Check out our new link to MoneyHub, which has alot of useful information for senior students wishing to apply for scholarships.
Information and a link can be found on our Seniors Years page.
New Entrant Transition to School
A child’s first transition to school is one of the biggest milestones of their life and needs to be approached with thought and compassion. Currently across New Zealand, new entrants to our school start their first day as decided by their parents, normally shortly after their 5th birthday. This can mean that a new entrant teacher can potentially have a new child every day. While this has certainly become the cultural norm, we believe we are doing our new entrants a disservice by not having a more structured transition for them, their parents and for our new entrant teachers.
At the end of 2015, we consulted with our Early Childhood Education partners and developed a protocol for preferred entry points at Weeks 1 and 5 of each term. This has been well supported and affirmed by our Early Childhood Education colleagues and parents have respected these preferences which has allowed us to plan more effectively for our new arrivals. With the recent changes in the Education Act, we now have the ability to formalise these preferred entry points and wish to consult with our community once again.
We would like your feedback. We will be holding a meeting at school to discuss these proposed changes on:
Thursday 5th September, 6.30 in the school library.
Alternatively, you can fill in the Google form through the link below.
Please don’t hesitate to contact me if you have any questions.
Mercury Bay Area School
Deputy Principal (Primary Years)
Greetings Parents and Caregivers,
Attached is the formal notice that our school will be closed next Wednesday for instruction and supervision.
We appreciate this decision has a significant impact on you all, and I appreciate the feedback that has been given to me on this matter.
If you have any queries please do not hesitate to contact me.
7 May, 2019
This note is to advise you that I intend holding a parental information and input meeting on Thursday 16 May, 6:30 in the Library to consider our schoolwide response to Fire alarm activations – and our emergency responses.
This is part of a review that I am undertaking, in light of the events that arose in the last week of last term. Your input is welcome (and we are also doing a similar review internally with our staff too).
I expect to be through by 8:00pm. If you are unable to attend the meeting and have thoughts or concerns please feel free to contact me directly.
I attach our current emergency protocols – Fire, Earthquake, Lock down, Tsunami.
Are you interested in becoming a Trustee on the Mercury Bay Area School Board of Trustees?
School boards are responsible for the school | kura’s performance and ensuring that all legal requirements are met.
Every state and state-integrated school | kura in New Zealand has a board of trustees. The board of trustees is a crown entity – that is, an organisation that is part of the New Zealand public sector.
- is accountable for student achievement
- sets the vision for the school | kura
- ensures the school | kura complies with legal and policy requirements
First and foremost a board is accountable for student progress and achievement to its parents, community and the Crown. The board also has the overall responsibility and accountability for the school | kura.
The legal responsibilities of boards of trustees are determined by the Education Act of 1989. Schedule 6 of the Act outlines the functions and powers of boards:
- A board is the governing body of its school.
- A board is responsible for the governance of the school, including setting the policies.
A board’s primary objective in governing the school is to ensure that every student at the school is able to attain his or her highest possible standard in educational achievement.
To meet the primary objective, the board must—
(a) ensure that the school—
(i) is a physically and emotionally safe place for all students and staff; and
(ii) is inclusive of and caters for students with differing needs.
Boards need a balance of skills and experiences to ensure effective processes for consultation, planning, monitoring, reporting and reviewing the school |kura’sperformance are in place.
The board's decision-making process, all trustees work to take into account all relevant information, and to vote in the best interests of all students, regardless of which position individual trustees hold across the table.
The board will act in an ethical and respectful manner
Board business will be conducted in an ethical and respectful manner, in accordance with legislation and board policy.
Expectations and limitations -
As members of an effective governance team, each member of the board of trustees shall:
-ensure the needs of all students and their achievement is paramount
-be loyal to the school and its mission
-maintain and understand the values and goals of the school
-protect the special character of the school
-publicly represent the school in a positive manner
-respect the integrity of the principal and staff
-observe the confidentiality of non-public information acquired in their role as a trustee and not disclose to any other persons such information that might be harmful to the school
-be diligent and attend board meetings prepared for full and appropriate participation in decision making
-ensure that individual trustees do not act independently of the board’s decisions
-speak with one voice through board policies and ensure that any disagreements with the board’s stance are resolved within the board
-in the course of board meetings, disclose any interests in a transaction or decision where they, their family and/or partner, employer or close associate will receive a benefit or gain and leave the meeting for the duration of discussion and/or voting in relation to the matter
-recognise the lack of authority in any individual trustee or committee/working party of the board in any interaction with the principal or staff
-recognise that only the chair (working within the board’s agreed chair role description or delegation) or a delegate working under written delegation can speak for the board
continually self-monitor their individual performance as trustees against policies and any other current board evaluation tools
-be available to undertake appropriate professional development.