TE AHO O TE KURA POUNAMU...te rautaki a te Tāhuhu o te Mātauranga, arā, ko Ka Hikitia –...

TE AHO O TE KURA POUNAMU

Te Aho o Te Kura Pounamu | The Correspondence School

11 Portland Crescent, Thorndon, Wellington, New ZealandPrivate Bag 39992, Wellington Mail Centre, Lower Hutt 5045, New Zealand

Telephone: 0800 65 99 88www.tekura.school.nz

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NGĀ KAUPAPA MATUA

KEY POINTS > I te tau 2010 ka hangaia tonutia e mātou ngā hononga i waenga

i ngā ākonga, ngā whānau me ngā hāpori mā te whakapakari whakahoatanga me te whakatū kaimahi anō ki ō mātou tari ā-rohe. Ko tētahi whakahoatanga momoho ko te mahi tahi me te PHO o te rohe o Whanganui (arā, ko Whanganui Regional Primary Health Organisation) ki Gonville. Nā tēnā i kaha ake ai tā mātou āhei ki te tuku ratonga whakaakoranga ā-rohe kua whakakotahingia katoatia hei tautoko i ngā ākonga o taua takiwā. Nā te whakanui ake i te tari i Tāmaki Makaurau i taea ai e Te Kura ngā kaimahi tāpiri te haumaru ki taua rohe, ā, ka haere tonu te rapu kaimahi ki ngā tari ā-rohe e toru i te tau nei. Hei whakawhanake tonu i ēnei whakahoatanga ā-rohe i riro mā tēnā, mā tēnā o ngā rohe e whā te whakatakoto tūāpapa hei whakatū rōpū aratohu ā-rohe, ko te tikanga kia whai wāhi ai te hunga whai pānga ā-rohe ki te whakaputa whakaaro mō tā rātou kura.

> I te tau 2010 ko te whakahaere mea angitu akoranga motuhenga te aro matua o Te Kura – rohe mai, motu mai hoki. I whakapūmautia e mātou te kaupapa ‘kotahi te ākonga, kotahi te kaiako’ hei whakatū i tētahi ara akoranga motuhenga hou mā ngā ākonga, ā, i toro atu hoki mātou ki ngā kaiwhakawhiwhimahi o te rohe me ētahi atu kaiwhakarato mātauranga i roto i ngā hapori o ā mātou ākonga.

> I kōwhiria a Te Kura kia uru ki roto o He Kākano, he hōtaka whakawhanake amorangi mō ngā kura hei whakawhanake i te ārahitanga whai tikanga me te whāinga matua kia piki ake te whakatutukitanga o te ākonga Māori.

> I arotake mātou i tā mātou pou tarāwaho momoho, arā, ko te Māori Learners’ Success Framework mō ngā ākonga Māori hei wāhanga o tā mātou aro matua kia tutuki ai ngā hiahia o ā tātou ākonga Māori, kia tau pai ai hoki ki raro i tā mātou Rautaki Māori, arā, ko te Māori Responsiveness Strategy, hei whakaata hoki i te whakarewatanga anō o te rautaki a te Tāhuhu o te Mātauranga, arā, ko Ka Hikitia – Managing for Success: The Māori Education Strategy 2008–2012.

> In 2010 we continued to build stronger connections with students, families and communities through the development of partnerships and by locating more staff in our regional offices. One such very successful partnership took place in Gonville with the Whanganui Regional Primary Health Organisation. This greatly improved our ability to offer fully integrated regional teaching and support services to students in that area. Expansion of the Auckland office allowed Te Kura to accommodate additional staff in that region, while recruitment of staff to all three regional offices continued throughout the year. To further develop these local relationships, each of the four regions also laid the groundwork for establishing its own regional reference group, designed to give local stakeholders greater opportunity to have a say about their school.

> The facilitation of authentic learning opportunities has been a key focus for Te Kura in 2010, both regionally and nationally. We adopted a ‘one student at a time, one teacher at a time’ approach to build a new authentic learning pathway for students and we reached out to develop strong connections with local employers and other education providers in our students’ own communities.

> Te Kura was selected to take part in He Kākano, a leadership development programme for schools aimed at developing culturally responsive leadership with the overarching goal of improving Māori student achievement.

> As part of our focus on meeting the needs of our Māori students, we reviewed our Māori Learners’ Success Framework to realign it as our Māori Responsiveness Strategy, reflecting the re-released Ministry of Education strategy Ka Hikitia – Managing for Success: The Māori Education Strategy 2008–2012.

> As part of our Māori Responsiveness Strategy, a partnership with the Auckland University of Technology (AUT) saw the development of an online te reo Māori course at NCEA level one.

> Implementation of the new National Standards for reading, writing and mathematics saw extensive professional development provided throughout 2010 for staff of students in years 1 to 8. Parents of these students responded favourably to the results for this first year which showed that about two thirds of students are working at or above the standard for their year level except in reading, where their achievement is a little higher.

> In response to the review of NCEA standards by the Ministry of Education and NZQA, Te Kura embarked on an extensive project to revise NCEA level one resources.

> We began trialling alternative delivery options for dual-enrolled students, in preparation for the move to full digital delivery of learning materials for that student group. Meanwhile, our regionally-based relationship coordinators focused on providing targeted additional support where required, in particular to alternative education providers and teen parent units.

> Over the course of 2010 we have continued with the programme of work to replace several ageing computer systems. We completed the implementation of our new online teaching and learning environment (OTLE) and electronic document and records management system (EDRMS) during the year. Good progress was also made on the student management system (SMS) which is due to be implemented in August 2011.

> Hei wāhanga anō o tā mātou Rautaki Māori i whakahoa mātou me te wānanga aronui o Tāmaki Makaurau, arā, ko te Auckland University of Technology (AUT). Ko te hua i puta mai ko tētahi hōtaka reo Māori ā-ipurangi kei te taumata tuatahi o NCEA.

> Nō te whakakaupapatanga o Ngā Whanaketanga ā-Motu hou mō te pānui, te tuhi, me te pāngarau ka kitea te kaha whakangungu pūkenga i ngā kaimahi o ngā ākonga mō ngā tau 1– 8 i te tau 2010. Ka rata atu ngā mātua o ērā ākonga ki ngā hua o tēnei tau tuatahi e mea ana tokorua o ia takitoru ākonga kei te taumata tika mō tō rātou tau e mahi ana – kei runga ake e mahi ana rānei – hāunga mō te pānui, me kī, he kaha ake anō te whakatutuki.

> Hei urupare ki te arotakenga o ngā whanaketanga o NCEA nā te Tāhuhu o te Mātauranga me te Mana Tohu Mātauranga o Aotearoa, i whakarahi ake a Te Kura i te mahi arotake i ngā rauemi taumata tuatahi o NCEA.

> I tīmata mātou ki te whakamātau kōwhiringa tuku anō mā ngā ākonga kua rēhita tukuruatia, hei whakarite i te nekehanga ki ngā tuku ā-ipurangi i ngā rawa akoranga mā taua rōpū ākonga. Heoi, ka aro atu ā mātou kaiwhakahaere hononga ā-rohe ki te tuku tautoko ki ngā wāhi e hiahiatia ana te āwhina pērā i ngā kaiwhakarato mātauranga hohoko me ngā whare āhuru mōwai mō ngā taiohi e whai tamariki ana.

> I te tau 2010, ka whakahou tonu mātou i ētahi o ngā pūnaha rorohiko tawhito. Kua tutuki i a mātou te whakaurunga o tā mātou tauwāhi whakaakoranga ā-ipurangi, akoranga ā-ipurangi hoki (arā, ko OTLE) me te pūnaha pārongo hiko, whakahaere pārongo hoki (arā, ko EDRMS) i te tau nei. He tino pai te haere o te pūnaha whakahaere ākonga (arā, ko SMS) ka whakatinanahia ā te marama o Hereturi-kōkā 2011.

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ANNUALREPORT

01 CHAIR’S REPORT 03TE KUPU A TE HEAMANA

02 CHIEF EXECUTIVE’S REPORT 05TE KUPU A TE KAIHAUTU

03 GOVERNANCE 07TE POARI WHAKAHAERE

04 OUR STUDENTS AND COMMUNITY 09Ā MĀTOU ĀKONGA TŌ MĀTOU HAPORI

05 STRATEGIC CONTEXT 13TE HOROPAKI RAUTAKI

06 MĀORI RESPONSIVENESS STRATEGY 15TE RAUTAKI URUPARE KI NGĀ AKONGA MAORI

07 STATEMENT OF SERVICE PERFORMANCE 17TE TAUAKI WHAKATUTUKITANGA RATONGA

08 ACHIEVEMENTS 21NGĀ MAHI KUA OTI

09 FINANCIAL STATEMENTS 29NGĀ PURONGO PUTEA

CONTENTS


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01 very pleased to present the 2010 annual report for

Te Aho o Te Kura Pounamu.2010 was the first year of our 2010–2012 strategic plan, which focused on three strategic priorities: fully integrated regional teaching and support services for full-time students, authentic and engaging learning experiences for full-time students, and a distinct service delivery model for dual students targeted at their specific needs.

There has been significant progress towards fully integrated regional teaching and support services. The regional offices in Auckland, Hamilton and Christchurch were expanded to accommodate additional staff and recruitment of staff to these offices continued. Each of the four regions laid the ground work for establishing a regional reference group with the aim of giving stakeholders in the regions

greater opportunity to have a say about their school. Several regional initiatives were further developed during the year, including a very

successful partnership in Gonville with the Whanganui Regional Primary Health Organisation. This partnership has enabled students to access face-to-face support from a learning advisor based in the Gonville community centre, whose encouragement and assistance is helping them to achieve and gain credits towards NCEA.

Good progress was made towards creating a new authentic learning pathway for students, building on the Big Picture approach that has been implemented with great success internationally. The Authentic Learning Project began its trialling and development phase during 2010, with small steps and a ‘one student at a time, one teacher at a time’ approach. A core element of authentic learning is the development of strong connections within students’ communities to facilitate authentic learning opportunities for students with local employers and other education providers, and this was a key focus at both the regional and national level.

Te Kura began trialling alternative delivery options for dual students, with the aim of working collaboratively with schools in preparation for the move to full digital delivery of learning materials for these students. Relationship coordinators in each of the regions focused their efforts on supporting a wide range of dual providers, in particular those providers needing additional support such as alternative education providers and teen parent units.

To align with the Board of Trustees’ electoral cycle, an election was held for Te Kura staff to choose one of their colleagues to sit on the school’s Board of Trustees. Staff re-elected Central South Regional Manager John Nisbet, who has provided valuable input to the Board since he was first elected in 2009.

Extensive development work on the school’s main site in Thorndon was completed during 2010. This included replacement of the roof, refurbishment of the main entrance and reception areas, and renovation of the main kitchen and adjacent courtyard.

Education Minister Hon Anne Tolley visited the school in April to meet with Board and senior leadership team members to discuss the school’s strategic direction.

CHAIR‘S REPORT | CHIEF EXECUTIVE‘S REPORT | GOVERNANCE | OUR STUDENTS & COMMUNITY | STRATEGIC CONTEXT | MĀORI RESPONSIVENESS STRATEGY | STATEMENT OF SERVICE PERFORMANCE | ACHIEVEMENTS | FINANCIAL STATEMENTS

TE KUPU A TE HEAMANA

CHAIR’S REPORT

01 CHAIR’S REPORT TE KUPU A TE HEAMANA

PATRICIA MCKELVEY CNZM MBE


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02 CHIEF EXECUTIVE ’S REPORT TE KUPU A TE KAIHAUTU

MIKE HOLLINGS CHIEF EXECUTIVE

saw considerable progress on key activities across Te Kura and towards the achievement of our three enabling strategies: engage, develop and support Māori learners to achieve as Māori; become a leader in e-learning and utilise technology effectively throughout the school; and ensure our people, systems and processes are adaptive, responsive and capable of achieving our goals.

Implementation of the new National Standards for reading, writing and mathematics began in 2010, with extensive professional development for staff of students in years 1 to 8 throughout the year. Teachers reported on students’ achievement and progress against the National Standards at mid and end of year. Feedback from parents after this reporting was very positive. Teachers also worked with students and their supervisors to set goals for students’ achievement in these areas. Reports analysing students’ achievement against the National Standards were provided for the Board on mid and end of year results. The Board has set targets for improvement across the school based on this analysis. Results for the first year showed that

about two thirds of students are working at or above the standard for their year level, with the exception of reading which is a little higher. The proportion at or above goes down as the year level goes up.

The review of NCEA standards by the Ministry of Education and NZQA also got underway in 2010, resulting in an extensive project by Te Kura to revise our NCEA level one resources to align them with the updated standards. The project involved many staff across the school, who were responsible for writing new resources, or amending existing ones; peer-review; editing; layout and design. On behalf of the senior leadership team and Board of Trustees I would like to formally acknowledge the considerable effort of everyone involved to help ensure the availability of the new course materials for students enrolled in these courses in 2011.

During 2010 our Māori Learners’ Success Framework was reviewed and realigned as our Māori Responsiveness Strategy, reflecting the re-released Ministry of Education strategy Ka Hikitia – Managing for Success: The Māori Education Strategy 2008–2012. A key element of the strategy was the development of an online te reo Māori course at NCEA level one, the result of a partnership with the Auckland University of Techology. Te Kura was chosen to be part of He Kākano, a leadership development programme for schools aimed at developing culturally responsive leadership with the overarching goal of improving Māori student achievement.

In 2009 Te Kura launched a programme of work to replace several ageing computer systems and introduce an electronic document and records management system (EDRMS). The first phase in implementation of the Desire2Learn online teaching and learning environment (OTLE) was completed during term 1, enabling the development of two fully-online courses designed for delivery through the OTLE – NCEA level one digital technology and te reo Māori – and the migration of support material for around 30 other courses from the legacy Blackboard system, ready for use in 2011. The EDRMS was successfully launched mid-year. Work to implement the new student management system, the most substantial of the three systems projects, continued throughout the year. This multi-million dollar project will put in place a single student management system that brings together the functionality of four systems, rationalises a number of divergent business practices, improves data integrity and provides significantly better management reporting functionality.

The earthquake that struck Canterbury in September 2010 impacted on staff and students across the Southern region, but in particular our staff based in the Christchurch central business district. Staff worked hard to ensure our students were not disadvantaged, while our facilities and IT teams did everything they could to get the office back up and running again. Writing this now in March 2011, the events of six months ago were just a preamble to a devastating earthquake that has changed the face of Christchurch and will impact on its residents for many years to come. Our thoughts are with everyone who has been affected by the February earthquake.

CHAIR’S REPORT | CHIEF EXECUTIVE’S REPORT | GOVERNANCE | OUR STUDENTS & COMMUNITY | STRATEGIC CONTEXT | MĀORI RESPONSIVENESS STRATEGY | STATEMENT OF SERVICE PERFORMANCE | ACHIEVEMENTS | FINANCIAL STATEMENTS

TE KUPU A TE KAIHAUTU

CHIEF EXECUTIVE’SREPORT


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03 GOVERNANCETE POARI WHAKAHAERE

is governed by a Board of Trustees, the composition of which is determined by the Minister of Education in accordance with section 95 of the Education Act 1989.

The Board was appointed by Gazette notice on 30 September 2004, which stated that it was to be constituted by a chairperson and up to six members appointed by the Minister of Education. During 2009 two new members joined the Board and five incumbent members were reappointed. John Nisbet, a Te Kura staff member first elected in June 2009, was reelected in June 2010.

The Board is supported by the Risk Assurance Committee and the Employers Committee, which between them deal with much of the detailed work prior to consideration by the Board.

The following table details the term of office for each current Board member:

NAME TERM EXPIRES

Patricia McKelvey (Chair) – reappointed September 2009 September 2011

Wayne Bainbridge – reappointed September 2009 September 2012

Don Blakeney – appointed May 2009 September 2012

Roger Drummond – reappointed September 2009 September 2011

Carol Moffatt – reappointed September 2009 September 2012

John Nisbet (Te Kura staff member) – elected June 2010 June 2013

Nori Parata – reappointed September 2009 September 2012

Jacky Stafford – appointed May 2009 September 2012

Roger Taylor (Deputy Chair) – reappointed September 2009 September 2011

The Board is supported by the following two committees:Risk Assurance CommitteeRoger Taylor (Chair)Roger DrummondCarol MoffattJohn NisbetPatricia McKelvey (ex officio)

Employer CommitteeRoger Drummond (Chair)Wayne BainbridgeNori ParataPatricia McKelvey (ex officio)

TE POARI WHAKAHAERE

GOVERNANCE



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04 is New Zealand’s largest provider of distance education in the early childhood and

compulsory education sectors. We also provide education programmes for adult learners returning to qualifications-based learning.

Te Kura was established as the Correspondence School in 1922 to provide primary level education for 83 students living in remote areas. Expansion in 1929 allowed the extension of services to secondary students. Since then, the school has grown and developed to meet changing demands as our role in the national education system has evolved over time.

The circumstances of Te Kura students are many and varied. This diversity is evident in terms of their age and ethnicity, location, educational need and level of support available to each student.

In 2010 Te Kura had a cumulative roll of over 26,000 with around 15,000 students enrolled at any one time. While most are of secondary school age, our students range from pre-schoolers to senior citizens and live in all regions of New Zealand and overseas.

Te Kura has a sizeable Māori community, with Māori students comprising approximately 30% of full-time primary and approximately 45% of full-time secondary enrolments. Our Māori Responsiveness Strategy recognises the need to engage, develop and support Māori learners to be successful and to do so in ways that support their identity as Māori.

Te Kura must provide for the learning needs of all our students and address the expectations of their learning supervisors and whānau. While a small proportion of the roll still includes those who are geographically isolated, itinerant or living overseas, Te Kura students are increasingly those for whom a face-to-face school is not currently the best option. This includes students who have been alienated or excluded from a face-to-face school, those who have been referred by Group Special Education because they have psychological or psycho-social needs, young parents, and students who have been referred by Child, Youth and Family. Together, these students make up approximately 70% of our roll.

Our focus is on working with students, their whānau and community to provide effective teaching and personalised learning. Te Ara Hou, an integrated learning programme for students in years 7 to 10, engages them in learning that is relevant and responsive to their individual needs. Our aim is that Student Education Plans (SEPs) are in place for all full-time students that record their agreed aspirational goals. Each SEP is developed through negotiation between the learning advisor, their student and supervisor. Regular review of a student’s SEP measures progress made and provides the opportunity for setting new goals.

Regionally-based event days for students are organised by staff who know their students and whānau, and the schools, agencies and community groups that are available to support students’ learning. These events help Te Kura students develop their practical work, and social and relationship-building skills within a local context. Parallel programmes for learning supervisors augment the skills they use when working with their students.

Te Kura also has a substantial number of dual-enrolled students from primary and secondary schools, enrolled for curriculum access, adaptation or extension. Through these enrolments the school has developed solid working partnerships with most of the country’s primary and secondary schools. Each of these partnerships is based on a Service Level Agreement (SLA) that formalises each party’s responsibilities for the student’s education.

While early childhood enrolments encompass a diversity of lifestyle and socio-economic backgrounds, they continue to be drawn mainly from rural areas. Most of these students go on to attend their local primary school.

Our roll includes a large number of young adult enrolments – those aged 16 or over who have left school prior to enrolment with Te Kura. Students enrolled under this gateway may remain enrolled up to and including the end of the year in which they turn 19. In 2010 Te Kura increased its support for young adult students by allocating any such students enrolled in two or more subjects to a learning advisor for ongoing pastoral support.

04 OUR STUDENTS AND COMMUNITYĀ MĀTOU ĀKONGA TŌ MĀTOU HAPORI

Ā MĀTOU ĀKONGA TŌ MĀTOU HAPORI

OUR STUDENTS AND COMMUNITY



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ENROLMENT TYPE 2010 STUDENT CUMULATIVE *ENROLMENTS

ENROLMENT CATEGORY

Early childhood 949 Full-time

Year 1–6 572 Full-time

577 Dual

34 Fee payer


3650 Dual

92 Fee payer


7521 Dual

158 Fee payer

Adults 8105Including 4263 Young Adult enrolments

Department of Corrections (adults)

942

Total 26135

*These figures represent cumulative enrolments throughout 2010, not a count of students.

FUNDING AND ENROLMENT

Te Kura is funded by way of an annual grant from the Ministry of Education in accordance with section 81A of the Education Act 1989. Funding is based on student engagement. The resourcing notice from the Ministry of Education stipulates the funding to be provided to the school.

The enrolment of students is governed by sections 7 and 7A of the Education Act 1989. The enrolment policy is agreed between the Ministry of Education and the Board of Trustees and is published by Gazette notice. Students who meet the policy criteria may enrol as government-funded students. Other students may enrol as fee-paying students in some enrolment categories.

ORGANISATIONAL STRUCTURE

Te Kura is organised into three wahanga – Learning Delivery, Design and Quality, and Capability Services – each led by a Deputy Chief Executive (DCE) reporting to the Chief Executive.

Learning Delivery is responsible for the school’s teaching and learning and for students’ in-region pastoral support. This wahanga is organised into four regional, cross-disciplinary teams that are aligned with the Ministry of Education regional offices – Northern, Central North, Central South and Southern – to promote greater collaboration with the Ministry at a regional level. Teachers work in multidisciplinary teams to promote better understanding and engagement with students, creating an environment conducive to improved student achievement. Learning Delivery’s responsibilities also include early childhood teaching and learning.

The Design and Quality wahanga supports effective teaching through curriculum leadership and development and has school-wide responsibility for the assessment of years 1 to 13 students and for leading, developing and coordinating e-learning. It also has responsibility for the distribution of learning materials to Te Kura students.

Capability Services provides the school’s corporate support structure. Its functions include enrolment services, facilities and procurement, finance, human resources, information resources and organisational performance, planning and reporting.

The Chief Executive and the Board are supported by the Chief Advisor in the Chief Executive’s office. Together, the Chief Executive, the three DCEs and the Chief Advisor make up the Senior Leadership Team, with individual and collective responsibility for achieving the objectives and outcomes of the annual plan.

Each senior manager has accountability for specific areas of activity, management of resources and leadership of people and projects.

EQUAL EMPLOYMENT OPPORTUNITIES (EEO) PROGRAMME

The school reports annually to the Board of Trustees on its EEO programme, providing a snapshot of staffing at Te Kura at the end of each calendar year. This ongoing reporting supports identification of trends and appropriate responses. The format of the Equal Employment Opportunities Trust toolkit guides elements of the report, which includes information on gender, age and ethnicity of Te Kura staff. The report excludes data on teacher aides, relief teachers, temporary employees and contractors. Such staff are generally employed for very short periods of time and including their data would disproportionately affect the information presented.

The total number of permanent and fixed term staff at 31 December 2010 is 523. The average age of staff at Te Kura is 50, compared to 48 in 2009, with the median age remaining at 53. The age of the school’s workforce is generally older than the New Zealand workforce. This could be attributable to the previous practice of employing teaching staff who have demonstrated significant experience in a classroom environment. As in 2009, there is little difference between the age distribution of male and female employees.

The school’s employee gender mix is 71% female and 29% male. The general workforce gender mix in New Zealand is more balanced, being 51% female and 49% male. There is little difference in the percentage distribution of permanent job offers at Te Kura made to males or females, with more than 75% of staff employed on a permanent basis.

Te Kura does not currently require employees to provide ethnicity information and therefore the data included in the report is based on information relating to 75% of current permanent and fixed term staff. Te Kura aims to have the ethnic profile of its employees match as far as practicable the enrolled student ethnic profile. Where Te Kura staff have reported their ethnicity the report shows 7% of staff recorded as Māori. This is in contrast to the recorded ethnicity of all Te Kura students, where over 30% identify as Māori. The ethnic diversity of Te Kura employees is a reasonable match with the general New Zealand workforce, although all the minority groups are slightly underrepresented.

LOCATION AND REGIONAL SERVICES

The school’s Wellington operations are housed in two separate sites in Thorndon and one in the central city, with a complex inventory, distribution and delivery system for student learning materials managed from the school’s warehouse in Petone.

Te Kura is also represented in regional offices in Auckland, Christchurch and Hamilton, which provide a base for the region’s kaiārahi, local liaison teachers and a number of subject teachers. The regional managers for Northern and Central North are also based in the regional offices. Regional managers and kaiārahi are the key contacts for stakeholders in the regions. To support our full-time students they work with communities, non-government and government agencies and lead the development of new relationships in the region. Relationship coordinators in each region work with dual-education providers.

04 OUR STUDENTS AND COMMUNITY CHAIR’S REPORT | CHIEF EXECUTIVE’S REPORT | GOVERNANCE | OUR STUDENTS & COMMUNITY | STRATEGIC CONTEXT | MĀORI RESPONSIVENESS STRATEGY | STATEMENT OF SERVICE PERFORMANCE | ACHIEVEMENTS | FINANCIAL STATEMENTS

CHIEF EXECUTIVE

DEPUTY CHIEF EXECUTIVE, LEARNING DELIVERY

DEPUTY CHIEF EXECUTIVE, DESIGN AND

QUALITY

DEPUTY CHIEF EXECUTIVE, CAPABILITY SERVICES

CHIEF ADVISOR TO CHIEF

EXECUTIVE AND BOARD


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05OUR STRATEGIC DIRECTION

The strategic plan for Te Kura outlines our strategic direction over the three year period 2010–12. This annual report is against year one of the strategic plan, as reflected in our 2010 charter and annual plan.

The intent of the strategic plan comprises our:

Vision Our students achieve their potential

PurposeWe provide our students with anytime, anywhere personalised learning

Strategic theme Students first

The Students First theme conveys our application of the concepts of teaching one student at a time and ‘one size fits one’. The theme also complements the focus on personalised learning encompassed within our purpose. The theme reflects the place of students, their values, context and needs at the centre of all teaching and learning experiences. Students, together with their families, whānau and teachers, are actively involved in creating their own personalised learning pathways and career plans. These recognise their unique

STRATEGIC GOALS STRATEGIC PRIORITIES KEY ENABLERS

The key thing that we need to deliver in order to achieve our vison.

The key changes we want to make over the term of this plan towards

achieving our goals.

The things we need to do right across the school to support and enable achievement

of our goals and priorites.

STUDENT ACHIEVEMENTStudents achieve their educational and personal goals, enabling them to participate effectively as members of their communites.

STUDENT PRESENCEStudents are ready and able to learn and have personalised learning progarmmes that reflect their goals, aspirations and context.

STUDENT ENGAGEMENTStudents are positively engaged in their learning and feel connected to, and supported by, the school and their own communities.

Fully integrated regional teaching and support services for full-time students.

Authentic and engaging learning experiences for full-time students.

A distinct service delivery model for dual students targeted at their specific needs.

Engage, develop and support Māori learners to succeed as Māori.

Become a leader in e-learning and utilise technology effectivly throughout the school.

Ensure our people, systems and processes are adaptive, responsive and capable of achieving our goals.

potential, talents and strengths, meet their particular mix of requirements and are tailored to ensure they have the opportunity to succeed in their learning and future careers.

Our medium-term strategic direction is centred on three overarching and integrated strategic goals, which are the focus of everything we do, within the context of teaching and learning as core delivery for the school:

Student Presence → Student Engagement → Student Achievement

Underpinning the three strategic goals are three strategic priorities, which are the key strategic changes we aim to deliver over the term of the strategic plan. The strategic priorities will guide the development of the key initiatives that will be implemented through our annual planning.

The plan also includes three significant enabling strategies which highlight the key things we need to do across Te Kura to support the achievement of our strategic goals and priorities, and the core delivery of teaching and learning. These cut across every aspect of the school’s work and will be the foundation stones for our future success.

Our strategic framework is summarised in the strategy map that follows.

05 STRATEGIC CONTEXTTE HOROPAKI RAUTAKI

TE HOROPAKI RAUTAKI

STRATEGIC CONTEXT



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TE RAUTAKI URUPARE KI NGĀ AKONGA MAORI

MĀORI RESPONSIVENESS STRATEGY


2010, we aligned our Māori Responsiveness Strategy with Ka Hikitia – Managing for Success: the Māori Education Strategy 2008–2012. We aligned our work programme so that a significant focus was made to ‘engage, develop and support Māori learners to succeed as Māori’.

The strategy’s key actions and intermediate outcomes concentrate on the four focus areas from Ka Hikitia of: › Foundation Years › Young People Engaged in Learning › Māori Language Education › Organisational Success.

Māori learners ‒ cumulative enrolments 2010: › 8,444 Māori learners (representing 32.3% of total cumulative enrolments) › 2,627 students were participating in Māori language education.

Māori learners as a percentage of each enrolment category: › 193 Māori learners participating in early childhood education (20%) › 231 Māori learners participating as full-time primary students (26%) › 1,496 Māori learners participating as full-time secondary students (47%) › 268 Māori learners participating as primary dual students (27%) › 3,774 Māori learners participating as secondary dual students (35%) › 2,459 Māori learners participating as adult students (27%) > 23 Māori learners participating as fee-paying students (8%).

Te Kura was able to compile comprehensive data on the achievement of Māori students in 2010, including NCEA results, literacy and numeracy achievement and achievement against the National Standards that provided an evidence base for planning. We still see that Māori students continue to achieve at lower levels than non Māori.

All teaching staff at Te Kura have used the data in their team plans, where they set specific goals and actions for Māori student achievement. Our regional teams had a focus in 2010 on:

› implementing the stakeholder management plan to increase participation in early childhood education through relationships with Iwi › monitoring Māori student participation in the Authentic Learning programme › building relationships with local Māori and hapu to deliver educational outcomes, such as Mangatawa Trust > developing relationships and partnerships with agencies with a focus on Māori students, such as Child, Youth

and Family and Te Runanga o Te Whānau a Apanui.

Significant work has been focused on writing and designing Te Kura learning resources so that they are contextualised for Māori learners. A set of development indicators developed in 2009 was used for developing resources for years 1–13.

Building our staff capability in Mātauranga, Māori language, relationships and partnerships with Iwi, hapū, whānau and Māori education pedagogy was continued through staff participation in a whole school professional development programme. This has provided us with a professional development programme in 2011 that is specifically focused on a ‘one size meets one’ programme.

In 2010, Te Kura was asked to present a submission to Te Paepae Motuhake outlining our contribution to Māori language revitalisation and outcomes. Te Kura provided a comprehensive analysis on participation, engagement and achievement of our Māori students. We also provided some tangible solutions for future focused outcomes for Māori language that were well received by the panel.

Our first totally online te reo Māori programme was designed and developed in partnership with Auckland University of Technology to be implemented across Aotearoa in 2011.

06 MĀORI RESPONSIVENESS STRATEGY TE RAUTAKI URUPARE KI NGĀ AKONGA MAORI


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07 Ministry of Education’s Resourcing Notice 2010 defines the resourcing entitlement for Te Kura for the 2010 school year

and establishes the processes for the school to access this funding.The resourcing provided is for early childhood and years 1–13 students eligible under the school’s gazetted 2010 enrolment policy to receive government funding. The required outputs consist of direct service provision for those students.

In terms of the 2010 Resourcing Schedule, the services comprise: > Early childhood education > Full-time education services to years 1–13 students > Curriculum services for years 1–13 dual-enrolled students > Supplementary 0.1/0.2 services for full-time, years 1–13, ORRS-verified students > On-payment of the supervisors’ allowance to eligible supervisors of the school’s full-time students.

The school’s report against these targets is presented below.

OUTPUTS PERFORMANCE TARGETS SERVICE DELIVERED

1. Early childhood education

Deliver early childhood education to pre-school students

Te Whāriki programmes delivered to:

949 early childhood students, of whom 193 (20%) were Māori

2. Years 1–13 full-time education services

Deliver full-time education services to years 1–8 students

Programmes required by the National Education Guidelines, the New Zealand Curriculum Framework and the school curriculum delivered to:

897 full-time primary students, of whom

630 (70%) were access enrolments

263 (29%) were referral enrolments

231 (26%) were Māori

263 (29%) were at risk of not achieving their potential

Deliver full-time education services to years 9–13 students


3210 full-time secondary students, of whom

1006 (31%) were access enrolments

2203 (69%) were referral enrolments



8105 adult enrolments, of whom

5206 (64%) were young adult enrolments

07 STATEMENT OF SERVICE PERFORMANCETE TAUAKI WHAKATUTUKITANGA RATONGA

TE TAUAKI WHAKATUTUKITANGA RATONGA

STATEMENT OF SERVICE PERFORMANCE



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3. Years 1–13 dual enrolment education services

Deliver dual enrolment curriculum services to years 1–8 students


1000 years 1–8 students enrolled at other primary schools, of whom


152 (15%) were gifted and talented

100 (10%) were enrolled at a Health School

7 (1%) were enrolled for technology courses

39 (4%) were enrolled to maintain/gain qualifications in te reo Māori

Deliver dual enrolment curriculum services to years 9–13 students


10748 years 9–13 students enrolled at other secondary schools, of whom



74 (1%) were gifted

832 (8%) were enrolled at a Health School

4. Years 1–13, 0.1/0.2 ORRS supplement

Deliver supplementary 0.1/0.2 services for full-time years 1–13 ORRS-verified students

Supplementary services delivered to:

104 ORRS-verified students

Breakdown of year levels of students:

Years 1–8 = 39

Years 9–13 = 52

Years 14+ = 13

(Years 14 and 15 accommodate students who remain on the special education roll until the age of 21.)

Access to additional teacher assistance was provided for 71 of these students:

• 45 with high needs (0.1) and

• 26 with very high needs (0.2),

while teacher aide support was provided for 65 students.


5. On-payment of the supervisors’ allowance to eligible supervisors of the school’s full-time students

Make on-payments and reconciliations that are correct, to time and within agreed criteria.

Provide to the Ministry a verified student roll and supervisor eligibility return. The June payment can be against a projected roll and eligibility return. The December return must fully reconcile projected and actual results for that school year.

The school paid the supervisors’ allowance to supervisors on behalf of the Ministry.

2010 2009

PaymentsCosts ($000)

PaymentsCosts ($000)

June 1984 730 1866 685

December 1972 727 2167 798

Total 3956 1457 4033 1483

In addition, four payments (totalling ca $1,300) for 2009 supervision were made in 2010, and 606 payments (totalling ca $218,000) for 2009 supervision were reversed in 2010.

Forecast and reports provided to the Ministry as required.

07 STATEMENT OF SERVICE PERFORMANCE


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08


2010 Te Kura continued to focus its achievement towards improving student presence, engagement and achievement. The report that follows measures our performance against the strategic goals within our Charter and Annual Plan. The activities and measures contributing to these goals are summarised below.

STUDENT ACHIEVEMENT

Unfortunately we are unable to report our student achievement results for 2010 because this information was still being analysed at the time of publication. A full analysis of our achievement results will be published on the school's website as soon as it is available.

STUDENT PRESENCE

The school’s focus on improving student presence during 2010 has ensured that students are enrolled promptly and are able to start their learning as soon as is practicable. Continual refinement to our enrolment processing has resulted in increased numbers of students being enrolled according to set targets. We are pleased to report that 90% of students were enrolled within 10 working days, a 6% increase on results reported in 2009.

We also included a new performance measure for 2010 to track the time span for dispatching learning resources to students once their enrolment had been processed. We are pleased to report that our Student Resource Centre dispatched 94% of learning resources within five working days of receipt of orders, which is higher than the initial standard set of 93%.

We will continue to work on streamlining our processes to ensure that our students are ready and able to commence their learning as quickly as possible.

STUDENT ENGAGEMENT

We continued with the progression of the school’s e-learning strategy and the implementation of our new Online Teaching and Learning Environment (OTLE). To support this, the focus during 2010 was on rewriting teaching and learning resources for online delivery and staff training and testing of the new teaching and learning environment ready for the start of 2011.

We deferred running the student engagement survey during 2010 to review how we could best measure student engagement levels. In 2011 we plan to have new reports available through the new Student Management System which will provide richer data for tracking engagement levels throughout the year and not just at one point in time.

CAPABILITY MANAGEMENT

Te Kura met all compliance and audit requirements, and has operated within budget limits for 2010.The teacher professional development programme was completed during 2010 with priorities around National

Standards (covering literacy and numeracy for years 1 to 8), Information and Communications Technology (ICT), and the Māori Responsiveness Strategy.

The engagement levels of staff did not show an increase in 2010 compared to 2009 as seen in the results from the staff engagement survey. As a result, a greater focus will be given to team action planning during 2011 to improve engagement levels.

08 ACHIEVEMENTSNGĀ MAHI KUA OTI

NGĀ MAHI KUA OTI

ACHIEVEMENTS


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Student achievement: Students achieve their educational and personal goals, enabling them to participate effectively as members of their communities.

KEY PERFORMANCE MEASURES FOR 2010

STANDARD 2010

OUTCOME EXPLANATIONALL

STUDENTS MĀORI NON-MĀORI

1. An increase in the percentage of all full-time students in years 1 to 10 achieving at or above the expected curriculum levels in literacy.

2% increase

3% increase

2% increase

Information not available at the time of publication.

A full analysis of student achievement for 2010 will be published on the school's website.

2. An increase in the percentage of all full-time students in years 1 to 10 achieving at or above the expected curriculum levels in numeracy.

2% increase

3% increase

2% increase



3. Increase in the average number of NCEA credits gained by years 11 to 13 full-time secondary students and young adults enrolled in four or more NCEA courses.

2% increase

3% increase

2% increase



4. Decrease in the percentage of years 11 to 13 full-time secondary students leaving Te Kura, as their last school, with no qualifications (excluding young adults).

2% decrease

3% decrease

2% decrease



5. Increase in the percentage of year 11 full-time secondary students achieving 8 or more NCEA level 1 numeracy credits.

2% increase

3% increase

2% increase



6. Increase in the percentage of year 11 full-time secondary students achieving 8 or more NCEA level 1 literacy credits.

2% increase

3% increase

2% increase



7. Increase in the percentage of full-time secondary students and young adults achieving NCEA levels 1, 2 and 3 compared to 2009.

2% increase

3% increase

2% increase



Student presence: Students are ready and able to learn and have personalised learning programmes that reflect their goals, aspirations and context.


STANDARD 2010



8. Enrolments are processed as quickly as possible.

82% of all students are enrolled within 10 working days of receipt of enrolment documents

Achieved

90% of all enrolments were approved and processed within 10 working days.

9. Revised student education programme (SEP) policies and procedures are in place.

In place by the end of Term 2, 2010 Partially achieved Reviews of the Personalising Learning policy and the Student Education Plan policy were extended until July 2011 to allow further alignment with development work underway to implement authentic learning.

10. Students’ learning resources are dispatched within 5 working days of being ordered.

93% of orders Achieved

94% of orders were dispatched within 5 working days of receipt.

11. An improvement in the return rate of asTTle tests.

10% increase Not achieved

The percentage has gone down by between 1% and 3%.

12. The percentage of dual-enrolling schools and learning centres reporting confidence in the working relationship established via the SLA signed with Te Kura.

At least 70% of responding schools Achieved

77% of dual-enrolling schools responding to the survey reported confidence in the working relationship with Te Kura.

13. The percentage of dual-enrolling schools and learning centres reporting confidence that Te Kura has effective and efficient systems and processes for enrolling their students in courses appropriate to the students’ learning needs.


80% of dual-enrolling schools responding to the survey reported confidence in the enrolment system and that students were enrolled in courses appropriate to their needs.

08 ACHIEVEMENTS

STRATEGIC GOAL STRATEGIC GOAL


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Student engagement: Students are positively engaged in their learning and feel connected to, and supported by, Te Kura and their own communities.


STANDARD 2010



14. An increase in the response rate of supervisors to the student engagement survey.

4% increase

4% increase

4% increase

Deferred until 2011 The school has reviewed how it measures student engagement and from 2011, existing data and reports will be used to track levels of student engagement.

15. An increase in the engagement levels of supervisors as measured by the student engagement survey.

4% increase

4% increase

4% increase

The student engagement survey was not run in 2010 and is under review.

16. An increase in the response rate of students to the student engagement survey.

4% increase

4% increase

4% increase


17. An increase in the engagement levels of students as measured by the student engagement survey.

3% increase

4% increase

3% increase


18. An increase over baseline in the number of students retained for half a year or longer, other than those who return to a face-to-face school.

3% increase

3% increase

3% increase

Partially achieved

84% of full-time students remained engaged. This was a slight increase of 0.1% against 2009.

Nearly 80% of full-time Māori students remained engaged. This was a decrease of 2.2% against 2009.

86% of full-time non-Māori students remained engaged. This was a 2% increase against 2009.

These calculations include students who enrolled after July but who were still enrolled at the end of the year, and any full-time students who withdrew as full-time students but re-enrolled as young adults.


STANDARD 2010



19. The percentage of dual-enrolling schools and learning centres that report familiarity with and support for the respective responsibilities of the host school and Te Kura, and report satisfaction with the progress of their students’ Te Kura-provided learning.


74% of dual-enrolling schools responding to the survey reported familiarity with the respective responsibilities of Te Kura and the school.

72% of dual-enrolling schools responding to the survey reported satisfaction with their students’ progress with Te Kura.

20. The percentage of dual-enrolling schools and learning centres that initiate contact with the Te Kura teachers of their students to an approved Te Kura level.


85% of dual-enrolling schools responding to the survey initiate contact to an approved Te Kura level.

21. The percentage of Te Kura teachers of dual-enrolled students that report satisfaction with the level of host school-initiated contact about the progress of their students’ learning.

At least 70% of responding teachers Largely achieved

69% of Te Kura teachers of dual-enrolled students reported satisfaction with the level of host school-initiated contact about the progress of their students’ learning.

22. An increase in the percentage of full-time secondary students eligible to achieve NCEA level 1 at year 11.

2% increase

3% increase

2% increase




2% increase

3% increase

2% increase




2% increase

3% increase

2% increase



25. A greater number of students participate in e-learning, following the implementation of the Online Teaching and Learning Environment (OTLE).

An increase in the number of students participating in online learning is reported during 2010.

Not applicable The Online Teaching and Learning Environment (OTLE) went live in January 2011.

08 ACHIEVEMENTS

STRATEGIC GOAL


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STANDARD 2010 PROGRESS STATUS EXPLANATION

26. A whole of school professional development (PD) plan 2010–2012, targeting teaching and professional development resources to support literacy and numeracy excellence, is finalised.

Meeting the requirements for reporting literacy and numeracy progress for years 1 to 8

Achieved

The teacher professional development programme for reporting literacy and numeracy progress of years 1 to 8 students was conducted throughout 2010.

27. Evaluations of professional development show that staff have found the professional development opportunities to be useful and relevant to improving teaching quality.

Professional development validation surveys return an average score of 3 (out of 5) or better

Achieved

Validation surveys returned an average score range of 3.12–3.60 out of 5.

28. The coverage and frequency of training of the Navision financial system is widened.

Evaluation of the training programmes seeking an average score of 3 (out of 5) or better on surveys returned

Achieved

The Navision training was widened to deliver one-on-one training sessions during 2010.

Due to the ad-hoc nature of the training delivery, surveys were not used to evaluate the training.

29. An improvement in response rate to the staff engagement survey.

3% increase Not achieved

84% of staff responded to the Gallup survey compared with 85% in 2009.

Although the target was not achieved the response rate remains high. Additional efforts are being made to lift the response rate in 2011.

30. An improvement in engagement levels by Te Kura staff as represented through the staff engagement survey Grand Mean result and percentile rating across other New Zealand state sector organisations.

1.5% increase in the school’s Grand Mean score

6% increase in the school’s percentile ranking against other New Zealand state sector organisations

Not achieved

The school’s Employee Engagement Grand Mean score for 2010 was 3.64 compared with 3.66 in 2009.

A comparison with Gallup’s worldwide educational services database revealed Te Kura ranking in the 25th percentile compared with the 33rd percentile in 2009.

An education sector database was considered more relevant and comparable to Te Kura.

31. Te Kura achieves its operating and capital budget targets within variance acceptable to the CE and Board.

Each wahanga will operate within its approved budget

Achieved

Te Kura has operated well within its budget limits for 2010.


STANDARD 2010 PROGRESS STATUS EXPLANATION

32. Te Kura assets are well-managed and updated according to the replacement cycle.

The asset replacement policy is adhered to

Achieved

The asset replacement policy was adhered to.

33. Enrolment Services is sufficiently resourced to answer all calls successfully; with abandonment level no greater than 3%.

Report on ring time, response time, waiting time, abandonment level and other relevant indicators quarterly to Board

Achieved

The Board received quarterly reports on response rates to calls; with an abandonment rate of 1% recorded.

34. Te Kura will comply with all statutory, regulatory and audit requirements and the school’s policies and procedures.

Te Kura receives an ‘unqualified opinion’ from Audit NZ. No incidents of imprudence or non-compliance with legislation arise that may compromise the Board or stakeholders

Achieved

35. All staff Performance Development and Achievement (PDA) plans will be in place, reviewed and completed in accordance with PDA procedures.

All PDAs completed by the end of the school year

Achieved

CAPABILITY MANAGEMENT

08 ACHIEVEMENTS


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NGĀ PURONGO PUTEA

FINANCIAL STATEMENTS

9a STATEMENT OF RESPONSIBILITY 31

9b STATEMENT OF COMPREHENSIVE INCOME 32

9c STATEMENT OF FINANCIAL POSITION 33

9d STATEMENT OF CHANGES IN EQUITY 34

9e STATEMENT OF CASH FLOWS 35

9f STATEMENT OF COMMITMENTS 36

9g STATEMENT OF CONTINGENT 37 LIABILITIES AND CONTINGENT ASSETS

9h NOTES TO THE FINANCIAL STATEMENTS 38

9i AUDIT REPORT 65

CONTENTS


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9a STATEMENT OF RESPONSIBILITYFOR THE YEAR ENDED 31 DECEMBER 2010

NOTES 2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

REVENUE

Government Funding 43,629 44,284 41,775

Government Funded Initiatives 3 2,873 2,700 2,778

Tuition Fees 649 700 618

Finance Income 4 488 400 821

Donations 76 0 60

Miscellaneous 970 802 803

TOTAL REVENUE 48,685 48,886 46,855

EXPENDITURE

Personnel 5 37,361 37,181 32,927

Operating Costs 6 11,989 12,374 10,992

Finance Costs 4 19 30 5

Depreciation and Amortisation 21, 22 1,733 1,956 1,240

(Gain) on Sale of Assets 13 (2) 0 (3)

TOTAL EXPENDITURE 51,100 51,541 45,161

NET (DEFICIT)/SURPLUS FOR THE YEAR (2,415) (2,655) 1,694

Other Comprehensive Income 0 0 0

TOTAL COMPREHENSIVE INCOME FOR THE YEAR:

(2,415) (2,655) 1,694

9b STATEMENT OF COMPREHENSIVE INCOMEFOR THE YEAR ENDED 31 DECEMBER 2010

09 NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2010 CHAIR’S REPORT | CHIEF EXECUTIVE’S REPORT | GOVERNANCE | OUR STUDENTS & COMMUNITY | STRATEGIC CONTEXT | MĀORI RESPONSIVENESS STRATEGY | STATEMENT OF SERVICE PERFORMANCE | ACHIEVEMENTS | FINANCIAL STATEMENTS

The Statement of Accounting Policies and Notes to the Financial Statements on pages 38 to 64 form part of and are to be read in conjunction with the Financial Statements.

are the financial statements of Te Aho o Te Kura Pounamu (Te Kura) for the year ended 31 December 2010. These are prepared in accordance with the requirements set out in section 87 of the Education Act 1989 and in section 155 of the Crown Entities Act 2004.

The Chief Executive Officer and the School's Board of Trustees accept responsibility for the preparation of the annual financial statements and the judgements used.

The Board and Management accept responsibility for establishing and maintaining systems of internal control designed to provide reasonable assurance as to the integrity and reliability of the financial reporting of Te Kura.

In the opinion of the Board and Management, the annual financial statements for the financial year fairly reflect the financial position and operations of Te Kura.

The financial statements have been authorised for issue by:

PATRICIA MCKELVEYCHAIR6 April 2011

MIKE HOLLINGSCHIEF EXECUTIVE OFFICER6 April 2011


A N N U A L R E P O RT 2 0 1 0 3 4


2010 BUDGET $000

2009 ACTUAL $000

Retained Earnings 15,139 15,185 17,554

Other Reserves 60 60 60

TOTAL EQUITY 15,199 15,245 17,614

Represented by:

CURRENT ASSETS

Cash and Cash Equivalents 14 6,639 2,632 1,301

Inventory Held for Distribution 1,250 1,345 1,345

Prepayments 440 395 395

GST Receivable 66 (0) 344

Other Financial Assets 15 0 0 10,549

Accounts Receivable 16 1,427 868 878

TOTAL CURRENT ASSETS 9,822 5,240 14,812

CURRENT LIABILITIES

Creditors and Other Payables 17 3,934 2,612 3,046

Employee Entitlements 19 2,714 1,640 1,786

Revenue in Advance 63 111 111

Provisions 18 482 347 347

TOTAL CURRENT LIABILITIES 7,193 4,710 5,290

WORKING CAPITAL 2,629 530 9,522

NON-CURRENT ASSETS

Fixed Assets and Work in Progress 21 5,810 8,248 5,767

Intangible Assets and Work in Progress 22 7,125 6,873 2,732

TOTAL NON-CURRENT ASSETS 12,935 15,121 8,499

NON-CURRENT LIABILITIES

Employee Entitlements 19 170 170 170

Provisions 18 195 237 237

TOTAL NON-CURRENT LIABILITIES 365 407 407

NET ASSETS 15,199 15,245 17,614

9c STATEMENT OF FINANCIAL POSITIONAS AT 31 DECEMBER 2010


2010 BUDGET $000

2009 ACTUAL $000

EQUITY AT THE START OF THE YEAR

Restricted Reserve 50 50 50

Asset Revaluation Reserve 10 10 10

Retained Earnings 17,554 17,840 15,860

17,614 17,900 15,920

ADD

Total Comprehensive Income for the year (2,415) (2,655) 1,694

EQUITY AT THE END OF THE YEAR 24 15,199 15,245 17,614

Equity includes an asset revaluation reserve of $10,000 (2009: $10,000). This balance is attributable to art works held by Te Kura which were revalued in 2010. This did not result in a change to the asset revaluation reserve.

9d STATEMENT OF CHANGES IN EQUITYFOR THE YEAR ENDED 31 DECEMBER 2010





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2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

CASH FLOWS FROM OPERATING ACTIVITIES

Cash was provided from:

Government Funding 47,988 47,786 46,291

Fees and Charges 573 700 554

Miscellaneous 178 78 150

Interest 488 400 822

49,227 48,964 47,817

Cash was applied to:

Payments to Employees (34,986) (34,152) (31,246)

Payments to Suppliers (13,666) (15,412) (11,969)

Net GST paid * 277 275 (260)

(48,375) (49,288) (43,475)

NET CASH INFLOW FROM OPERATING ACTIVITIES (NOTE 25) 852 (324) 4,342

CASH FLOWS FROM INVESTING ACTIVITIES

Cash was provided from:

Receipts from Sale of Investments ** 24,319 0 20,649

Proceeds from Sale of Assets 4 0 42

24,323 0 20,691

Cash was applied to:

Purchase of Assets (2,826) (5,253) (2,394)

Purchase of Intangible Assets (1,526) 0 (10)

Acquisition of Investments ** (13,770) 0 (23,549)

Work in Progress (1,715) (3,641) (3,451)

(19,837) (8,894) (29,404)

NET CASH OUTFLOW FROM INVESTING ACTIVITIES 4,486 (8,894) (8,713)

NET INCREASE/(DECREASE) IN CASH HELD 5,338 (9,218) (4,371)

Add cash and cash equivalents at the beginning of the year 1,301 11,850 5,672

CASH AND CASH EQUIVALENTS AT THE END OF THE YEAR 6,639 2,632 1,301

* The Net GST paid component of operating activities reflects the net GST paid and received with the Inland Revenue Department. The net GST paid component has been presented on a net basis, as the gross amounts do not provide meaningful information for financial statement purposes.** The Acquisition and Receipts from Sale of Investments reflects the reinvestment of term deposits with trading banks.

9e STATEMENT OF CASH FLOWSFOR THE YEAR ENDED 31 DECEMBER 2010

2010 ACTUAL $000

2009 ACTUAL $000

Property lease commitments:

Not later than one year 957 1,145

Later than two years and not later than five years 742 1,412

Later than five years 874 238

TOTAL 2,573 2,795

2010 ACTUAL $000

2009 ACTUAL $000

Equipment lease commitments:

Not later than one year 39 64

Later than two years and not later than five years 0 7

Later than five years 0 0

Total 39 71

9f STATEMENT OF COMMITMENTSAS AT 31 DECEMBER 2010





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9h NOTES TO THE FINANCIAL STATEMENTSFOR THE YEAR ENDED 31 DECEMBER 2010

2010 ACTUAL $000

2009 ACTUAL $000

0 0

Total contingent liabilities 0 0

9g STATEMENT OF CONTINGENT LIABILITIESAS AT 31 DECEMBER 2010

9g STATEMENT OF CONTINGENT ASSETSAS AT 31 DECEMBER 2010

01. GENERAL INFORMATION

Te Aho o Te Kura Pounamu (Te Kura) is a New Zealand domiciled state school within the meaning ascribed to that term by the Education Act 1989 (the Act).

The reporting entity is that entity known as Te Aho o Te Kura Pounamu, identified by the Te Kura School Charter and governed by the Te Kura Board of Trustees, and includes all activities carried out in the name of Te Kura.

Te Kura changed its logo and branding of its Māori name to Te Aho o Te Kura Pounamu. The Secretary of Education gave his formal consent to the name change and the Board passed a resolution confirming the name change.

The primary objective of Te Kura is to provide services to the community for social benefit rather than making a financial return. Accordingly, Te Kura has designated itself as a public benefit entity for the purposes of New Zealand equivalents to International Financial Reporting Standards (NZ IFRS).

The financial statements of Te Kura are for the year ended 31 December 2010. The financial statements were authorised for issue by the Board of Trustees on 6 April 2011.

02. SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES

(A) STATEMENT OF COMPLIANCEThese financial statements have been prepared in accordance with Generally Accepted Accounting Practice in New Zealand (NZ GAAP). They comply with NZIFRS and other applicable Financial Reporting Standards as appropriate for public benefit entities.

(B) BASIS OF PREPARATIONThe financial statements have been prepared on the historical cost basis modified by the revaluation of artworks and certain financial instruments. Accounting policies are selected and applied in a manner which ensures that the resulting financial information satisfies the concepts of relevance and reliability, thereby ensuring that the substance of the underlying transactions or other events is reported.

The financial statements are presented in New Zealand dollars and all values are rounded to the nearest thousand dollars ($000). The functional currency of Te Kura is New Zealand dollars.

Foreign currency transactions are translated into the functional currency using the exchange rates prevailing at the dates of the transactions. Foreign exchange gains and losses resulting from the settlement of such transactions are recognised in the Statement of Comprehensive Income.

(C) REVENUE RECOGNITIONRevenue is measured at the fair value of the consideration received or receivable.

> Donations and other gratuitiesDonations and other gratuities are recognised as revenue at the point when Te Kura formally acknowledges receipt. Revenue is measured at the fair value of consideration received.

> Government fundingTe Kura receives Government grants to supply education services to eligible students. Revenue is recognised as the services are delivered to students based on either the number of students on the roll for each funding period or specific service delivery. Revenue is measured at the fair value of consideration received.

> InterestInterest income is accrued using the effective interest rate method. The effective interest rate exactly discounts estimated future cash receipts through the expected life of the financial asset to that asset’s net carrying amount. The method applies this rate to the principal outstanding to determine interest income each period.

> Tuition feesTuition fees are received from students who are ineligible for Government funding for the supply of education services. Revenue is recognised at the point of student enrolment unless the enrolment is for the following year. Revenue is measured at the fair value of consideration received.

(D) INCOME TAXThe Income Tax Act states that public authorities, including schools, are exempt from income tax. Accordingly, no charge for income tax has been provided for.

(E) LEASESAll leases held by Te Kura are operating leases.

Operating leases, where the lessor substantially retains the risks and rewards of ownership, are recognised in a systematic manner over the term of the lease. Leasehold improvements are capitalised and the cost is amortised over the unexpired period of the lease or the estimated useful life of the improvements, whichever is shorter.

Lease payments under an operating lease are recognised as an expense on a straight line basis over the term of the lease.


2010 ACTUAL $000

2009 ACTUAL $000

0 0

Total contingent assets 0 0



A N N U A L R E P O RT 2 0 1 0 4 0

(F) FINANCIAL INSTRUMENTSFinancial assets and financial liabilities are initially measured at fair value plus transaction costs unless they are carried at fair value through profit or loss in which case the transaction costs are recognised in the Statement of Comprehensive Income.

Purchases and sales of investments are recognised on trade-date, the date on which Te Kura commits to purchase or sell the asset. Financial assets are derecognised when the rights to receive cash flows from the financial assets have expired or have been transferred and Te Kura has transferred substantially all the risks and rewards of ownership. All financial assets held by Te Kura have been categorised as Loans and Receivables.

At each balance date Te Kura assesses whether there is any objective evidence that a financial asset or group of financial assets is impaired. Financial assets are impaired where there is objective evidence that as a result of one or more events that occurred after the initial recognition of the financial asset the estimated future cash flows of the investment have been impacted. The carrying amount of the financial asset is reduced by the impairment loss directly for all financial assets with the exception of trade receivables where the carrying amount is reduced through the use of an allowance account.

(G) CASH AND CASH EQUIVALENTSCash and cash equivalents include cash in hand, cash in transit, bank accounts and deposits held at call with banks with a maturity of no more than three months as at 31 December 2010.

(H) OTHER FINANCIAL ASSETSOther financial assets include deposits held at call with banks with a maturity longer than three months as at 31 December 2010.

(I) LOANS AND OTHER RECEIVABLESLoans and receivables are non-derivative financial assets with fixed or determinable payments that are not quoted in an active market. Loans and receivables are initially measured at fair value plus transaction costs. They are subsequently measured at amortised cost using the effective interest rate method, less any provision for impairment.

Loans and receivables issued with a duration of less than 12 months are recognised at their nominal value, unless the effect of discounting is material.

A provision for estimated irrecoverable amounts is recognised when there is objective evidence that the asset is impaired. The amount of the provision is the difference between the asset’s carrying amount and the present value of estimated future cash flows, discounted using the effective interest method. Impairment losses are recognised in the Statement of Comprehensive Income.

(J) INVENTORIESInventories held for distribution, or consumption in the provision of services, that are not issued on a commercial basis are measured at cost adjusted when applicable for any loss of service potential.

Loss of service potential is recognised in the Statement of Comprehensive Income in the period when the write down occurs.

(K) PROPERTY, PLANT AND EQUIPMENTItems of property, plant and equipment are initially recorded at cost. This includes the make good provision. Te Kura has estimated the cost of reinstatement of the leased buildings at the time the lease expires and discounted back to the present value. These have been classified as Make Good – Leasehold Improvements in Note 21.

Any equipment or furniture with a cost value less than $2,000 is treated as expenditure rather than as an item of property, plant and equipment. The value of an individual asset less than $2,000 which is part of a group of similar assets is capitalised.

> AdditionsThe cost of an item of property, plant and equipment is recognised as an asset if, and only if, it is probable that future economic benefits or service potential associated with the item will flow to Te Kura and the cost of the item can be measured reliably.

In most instances, an item of property, plant and equipment is recognised at its cost. Where an asset is acquired for nil or nominal cost it is recognised at fair value as at the date of acquisition.

> DisposalsGains and losses on disposals are determined by comparing the proceeds with the carrying amount of the asset. Gains and losses on disposals are included in the Statement of Comprehensive Income. When revalued assets are sold, the amounts included in asset revaluation reserves in respect of those assets are transferred to retained earnings.

> Subsequent costsCosts incurred subsequent to initial acquisition are capitalised only when it is probable that future economic benefits or service potential associated with the item will flow to Te Kura and the cost of the item can be measured reliably.

> RevaluationArt work is recorded at fair value based on the current market. A valuation is carried out every five years. The appropriateness of the valuation is assessed on an annual basis.

All other classes of property, plant and equipment are recorded at cost, less accumulated depreciation and accumulated impairment losses.

Classes of property, plant and equipment that are revalued are revalued at least every five years or whenever the carrying amount differs materially to fair value. Revaluation is based on the fair value of the asset, with changes reported by class of asset. Unrealised gains and losses arising from changes in the value of property, plant and equipment are recognised as at balance date. To the extent that a gain reverses a loss previously charged to the Statement of Comprehensive Income for the asset class, the gain is credited to the Statement of Comprehensive Income. Otherwise, gains are credited to an asset revaluation reserve for that class of asset. To the extent that there is a balance in the asset revaluation reserve for the asset class any loss is debited to the reserve. Otherwise losses are reported in the Statement of Comprehensive Income.

> DepreciationDepreciation is charged on a straight-line basis at rates calculated to allocate the cost or valuation of an item of property, plant and equipment, less any estimated residual value, over its estimated useful life. Typically, the estimated useful lives of different classes of property, plant and equipment are as follows:

Information and Communications Technology Equipment 3–5 yearsEducation resources 5 yearsLibrary materials 5 yearsFurniture and fittings 5 yearsLeasehold improvements 5 yearsMotor vehicles 5 yearsPlant and equipment 10 years

Make Good – Leasehold improvements are depreciated over the unexpired period of the lease or the estimated remaining useful lives of the improvements, whichever is shorter.

The residual value and useful life of an asset is reviewed, and adjusted if applicable, at each financial year-end.

Capital work in progress and art works are not depreciated.

(L) INTANGIBLE ASSETS (SOFTWARE)Intangible assets are initially recorded at cost. The cost of an internally generated intangible asset represents direct costs incurred in the development phase of the asset only. The development phase occurs after the following can be demonstrated: technical feasibility; ability to complete asset; intention and ability to sell or use; and development expenditure can be reliably measured.

Acquired computer software licences are capitalised on the basis of the costs incurred to acquire and bring to use the specific software.

Intangible assets with finite lives are subsequently recorded at cost less any amortisation and impairment losses. Amortisation is charged to the Statement of Comprehensive Income on a straight-line basis over the useful life of the asset.

> AmortisationIntangible assets are amortised on a straight line basis at rates calculated to allocate the cost or valuation of the asset, less any estimated residual value, over its estimated useful life. Typically, the estimated useful lives of different classes of intangible asset are as follows:

Intangible assets (internally generated – finite life) 3–10 yearsIntangible assets (externally acquired – finite life) 3–5 years

(M) IMPAIRMENT OF NON-FINANCIAL ASSETSAssets that have a finite useful life are reviewed for impairment whenever events or changes in circumstances indicate that the carrying amount may not be recoverable. An impairment loss is recognised for the amount by which the asset’s carrying amount exceeds its recoverable amount. The recoverable amount is the higher of an asset’s fair value less costs to sell and value in use.

Value in use is the depreciated replacement cost for an asset where the future economic benefits or service potential of the asset are not primarily dependent on the asset’s ability to generate net cash inflows and where the entity would, if deprived of the asset, replace its remaining future economic benefits or service potential.

The value in use for cash-generating assets is the present value of expected future cash flows.

If an asset’s carrying amount exceeds its recoverable amount the asset is impaired and the carrying amount is written down to the recoverable amount. For revalued assets the impairment loss is recognised against the revaluation reserve for that class of asset.

Where that results in a debit balance in the revaluation reserve, the balance is recognised in the Statement of Comprehensive Income.

For assets not carried at a revalued amount, the total impairment loss is recognised in the Statement of Comprehensive Income.

The reversal of an impairment loss on a revalued asset is credited to the revaluation reserve. However, to the extent that an impairment loss for that class of asset was previously recognised in the Statement of Comprehensive Income, a reversal of the impairment loss is also recognised in the Statement of Comprehensive Income.

For assets not carried at a revalued amount (other than goodwill) the reversal of an impairment loss is recognised in the Statement of Comprehensive Income.



A N N U A L R E P O RT 2 0 1 0 4 2

(N) CREDITORS AND OTHER PAYABLESCreditors and other payables are initially measured at fair value and subsequently measured at amortised cost using the effective interest method.

(O) EMPLOYEE ENTITLEMENTS > Short term employee entitlements

Employee entitlements to be settled within 12 months are reported at the amount expected to be paid. These are measured at nominal values based on accrued entitlements at current rates of pay.

These include salaries and wages accrued up to balance date, annual leave earned to, but not yet taken at balance date, and retiring and long service leave entitlements expected to be settled within 12 months. These benefits are recognised in the Statement of Comprehensive Income when they accrue to employees.

> Long term employee entitlementsThe liability for long-term employee entitlements such as long service leave and retiring leave is reported as the present value of the estimated future cash outflow. The calculations are based on: likely future entitlements accruing to staff, based on years of service, years to entitlement, the likelihood that staff will reach the point of entitlement, and contractual entitlements information; and the present value of the estimated future cash flows.

(P) SUPERANNUATION SCHEMES > Defined contribution schemes

Obligations for contributions to defined contribution superannuation schemes are recognised as an expense in the Statement of Comprehensive Income.

> Defined benefit schemesTe Kura does not operate any defined benefit superannuation schemes.

(Q) PROVISIONSTe Kura recognises a provision for future expenditure of uncertain amount or timing when there is a present obligation (either legal or constructive) as a result of a past event, it is probable that expenditures will be required to settle the obligation and a reliable estimate can be made of the amount of the obligation. Provisions are not recognised for future operating losses.

> Reinstatement provisionTe Kura has entered into lease agreements for various properties which require the school, at the completion of the lease, to return the building to the same condition as when the lease was first signed. The liability for the reinstatement provision is based on reasonable estimates of expenditure required to reinstate the premises. The other side of the provision has created an asset called Make Good – Leasehold Improvements refer to 2 (k).

> Merit performance provisionTe Kura reviews salaries and performance of all employees at the end of December. Recommendations are put forward to a Moderation panel for consideration. The liability for the merit provision is based on reasonable estimates of likely payments.

Other liabilities and provisions are recorded at the best estimate of the expenditure required to settle the obligation. Liabilities and provisions to be settled beyond 12 months are recorded at their present value.

(R) GOODS AND SERVICES TAX (GST)All items in the financial statements are stated exclusive of GST, except for receivables and payables, which are stated on a GST inclusive basis. Where GST is not recoverable as input tax then it is recognised as part of the related asset or expense.

The net amount of GST recoverable from, or payable to, the Inland Revenue Department (IRD) is included as part of receivables or payables in the Statement of Financial Position.

The net GST paid to, or received from the IRD, including the GST relating to investing and financing activities, is classified as an operating cash flow in the Statement of Cash Flows.

Commitments and contingencies are disclosed exclusive of GST.

(S) BUDGET FIGURESThe budget figures are those approved by the Board of Trustees at the beginning of the year. The budget figures have been prepared in accordance with NZ GAAP, using accounting policies that are consistent with those adopted by Te Kura for the preparation of the financial statements.

(T) CRITICAL ACCOUNTING ESTIMATES AND ASSUMPTIONS

In preparing these financial statements Te Kura has made estimates and assumptions concerning the future. These estimates and assumptions may differ from the subsequent actual results. Estimates and judgements are continually evaluated and are based on historical experience and other factors, including expectations or future events that are believed to be reasonable under the circumstances.

The following are the judgements and estimates that Te Kura has made in the process of applying the entity’s accounting policies and that have the most significant effect on the amounts recognised in the financial statements:

> Lease restatement provision: as described in Note 18 Te Kura has recognised a liability for the reinstatement provision based on reasonable estimates of expenditure required to reinstate the premises. > Useful lives of property, plant and equipment and intangible

assets: As described in Note 2 (k) and 2 (l) Te Kura reviews the estimated useful lives of property, plant and equipment at the end of each annual reporting period.

(U) CRITICAL JUDGEMENTS IN APPLYING ACCOUNTING POLICIES OF TE KURA

Te Kura must exercise judgement when recognising grant income to determine if conditions of the letter of resourcing from the Ministry of Education have been satisfied. This judgement will be based on student enrolment and engagement data from the student management database.

(V) CONTINGENT ASSETS AND CONTINGENT LIABILITIESContingent assets and contingent liabilities are recorded in the Statement of Contingent Assets and Contingent Liabilities at the point at which the contingency is evident. Contingent liabilities are disclosed if the possibility that they will crystallise is not remote. Contingent assets are disclosed if it is probable that the benefits will be realised.

(W) NOTIONAL LEASETe Kura uses the Portland Crescent property which is owned by the Ministry of Education (MoE). MoE have advised that the notional revenue and the notional expense are to be recorded in the financial statements. The fair value assessment has been made by the Ministry of Education.

(X) STANDARDS AND INTERPRETATION ISSUED AND NOT YET ADOPTED

At the date of authorisation of these financial statements the following Standards and Interpretations, including those Standards or Interpretations issued by the International Accounting Standards Board (IASB) or International Financial Reporting Interpretations Committee (IFRIC) where an equivalent New Zealand Standard or Interpretation has not been approved, were in issue but not yet effective.

NAME EFFECTIVE FOR ANNUAL REPORTING PERIODS BEGINNING ON OR AFTER:

NZ IFRS 9 Financial Instruments

1 January 2013

NZ IAS 24 Related Party Disclosures (2009)

1 January 2011

Te Kura expects to adopt the above Standards and Interpretations in the period in which they become mandatory. Te Kura anticipates that the above Standards and Interpretations will have no material impact on the financial statements of Te Kura in the period of initial application.

There are no other standards and interpretations issued but not yet adopted that are expected to have an impact on Te Kura.

(Y) CHANGES IN ACCOUNTING POLICIESThere have been no other changes to accounting policies.



A N N U A L R E P O RT 2 0 1 0 4 4

03. GOVERNMENT FUNDED INITIATIVES

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

PAYMENTS TO SUPERVISORS

Revenue 1,295 1,250 1,403

Expense 1,240 1,200 1,342

55 50 61

INFORMATION AND COMMUNICATIONS TECHNOLOGY PROFESSIONAL DEVELOPMENT

Revenue 98 107 98

Expense 197 222 239

(99) (115) (141)

GATEWAY

Revenue 63 61 60

Expense 77 85 81

(14) (24) (21)

KIWISPORT

Revenue 54 54 32

Expense 26 14 24

28 40 8

ASSISTIVE TECHNOLOGY

Revenue 15 15 10

Expense 15 15 10

0 0 0

ONGOING AND REVIEWABLE RESOURCING SCHEME (ORRS)

Revenue 876 702 722

Expense 587 702 460

289 0 262

GOVERNMENT FUNDED INITIATIVES (CONT’D)

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

SPECIAL EDUCATION

Revenue 472 511 453

Expense 425 426 403

47 85 50

TOTAL MINISTRY OF EDUCATION INITIATIVES

Revenue ‒ Grants 1,997 1,998 2,056

Revenue ‒ Other 876 702 722

2,873 2,700 2,778

Expense Ministry of Education Initiatives** 2,567 2,664 2,559

BALANCE 306 36 219

Revenue received under the various Ministry Initiatives is spent in accordance with the rules set by the Ministry of Education for each initiative.

**These expenses are part of Note 5 Personnel Costs and Note 6 Operating Costs.



A N N U A L R E P O RT 2 0 1 0 4 6

04. FINANCE INCOME AND FINANCE COSTS


2010 BUDGET $000

2009 ACTUAL $000

FINANCE INCOME

Interest income:

Term deposits 488 400 814

Cash at bank and on hand 0 0 7

TOTAL FINANCE INCOME 488 400 821

FINANCE COSTS

Discount unwind on provisions 19 30 5

TOTAL FINANCE COSTS 19 30 5

05. PERSONNEL COSTS


2010 BUDGET $000

2009 ACTUAL $000

Employee salary costs 34,548 35,197 30,175

Employee related and contractors 2,813 1,984 2,752

TOTAL PERSONNEL COSTS 37,361 37,181 32,927

Salaries and wages 34,302 34,742 30,955

Personnel related 1,542 2,039 1,843

Movement in employee benefits 1,174 100 (134)

Employer contributions to defined contribution plans

343 300 263

TOTAL PERSONNEL COSTS 37,361 37,181 32,927

06. OPERATING COSTS


2010 BUDGET $000

2009 ACTUAL $000

Consumables/school costs 7 1,942 1,829 1,761

Inventory related expenditure 8 2,367 2,491 2,010

Rent 1,121 1,134 753

Notional rent 891 802 803

Other accommodation expenses 9 802 820 521

Administration expenses 10 3,169 3,512 3,322

Student expenses 11 1,466 1,541 1,576

Fees to auditors 12 80 85 85

Provision for doubtful debts expense 0 0 17

Board of Trustees fees 26 151 160 144

TOTAL OPERATING COSTS 11,989 12,374 10,992

07. CONSUMABLES/SCHOOL COSTS


2010 BUDGET $000

2009 ACTUAL $000

Communications 1,705 1,550 1,485

Production materials 132 133 122

Textbooks 65 110 121

Copyright expenses 40 36 33

TOTAL CONSUMABLES/SCHOOL COSTS 1,942 1,829 1,761



A N N U A L R E P O RT 2 0 1 0 4 8

08. INVENTORY RELATED EXPENDITURE

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

Sundry 23 0 19

Print 1,331 2,055 1,129

Consumables 229 0 219

Hardware 75 230 70

Video 117 117 103

Audio 456 64 453

Teaching resources 37 25 17

Inventory write off 99 0 0

TOTAL INVENTORY RELATED EXPENDITURE 2,367 2,491 2,010

09. OTHER ACCOMMODATION EXPENSES

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

Off site storage 42 41 70

Office relocation 24 105 60

Cleaning 238 212 175

Security 20 23 24

Car parks 57 62 3

Repairs and maintenance 200 171 (11)

Utilities 221 206 200

TOTAL OTHER ACCOMMODATION EXPENSES 802 820 521

10. ADMINISTRATION EXPENSES

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

Insurance 70 64 45

Legal expenses ‒ tax advice 10 10 31

Legal expenses ‒ other 80 105 113

Professional services 1,500 1,384 1,699

Operational supplies 1,509 1,949 1,434

TOTAL ADMINISTRATION EXPENSES 3,169 3,512 3,322

11. STUDENT EXPENSES

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

Parents Association/payment to supervisors 1,240 1,210 1,363

Other student expenses 226 331 213

TOTAL STUDENT EXPENSES 1,466 1,541 1,576

12. FEES TO AUDITORS

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

Audit fees ‒ financial statements 80 85 78

Audit fees ‒ tax 0 0 7

TOTAL FEES TO AUDITORS 80 85 85

13. (GAIN)/LOSS ON SALE OF ASSETS

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

IT Equipment ‒ (Gain) on Sale (3) 0 (9)

IT Equipment ‒ Written Off 0 0 9

Furniture and Fitting ‒ (Gain)/Loss on Sale 1 0 (2)

Motor Vehicles ‒ (Gain) on Sale 0 0 (2)

Art ‒ Written Off 0 0 1

TOTAL (GAIN)/LOSS ON SALE OF ASSETS (2) 0 (3)



A N N U A L R E P O RT 2 0 1 0 5 0

14. CASH AND CASH EQUIVALENTS

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

Petty cash 1 1 1

Cheque account 00 a/c 0 0 0



Short term deposit accounts 3,544 282 1,247

Term deposits with maturities less than three months 3,000 2,296 0

Multi deposit account 51 50 50

6,639 2,632 1,301

Cash at bank and in hand 3,588 286 1,251

Short term deposits 3,000 2,296 0

Multi deposit account 51 50 50

6,639 2,632 1,301

15. OTHER FINANCIAL ASSETS

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

TERM DEPOSITS WITH MATURITIES OF 4‒12 MONTHS:

Kiwibank 0 0 4,500

National Bank 0 0 3,349

Westpac 0 0 2,700

0 0 10,549

16. ACCOUNTS RECEIVABLE

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

Receivables 663 583 593

Less: provision for doubtful debts 0 (20) (20)

Ministry of Education (EFTS) 0 305 305

Ministry of Education (Other) 764 0 0

1,427 868 878

Not past due 1,178 868 825

Past due 31‒60 days 0 0 3

Past due 61‒90 days 1 0 8

Past due > 91 days 248 0 42

1,427 868 878

Fair value Debtors and other receivables are non-interest bearing and receipt is normally on 30 day terms, therefore the carrying value of debtors and other receivables approximates fair value.

17. CREDITORS AND OTHER PAYABLES

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

Suppliers 1,174 1,466 2,085

Salary related liabilities 147 135 136

Other accruals 347 688 503

Ministry of Education (EFTS) 2,091 0 0

Ministry of Education (Other) 175 322 322

3,934 2,612 3,046



A N N U A L R E P O RT 2 0 1 0 5 2

18. PROVISIONS

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

CURRENT PROVISIONS ARE REPRESENTED BY:

Lease make-good 476 313 313

Merit performance 6 34 34

TOTAL CURRENT PORTION 482 347 347

NON-CURRENT PROVISIONS ARE REPRESENTED BY:

Lease make-good 195 237 237

TOTAL NON-CURRENT PORTION 195 237 237

TOTAL PROVISIONS 677 584 584

MOVEMENTS FOR EACH CLASS OF PROVISION ARE AS FOLLOWS:

LEASE MAKE-GOOD $000

MERIT PERFORMANCE

$000

LEGAL $000

CONTRACTUAL $000

2010

Balance at 1 January 550 34 0 0

Additional provisions made 76 6 0 0

Amounts used 0 (34) 0 0

Discount unwind (note 3) 45 0 0 0

BALANCE AT 31 DECEMBER 2010 671 6 0 0

2009

Balance at 1 January 508 171 10 49

Additional provisions made 16 34 0 0

Amounts used 0 (171) (10) (49)

Discount unwind (note 3) 26 0 0 0

BALANCE AT 31 DECEMBER 2009 550 34 0 0

Reinstatement provision: The School has entered into lease agreements for various properties which require the school, at the completion of the lease, to return the building to the same condition when the lease was first signed. The liability for the reinstatement provision is based on reasonable estimates of expenditure required to reinstate the premises.

19. EMPLOYEE ENTITLEMENTS

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

CURRENT PORTION

Accrued pay 2,714 1,640 1,786

Redundancy 0 0 0

TOTAL CURRENT PORTION 2,714 1,640 1,786

NON-CURRENT PORTION

Long service leave 2 2 2

Retirement leave 168 168 168

TOTAL NON-CURRENT PORTION 170 170 170

2,884 1,810 1,956

LONG SERVICE LEAVE

19 Years of Service 0 0 0

Over 20 Years of Service 2 2 2

2 2 2

RETIREMENT LEAVE



Over 20 Years of Service 153 155 155

168 168 168

20. MOVEMENT IN EMPLOYEE BENEFIT LIABILITIES

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

Annual leave and salary expense 1,174 100 (131)

Long service leave 0 0 (3)

Retirement leave 1 0 0

TOTAL EMPLOYEE BENEFIT LIABILITIES 1,175 100 (134)

COMPRISING:

Current 1,174 100 (131)

Non-current 1 0 (3)

TOTAL EMPLOYEE BENEFIT LIABILITIES 1,175 100 (134)



A N N U A L R E P O RT 2 0 1 0 5 4

21. PROPERTY, PLANT AND EQUIPMENT

COST 31/12/09ACCUMULATED DEPRECIATION

31/12/09

CARRYING AMOUNT 31/12/09

CURRENT YEAR ADDITIONS

2010

IT Equipment 5,242 (3,701) 1,541 688

Library Materials 763 (763) 0 0

Furniture and Fittings 3,661 (1,248) 2,413 2,018

Make Good ‒ Leasehold Improvements 523 (183) 340 102

Motor Vehicles 534 (338) 196 117

Art 35 (2) 33 0

Plant and Equipment 716 (686) 30 7

11,474 (6,921) 4,553 2,932

Work in progress

TOTAL PROPERTY, PLANT AND EQUIPMENT

PROPERTY, PLANT AND EQUIPMENT (CONT’D)

CURRENT YEAR DISPOSALS

CURRENT YEAR DEPRECIATION

DISPOSAL DEPRECIATION IN

PERIODCOST 31/12/10

ACCUMULATED DEPRECIATION

31/12/10


(145) (766) 143 5,785 (4,324) 1,461

0 0 0 0 (763) 0

(31) (720) 29 5,648 (1,939) 3,709

0 (119) 0 625 (302) 323

0 (93) 0 651 (431) 220

0 0 0 35 (2) 33

(4) (11) 4 719 (893) 26

(180) (1,709) 176 14,225 (8,454) 5,772

38

5810


CURRENT YEAR DEPRECIATION

DISPOSAL DEPRECIATION IN

PERIODCOST 31/12/09

ACCUMULATED DEPRECIATION

31/12/09


(487) (576) 478 5,242 (3,701) 1,541

0 0 0 0 (763) 0

(323) (516) 301 3,661 (1,248) 2,413

0 (13) 0 523 (183) 340

(20) (107) 14 534 (338) 196

0 0 0 35 (2) 33

(8) (11) 6 716 (686) 30

(838) (1,223) 799 11,474 (6,921) 4,553

1,214

5,767

COST 31/12/08ACCUMULATED DEPRECIATION

31/12/08


CURRENT YEAR ADDITIONS

2009

IT Equipment 4,208 (3,603) 605 1,521

Library Materials 763 (763) 0 0

Furniture and Fittings 3,126 (1,033) 2,093 858

Make Good ‒ Leasehold Improvements 487 (170) 317 36

Motor Vehicles 554 (245) 309 0

Art 35 (2) 33 0

Plant and Equipment 711 (681) 30 13

9,884 (6,497) 3,387 2,428

Work in progress

TOTAL PROPERTY, PLANT AND EQUIPMENT

The current valuation of artwork has been completed by Christopher Moore Gallery on 16 December 2010. The valuer is completely independent and not associated with Te Kura in any way.



A N N U A L R E P O RT 2 0 1 0 5 6

22. INTANGIBLE ASSETS

ACQUISITION COST 31/12/09

ACCUMULATED AMORTISATION

31/12/09


CURRENT YEAR

ADDITIONS

2010

Intangibles ‒ Acquired 830 (800) 30 0

Intangibles ‒ Internally generated 5,115 (5,115) 0 1,526

5,945 (5,915) 30 1,526

Work in progress

TOTAL INTANGIBLES

INTANGIBLE ASSETS (CONT’D)


DISPOSAL AMORTISATION IN

PERIOD

CURRENT YEAR AMORTISATION COST 31/12/10


31/12/10


0 0 (17) 830 (817) 13

0 0 (7) 6,641 (5,122) 1,519

0 0 (24) 7,471 (5,939) 1,532

5,593

7,125

ACQUISITION COST 31/12/08


31/12/08


CURRENT YEAR

ADDITIONS

2009

Intangibles ‒ Acquired 819 (783) 36 11

Intangibles ‒ Internally generated 5,115 (5,115) 0 0

5,934 (5,898) 36 11

Work in progress

TOTAL INTANGIBLES


DISPOSAL AMORTISATION IN

PERIOD

CURRENT YEAR AMORTISATION COST 31/12/09


31/12/09


0 0 (17) 830 (800) 30

0 0 0 5,115 (5,115) 0

0 0 (17) 5,945 (5,915) 30

2,702

2,732



A N N U A L R E P O RT 2 0 1 0 5 8

23. MONEY HELD IN TRUST

2010 ACTUAL $000

2009 ACTUAL $000

RECEIPTS

Interest 0 1

0 1

PAYMENTS

Prizes 0 1

0 1

EXCESS OF RECEIPTS OVER PAYMENTS 0 0

MOVEMENT SUMMARY

Balance 1 January 50 50

Plus excess of receipts over payments 0 0

50 50

REPRESENTED BY:

Deposit at Westpac Bank 50 50

50 50

24. EQUITY

RETAINED EARNINGS MONEY HELD IN TRUST ASSET REVALUATION TOTAL EQUITY

Opening balance 17,554 50 10 17,614

Surplus for the year (2,415) 0 0 (2,415)

Trust account revenue 0 0 0 0

TOTAL RECOGNISED REVENUES AND EXPENSES

(2,415) 0 0 (2,415)

CLOSING BALANCE 15,139 50 10 15,199

25. RECONCILIATION OF NET OPERATING SURPLUS WITH OPERATING CASH FLOW

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

NET SURPLUS FROM OPERATIONS (2,415) (2,655) 1,694

NON CASH ITEMS

Depreciation and amortisation 1,733 1,956 1,240

Discount unwind on provisions 19 0 5

Doubtful debt provision expense 0 0 17

Inventory write-off/write-back 99 0 0

TOTAL (564) (699) 2,956

MOVEMENTS IN WORKING CAPITAL

Decrease/(Increase) In Assets

Accounts receivable ‒ debtors (548) 0 1,464

Prepayments (45) 0 (289)

Inventory (4) 0 (256)

Increase/(Decrease) In Liabilities

GST owing 277 275 (261)

Long service leave and retirement leave 1 0 (3)

Creditors and accruals (1,057) 0 677

Current employee entitlements 928 100 115

Current provisions (28) 0 (196)

MoE payables 1,942 0 92

Revenue in advance (48) 0 46

TOTAL 1,418 375 1,389

ITEMS CLASSIFIED AS INVESTING ACTIVITIES

(Gain)/loss on sale of assets (2) 0 (3)

NET CASH FROM OPERATING ACTIVITIES 852 (324) 4,342



A N N U A L R E P O RT 2 0 1 0 6 0

26. BOARD OF TRUSTEES REMUNERATION

The total value of the remuneration (other than reimbursement of expenses) paid or payable to trustees in their capacity as Trustees from the Board during this financial year.

2010 ACTUAL $000

2010 BUDGET $000

2009 ACTUAL $000

TOTAL VALUE 151 160 144

THE FOLLOWING FEES WERE EARNED BY MEMBERS OF THE BOARD DURING THE YEAR.

P McKelvey (chairperson, appointed 10 April 2006)

28 29 28

R Ballard (resigned Sept 09) 0 0 15

R Taylor (appointed April 05) 18 19 16

R Drummond (appointed April 06) 15 16 15

N Parata (appointed April 08) 15 16 15

W Bainbridge (appointed April 08) 15 16 15

C Moffatt (appointed April 08) 15 16 15

J Stafford (appointed May 09) 15 16 9

D Blakeney (appointed May 09) 15 16 9

J Nisbet (appointed July 10) 15 16 7

151 160 144

28. EMPLOYEES OVER $100,000 REMUNERATION

2010 ACTUAL 2009 ACTUAL

Excluding Principal’s remuneration

Number of employees in $100,000‒$110,000 6 7






TOTAL VALUE OF REMUNERATION $1,810,000 $1,990,000

27. KEY MANAGEMENT PERSONNEL

2010 ACTUAL $000

2009 ACTUAL $000

SALARIES AND OTHER SHORT-TERM EMPLOYEE BENEFITS $967 $953

Key management personnel include the Chief Executive, the four other members of the Senior Leadership Team, and the Board.

SALARY$000

BENEFITS $000

ACTUAL SEVERANCE $000

PRINCIPAL’S REMUNERATION (CEO)

Year 2010

Principal 230‒240 0 0

Year 2009

Principal 230‒240 0 0



A N N U A L R E P O RT 2 0 1 0 6 2

29. EXIT COSTS

2010 ACTUAL$000

2010 NUMBER OF EMPLOYEES

2009 ACTUAL $000

2009 NUMBER OF EMPLOYEES

COMPENSATION AND OTHER BENEFITS UPON LEAVING

11 2 47 4

30. EXPLANATION OF MAJOR VARIANCES

Explanations for major variances from Te Kura’s budgeted figures for 2010 are as follows:

STATEMENT OF COMPREHENSIVE INCOME

> Government funding was lower than budget for the year due to a lower than expected number of students. Total EFTS for 2010 were 8,167, Budget 8,345 – a decrease of 2.1%. Actual $43.630m, Budget $44.284m.

> Miscellaneous income was higher than budget for the year due to unbudgeted donations from parents $0.076m.

> Operating costs were lower than budget due to lower maintenance costs arising from the delay in commencement of capital projects and tight financial controls put in place as student numbers began tracking less than budget throughout the year. Actual $11.931m, Budget $12.374m.

> Depreciation was lower than budget due to delays in the asset replacement programme, in particular the replacement of key student management and learning management systems. Actual $1.733m, Budget $1.956m.

STATEMENT OF FINANCIAL POSITION > There was a higher than expected cash balance due to delays in planned asset replacement and the better than expected deficit. Actual $6.639m, Budget $2.632m.

> Creditors and other payables are higher than budget due to reduced EFTS creating a debt owing to the MoE. Actual $3.934m, Budget $2.612m.

> Employee entitlements are higher than budget due to higher than budgeted staff resources in Learning Delivery creating higher annual leave provisions than budgeted. Actual $2.714m, Budget $1.640m.

> Non-current assets are lower than budget due to delays in the asset replacement programme, in particular the replacement of key student management and learning management systems. Actual $12.935m, Budget $15.121m.

STATEMENT OF CHANGES IN EQUITY > The major variation occurred due to the reduced deficit for the year.

31. RELATED PARTY TRANSACTIONS

CROWN/GOVERNMENT > Te Aho o Te Kura Pounamu (Te Kura) is a New Zealand domiciled state school within the meaning ascribed to that term by the Education Act 1989. The Government significantly influences the roles of Te Kura as well as being its major source of revenue.

> Te Kura may enter into transactions with Government Departments, Crown Entities and State Owned Enterprises on an arms’ length basis. These transactions are not separately disclosed because they are conducted on an arms’ length basis and in the normal course of business.

MEMBERS OF BOARD AND KEY MANAGEMENT

> During the year Te Kura purchased services from CORE Education Limited, a provider of education courses and teaching resource material, of which Board of Trustees member Carol Moffatt is a director. These services were supplied on normal commercial terms at a cost of $15,380 with a nil outstanding balance at year end. (2009: cost $39,184; balance outstanding at year end nil.)

> During the year Te Kura purchased services from Cognition Education Limited, a provider of education courses and teaching resource material, of which Board of Trustees member Carol Moffatt is a director. These services were supplied on normal commercial terms at a cost of $195 with a nil outstanding balance at year end. (2009: cost nil; balance outstanding at year end nil.)

> During the year Te Kura purchased services from Victoria University, a provider of education courses and teaching resource material, of which Board of Trustees Chair Patricia McKelvey is a council member. These services were supplied on normal commercial terms at a cost of $18,548 with an outstanding balance at year end of nil. (2009: cost $10,423; balance outstanding at year end nil.)

> During the year Te Kura purchased services from Kete Pumawa Solutions, a provider of recruitment services, in which the CEO’s son is an employee. These services were supplied on normal commercial terms at a cost of $9,996, with a nil outstanding balance at year end. (2009: cost $5,357; balance outstanding at year end nil.)

> During the year Te Kura subscribed to membership of Rural Women New Zealand, a provider of support to farming communities, of which Board of Trustees member Jacky Stafford is on the National Council. This subscription was provided on normal commercial terms at a cost of $89 with a nil outstanding balance at year end. (2009: cost nil; balance outstanding at year end nil.)

> During the year Te Kura subscribed to membership of NZSTA and attended a conference organised by them, of which Board of Trustees member Jacky Stafford is a National Board member. The services were provided on normal commercial terms at a cost of $1,170, with a nil outstanding balance at year end. (2009: cost $1,067; balance oustanding at year end nil.)



A N N U A L R E P O RT 2 0 1 0 6 4

32. FINANCIAL INSTRUMENTS RISK

The carrying value of cash and cash equivalents, accounts receivable, investments and amounts owing by Te Kura are all considered to be equivalent to fair value. Amounts owing to Te Kura by the Ministry of Education are considered to be risk-free.

CURRENCY RISK > Currency risk is the risk that the fair value or future cash flows of a financial instrument will fluctuate because of changes in foreign exchange rates. Te Kura holds no financial instruments with any currency risk and, accordingly has no exposure to currency risk. Te Kura has no currency exposure in terms of overseas revenue as all fees are stated as payable in local currency.

INTEREST RATE RISK > Interest rate risk is the risk that the fair value of a financial instrument will fluctuate or, the cash flows from a financial instrument will fluctuate, due to changes in market interest rates. The primary imperatives underlying cash management policies of Te Kura are to:

> (a) ensure sufficient liquidity to enable operational and capital expenditure commitments to be met, and

> (b) invest in risk-free or near risk free investments.

> However, subject to these constraints the Board seeks to minimise exposure to interest rate risk on investments due to fluctuating interest rates by acquiring investments with a range of short-term maturity dates. All investments are for less than 12 months.

CREDIT RISK > Credit risk is the risk that a third party will default on its obligations to Te Kura, causing Te Kura to incur a loss. In the normal course of its business, credit risk arises from debtors, deposits with banks and derivative financial assets. Maximum credit risks are disclosed in the Statement of Financial Position. The concentration of credit risk in respect of cash and cash equivalents is mitigated by investing with high credit rating registered banks (in accordance with section 73 of the Education Act 1989).

THE FOLLOWING CASH AT BANK REPRESENTS A CONCENTRATION OF CREDIT RISK:

2010 ACTUAL $000

2009 ACTUAL $000

Westpac Bank Limited 5,639 4,000

National Bank of New Zealand 1,000 3,350

Kiwibank 0 4,500

6,639 11,850

FINANCIAL INSTRUMENTS RISK (CONT’D)

LIQUIDITY RISK MANAGEMENT > Ultimate responsibility for liquidity risk management rests with the Board of Trustees, which has built an appropriate liquidity risk management framework for the management of short, medium and long term funding and liquidity management requirements of Te Kura.

> Te Kura manages liquidity risk by maintaining adequate reserves and by continuously monitoring forecast and actual cash flows and matching the maturity profiles of financial assets and liabilities.

CAPITAL MANAGEMENT > Te Kura assesses the availability of accumulated surplus and the funding provided by the Ministry of Education in the calculation of capital available. There are no externally imposed restrictions on capital.

> There has been no change during the year to the exposure to market risks or the manner in which the risk is managed by Te Kura.

33. EVENTS AFTER THE BALANCE DATE

There have been no significant events after the balance date requiring disclosure in the financial statements.



A N N U A L R E P O RT 2 0 1 0 6 6

9i AUDITOR REPORT

TO THE READERS OF TE AHO O TE KURA POUNAMU FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2010

The Auditor-General is the auditor of Te Aho o Te Kura Pounamu (‘Te Kura’). The Auditor-General has appointed me, Jacqueline Robertson using the staff and resources of Deloitte to carry out an audit of the financial statements of Te Kura on her behalf.

We have audited the financial statements of Te Kura on pages 32 to 64, that comprise the statement of financial position as at 31 December 2010, the statement of comprehensive income, statement of changes in equity and statement of cash flows for the year ended on that date, and the notes to the financial statements that include accounting policies and other explanatory information.

OPINIONIn our opinion the financial statements of Te Kura on pages 32 to 64:

> comply with generally accepted accounting practice in New Zealand; and > fairly reflect Te Kura’s:

> financial position as at 31 December 2010; and > financial performance and cash flows for the year ended on that date.

Our audit was completed on 6 April 2011. This is the date at which our opinion is expressed.The basis of our opinion is explained below. In addition, we outline the responsibilities of the Board of Trustees and

our responsibilities, and we explain our independence.

BASIS OF OPINIONWe carried out our audit in accordance with the Auditor-General’s Auditing Standards, and the International Standards on Auditing (New Zealand). Those standards require that we comply with ethical requirements and plan and carry out our audit to obtain reasonable assurance about whether the financial statements are free from material misstatement.

Material misstatements are differences or omissions of amounts and disclosures that would affect a reader’s overall understanding of the financial statements. If we had found material misstatements that were not corrected, we would have referred to them in our opinion.

An audit involves carrying out procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on our judgement, including our assessment of risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, we consider internal control relevant to Te Kura’s preparation of financial statements that fairly reflect the matters to which they relate. We consider internal control in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of Te Kura’s internal control.

An audit also involves evaluating: > the appropriateness of accounting policies used and whether they have been consistently applied; > the reasonableness of the significant accounting estimates and judgements made by the Board of Trustees; > the adequacy of all disclosures in the financial statements; and > the overall presentation of the financial statements.

We did not examine every transaction, nor do we guarantee complete accuracy of the financial statements. We have obtained all the information and explanations we have required and we believe we have obtained sufficient and appropriate audit evidence to provide a basis for our audit opinion.

RESPONSIBILITIES OF THE BOARD OF TRUSTEESThe Board of Trustees is responsible for preparing financial statements that:

> comply with generally accepted accounting practice in New Zealand; and > fairly reflect Te Kura’s financial position, financial performance and cash flows.

The Board of Trustees is also responsible for such internal control as it determines is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error.

The Board of Trustees’ responsibilities arise from the Education Act 1989.

RESPONSIBILITIES OF THE AUDITORWe are responsible for expressing an independent opinion on the financial statements and reporting that opinion to you based on our audit. Our responsibility arises from section 15 of the Public Audit Act 2001 and the Education Act 1989.

INDEPENDENCEWhen carrying out the audit, we followed the independence requirements of the Auditor-General, which incorporate the independence requirements of the New Zealand Institute of Chartered Accountants.

Other than the audit, we have no relationship with or interests in Te Kura.

JACQUELINE ROBERTSONDELOITTEOn behalf of the Auditor-GeneralWellington, New Zealand

Matters relating to the electronic presentation of the audited financial statements

This audit report relates to the financial statements of Te Aho o Te Kura Pounamu (Te Kura) for the year ended 31 December 2010 included on Te Kura’s website.

The Board of Trustees is responsible for the maintenance and integrity of Te Kura’s website. We have not been engaged to report on the integrity of Te Kura’s

website. We accept no responsibility for any changes that may have occurred to the financial statements since they were initially presented on the website. The

audit report refers only to the financial statements named above. It does not provide an opinion on any other information which may have been hyperlinked to/

from these financial statements. If readers of this report are concerned with the inherent risks arising from electronic data communication they should refer

to the published hard copy of the audited financial statements and related audit report dated 6 April 2011 to confirm the information included in the audited

financial statements presented on this website. Legislation in New Zealand governing the preparation and dissemination of financial statements may differ from

legislation in other jurisdictions.


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