Appendix 5: Evauative questions and indicators

1 How effectively does the school balance the needs of children and staff when dealing with concerns about staff

  • School staff recognise the importance of keeping children safe when concerns are raised about staff
  • Policies, guidelines and procedures give priority to children’s safety and wellbeing
  • Children know what to do /who to talk to if they are being harmed, feel uncomfortable or disclose abuse
  • Children feel safe
  • School participates in personal safety programmes such as Keeping Ourselves Safe
  • Concerns are dealt with in timely manner – children can’t wait
  • When concerns are raised multiple sources of evidence are used to investigate – parents, children, staff, community
  • Children are supported while concerns are being investigated
  • The board is kept informed constantly
  • Legal advice is sought that includes meeting the rights of the child

2 How appropriate are the school’s recruitment and appointment processes?

  • Positions advertised in appropriate places
  • Job descriptions and person specifications appropriate
  • Reliable professional advice obtained
  • Application form includes authorisation to seek information from referees as well as other people such as former colleagues and employers
  • Appropriate short-list developed
  • Interview questions enable assessment of applicants against criteria
  • Interview questions explore background, qualifications, experience, reasons for leaving jobs
  • Questions include screening questions such as how the person would deal with children’s difficult behaviour, understanding of the emotional life of children, attitudes to physical discipline, reasons for leaving previous jobs (Source: Simcock A, Safe not Sorry, Child Matters 2012 )

3 How robust are the checks carried out by the board/school e.g. a wide range of checks on suitability for working with students?

  • Verifying the person is who they claim to be
  • Qualifications validated and verified
  • Checking referees are appropriate
  • Reference checks - referees asked searching questions
  • Criminal records and police checks carried out [Yes/No]
  • Range of background checks carried out [Yes/No]

4 How robust are the attestation and registration processes?

  • Clearly understood processes are in place for supporting a teacher to full registration
  • Attestation processes in the school are clear and followed
  • Appropriate and ongoing observation and mentoring contribute to attestation and registration processes
  • Registration processes are well documented to support the teacher’s registration application

5 How well-prepared and knowledgeable are boards and principals for their role as employer?

  • Experience as employers (at school or elsewhere)
  • Relevant training or qualifications
  • Familiar with relevant legislation and its implications – Privacy Act, Human Rights Act, State Sector Act
  • Familiar with documentation, guidance, advice from MoE, NZSTA, NZEI, principal groups, Child Matters, etc
  • Advice sought from appropriate sources
  • Consideration given to assessing the risks that applicants may be dishonest, emotionally unstable, or unsuitable to work with children and young people
  • Aware of requirements for mandatory reporting of dismissals, resignations, complaints about former employees, possible serious misconduct, failure to reach required level of competence
  • Board chair has suitable qualifications and training or support for professional component of principal’s appraisal
  • Principal’s appraisal (or summary) reported to board (in committee)
  • Board assured that relevant professional standards are being met
  • Reports to board on staff appointments, teacher registration, appraisals, outcomes of PLD programme,
  • Board notified about any staff reported to Teachers Council under mandatory reporting requirements