Info Central

Looking for that key piece of information about buses, what the school's take on devices is or when sun hats are compulsory, then this is the place. Should you require further information let us know by giving reception a call on 574 2106 or access our school policies directly via SchoolDocs.

SchoolDocs provides a comprehensive core set of policies and procedures applicable to all New Zealand primary, intermediate, secondary, and area/composite schools, that is tailored for each school.

SchoolDocs updates, modifies, and creates policies in response to changes in legislation or Ministry guidelines, significant events, reviews/requests from schools, and regular reviewing from the SchoolDocs team.


To access Havelock School Policies

username: havelock password: dolphin

Absences & Attendance

There is a strong correlation between progress and attendance. In New Zealand, parents must legally ensure that their children attend school each day once they are enrolled, even from age 5. Under the Education Act 1989, parents and carers of children between six and 16 years old can be prosecuted if their child is away from school without a justified unavoidable reason.

Once enrolled, it is important that good attendance patterns are established by new entrants and reinforced by parents and whanau. A strong and clear message about the importance placed on learning is established and sets life-long patterns. While an attendance rate of 90% sounds positive, this is still one day absent per fortnight, which by the end of Year 10 soon adds up to a whole year off school. This has huge implications for future NCEA study and exams.

In the interests of regular attendance sickness or other unavoidable cause should be all that interferes with a student's presence in school.

The school community has adopted a policy which places an expectation on parents and caregivers to contact the school by 09:15 on any/every school day their child will not be attending.

By 09:30 staff will have correlated this information with the morning's digital roll call. Any unexplained absences will, in the first instance, be checked with a call to parents/caregivers. If further immediate information about the child's whereabouts remains unknown, the school will contact the local Police.

BEFORE 09:15 PLEASE USE THE HERO APP TO NOTIFY THE OFFICE ABOUT AN ABSENCE.

Book Club

Scholastic Book Clubs provide interesting reading material for the children at relatively cheap rates. Please note that there is no compulsion on any pupil to buy this material. The school via a volunteer collates orders and money. Once ordered material is received, it is then distributed to the children. The school receives a small credit with Scholastic NZ which is used to purchase books for both classrooms and the library. Please watch for the flyers when they come home with your child/ren. Anything that encourages children to read recreationally is worthwhile.

Communication

Our main form of communication is via the use of the Linc-Ed HERO app, which can be downloaded for free on both android and iOS systems.

Teachers can also be contacted via their email addresses, see contact details in Staff profiles, or by phoning the office.

With Hero, you have the ability to:

- read and comment on posts relating to your child’s learning

- view information on your child’s progress and goals,

- read and comment on school notices sent to the class or groups your child is part of

- respond to school notices such as surveys and trip permission requests

- view school term dates

- view a school calendar of events

- notify the school if your child is absent or late

- navigate to other school-related webpages

- customise your account by adding a profile image

- select how you wish to receive notifications

Learning posts combined with curriculum information and goal-setting will form an online report designed to build year-on-year so that over time you will have access to written posts, images, video, work samples, and helpful resources all in one place. Hard copy notices will continue to be available for collection at the office, if requested.

Throughout the year, staff and students will be posting rich content to HERO. We look forward to sharing this with you, to include you in your child’s learning journey.

To access HERO, download the HERO App today. Click NEW USER and use the same email address you already use for school (this part is important as it connects you to your child/ren). You’ll then be sent an email to reset your password.

Any questions or concerns, please do not hesitate to contact the school office so we can help you get set up.

Concerns and Complaints Procedures

Our primary goal is to create the best learning environment for the students of our school. We encourage open communication and prefer that you come to us to talk through any concerns rather than discussing them in the community.

  1. Discuss the issue with the right person.

    • If you have a general concern about the school or its programmes, discuss it with the person involved or with a member of the management team or the principal.

    • If you have a particular concern about a staff member or a school activity, contact the person involved to discuss the matter privately. We ask that you make this direct approach as soon as possible. Be prepared to make a time to discuss your concern if the person involved is unable to talk with you straight away. Be open to listening to the other side of the story to avoid communication breakdowns.

    • If you do not wish to approach the person involved, contact a member of the management team or the principal to discuss your concern. The principal or management team member may communicate with the person involved.

    • If you have a concern about your own child or one of our other students, contact the student's class teacher or the principal to discuss the matter.

If your concern relates to another student, you must not approach that student directly.

    • If you have a concern about another parent, caregiver, or member of the school community on a school related matter, raise this with the principal.

    • If the matter concerns the principal and you have not first resolved it by discussion, or you feel uncomfortable directly approaching the principal, contact the board chair.

    • If the matter concerns a board member, contact the board chair, or principal if it concerns the board chair.

If you approach a board member with your concerns you will be asked to follow the guidelines above, and the board member will inform the principal and board chair.

  1. Work towards a resolution.

    • In most cases, constructive discussion will resolve your concerns.

If you are unhappy with the outcome of your initial meeting, contact the principal, a member of the management team, or the board chair to discuss further resolution.

If this process does not resolve your concern, you can make a formal complaint.

The school monitors, records, and responds appropriately to any concerns about a student's safety and welfare.

See our flowchart for an overview of the Concerns and Complaints process.

Digital Technology & Cybersafety

Digital technology has a vital role in teaching and learning, running our workplaces, and our daily lives. Many of our students are digital natives, and we are committed to creating digital citizens. We value our internet facilities and ICT digital technology equipment and the benefits they bring us in teaching and learning and the effective operation of the school.

This policy applies to every member of the school community using digital technology equipment, including staff, students, volunteers, trainees, contractors, special visitors, and board members. Digital technology equipment includes computers, tablets, storage devices, cameras, cellphones, gaming consoles, smart watches, video/audio devices, and other similar devices. This policy applies to digital technology owned by the school, or owned privately and used at school or any other location for a school-based activity. It also includes off-site access to the school network.

Digital citizens

We actively encourage our students to use digital technology confidently and competently by learning how to keep themselves safe online and manage challenges and issues, including understanding and meeting privacy and copyright laws, and protecting digital devices and equipment. As defined by Netsafe, a digital citizen:

  • is a confident and capable user of ICT

  • uses technologies to participate in educational, cultural, and economic activities

  • uses and develops critical thinking skills in cyberspace

  • is literate in the language, symbols, and texts of digital technologies

  • is aware of ICT challenges and can manage them effectively

  • uses ICT to relate to others in positive, meaningful ways

  • demonstrates honesty and integrity and ethical behaviour in their use of digital technology

  • respects the concepts of privacy and freedom of speech in a digital world

  • contributes and actively promotes the values of digital citizenship.

Cybersafety

In keeping with our Health, Safety, and Welfare policy, we follow procedures to guide our use of the internet, mobile phones, and other digital devices and equipment. We maintain a cybersafe school environment by:

  • educating students, staff, and the school community about the safe and responsible use of information and communication technologies

  • ensuring that the school's ICT network, hardware, and software is effectively maintained and secure, including content filtering (safe searches) – see Computer Security and Cybersecurity

  • using helpful resources, such as those provided by Netsafe

  • allowing for professional development and training for staff

  • setting and sharing clear guidelines about acceptable and unacceptable use of the technology, and monitoring these guidelines

  • following clear guidelines about publishing student information online

  • having a clear process for dealing with breaches of the policy or agreements – see Responding to Digital Incidents

  • following guidelines for the surrender and retention of digital devices

  • ensuring that members of the school community understand the policy, and commit to it by signing the appropriate use agreement which outlines requirements and expectations

  • reviewing use agreements annually.

The school maintains the right to monitor, access, and review digital technology use, including email use, and to audit material on school equipment. The school may also ask to audit privately-owned digital devices/equipment used on the school site or at any school-related activity. The school may use a third party, such as N4L, to monitor school internet use. This may include browsing history.

The school follows Privacy Guidelines .

Serious breaches

The safety of students is of paramount concern. We take any apparent breach of cybersafety seriously and respond using our guidelines for Responding to Digital Incidents and Concerns and Complaints, as appropriate. In serious incidents, we seek advice from an appropriate source, such as Netsafe, the New Zealand School Trustees Association, and/or a lawyer with specialist knowledge in this area. Special attention is paid to the need for specific procedures regarding the gathering of evidence in potentially serious cases. If illegal material or activities are suspected, the matter may need to be reported to the relevant law enforcement agency.


Distance Learning

At times when students cannot learn on site , Havelock School has plans in place to help students continue to learn from home in a way that aligns with our Curriculum and Student Achievement Policy. We expect students to remain in contact with teachers and engage with the learning programme at their level.

Periods of school-led learning from home can be challenging and Havelock School recognises the importance of:

  • demonstrating care and supporting students' wellbeing

  • maintaining positive relationships and social connection

  • considering students' abilities to work independently when planning activities

  • keeping things simple (including instructions and tools)

  • balancing online activities with offline activities and encouraging down time.

Havelock School appreciates parents' efforts to supervise their child to a level appropriate to their age while learning at home. This is particularly important when their child is participating in online sessions.

Online learning

School responsibilities

The online learning space is an extension of the school and classroom and all the relevant school policies apply. Havelock School keeps records about student access to digital devices at home and supports families to access the resources needed for their children to participate in online learning. We recognise that even though a student may have a device, their internet access may be limited.

The following guidelines apply to online learning:

  • Staff delivering online teaching and learning are expected to maintain professional standards.

  • When scheduling online sessions (e.g. Google Meet), we give advance notice and keep to regular times, acknowledging that not all students may be able to participate all the time.

  • We consider the privacy and security features of the tools we use and select the most appropriate tool for various types of online learning and communication.

  • If recording online sessions, we make sure students are aware that the session is being recorded.

  • In general, staff will respond to messages during normal school hours.

Home responsibilities

When students are participating in online learning, Havelock School appreciates parents' support to:

  • ensure others in the home are aware when the student is participating in an online session (e.g. Google Meet) so that all actions and language in the background is appropriate for a school setting

  • help their child, to the best of their ability, to use the technology effectively (e.g. submit work, mute microphones, share screens).

Offline learning

Havelock School seeks to balance online learning with activities that don't require devices. The school may provide hard copies of learning materials as an alternative to online learning or to complement online learning.

Alternative means of communication

Online interaction may not always be possible and staff may need to communicate with students and families in other ways, such as phone calls. When this is needed, staff will keep a record of the communication and who was contacted.

Dress Code & Sports Uniform

Clothing needs to be appropriate for school so students are able to take a full part in indoor, outdoor, sports and PE activities. Shorts, polo shirts and sweatshirts are ideal for school for all students with longer trouser/tracksuit pants for cooler times. Please note the section on jewellery. Makeup including nail polish is not worn to school. Hair should be kept tidy and in a way that doesn’t inhibit the student’s ability to take a full part in the school programme. Long hair must be tied up when Yr 7/8 students attend Technology classes where safety or work standards might be compromised. Closed-in footwear must also be worn for protection whilst at the centre.

All students attending inter-school sports days, functions, performances or when representing the school are required to wear the blue school shirt and black shorts (above the knee). The blue school shirt is available from the school office at cost for $42.50 or via an easy payment option, just ask.

Educational Visits & EOTC

Education Outside the Classroom (EOTC) is defined as all those events that occur outside the classroom, both on- and off-site, including all curriculum, sporting, and cultural activities.

EOTC sits within our safety management system and planning and consent requirements vary according to the type of activity and risk assessment.

The school's EOTC activities support and enhance the New Zealand Curriculum.

Students learn through experiences appropriate to their needs and environment. Students need a variety of experiences for maximum development, and should be given opportunities to explore and learn from the world outside the classroom.

School boards and individual teachers have a duty of care to students, and responsibilities under the Health and Safety at Work Act 2015.

EOTC activities must be approved according to the Ministry of Education Management Guide for EOTC activities. The board delegates the approval as relevant and holds the ultimate legal responsibility for approved excursions. All school health and safety policies apply to EOTC activities. When there is more than one PCBU involved (such as an outdoor education provider or other school board), the board and EOTC organisers consult, cooperate, and coordinate to ensure that health and safety responsibilities, including risk management, are met. Examples include interschool sports tournaments, school camps, and visits to outdoor education centres.

EOTC programmes, events, activities, and experiences:

  • enhance learning, through a variety of well-designed, first-hand experiences

  • provide experiences for students that encourage awareness of the values and philosophies of the tangata whenua, and other cultures within the school community

  • increase students' knowledge, understanding, and appreciation of the school area, local district, and other familiar and unfamiliar places

  • promote ecological awareness and personal responsibility towards the environment

  • develop students' skills in observation, recording, and organisation

  • help students develop self-confidence and a sense of adventure

  • assist students in their social development by placing them with others in unfamiliar situations

  • help students develop an attitude of responsibility, particularly towards their own safety and that of others

  • provide students with opportunities to work together in a group.

To make EOTC effective and safe, the school will:

  • involve students, parents, caregivers, and the community at relevant stages of EOTC management (e.g. planning, approval, review, and evaluation)

  • take all practicable steps to include students with additional support needs

  • be aware of cultural considerations of participants

  • ensure, where possible, that students are not excluded for financial or special reasons

  • provide alternative learning situations for students unable to participate

  • liaise with local early childhood centres and with receiving schools, where appropriate, so that EOTC programmes are coordinated

  • follow Ministry of Education regulations and guidelines on safety and supervision, risk management, leadership, and legal requirements

  • ensure adequate ongoing training for all staff involved in EOTC, including support staff attending approved workshops, seminars, courses and training, and assessment schemes.

Taking students out of the school environment can provide them with life-changing experiences, which they will remember for the rest of their lives. It can also put them at risk and into unfamiliar situations. Careful planning and preparation is needed to minimise risks and make the activity a positive experience for each student.

Health, Safety and Welfare

Havelock School is committed to ensuring the safety and wellbeing, as far as is reasonably practicable, of students, employees, and visitors both at school and when away from the school on school business. The board is responsible for this policy, and delegates its implementation to the principal. The school reports on aspects of its health and safety compliance throughout the year.

Board responsibilities

The board:

Implementation

The following steps allow us to carry out the aims of our health, safety, and welfare policy:

Tools

Other useful Info

- Minor Sickness/Injury

Facilities for temporary rest are available at school. A good stock of first aid material is maintained and usually the designated first aider will deal with bumps and scratches. Most staff are trained in first aid. In case of sprains, head injuries or anything else that may deteriorate later the parents will be informed by phone, or a txt sent explaining the injury and any action taken. If contact is unable to be made we will act on your behalf.

- Medicines

Where children are required to have some medication at school on either a long term or short term basis, parents are asked to liaise with the office/administrator whom is our designated first aider and ensure that medication is at the school and has not expired. The school office should be advised of any specific medical conditions and correct treatment/medication. Any/all medication administered by staff is logged.

- Dental Treatment

Children, commencing at the age of two and a half years, are currently seen once or twice a year at either the mobile clinic sited at the school or the Blenheim Community Oral Health Clinic. The clinic phone number is 520 9922 but generally parents are contacted by clinic staff to arrange an appointment. Parents are required to attend with their child. It is important that parents train their children in regular and thorough dental hygiene.

- Public Health Nurse

The Public Health Nurse visits the school regularly for consultation on the health of individual children. If you have any concerns at any time about the health of your child, especially as it relates to his or her school work, please do not hesitate to contact us, thus enabling us to utilise the Public Health Nurse and/or doctor or any of the other specialist services offered to the school.

- Vision & Hearing Testing

Periodically the officers from the Regional Health Authority come to the school to test children's vision and hearing. If any problems occur the children's parents are informed and the child referred to the family doctor/specialist. Currently every child is tested twice within the primary years, generally in Yr 1 and Yr 7. Specific tests and/or retests can occur at the request of the parent or teacher.

The Medical Officer, Public Health Nurse and Dental Health Therapists also assist and advise teachers on health problems and health education in school.

- Vaccinations

During childhood, our children are exposed to thousands of germs, some of which are potentially harmful to their health. Immunisation is the most effective way to actively protect your child from preventable diseases, ranging from whooping cough to meningitis and measles. The New Zealand National Immunisation Schedule is a series of immunisations (including boosters) given at specific times between the ages of six weeks and twelve years. To get the best possible protection, have the immunisations on time, every time. Those that fall during the school years are usually administered by health professionals on site but in private. Information and notices are distributed prior to any programme so parents are fully aware and can give their consent.

11 and 12 Year Old Immunisations

Children are offered free immunisations at around age 11, against tetanus, diphtheria and whooping cough (pertussis), and at around age 12, against human papillomavirus (girls and from 2017, boys too). At Havelock these immunisations are given at school during Years 7 and 8. The Public Health Nurse visits participating schools and gives children consent forms to take home for their parents to sign, for each vaccine. Parents need to fill out the forms and say whether or not they consent to the vaccine, sign the form and return it to school. More info and videos about these immunisations are available here.

Home Learning

Home learning is an extension of the school programme and supports, enhances, and consolidates teaching and learning. It provides a positive link between home and school. Havelock School endeavours to ensure all students have access to the resources they need to complete home learning.

Teachers:

  • outline expectations, routines, and suggested time requirements for home learning to students and parents at the start of the year and throughout the year, as appropriate

  • set home learning that reflects students’ needs and changing ages and stages, and reinforces teaching and learning

  • set home learning that is consistent with the vision, values, key competencies, essential learning areas and principles as expressed in The New Zealand Curriculum

  • ensure students understand their home learning tasks and can work independently, where possible

  • communicate home learning concerns to parents.

Students:

  • take responsibility for their own home learning as appropriate to their year level

  • understand their home learning tasks and work as independently as possible.

Parents:

  • encourage and support their children

  • communicate home learning concerns to the relevant teacher or staff member.


Leaving the School - Going to another school

Please advise the School Office, Principal, or class teacher as early as possible when you know that your child will be leaving Havelock School. Having built quite close relationships over time, it is nice for everyone to have an opportunity to say farewell and express their best wishes. A time can be set aside to ensure all school books and property are returned to the school and your child's property collected from the school. A leaving/information slip can be completed in good time to hand on to the new school.

We trust that those who leave have benefited from the time they spent at Havelock and will continue to contribute to their new school in a positive and enthusiastic manner.

Lost Property

Please help us to help you by ensuring that all clothing is clearly named. During assemblies items are matched with children whenever possible.

Lunches & Lunchtimes

The lunch break is taken between 12:50 and 13:40. Students are supervised whilst eating their lunch for the last ten minutes of the break, after they've had time to play. A reasonable but not infallible check is made to ensure that children do eat their lunches. If a child brings a drink to school we ask that it be contained in a plastic bottle as a safety precaution. No energy, carbonated or fizzy drinks please. Re-heating (microwave) food for students will only be done as/when possible. Please do not assume staff can do this regularly or enmasse.

Nude Food… students are expected to take home all food wrapping, packaging and containers etc. Leftovers too are taken home but very mucky skins and empty yoghurt containers can be disposed of on site. Waste from bought lunches is disposed of as per the recycling regime. The reasons are primarily to lessen the volume of waste the school needs to handle (cost factor) and also to let parents monitor more closely the consumption of the daily fare provided from home. Our bins in the past were too often full of lunches that remained wrapped. The implications for taking all the material home again are negligible if sandwiches and the like are brought. A sturdy lunch box, reusable fabric wrap and to help transport home the messier bits, a small plastic bag may be the answer. Students only take their lunch box/drink with them when they are seated to have their lunch.

We would respectfully suggest to parents that fruit wraps and snakes, Burger Rings, Cheezels, Rashuns and the like do not make good alternatives for a healthy balanced lunch. Some schools have banished these items entirely. We prefer to let good sense prevail. Goto http://www.kiwifamilies.co.nz/articles/school-lunches/ for some good ideas.

Meeting with Teachers

This happens of course incidentally at any time and can address incidental items. Should more formal dialogue be desired by parent or teacher then these should be arranged via phone or email. Teachers’ email addresses may be found on the staff page on this website.

Following some discussion over the latter few years, an informal opportunity for teachers and parents to mix and mingle has met with good success and occurs early in the year. Subsequently, opportunity is given for parents to meet more formally with teachers and their child in an initial triangular learning conference to discuss Learning Goals and Expectations for the year.

Open-door Policy

We have an unwritten Open-door Policy that simply encourages staff to be available to parents in order that communication can be easily established. Likewise our staffroom is very much the place where parents can come and have a cuppa and a chat. For conferences and the like however, an appointment would be appreciated. It must also be remembered that staff have a right to some non-contact time during the day. Appointments also avoid taking valuable teaching/learning time from classes. Tuesdays are set aside for staff meetings although other meetings occur through the week either at the school or further afield.

Reporting to Parents

The school reports to parents regularly on the progress of their child. Reporting methods include:

"Meet the Teacher" evening

  • At the beginning of the year, a parent/teacher meeting is held to meet parents/guardians and explain class routines, timetables, and achievement expectations for the particular year level, etc.

Learning conferences

  • These are held twice a year and provide an opportunity for parents, teacher, and students to discuss their progress and any issues/next steps.

Written reports

  • Each child receives two written reports each year.

Portfolios of achievement

  • Portfolios contain samples of the student's work and an indication of the level at which the student is working. Portfolios are shared during learning conferences.

Informal parent interviews

  • Parents are welcome to arrange a time with the class teacher to discuss their child's progress at school.

School Photos

Des Ellery Photography is invited annually to visit the school and take class, family and individual photos. Parents are advised prior to his visit to enable bookings for family photos to be made. There is no obligation to purchase.

School Transport

- School Transport Assistance

From 6 May 2013 to be eligible for School Transport Assistance, Year 1 - 8 students must live more than 3.2km from their nearest school. The actual form of transport could be by contracted bus service, taxi (special needs) or conveyance allowance to parents. On enrolment the above can be discussed where appropriate. Travelling by bus is a privilege and where a student's behaviour causes consistent concern, parents will be asked to seek alternative arrangements.

- School Bus

Currently one bus route operates along the Kaituna Valley and transports children from the mid-way point between Renwick and Havelock between Mt Riley Road and Kennington's Road to the school. Upon enrolment times as various stops can be confirmed. Safety and common sense essentially underline this service. Today’s behaviour is tomorrow’s ticket. Students are periodically reminded about the rules which are displayed in classrooms. Should you drop-off or pick-up your children from the bus then please park safely and wait with/for your child on the same side as the bus will be stopping. Children have been killed in their haste to cross over to a parent who then has to endure the horrific result for want of forgetting this basic rule.

- Bicycles, (incl scooters/skateboards) Pedestrians & Safety

The school actively encourages the children to become safe and defensive road users, be they cyclists or pedestrians. The use of helmets is reinforced. Bikes must be parked in the spaces provided and are not to be ridden in the school grounds during school hours unless in the designated area.

Walkers are expected to wear a high visibility vest both to and from school. The use of scooters and skateboards is always under review and generally the school recommends they are wheeled or carried across the road rather than ridden. Care with the fabric of the school ie paintwork, woodwork, concrete edges and foundations is expected. It is expected that virtually all students will use the Main Road exit at the end of the day. Supervision is provided for bus students, cyclists and walkers. Parents using the car park are expected to collect their children from the lower playground area and to supervise the children in their care as they exit. When exiting onto SH6 students must be under the direct supervision of a parent/teacher/adult. If collecting your child by car please use the car park off Lawrence St. Parking opposite the school mixes anticipation with traffic posing a serious risk. Please leave the bus park adjacent to St Johns clear from 14:30.

Special Education

Class teachers in conjunction with the Special Education Needs Co-ordinator (SENCo) establish which students might be requiring support and how that might be achieved from within the school’s resources, beyond or both. They act as a key link between parents, teachers, teacher aide/s and the RTLB service. Where an Individual Education Plan (IEP) is deemed useful to provide focus for resourcing and delivery this will be managed by the SENCo and involve any party/agency thought advantageous.

- Resource Teacher Learning & Behaviour

Much has been restructured under Spec Ed 2000 and is again under review. The school has access to Resource Teachers of Learning and Behaviour. These RTLBs are specialised members of the education system whose training and experience enables them to play a key role in supporting teachers with issues relating to special or specific needs. They will be consulted by the school.

- The Special Education Service

Special education assistance might also be sought from Group Special Education (MoE). Collectively then, resources are gathered/tailored for students who are having difficulties in learning and/or personal or social maladjustment including those who persistently disrupt their own or others’ normal progress at school. The RTLB will work with teachers, parents and child/ren concerned to help evaluate, understand and resolve the difficulties. Often an Individual Education or Behaviour Programme is devised to help set and achieve objectives. The parents/caregiver/s of significant users of the school's Special Education Grant will be asked to discuss and formally support the school in achieving the aims agreed to on the above IEP.

Stationery

At the start of the year all bulk stationery requirements are available through the school office and are administered/issued through class teachers. Actual requirements for particular rooms/years are issued in the form of a stationery list usually available online from January on. Incidental requirements during the year are also available at school. A materials fee for Year 7 & 8 students attending the Marlborough Technology Centre is included. The stationery lists are available on HERO.

Sun Protection

In New Zealand we have one of the highest rates of melanoma skin cancer in the world, but we can enjoy the sunshine and reduce our risk of harm by being sun smart. Sun smart behaviour is particularly important for young people, as excessive exposure to ultraviolet radiation (UVR) in childhood and adolescence can increase the risk of melanoma and other skin cancers later in life, and cause eye damage.

Havelock School is a SunSmart accredited school.

Havelock School aims to:

  • protect our students and staff from excessive exposure to UVR while they are at school, or involved with off-site school activities, including sports and Education Outside the Classroom (EOTC)

  • educate the whole school community about the harmful effects of excessive exposure to UVR, and how to keep themselves safe.

We inform and remind all staff, parents, and other members of the school community (such as coaches, volunteers, etc) about our sun protection policy.

We educate our students about sun safety by communicating age-appropriate information about sun exposure and protection. We provide this information annually in class programmes for every year level.

Timing of the policy

Our sun protection policy applies between 10 am and 4 pm, during terms 1 and 4.

UVR cannot be seen or felt, so temperature and weather conditions cannot be relied on to determine when sun protection is needed. UVR can be measured using the Ultraviolet Index (UVI). The Cancer Society advises that sun protection is needed at a UVI level of 3 or higher. This commonly occurs in terms 1 and 4 between 10 am and 4 pm, even on cloudy or cool days. The level may also exceed 3 at other times.

During terms 2 and 3, UVR is generally at a low level and students do not normally need to wear hats, apply sunscreen, or stay in the shade. They should be encouraged to actively enjoy the sun as sun exposure has benefits, including increasing Vitamin D absorption.

See information from NIWA about the UV Index and UVI forecasts for specific sites.

Sun protection should also apply in highly reflective environments, such as while skiing.

Sunsafe practices

  • We ensure that sun protection is considered for all outside school events and activities, on-site and off-site, including sports and EOTC. We try to plan outdoor activities to minimise exposure to the sun during the summer (e.g. timing, use of shade).

  • Students are encouraged to make use of shaded areas when outside. Students eat lunch in the shade or inside, as appropriate.

  • We encourage students to keep hydrated by drinking water.

  • We require students to wear hats that shade the face, neck, and ears whenever they are outside during school hours and/or activities, e.g. interval and lunch breaks, P.E., sports days, outdoor EOTC trips, and other school activities. Students at school without a hat must remain in an allocated shaded area or (if allowed) inside at break times. Hats must be broad-brimmed (min. 7.5 cm), or legionnaire/bucket hats (min. 6 cm brim, deep crown).

  • We encourage students to protect themselves with broad spectrum sunscreen of at least SPF30 (Sun Protection Factor). The school provides sunscreen. Students are encouraged to reapply sunscreen when they will be outside for a significant length of time e.g. before morning tea, lunchtime, swimming lessons, and PE lessons.

  • We encourage students to wear clothing that protects the skin (e.g. long sleeve tops, rash tops) when at risk of extended sun exposure (such as at sports days, school camps, and picnics), or when swimming outdoors.

  • Staff are encouraged to model appropriate sun-safe behaviour by wearing sun protective hats and clothing, sunscreen, and making use of shade whenever possible. Parents are also encouraged to wear sunhats and be positive role models when picking up children or participating in school activities.

Sweets, Gum, Jewellery, Cell Phones & BYODs

Sweets and chewing-gum are not encouraged, especially the latter. Experience tells us that the mess created far outweighs any real benefit. In particular, whilst in transit to and from school, or on a school excursion or bus, sports or cultural activity, no child would be expected to have, buy or consume either sweets or chewing-gum in any form.

- Jewellery, Make-up & Valuables

Jewellery, if worn at all, should not in any way become a danger in the natural course of a day's events. Make-up including nail polish are actively discouraged. Body piercings are restricted to one keeper in each ear lobe. Precious items are best kept at home.

Swimming ~ School Pool

Swimming lessons form part of the Health and Physical Well-being curriculum and students are required to take part unless medically excused. Parents are asked to ensure that togs and towels are supplied accordingly, usually every day. The inter-school swimming sports are usually held very early in Term 1. Considerable effort and expense has been expended in creating a warm and inviting water experience in the school and community pool. See below for access after hours.

Parents of younger children are encouraged to give their children as many opportunities as possible to develop water confidence in a natural and happy manner. If the children have a positive relaxed attitude to water then it makes the teaching of skills, so much easier. Water confidence is caught - not taught.

Community members may apply to be a Season Key-holder by filling out an application form available from the school office. The rules and agreement are self-explanatory. Completed forms along with $80 should be left at the school office and are processed fairly promptly. A $20 refund is given for the return of the key after the season. Clearly defined rules are agreed to by key-holders who must be at least 20 years of age. Casual keys can be negotiated via the pool custodian/operator - view notice at entrance.