This Annual Report covers the 2010 school year. It is designed to complement the Financial Statements, and other school documentation such as monthly board reports, newsletters, self review reports and the school's Charter, Strategic Plan and Action Plans, to provide an overview of 2010 and to indicate future directions for 2011 and beyond.
These reports are presented with reference to the National Administration Guidelines.

The board and staff recognise the importance of providing high quality programmes based on the New Zealand Curriculum framework. Achievement is promoted by providing a balanced curriculum which implements learning programmes based upon the vision, principles, values, key competencies and learning areas of the New Zealand Curriculum statement.

Curriculum Delivery and National Standards
The school delivers its curriculum by way of curriculum delivery policies, curriculum maps, implementation plans, syndicate overviews, specific unit plans, teacher concept planning books and comprehensive assessment and evaluation procedures. Over 2010, the school continued to refine and implement its curriculum delivery using a Concept Based Inquiry approach through curriculum mapping.. Our belief is that this approach is beneficial both in terms of children's learning, and in meeting key themes and competencies that are important components of the new National Curriculum.
The concern expressed in the 2009 Annual Report remains, in that the enforced compliance of "national standards" could impact negatively on the focus of an inquiry approach and lead to a narrowing of the curriculum in this high stakes and un-trialled assessment experiment. It is noted that during 2010, our Board of Trustees, along with many other Boards, New Zealand's professional education groups and leading educators, lobbied the Minister of Education with their concerns, but without any satisfactory recognition of the flaws and confusions inherent in national standards. In the current educational and political environment, it will be a challenge to maintain the integrity of our school curriculum and our vision for learning.

Information on Curriculum and Student Achievement
Curriculum and student information is provided to the board and school community in a variety of ways including this Annual Report. These include monthly classroom highlights reports, the Principal's monthly Board reports, a schedule of reporting assessment outcomes to the board, formal and informal parent-teacher interviews which may also involve students, parent information meetings, whanau hui, curriculum team leaders meeting trustees, written pupil reports, PAT, School Entry testing, school wide running record analysis, and curriculum team self review reports.

The programme of providing student performance data to the Board of Trustees throughout the year is formalised by the compilation of a reporting schedule document now included in curriculum maps. The use of a Classroom Manager software package enhances data analysis for the current year and in providing future historical data. An upgrading of these systems to include an accredited Student Manager system has enhanced our information capability.

The data provided below is a resumé of the much more detailed analysis provided to staff and the Board of Trustees over 2010. Overviews of assessment data were also shared with the community through newsletters. It is a snapshot of a wide range of additional data that was gathered. Some of this data has informed staff and trustees in the setting of numeracy and literacy targets for improving student achievement in 2011. These targets now form part of the Charter and Strategic Planning and Reporting structure.

Report on School Improvement Targets for 2010: Analysis of Variance
A feature of the 2010 Annual Report is an analysis of variance as part of reporting on student achievement. This is part of a Government strategy to improve overall achievement levels and reduce any systemic under-achievement. The linchpin of this strategy is seen as the strengthening of family and community engagement in education and an enhanced emphasis on the quality of teaching and learning programmes.
The Planning and Reporting legislation is a key lever in making this strategy work, and has been incorporated into the Charter, Strategic Plan and Action Plans of Pukekohe Hill School.
With the ongoing debate around the introduction of national standards, and its doubtful influence on student achievement, the following quote comes from the international TIMSS report: "A focus on standards and accountability that ignores the process of teaching and learning in classrooms, will not provide the direction that teachers need in their quest to improve student achievement" Paul Black, Dylan Wiliam.
In keeping with the nation wide focus on literacy and numeracy, Hill School chose school wide and key group targets in reading and comprehending as well as numerical basic facts.
Because of the introduction of national standards there is not such a clear link between 2009 achievement data and 2010 targets which were set against what we understood at the time were national standards for reading and writing.

These specific targets were discussed at staff professional development meetings, refined by the school's Management Team, outlined to and confirmed by the Board of Trustees and notified to the community. The targets were very much part of professional development emphases and the school's curriculum planning.
The targets can be seen as arising from the school's extensive self review processes which reflect on the operations of the school through review of each NAG area.
The following pages outline the Curriculum Target Plans in English and Mathematics developed for the 2010 year. These plans include:

Learning in different ways

* Sporting Events: Throughout 2010 the school was able to celebrate a wide range of sporting events delivered through the Franklin School's programme of School, Group and Zone Championships. The PE and Health Team and Syndicates also have an active approach to in-school opportunities including external facilitators representing major sporting codes, participation in specific field days, and the ongoing resourcing of sporting equipment.
Highlights in 2010 included results and events such as:
Three rugby teams enter a one day Counties Manukau knockout tournament and achieve a 1st and 2nd place in their grades
Caretaker's Cup rugby team holders make the finals again in an exciting game as a curtainraiser at Growers Stadium.
Rugby team travels to Devonport and performs well at Barbarians tournament.
Sports teachers organise exciting and popular class touch rugby tournament.
Strong cross country results with 14 students gaining top 10 placings at Group level and 5 gaining top twenty places at the Franklin championships.
Orienteering programme for senior classes and girls team placed 3rd in Franklin champs.
Hockey teams complete in Franklin tournament with teams placed 2nd and 3rd in their grades, several students achieving Counties Manukau representation.
Strong team enters Franklin Triathlon event, and individuals compete in Sanitarium events in Hamilton and Auckland.

Boys' padder tennis placed 3rd in Franklin Champs.
Hill squad wins first Mayoral Bikewise challenge event.
Our school Ambassadors led daily practices for students, parents and staff before a successful whole school Heart Jam fundraiser.
Jump jam teams competed at Franklin event, with both age group squads gaining 2nd place
A team of 4 qualified for the Franklin swimming champs with some excellent results, including 5 podium
finishes in finals events and 2nd place in boys and 3rd place in girls Group relays.
Hill teams came 1st and 3rd in "Crazy Catch", the sports section of the 2010 Franklin Multi Cultural event held at Intermediate
Hill gymnastics squad practices during lunchtimes, gains an impressive 9 1st - 3rd places at Franklin champs, and Hill gymnast Harvey Humber won the Year 6 Auckland Champion of Champions section, and was selected in the NZ Elite Development squad.
In athletics, 57 students qualified for Group events and a squad of 20 went on toFranklin champs with 8 athletes gaining 1st-3rd places in finals.

The cricket team retained the cricket trophy in an exciting match with Patumahoe.
A regular lunchtime walking group for students and staff.
Hill provides the venue and provides support for the Hill Netball Club, and the training and match venue for the Pukekohe Metro cricket club on our shared artificial wicket.
Kiwisport funding and sports leader organisation provides coaching and skills training for students from Fulton swimming club, Darren Ward and Youth Town coaching in ball and movement skills.

* EOTC and Cultural Opportunities: There were a number of educational opportunities provided outside the classroom (EOTC). These form part of the general curriculum of the school, giving a focus or highlight to a particular topic or theme. Included are cultural, musical, visual art, camping, safety, dance, and charitable events. The organisation and planning of staff is especially appreciated as is the support of parents and friends of the school who accompany students and support this aspect of teaching and learning. The details of these events are usually noted and celebrated through newsletters, classroom highlights reports to the board and classroom displays.

* Mathex: The success of our 2009 Mathex teams in winning 1st and 4th places in the Franklin Mathex competition was not repeated in 2010, but the inter-class competition that leads to our 2 top class teams competing against other school based teams gives all senior students the opportunity to participate at a school level.

* Literacy Support: Improving literacy has always been a priority for NZ schools and has been highlighted by broad government policy statements which schools then need to put into action. Over the 2010 year, considerable time, human and financial resources have been focussed on literacy. In addition to regular classroom programmes, support has been given through programmes delivered to special needs children by support staff, and withdrawal programmes for children with English as their second language, including a language experience programme which has been increased to two groups of junior students.

* E.S.O.L. During each term, up to 40 children were receiving assistance as students who do not have English as their first language.

* Special Needs: The school meets the challenges of providing support for children with special needs in both class and withdrawal situations. A more recent initiative has been to increase in-class support and to decrease overall withdrawal groups. There continues to be separate programmes with a language, mathematics or developmental emphasis being provided for over 98 students by both teaching and support staff. An initiative begun in 2009 and continued in 2010 was to transfer the teacher staffing component of several ORRS funded students to either Parkside School or the Kelston School for the Deaf so that their specialist personnel could have a regular and specific role in the learning needs and programmes of these students.

* Perceptual Motor Programme: Delivery of a Perceptual Motor Programme was introduced some years ago and since 2006 has been enhanced with the building of what we understand was the first purpose built primary school facility for PMP in New Zealand. Ongoing support by the Board and PTA has been appreciated as is the skill and commitment of PMP coordinator Kathy Moorhouse. PMP is provided for Y 1 - 2 classes, and the programme delivery is sustained by the support of teaching staff and parent volunteers. In 2010, PMP continued and is now well established as an important component of learning delivery, however, roll growth again ran ahead of new classroom construction, and the PMP programme had to run at a reduced capacity in the school hall while the PMP room itself had to be used as a junior classroom for part of 2010.

* Concept based Open Days/Evening and Hui were held for families. Maori families were specifically targeted for some occasions including personal whanau letters, and a general invitation was given to all our community. Events that had consultation and information components over the year included a Junior Information evening, meet the teacher interviews at the beginning of year at and at mid year, and celebration of learning performances at each syndicate level for families. A whole school Open Evening in November attracted over 800 parents, students and whanau. The key aims of these occasions were to inform families, encourage students to share their learning, and enable staff to promote the learning that has occurred, especially with regard to concept inquiry and our integrated curriculum, and how families could support children.

* Te Huarahi and Whanau Hui: During 2010, an initiative begun in 2009 by Pukekohe High School to invite local schools to form Te Huarahi, with the aim of getting schools and whanau working together, was very active, and a team of 4-6 Hill parents and staff were regularly involved. The aim of Te Huarahi is strongly linked to improving student achievement through closer and more productive partnerships both between schools and ultimately with families. The key focus over 2010 was to develop a significant strategic plan pathway which has now been shared with Hill Staff and families and is on display in the school foyer. The challenge going forward into 2011 for individual schools and their communities, will be to move towards meeting the aspirational targets that have been set.
As planning was underway with Te Huarahi, a number of whanau hui were also held at school. There was excellent support for these hui from a core of 5 - 8 staff, and the leadership and commitment of Carolyn Fraser, Wendy Ritchie and Anne Boulton is commended. A variety of strategies were used at the suggestion of those attending and at our own initiative, to promote participation in these whanau hui, but attendance as a percentage of Maori families of the school was disappointedly low. In 2010, a management unit to promote community liaison was approved by the Board for Anne Boulton in 2011, and the structure and organisation of whanau hui will also be reviewed in 2011.

* Parent-Teacher Interviews and Reports: Over 77% of families attended initial meet the teacher interviews in Term 1 and 75% came to mid year interviews. Parent Report documentation had some modifications relating to national standards, and 2 written term reports were provided to families at mid-year and end of year. An initiative being developed across the school in 2010, was the opportunity for inclusion of students meeting with their parents and teacher at interview time, with a particular focus on goal setting and next learning steps. There has been positive feedback on this approach.

Celebrating and emphasising the arts in action took place in many ways, and included:
A large and attractive mural in the style of Maui and the Sun was completed by a gifted and talented group led by Mrs de Jonge and displayed outside Room 26
Three highly entertaining school productions were a real celebration of the arts. Junior school impressed with their Pirate Cantata playing to packed houses. Middle School's Around the World with the Cat in the Hat was an ideal link to concept inquiry, and the Senior School's performances of Rockerfella Cinderella showcased the talents and skills of both students and staff. An estimated 1800 people attended the evening performances of these shows.
Hill choir impressed as part of the Kids for Kids concert with Suzanne Prentice
The Hill kapa haka group made excellent progress with talented tutor Piki Muru-Heta and performed in a number of different events and celebrations
A keen weekly ukulele group practice enthusiastically with Mrs Reid
Talent contests and discos run by student Ambassadors and several other student groups
Students learn keyboard, guitar and drums with tutors at school with keyboard students achieving well in exams
Journalism group with Mrs Green produces attractive and memorable first Hill Year book Senior school speech and poetry competition and entry to Franklin championship
Library Book week featured fairy stories with a twist, fierce pirates, student story tellers, and a student group working with illustrator Bruce Potter
Christmas choir entertains at local rest homes
Hill student and staff team win Pukekohe Christmas parade float competition
Visits by arts groups such as Maui Tamatoa, Manukau East cultural clubs, Hiwi the Kiwi, Stu Duval story teller and artist all give students valuable experiences linked to term concepts.
Prizegiving Celebrations: Partly because of our size, and our aim to celebrate children throughout the school, there are 3 separate prizegiving celebration events at the end of year.
Each event has developed its own style and flavour, and the community support given is excellent. The wide range of academic, cultural, sporting and relational awards, trophies and certificates also partly reflects the history of Hill School since 1965, and those areas of curricula, extra curricula and attitudinal virtues that our community considers to be important.

* An Enviro Group was established in 2007 and continued in 2010. Over the year, an Education for Sustainability staff team met with the continued involvement of a Team Solutions facilitator. EFS at Hill has been supported by a unit allocation to the team leader. During 2010, the school was awarded the Bronze level Enviroschools Award.

* An ICT Club has proved a popular and useful initiative for both the individual students involved and the skills they have brought to classroom use of ICT and related equipment and the role these students have had at using data projectors, overhead projectors, sound systems and laptops for occasions such as syndicate and school assemblies, public functions, concerts and prizegiving events. The role of teacher Heather Murray is much appreciated.

* Hill Ambassadors: This initiative to promote leadership roles for senior students was introduced in 2009, and following its success, was continued in 2010. A highlight for many of our Ambassadors was being involved in a Young Leaders seminar.

* Virtues: After initial consultation with the community, virtues such as honesty, self discipline, enthusiasm, respect and responsibility were given particular support. The Virtues programme was first introduced as an informal part of classroom teaching and management and promoted to the community through newsletters. The Virtues programme has continued with some refinements and is now a core part of defining what we value at Hill School. Feedback from staff and the community has been both supportive and positive. In 2010 the Concept based inquiry approach is in operation across the school, and the decision to incorporate relevant virtues with each inquiry concept focus is a key component of Hill being a virtues driven school, with strong links to the values and key competencies which are now part of the New Zealand curriculum.

* Website: The school's website is regularly maintained by the Library Assistant and attracts positive comment and modest access by the community. The address is www.pukekohehill.school.nz. It is intended to review the website design and content over 2011 with consideration being given to a dual wiki based site.

* Concept Based Learning: Over 2010, there was ongoing professional development and planning as we consolidated and refined the whole school implementation of a Concept Based Integrated Curriculum Inquiry approach. This approach to curriculum design and teaching and learning began in 2005 with Four "Adventure Classes" and whole school Concept based curriculum maps continued to be developed and implemented over 2010. This approach has a very clear "fit" with the intent and direction of recent changes to the New Zealand Curriculum. The roles of Assistant Principals Wendy Ritchie and Malcolm Laurence, with the support of Syndicate leaders are key drivers for success and development in conjunction with overall staff contributions at Curriculum team and individual level.

* EIEIO Concept: As part of our evolving concept inquiry mapping approach, the Term 4 concept was different in that it was not as defined as our normal approach, but gave freedom for teachers to develop more individual themes and focus with their students. The focus and enduring understanding was that language and images enrich our lives, and the curriculum focus areas were literacy and the arts. Eieio? An acronym for Enrich, Inspire, Excite, Ignite, Outshine!

* Community Partnership and Involvement: A feature of Hill School is the high level of community partnership and community involvement that can be identified throughout this report and is often highlighted through monthly reports to the Board and weekly newsletters. Some examples are noted below: Daffodil Day, Loud Shirt
Day, Pink Shirt Day, World Vision, Frivolous Friday Children's Day, Heart Jam event
for Heart Children NZ Foundation, were all 2010 events with a fundraising focus for
external causes, often linked to our virtues or concept inquiry themes.

Dressing up for a good cause

Charter and Strategic Planning: The school has extensively added to and made major structural changes to its range of Charter and Strategic Planning documents which are reported annually to the Ministry of Education. The Charter was updated for 2010 - 2012 and includes specific sections on curriculum, student achievement, review processes, personnel, property and finance, health and safety, community partnership and relevant action plans. There was positive feedback to our planning from the MOE.

Policy Review: The Board has developed a robust and systematic policy review process
The policy review process includes:

The continued effectiveness of school programmes, management and administration, depends heavily on the expertise and commitment of the personnel working in and for the school.
The board and management team have continued to develop and implement personnel and industrial policies which promote high levels of staff performance, use educational resources effectively and recognise the needs of students.
The board also takes a positive role as a good employer and acknowledges in its operations the conditions contained in collective and individual employment contracts for both teaching and non-teaching staff.

Staff Changes: The board has both appointed and farewelled a number of teaching or support staff during the year.

Staffing Initiatives: Over 2010, the Board approved the transfer of two ORRS generated staffing components to Parkside School and Kelston School for the Deaf, in an arrangement where their specialist teachers could support ORRS funded students at Hill.
A staff data base is in place that holds a variety of employment related information, and is useful in identifying aspects of EEO information and responsibilities.

Board of Trustees: 2010 was an election year for New Zealand Boards of Trustees, and we farewelled Lynley Still who had earlier moved out of the area. At the end of 2010, members of the Board were Kishor Kanji (Chairperson) Ros Phillips, Andrew Trow, Andrew Morgan, Catherine van der Vegte, Simon Vale, Wendy Ritchie, and Graeme Rix. Trustees have additional committee and portfolio roles, and members have an extensive Board Manual that has been prepared to assist trustees in their role. Following the 2010 election, the Board reviewed its committee and portfolio job descriptions as part of its induction process and allocated responsibilities.

Industrial Awards: Three separate Collective Agreements are operative for teaching, support and cleaning staff.
The Board is a party to all three CA's.

Chaplaincy Service: An initiative approved by the Board in 2009, and successfully continued in 2010 was the role of the school's first chaplain, Mrs Rowena Haldane. This service for students and staff was arranged through the Churches Education Commission.

Support Staff: All job descriptions were reviewed. Wage levels are fixed to the Collective Agreement for Associate and Administrative staff. A CA for cleaning staff is also used to reflect wages and conditions. An appraisal and self reflection document is in place for support staff working with children and for administration staff.

Leave was granted by the Board and Principal to a number of teaching and support staff besides standard sick leave entitlements. Reasons for discretionary and entitlement leave included university graduation, sports trips, pregnancy, travel, study, bereavement and marriage.

Redistribution Funding: In previous years, the Board has made a commitment to additional staffing which initially began through the use of the Government's allocation of Redistribution funding. In 2010, this funding was not required, and staffing was managed within MOE staffing allocations.

Staffing Costs: The costs of relieving personnel to release staff when required, as well as course and travel costs, are met primarily against Staffing Entitlements provided by MOE, and secondly through specific operating grant budget areas. It is also appreciated that a number of staff attended professional development programmes in their own time.

Leadership and Management Units: In preparation for the introduction of significantly more units being available through national negotiations with government, the Board has amended its policy statement on Management units, (including a name change to Unit Allocation policy)
At Hill School, units have been incorporated into the curriculum focus and needs identified through the Strategic Plan, as well as those committed to permanent management and leadership appointments.

Professional Development: A Staff Development plan was established and policies approved which enhanced the plan's delivery. The Action Plans and Strategic Plan have considerable impact on human resource development as do the Performance Management Systems in place.
The overall level of Human Resource Development and its outcomes can be seen as an indication of the board's commitment to promote and fund staff development, curriculum and professional training opportunities.
Human Resource Development in the form of staff training, curriculum and professional development is an important component in meeting both the performance management aspect of NAG 3 and the ongoing programme of self-review of NAG 2.
By providing developmental opportunities, the board acknowledges the importance of life long learning for all those employed within the school and the impact of professional development in providing and promoting quality educational outcomes.
Two separate but linked plans; Professional Development Plan 2010 and Professional Development Programme - School Wide Goals 2010, underpinned the professional development pathway for the school and its staff in conjunction with the Performance Management Action Plan.

Performance Management Systems:
* The Performance Management System was reviewed and implemented so that there was increased focus on individual development goals once attestation had been completed early in the year. This has been a very successful way of approaching Performance Management with teachers benefitting from the opportunity to work on development goals with identified buddies. There will be further need to incorporate the Teacher's Council dimensions and criteria in 2011.The areas of focus have included aspects of Concept based inquiry, reflections on the pedagogy pages from the NZC, and Writing or ICT related goals.

* In 2010 the performance management system introduced by the Principal for administration staff, was continued. It has a focus on self reflection and interviews with the Principal.

* In 2010 the SENCO has continued to have responsibility for performance management for support staff working with children.

Legislation on property and financial management gives responsibility for boards to allocate funding to reflect the school's priorities. Through the Operating Grant, school fees, trading opportunities, private and business donations, additional funding negotiated through the Ministry of Education and funds made available by the PTA, the Board of Trustees looks to maintain and develop the resource base of the school by providing new physical resources, and by managing, repairing and upgrading existing resources. In 2009, there was consolidation and expansion of the significant resource base of the school.

* Resource Manager: The Resource room is effectively managed by Madhu Hari. The central resource room is an important facility in terms of access to resources, processing of new resources and repairs to existing items.

* Resource Room: Following a major Resource Room extension several years ago a significant bar coding project has now been completed and as well there is ongoing development. Staff use a scanning system and computer data base programme for borrowing and searching. A significant extension of the resource room floor area in 2009 - the third extension in 10 years - has allowed additional storage shelving, a work area for teachers, a teaching area for small groups and placement of additional copying facilities. Our Resource room is of high quality, and attracts very positive comment from visiting teachers.

* ICT Technical Support: The role of Mrs Heather Murray in ensuring regular maintenance and technical improvements is much appreciated. In 2010, Ed Tech Limited has provided IT maintenance to support the substantial investment in Classroom Manager, networks and general ICT infrastructure.

* ICT Major Upgrades and Development: Information technology continues to be a major financial commitment for the board of trustees. The section below gives something of an historical overview which is amplified through the ICT team leader self review reports.

In 2010, a server upgrade was completed, a number of older computers were upgraded and placed as stand alone units in classes, an audit of cabling and switch cabinets and future planning requirements was undertaken, eight new Fuji copiers were placed throughout the school and the large number of individual class printers are being phased out, and almost all staff now have access to Tela laptops. In 2010, 10 computers were purchased for classrooms at $38 400, Tela laptop lease costs were $6233, software totalled $4900, new large screen teaching stations and data projectors at $9600, and multi media equipment of $14000. In 2010 over $87 000 was attributed to hardware and services, and this is the highest expenditure committed by the Board to ICT infrastructure.

* Five Year Property Plan: The school first entered the 5 Year Property Programme in 2003, and in 2007 appointed consultant David Bowes of Consultus Ltd who completed the next 10 Year Plan and 5 Year Agreement with the MOE in conjunction with the Board. In 2010, with this plan as a guiding document, considerable work was undertaken, and major developments are noted separately in this section of the Annual Report.

* Roll Growth Classrooms/Property Project: Towards the end of 2010, and after some months of lobbying the MOE, funding was approved for 3 roll growth classrooms. By the end of year, planning had begun to renovate the current staffroom and library as well as the PMP room into classrooms, and build a new staffroom, library learning centre, and PMP multi purpose facility. This will be a major project in 2011.

* Manning Block Refurbishment: This interior refurbishment of the 4 classroom Manning block has resulted in considerable improvement to these rooms, including new carpet, vinyl, wall display areas, sinks, benches, and storage provision. A significant part of this project was the planned replacement of all wooden window frames with aluminium units. This work began at the end of 2009, and was completed early in 2010.

* Fitness Play Trail: Several years ago the PTA, with the support of the Board, began to install a series of playground modules constructed by Jarakalog Ltd. These play and fitness trails have been built around the boundaries of the top field. An additional module situated near the swimming pool was completed before school began for 2010.

* Electrical Testing: Requirements to test and tag all electrical equipment is a considerable, and apparently unfunded, requirement for schools. This was undertaken in 2010 at a cost of $2742

* Major Painting Project Approved: The inclusion in the 5YA of major exterior painting, led to a revised colour scheme being agreed on during 2009, and the painting of a significant proportion of the school was begun over the 2009-2010 school break, and over the 2010 - 2011 period the remainder of this project was to be completed. The cost of painting over 2010 was $31 570 ($25 635 in 2009).

* Physical Resources: Considerable expenditure was committed to improve and develop the physical resources available to enhance teaching and learning and the management of the school. This development was across all curriculum areas. Information Technology infrastructure development over 2010 as outlined elsewhere in this report, continues to be an important priority in terms of financial expenditure.

* Butterfly Garden and Junior Entrance Signage: Thanks to inquiry learning from several Year 2 classes, an attractive butterfly garden was built at our Ward Street entrance, and a colourful sign was installed on Green Lane leading into the junior school.

Financial Management
* Payroll: Teaching Staff and Support Staff are paid through the Multi Serve payroll authority.

* Auditor: O'Halloran and Co continued as the auditor on behalf of the Auditor General in 2010 with a name change of their firm to William Buck. It was pleasing that an Unqualified Audit opinion was received. A financial support contract with Ed Tech has assisted the Executive Officer and the audit process in 2010.

* Budget Review: A formal review of the 2010 budget was undertaken mid-year. This was a positive exercise. This mid-year review has now become an ongoing responsibility of the Executive Officer and Finance Committee.

* PTA Donations: During 2010, the PTA was generous in donating almost $ 6000 and raising over $16 000. These donations were used for: completion of a major fitness play trail development, large mural, sports equipment, wet day games, audio visual equipment, Christmas parade, and supporting school trips and bus hire costs. The overall contribution of the PTA with the support of the school community was a real credit to the 2010 PTA Committee.

* School Donations: A positive and regular approach to school donations saw the budgeted income of $24,000 almost attained, with actual income over $22,282. There continues to be an awareness that school fee donation levels are well short of their maximum potential if all families were to contribute.

First Aid: A staff data base is in place to identify the type, level and date of previous training. In 2010, 6 staff undertook St Johns Workplace First Aid refresher course, and one sat the two day initial course. At year's end, a total of 15 staff held this First Aid qualification.

Health Centre: Regular improvements were made to documentation and advice on care of general injuries and the care required for specific children. During the year, time was taken with staff to review procedures including significant incidents, severe allergy, broken bone and major bleed situations. In 2010, the health and medical conditions and treatment sections data base held at the Health Centre was reviewed and updated.

Health and Safety Committee: The Health and Safety committee comprises both staff and board members and was active in 2010, with a particular focus on hazard identification, and policy review. There is a close relationship with the Property Committee which is helpful.

Evacuation Scheme: A Fire Service Evacuation Scheme has been developed, approved, and was implemented in 2010. Evacuation drills are held once each term, and the Fire Service advised.

Contacting School: As part of our "let's keep them safe" approach, different ways of contacting the school were promoted in 2010 to complement the work of the school's attendance officer. This promotion included: Contacting the school by note or phone, using an answer phone facility, texting school on a dedicated cell phone for this purpose, faxing, or e.mailing options.

Emergency Response Action Booklet: This booklet has been developed from the original NZSTA sponsored programme and was completely reviewed and updated over 2010. This document has particular importance in the event of a civil defence or similar emergency.

Pandemic Planning: This was a major concern over 2009 with a worldwide pandemic alert relating to H1N1, 'swine flu'. The school developed a pandemic plan, there were regular newsletter updates to families including items on personal health and hygiene, and staff were encouraged to obtain immunisation vaccines paid for by the Board. A 'stay at home survival' guide for families was prepared by the Principal with help from student ambassadors, the Health and Safety Committee met with a particular focus on our pandemic plan, posters were displayed throughout the school, and a supply of pandemic related health centre equipment was purchased. In 2010, these plans were reviewed. Although the perceived threat of a pandemic has diminished, the school is now much better prepared if an event does occur.

Pupils in Positive Playgrounds (PIPPS) This playground safety and monitoring programme has been in place since 1998, with a number of modifications made over this time. Despite the strong roll increase over this time, the statistics that are kept indicate a clear trending down of "Consequence Book" entries by duty teachers for inappropriate student behaviour. Links have been made with the introduction of a school wide Virtues programme and the reduction in consequence book entries.

Travelwise Programme: A walking bus initiative planned for 2009 did not succeed because of minimal community response, but in 2010 the Health Promoting team leader worked with both a student group and ARC and Franklin Council staff to establish Travelwise. Progress included workshops to explore concepts of 'Travelwise'- Safety on the roads/ walking bus programmes, as part of meeting the 'Bronze Phase' of Travelwise Programme. Children were involved in a 'Speed Campaign', aimed at informing parents driving in school zones to slow down, and the first walking bus route was begun.

Health Promoting School: In 2010 some of the activities and work of this student and staff group included a weekly walking group with 15-20 children and staff walking at lunchtimes. Fitness modules are now completed and in regular use, weekly meetings began with the student with HPS council, upgraded and improved water facilities were installed, and there was a successful car wash to raise money for a student initiated 5+A day colouring competition.

The National Education Goals and National Administration Guidelines allow for a range of self management as well as providing the framework for centralised control by the Minister of Education through the Ministry of Education, the Education Review Office and a raft of regulatory legislation.

Within this framework there is room for innovation as well as challenges, as the board and staff deliver teaching and learning programmes and strategically plan future directions for Hill School.

The Annual Reports indicate the wide range, variety and complexity of school activities and management. The growing demands on schools as organisations provide challenges and lead to reflection on future directions.

Roll Growth:
The School's roll level continues to be a powerful dynamic which has wide reaching implications for school strategic development and operational planning. Some statistics including historical trends relating to roll growth and pupil profiles are noted below.

Enrolment Scheme: The practical operation of the enrolment scheme is based on the MOE's understanding that Hill will not enrol out of zone students because of the future impact on roll levels, as well as property planning. From Term 4 2007, the Board has not offered any ballots for out of zone enrolments. A consequence of this is that over 2010, the younger siblings of current students that had moved out of zone were not able to be enrolled. During 2010, there was some discussion with MOE officials regarding the size of our current school zone that has been in place in its current form since 1996. With the possible trend of a "flattening" roll, and strong rumours of the establishment of a new school in west Pukekohe, the pressure on our enrolment zone and capacity has reduced.

Through reading these reports you will appreciate that our school continues to be an active, challenging, and stimulating environment.,
It is a pleasure to acknowledge the contribution of so many people and groups who enhance the life of the school and help to give Hill a special character.

* The commitment of teaching and support staff is an essential ingredient for achieving learning outcomes and ensuring that the school's new Vision Statement becomes a living reality. Having developed a concept based inquiry learning curriculum, there is now external pressure on the board, management and staff to implement an untried and educationally suspect national standards regime that can be seen as a threat to the design and intent of our curriculum. This is already proving a significant challenge for teaching staff, and has involved considerable demands on aspects of assessment and teacher documentation. The professional skills and willingness to change by staff is to be commended, as is the curriculum leadership of Wendy Ritchie, and Malcolm Laurence, supported by the Management team.

* The involvement of parents, caregivers and friends of the school is an important element in promoting school goals and providing opportunities for children which enrich their learning experiences.

* The support of the PTA is much appreciated, especially their support financially for both school curriculum programmes and physical resources.

* The role of the school's Management Team in partnership with the board and staff is crucial to the development of the school. My thanks to the team of Wendy Ritchie, Malcolm Laurence, Shirley Smart, Carol Paterson, and Lorraine Watson.

* Thanks to the new Board for their on-going support for growth in physical and property resources, and their support for developments in teaching and learning opportunities which have characterised Hill School boards.
Trustees make a positive contribution to governance in the school and have been ably supported through regular contributions by Assistant Principal Malcolm Laurence, Executive Officer Jean Potter and the recording skills of Minute Secretary Valerie Tjoelker and Nicki Ingle.
The Board has been ably led by Chairperson Dr Kishor Kanji, and Board members have taken on a range of committee and portfolio responsibilities. The Board at the end of 2010 was Kishor Kanji, Ros Phillips, Andrew Trow, Simon Vale, Catherine van der Vegte, Andrew Morgan, Graeme Rix, and Wendy Ritchie.
The positive support of the board throughout 2010 was appreciated as it contributes to the governance of the school and helps to provide the conditions for effective management by the professional staff. Hill School continues to be fortunate in having boards which are not only committed to achieving goals but recognise and value the strength of working harmoniously in partnership with staff and the community.

* It's appropriate to acknowledge and celebrate the children of our school. Each year as we farewell our Year 6 students and celebrate with all our classes at prizegivings, it is a time to reflect on the enthusiasm for learning, strong virtues shown, and positive attitudes, of so many of our students which bring credit to themselves, their families and their teachers.

Graeme Rix
Principal
M.Ed Admin, BA, Dip Tchng