in a hygienic condition.
Procedures
Buildings Inspections and Reporting
a. The Property Manager and Principal will carry out the inspections and make
the reports required in the School Building System and Features Manual.
Cleanliness and Hygiene programme:
A regular programme of cleaning will be carried out as follows (refer to Job
Description for Cleaner):
a. Daily cleaning tasks:

i. clean all toilets and hand basins, wipe down with disinfectant solution
ii. clean benches, sinks and glass doors
iii. clean tops of pupil tables as necessary
iv. wet mop all toilet floors
v. vacuum all carpet floor coverings
vi. sweep all vinyl floor surfaces - spot clean as necessary
vii. empty rubbish containers; clean out as necessary
viii. collect all rubbish and burn
ix. ensure soap, toilet paper and towels are available as required
b. Term holiday cleaning tasks:
i. sweep pathways and hard court areas - keep free of loose debris
ii. wash and disinfect outside rubbish bins
iii. tidy and maintain outside areas.
iv. dust all window ledges, shelves, and other horizontal surfaces
(including in offices)
v. clean door frames and windows
vi. wash outside walls and windows
c. Annual tasks:
i. complete adventure playground safety checklist
ii. complete school safety and maintenance checklist
d. Each term:
i. Organise an evacuation drill and complete the report.
e. Safety, Maintenance & Security Checks:
i. Checks will be carried out, and repairs made as necessary:
• Furniture legs secure; no worn, or missing leg ends (to prevent wear
and tear on floor coverings)
• Power outlets all in excellent condition
• Pathways and hard court areas free from broken or slippery surfaces
• Floor coverings sound and secure
• All glass panes sound
• Doorways clear of obstruction
• Rubbish disposed of
Page 48
• Buildings secured
• Drains free from blockage
• All taps functioning well: no leakages
• Light fittings all operating correctly:
• Electrical equipment in safe working order
• All hazardous materials stored safely
• First aid equipment checked
• Spoutings and down pipes free from obstruction
• Foundation vents free from obstruction
• Electric equipment checked by electrician: signed report available
• Fire equipment inspected and serviced as necessary
• Trees and shrubs clear of buildings and spoutings
___________________________________
Date of Adoption
Signed:
___________________________________
___________________________________
Date to be Reviewed
Page 49
Procedure 2.11 Food and Nutrition
A. Purpose 49
B. Procedures 49
Purpose
To help young people find accurate and unbiased information about healthy eating
and to understand the factors that influence their food and beverage choices.
To encourage young people to develop the skills they need to make responsible
decisions about healthy eating.
To provide an environment that encourages and supports healthy eating.
Procedures
General Code of Practice
a. All school staff will support and promote healthy eating practices.
b. Social events will encourage young people to enjoy sharing and eating healthy food
and beverages.
c. Water will be the preferred beverage.
d. Students will be encouraged to wash their hands before eating and also to eat sitting
down.
e. We will only use those sponsored resources that promote healthy food and beverage
options.
f. Food and beverages will not be given as a reward. Instead, our young people can
experience other positive rewards.
g. Our young people will be able to identify and take action to address food and nutrition
issues in the school
___________________________________
Date of Adoption
Signed:
___________________________________
___________________________________
Date to be Reviewed
Page 50
2.12 PANDEMIC PROCEDURE
1.0 Rationale
It is essential that Schools take practical steps to protect staff and students from a
possible influenza outbreak.
2.0 Guidelines
2.1 The Pandemic Manager for Pukeokahu School will be the Principal.
2.2 The Liaison person for Schools in this area will be the Chairperson of the
Taihape Cluster Principals Group. Paul at Taoroa School
2.3 The School will develop a Pandemic Plan.
2.3.1 The school protocol for dealing with sick staff / students
2.3.2 Cleaning requirements and practices in case of a pandemic
outbreak.
2.3.3. Consultation procedures to be used in each stage of the pandemic.
3.0 Stage 1 - KEEP IT OUT

3.1 Trigger: Ministry of Health announces human-to-human transmission
overseas, or Australia, or Singapore closes their borders.
3.2 MoH – Code Red
3.3 Goals
3.3.1 The Pandemic Plan is activated and the School is ready for the
subsequent phrases, should the pandemic enter New Zealand.
3.3.2 All staff, Board of Trustees, students and parents are informed,
understand their roles and responsibilities and have confidence in the
School’s preparedness.
3.4 Actions
3.4.1 Update and activate telephone contact.
3.4.2 Contact Liaison Principal for Taihape Cluster
3.4.3 Check all contact details are correct for Staff, Students, BOT
members.
3.4.4. Ensure Ministry of Health and Education has updated details for
School and BOT.
3.4.5. Brief staff on roles and responsibilities including:
(a) Local status
(b) Actions to be undertaken with students
3.4.6. Outline to parents possible methods of future communications.
3.4.7. Outline to staff, students and parents
(a) Difference between common cold and influenza
(b) Importance of good hygiene
(c) Gravity of Pandemic
3.4.8. With students implement programmes to limit spread of influenza.
Eg. hand hygiene, cough and sneeze etiquette, not spitting, staying
at home when sick. Resources available through www.tki.co.nz
3.4.9. Advise cleaning staff of need to implement Pandemic Cleaning
Procedure.
3.4.10 Review Schools Medical resources to ensure that there are sufficient
supplies of:
(a) Barrier masks
(b) Surgical gloves
Page 51
(c) Cleaning materials
4.0 Stage 2 - Stamp it out (Cluster Control) for Schools Outside Cluster Area
4.1 Trigger: Ministry of Health announces human pandemic influenza
strain cases found in separate locations in New Zealand.
4.2 MoH – code Red
4.3 Goals
4.3.1 Schools inside cluster area closed
4.3.2 Schools outside cluster area are on heightened alert
4.3.3. Students, staff, and parents are informed, understand their roles and
responsibilities, and have confidence in their school’s preparedness.
School endeavours to keep their community calm and reduce panic.
4.4 Actions
4.4.1 Through consultation with local DHB emergency planner, local MOE,
local Principals Cluster the Trust Board Chairman and the Principal
will make the decision of the need to close the school.
4.4.2 Communicate through established means the decision.
4.4.3 Take care of Students showing signs of influenza symptoms:
(a) Set up isolation room – School clinic
(b) In consultation (with group listed in action 1) arrange to send
children home. Only children to go home are those whose
parents either collect them from School or have given
permission via phone or email that they can go home.
(c) Notify any cases to health authorities as are requested.
(d) Children staying at School to be kept in normal classes
where possible (dependent on number of staff available) until
collected.
4.4.4 Cancel all extra-curricula activities.
4.4.5. Introduce extra cleaning schedules.
5.0 Stage 3 -Manage It

5.1 Trigger: Ministry of Health announces significant number of pandemic
influenza outbreaks at separate locations, or outbreaks spreading out
of control.
5.2 MoH Code Red
5.3 Goals
School successfully activates closure procedures in response to multiple
cluster or nationwide outbreak.
5.4 Actions
5.4.1 Close School to all students.
5.4.2 Advise all staff via appropriate means: web, email, ph, fax, mobile.
5.4.3. Post notices on entry points – main gates
5.4.4 Through local media, school website and voice message – inform all
interested groups:
(a) Local station of pandemic
(b) What the School is doing
(c) What parents could be doing with students
5.4.5 Collaborate with local agencies in making school facilities available in
Pandemic response efforts.
6.0 Stage 4 - Recover from It

6.1 Trigger: Population protected by vaccination and / or pandemic abated
in New Zealand.
6.2 MoH Code Green
6.3 Goals
School ensures continuing well being of staff and students and education
services are fully restored.
6.4 Actions
Page 52
6.4.1 Through media (radio, newspaper, television) school website,

telephone message email, advise that School has reopened.
6.4.2 As necessary arrange for trauma / grief counselling – contact OE
Group Special Education.
6.4.3 BOT and Principal undertake debrief of procedures implemented.
6.4.4. Staff revisit importance of keeping safe guidelines with students.
(Stage 1 point 8)
This policy was formally adopted by the Pukeokahu School Board of Trustees on
___________________________________
Date of Adoption
Signed:
___________________________________
___________________________________
Date to be Reviewed
Page 53

NAG 5 Health and Safety Policy

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Pukeokahu School Board of Trustees

Health & Safety Policy

2.01 Care and Management of Children

Procedure 2.01 Care and Management of Children

j. All information/discussions will be confidential to the staff involved. Data will

iv) Complete a report of the incident

Interviews and Searches

i) The driver has a current unrestricted drivers’ licence appropriate

e. In the event of a non-custodial adult coming to pick up a child,

Indicators of Child Abuse

o. Changes in school behaviour

This procedure is approved by the Pukeokahu School Board of Trustees

Procedure 2.02 Safety & Health Procedure

Health & Safety Team

xiv) To investigate the selection, provision, proper us and maintenance of

Occupational Safety and Health Checklist

Plant and machinery

b. It is preferable to engage the “same” contractor for a specific type of work

e. The Sun Protection Procedure will be reinforced in a positive way through

7. Riding Horses to School

9. School Bus Transport

Accidents and near misses

b. In respect of minor accidents and near misses, the Principal, as soon as

Guidelines for Accident & Incident Investigation

4. Assess the Hazard Controls in Place

This procedure is approved by the Pukeokahu School Board of Trustees

Procedure 2.03 Accidents, Incidents and Illness

To minimise the likelihood of accidents or serious incidents through a self-review

To ensure excellent communication with parents in the event of accidents and

4) to re-assure and/or comfort the child to reduce distress

i. The child has received a bump to the head

b. Emergency contact details:

This procedure is approved by the Pukeokahu School Board of Trustees

Procedure 2.04 Missing Child Procedure

Missing Child Procedure

If a child is missing AFTER SCHOOL

If a child is missing ON THE WAY TO SCHOOL

If a child is missing DURING THE SCHOOL DAY

17. Carry out a post incident review – see below

This procedure is approved by the Pukeokahu School Board of Trustees

Procedure 2.05 Referral to Child Protection Agencies

This procedure is approved by the Pukeokahu School Board of Trustees

Procedure 2.06 Harassment

To provide guidance in appropriate course of action in dealing with harassment

Harassment of staff members

c. In enquiring into a complaint related to alleged sexual harassment under no

This procedure is approved by the Pukeokahu School Board of Trustees

Procedure 2.07 Traumatic Incident Management

b. Ensure the statement

This procedure is approved by the Pukeokahu School Board of Trustees

Pocedure 2.08 Emergency Management

Practice of emergency procedures

i. awareness of the need for emergency practices

i. all pupils in the room will immediately cease talking

Volcanic Ash Procedures

Hazardous Substances Procedures

Principal • The principal is the building warden, and manages the

Teachers aides • If necessary, under the teachers' supervision assist special

Re-Occupation of Buildings Following Evacuation

i. obvious structural damage (after an earthquake)

Sending Pupils Home

Staff Training in Emergency Procedures

This procedure is approved by the Pukeokahu School Board of Trustees