# Education (2006 Special School Staffing) Order 2005

(SR 2005/246)

Education (2006 Special School Staffing) Order 2005: revoked, on 17 September 2007, by clause 79(e) of the Education (2008 School Staffing) Order 2007 (SR 2007/228).

###### Note

Changes authorised by section 17C of the Acts and Regulations Publication Act 1989 have been made in this eprint.

A general outline of these changes is set out in the notes at the end of this eprint, together with other explanatory material about this eprint.

This order is administered in the Ministry of Education.

Pursuant to section 91H(1) of the Education Act 1989, Her Excellency the Governor-General, acting on the advice and with the consent of the Executive Council, makes the following order.

## Contents

##### 1 Title

This order is the Education (2006 Special School Staffing) Order 2005.

##### 2 Commencement

This order comes into force on 15 September 2005.

##### 3 Application

This order applies only to special schools, and only to the 2006 school year.

## Part 1

Preliminary

##### 4 Interpretation

(1) In this order, unless the context otherwise requires,—

Act means the Education Act 1989

beginning teacher, at any time, means a teacher who;

(a) at that time, has completed less than 24 months’ teaching; and

(b) at that time, holds a teaching position to which the teacher was appointed for a period of at least 10 weeks; and

(c) before taking up that position, had completed a course of teacher training recognised by the Secretary for the purposes of this order

Board, in relation to a school, means the school’s Board

FTTE means full-time teacher equivalent

junior staffing roll, in relation to a school, means the best estimate of the number of students of each of years 1 to 8 likely to be enrolled at the school on 10 October 2006

Maori-medium roll, in relation to a school, means the number of the school’s Maori-medium students

Maori-medium student, in relation to a school, means a student of the school for whom the curriculum is taught in Maori for more than 12.5 and up to 25 hours per week

March rolls and list, in relation to a school, means the rolls and list confirmed under clause 9

non-Maori-medium roll, in relation to a school, means the number of the school’s students left after the school’s Maori-medium roll has been subtracted from its staffing roll (as determined under clause 7)

principal, in relation to a school, means the school’s principal; and, in relation to a student who enrols at a special school at any time, means the school’s principal at that time

regular teacher means a teacher who is not a relieving teacher (within the meaning of section 91A(1) of the Act)

salary unit, in relation to the holder of a teaching position at a special school, means an entitlement to a salary element in addition to the salary otherwise payable to the holder, allocated to the holder by the Board

senior staffing roll, in relation to a school, means the best estimate of the number of students of year 9 and above likely to be enrolled at the school on 10 October 2006

special education authority means—

(a) an agreement or direction under section 9(1)(a) of the Act that the person should be enrolled at a special school; and

(b) in relation to a particular special school, an agreement that a person should be enrolled, or a direction to enrol a person, at that school

special education list or list means a list of special education students approved by the Secretary under the ongoing and reviewable resourcing schemes administered by the Ministry

special education student, in relation to a special school, means a student enrolled at that school in respect of whom there is for the time being in force a special education authority

special education student with high needs means a student who has been classified by the Secretary as having high needs

special education student with very high needs means a student who has been classified by the Secretary as having very high needs

special school, means a special school established under section 98 of the Education Act 1964

teacher includes a principal and any deputy or assistant principal (however described).

(2) In this order, unless the context otherwise requires, terms defined by section 91A(1) of the Act have the meanings given to them by that section.

(3) A school’s roll comprises—

(a) the students (including Maori-medium students and special education students) on the junior staffing roll; and

(b) the students (including Maori-medium students and special education students) on the senior staffing roll.

(4) For the purposes of this order,—

(a) the employment of a teacher on the basis of employment for 10 half-days every full week is the employment of 1 FTTE:

(b) the employment of a teacher on the basis of employment for a specified number (smaller than 10) of half-days every full week is the employment of one-tenth of that number of FTTEs:

(c) the employment of a teacher on the basis of employment for a specified number (smaller than 20) of half-days every full fortnight is the employment of one-twentieth of that number of FTTEs:

(d) the employment of a teacher on the basis of employment for a specified number of teaching hours (or an average of that number of teaching hours) every full week is the employment of one twenty-fifth of that number of FTTEs.

##### 5 Years of schooling

(1) A student who first enrols at a special school before the age of 7 and who is subsequently educated at special schools without substantial interruption—

(a) is—

(i) a year 1 student in the year of first enrolment if enrolment was on or before 30 June:

(ii) a year 0 student in the year of first enrolment if enrolment was on or after 1 July; and

(b) in every subsequent year, is a student of a year 1 greater than the year before.

(2) A student to whom subclause (1) does not apply is a student of the year that, in the principal’s opinion, is—

(a) most appropriate for a student of that student’s maturity, and educational and intellectual achievements; and

(b) in every subsequent year, a student of a year 1 greater than the year before.

## Part 2

Rolls

##### 6 Boards must ascertain July 2005 rolls and estimate July 2006 rolls

As soon as practicable after the commencement of this order, the Board of every school must give the Secretary, on a form provided by the Secretary for the purpose, written notice of—

(a) the school’s actual roll (in the Board’s opinion) as at 1 July 2005; and

(b) the school’s actual Maori-medium roll (in the Board’s opinion) as at 1 July 2005; and

(c) the school’s likely roll (in the Board’s opinion) as at 1 July 2006; and

(d) the school’s likely Maori-medium roll (in the Board’s opinion) as at 1 July 2006.

##### 7 Secretary must estimate October 2006 roll, Maori-medium roll, and special education list

(1) As soon as practicable after the commencement of this order, the Secretary must—

(a) estimate the roll as at 10 October 2006 of every school; and

(b) estimate the Maori-medium roll as at 10 October 2006 of every school; and

(c) estimate the special education list as at 10 October 2006 of every school; and

(d) give the Board of every school written notice of the roll, the Maori-medium roll, and special education list estimated for that school.

##### 8 Board must ascertain and notify actual March roll and actual Maori-medium roll

As soon as practicable after 1 March 2006, the Board of every school must—

(a) ascertain the school’s roll as at that day; and

(b) ascertain the school’s Maori-medium roll as at that day; and

(c) give the Secretary written notice of those rolls on a form provided by the Secretary for the purpose.

##### 9 Secretary must confirm March rolls and list

(1) Subject to subclause (2), as soon as practicable after 10 March 2006, the Secretary must—

(a) confirm the actual staffing roll, actual Maori-medium roll, and special education list as at 1 March 2006 of every school; and

(b) give the Board of every school written notice of the rolls and list confirmed for that school.

(2) If a notice under clause 8 from the Board of a school reaches the Secretary before 11 March 2006, the Sectetary must not confirm the staffing roll, Maori-medium roll, or special education list under subclause (1) without taking into account—

(a) that notice; and

(b) all written evidence and argument the Board supplied with that notice.

##### 10 Certain students not counted

In determining any roll or special education list, no account may be taken of any foreign student (within the meaning of section 2(1) of the Act)

(a) who is not a student of a kind or description exempted (under a notice under section 4C of the Act having effect in 2005) from the payment of all the amount required by section 4B of the Act to be paid; or

(b) in respect of whom all the amount required by section 4B of the Act to be paid has been or is to be paid by the Ministry of Foreign Affairs and Trade.

## Part 3

Provisions relating to specified schools or types of school

##### 11 Health camps

The entitlement staffing, principal’s grade, and salary units of a school at a health camp specified in the first column of Schedule 1 are as specified opposite its name in the appropriate columns of that schedule.

##### 12 Child, Youth and Family residential centres

The entitlement staffing, principal’s grade, and salary units of a school at a Child, Youth and Family residential centre specified in the first column of Schedule 2 are as specified opposite its name in the appropriate columns of that schedule.

##### 13 Residential schools

The entitlement staffing, principal’s grade, and salary units of a special residential school specified in the first column of Schedule 3 are as specified opposite its name in the appropriate column of that schedule.

##### 14 Regional hospital and health schools

The entitlement staffing, principal’s grade, and salary units of a regional hospital and health school specified in the first column of Schedule 4 are as specified opposite its name in the appropriate column of that schedule.

##### 15 Parts 4 and 5 not applying generally to schools in this Part

## Part 4

Allowances and entitlement staffing

#### Allowances

##### 16 Specialist instruction roll

(1) In this clause;

base school is a primary school

base students are students of years 7 or 8 who are enrolled at the base school but usually attend a different school for instruction in technology or some other specialist subject

visiting students are students of years 7 or 8 who are enrolled at a different school but usually attend a centre attached to the base school for instruction in technology or some other specialist subject.

(2) A base school’s specialist instruction roll is the number obtained by—

(a) adding the number of students of years 7 and 8 included in the base school’s staffing roll to the number of visiting students; and

(b) subtracting from the resulting sum the number of base students.

##### 17 Curriculum delivery allowance

(1) A school’s curriculum delivery allowance (in FTTEs) is the sum obtained by adding the items in subclause (2) and, if the resulting sum is not exactly divisible by 0.1, rounding it up to 1 decimal place.

(2) The items are—

(a) the greater of 1 and the sum of—

(i) the number of year 0, year 1, year 2, and year 3 students on its Maori-medium roll divided by 20; and

(ii) the number of year 0, year 1, year 2, and year 3 students on its non-Maori-medium roll divided by 23; and

(iii) the number of year 4, year 5, year 6, year 7, and year 8 students on its Maori-medium roll divided by 20; and

(iv) the number of year 4, year 5, year 6, year 7, and year 8 students on its non-Maori-medium roll divided by 29; and

(b) the quotient obtained by dividing its specialist instruction roll by 120; and

(c) the sum of—

(i) the number of year 9 and year 10 students on its Maori-medium roll divided by 20; and

(ii) the number of year 9 and year 10 students on its non-Maori-medium roll divided by 25; and

(iii) the number of year 11 students on its Maori-medium roll divided by 20; and

(iv) the number of year 11 students on its non-Maori-medium roll divided by 23; and

(v) the number of year 12 students on its Maori-medium roll divided by 18; and

(vi) the number of year 12 students on its non-Maori-medium roll divided by 18; and

(vii) the number of students of year 13 or above on its Maori-medium roll divided by 17; and

(viii) the number of students of year 13 or above on its non-Maori-medium roll divided by 17; and

(d) if there are 200 or fewer students on its senior staffing roll, the number obtained by—

(i) multiplying that roll by 0.0035; and

(ii) adding 0.5 to the resulting product; and

(iii) multiplying the resulting sum by the number of levels of full-time senior students (to a maximum of 5) on its senior staffing roll; and

(e) if there are more than 200 students on its senior staffing roll, the product of 1.2 and the number of levels of full-time senior students (to a maximum of 5) on its senior staffing roll.

(3) In this clause and clause 19, number of levels of full-time senior students means the number of years from years 9 to 13 at which the number of students enrolled in that year is greater than 0, where the roll for year 13 is taken as the sum of the rolls for years 13 to 15.

##### 18 Adjustments to calculation of curriculum delivery allowance

(1) If the number of students on a school’s junior staffing roll is smaller than 176, and if the quotient obtained by dividing the school’s junior staffing roll by the integer of the sum referred to in clause 17(2)(a) is over 26, that sum must be increased to the first whole number that will ensure the quotient obtained by dividing the number of students on the school’s junior staffing roll by the integer value of that sum is equal to or less than 26.

(2) If the number of students on a school’s junior staffing roll is 176 or more, and the sum referred to in clause 17(2)(a) is less than 7, it must be replaced by 7.

##### 19 Additional guidance allowance

A school’s additional guidance allowance (in FTTEs) is,—

(a) if there are 200 or fewer students on its senior staffing roll, the number obtained by—

(i) multiplying that roll by 0.0007; and

(ii) adding 0.08 to the resulting product; and

(iii) multiplying the resulting sum by the number of levels of full-time senior students (as defined in clause 16(3), and to a maximum of 5) on its senior staffing roll; and

(b) if there are more than 200 students on its senior staffing roll, the product of 0.22 and the number of levels of full-time senior students (as so defined, and to a maximum of 5) on its senior staffing roll.

##### 20 Weighted roll

A school’s weighted roll at any time is the sum of—

(a) the product of 4 and the number of year 0, year 1, year 2, and year 3 students then included on its staffing roll; and

(b) the product of 3.5 and the number of year 4, year 5, year 6, year 7, and year 8 students then included on its staffing roll; and

(c) the product of 7 and the number of year 9 and year 10 students then included on its staffing roll; and

(d) the product of 9 and the number of year 11 students then included on its staffing roll; and

(e) the product of 15 and the number of year 12 students then included on its staffing roll; and

(f) the product of 16 and the number of students of year 13 or above then included on its staffing roll; and

(g) the product of 0.5 and the number of state students of year 7 and year 8 who attend the school for instruction in technology or some other specialist subject.

##### 21 Management time allowance

A school’s management time allowance (in FTTEs) is the number obtained by—

(a) adding—

(i) the product of 0.0003 and its weighted roll; and

(ii) the product of 0.017 and the square root of that weighted roll; and

(iii) either,—

(A) if the school’s roll is 28 or less, 0.2; or

(B) if the school’s roll is 29 or more but less than 61, 0.3; or

(C) if the school’s roll is 61 or more, 0.4; and

(b) if the resulting sum is not exactly divisible by 0.1, rounding it down to 1 decimal place.

##### 22 Formula-generated staffing allowance

A school’s formula-generated staffing allowance (in FTTEs) is the sum of—

(a) its curriculum delivery allowance; and

(b) its additional guidance allowance; and

(c) its management time allowance.

##### 23 Special education staffing allowance

A school’s special education staffing allowance, if any, is the number of special education students on the school’s special education list multiplied by the following FTTEs:

(a) 0.1 for each special education student with high needs:

(b) 0.2 for each special education student with very high needs.

##### 24 Special education management allowance

A school’s special education management allowance (in FTTEs), if any, is the product (correct to 2 decimal places) of 0.05 and its special education staffing allowance (in FTTEs).

##### 25 Supplementary learning support time allowance

A school’s supplementary learning support time allowance (in FTTEs), if any, is the product of 0.1 and the number of students enrolled at the school and identified and classified by the Secretary as being in need of supplementary learning support.

##### 26 Classroom release time allowance

A school’s classroom release time allowance (in FTTEs) is obtained by—

(a) adding—

(i) its entitlement staffing; and

(ii) any special education staffing allowance; and

(iii) any special education management allowance; and

(iv) the number of FTTEs for the time being representing any supernumerary teachers who have elected to be redeployed in the school or approved for redeployment from another school; and

(v) the sum of any additional entitlements arising under clause 30 from an entitlement transfer agreement; and

(b) subtracting from the resulting sum—

(i) any entitlements that must be deducted under clause 30 as a result of an entitlement transfer agreement; and

(ii) 1; and

(c) if the resulting difference is not a whole number, rounding it down to the nearest lower whole number; and

(d) multiplying the resulting whole number by 0.04.

##### 27 Beginning teacher allowance

(1) In this clause, a qualifying beginning teacher means—

(a) a beginning teacher in his or her first 12 months of teaching who is employed for 0.5 of an FTTE or more; or

(b) a beginning teacher in his or her second 12 months of teaching who is employed full-time.

(2) If a school employs a qualifying beginning teacher who has completed less than 12 months’ teaching, it has a beginning teacher allowance (in FTTEs) calculated by adding—

(a) the product of—

(i) the number of qualifying beginning teachers, if any, then employed at the school full-time; and

(ii) 0.2; and

(b) the product of—

(i) the number of other qualifying beginning teachers, if any, then employed at the school; and

(ii) 0.1.

(3) If a school employs a qualifying beginning teacher who has completed 12 months’ teaching, it has a beginning teacher allowance (in FTTEs) calculated by adding (as well as the amount, if any, obtained from the calculation in subclause (2)) the product of—

(a) the number of qualifying beginning teachers, if any, then employed at the school full-time; and

(b) 0.1.

##### 28 Supplementary learning support teacher support allowance

A school has a supplementary learning support teacher support allowance of 0.05 of an FTTE for each teacher employed as a supplementary learning support teacher for 0.6 of an FTTE or more.

##### 29 Attached unit allowance

A school’s attached unit allowance, if any, is the number of FTTEs and salary units specified in the third and fourth columns of Schedule 7 opposite its name and the name of its attached unit in the appropriate columns of that schedule.

##### 30 Transfer of staffing entitlements

(1) The Boards of 2 schools (school A and school B) may enter into an entitlement transfer agreement, which is a written agreement to the effect that—

(a) school A will relinquish to school B a specified number of FTTEs, salary units, or both, of teacher entitlements (the entitlements); and

(b) school B will use the entitlements to sustain the employment at school B of 1 or more teachers to teach 1 or more specified subjects to students enrolled at school A.

(2) Subject to subclauses (3) and (4), if an entitlement transfer agreement is given to the Secretary before 1 January,—

(a) the Secretary must deduct from the total staffing entitlement of school A (the school relinquishing the entitlements) the number of FTTEs or salary units specified in the agreement; and

(b) the Secretary must add to the total staffing entitlement of school B (the school receiving the entitlements) the number of FTTEs or salary units specified in the agreement.

(3) No school may enter into an entitlement transfer agreement relating to tuition in technology or another specialist subject.

(4) A school may enter into an entitlement transfer agreement relating to tuition in instrumental or vocal music only with one of the secondary schools or high schools listed in the first column of Schedule 3 of the Education (2006 Secondary School and Form 1 to 7 School Staffing) Order 2005.

(5) An agreement between 3 or more schools about the relinquishment and use of entitlements must be treated as a number of entitlement transfer agreements between various pairs of those schools.

##### 31 Application of clause 30 to special education

Clause 30 applies to entitlements in relation to special education teachers in the same way as it applies to entitlements in relation to other teachers.

##### 32 Total regular staffing allowance

A school’s total regular staffing allowance (in FTTEs) is the number obtained by—

(a) adding—

(i) its entitlement staffing; and

(ii) any special education staffing allowance; and

(iii) any special education management allowance; and

(iv) any supplementary learning support time allowance; and

(v) any classroom release time allowance; and

(vi) any beginning teacher allowance; and

(vii) any attached unit allowance; and

(viii) any supplementary learning support teacher support allowance; and

(ix) the sum of any additional entitlements arising from an entitlement transfer agreement under clause 30; and

(b) subtracting from the resulting sum, the sum of any entitlement deductions arising from an entitlement transfer agreement under clause 30.

#### Entitlement staffing

## Part 5

Limitations on employment

##### 34 Limitation on employment of regular teachers

(1) The Board of a special school may not employ a permanently appointed regular teacher whose employment generates a number of FTTEs greater than its total regular staffing allowance.

(2) The Board of a special school may not employ other regular teachers whose employment generates a number of FTTEs greater than the number of FTTEs by which the school’s total regular staffing allowance, at that time, is greater than the number of FTTEs generated by the employment at the school, at that time, of permanently appointed regular teachers.

(3) Despite subclauses (1) and (2), the Board of a school may continue to employ any permanently appointed regular teacher who, following receipt of the Secretary’s notice of the school’s rolls and list as estimated under clause 7, has become supernumerary.

(4) Despite subclauses (1) and (2), the Board of a school may employ more permanently appointed regular teachers than is permitted under subclause (1), and may employ more other regular teachers than is permitted under subclause (2) if,—

(a) at some other time during the 2006 school year, the Board has employed, or will employ, fewer regular teachers than the prescribed number; and

(b) the employment of those teachers does not, at any time, cause the number of teachers employed by the Board at the school to exceed by more than 10% the number of FTTEs on the school’s total regular staffing allowance; and

(c) the net effect during the 2006 school year of employing the additional teachers does not result in the Board employing regular teachers representing more FTTEs than it is entitled to employ over that school year.

##### 35 No entitlement to carry over surplus beyond 31 March 2007

If, during the 2006 school year, a Board employs fewer regular teachers at a school than equate to the number of FTTEs that the Board is entitled to employ at that school under clause 34, there is no entitlement to carry the net surplus over after 31 March 2007.

##### 36 Suspension of clause 34(4) if 10% limit exceeded

(1) If, contrary to clause 34(4)(b), a Board employs a regular teacher whose employment causes the number of regular teachers employed at a school to exceed by more than 10% the number of FTTEs that the Board is entitled to employ at that school, the Secretary may notify the Board, in writing, that clause 34(4) does not apply to it.

(2) A notice under subclause (1) applies from the date on which it is received by the Board until the date on which the number of regular teachers employed by the Board at the school during the year up to that date equals the number of FTTEs that the Board was entitled to employ at that school under clause 34(1) and (2) during that period.

##### 37 Limitation on employment of principals

(1) The Board of a school may not employ more than 1 principal for the school at any time.

(2) A combined Board established under section 110 of the Act may not employ more than 1 principal for each school that the combined Board administers at any time.

##### 38 Limitation on employment involving salary units

(1) The Board of a school may not employ regular teachers to whom salary units have been allocated (whether permanently or otherwise) whose employment taken together is equivalent to the employment of teachers to whom there have been allocated a total number of salary units greater than a number calculated for the school under subclause (2).

(2) The number referred to in subclause (1) is calculated by—

(a) subtracting 1 from the school’s formula-generated staffing allowance to get the first result; and

(b) multiplying the first result by 0.72 to get the second result; and

(c) subtracting 0.77 from the second result to get the third result; and

(d) if the third result is not a whole number, correcting it to the nearest whole number.

##### 39 Adjustment to calculation of limitation on employment involving salary units

(1) In relation to a school that is in receipt of a special education staffing allowance under clause 23, clause 38 must be applied by increasing the third result by adding the number of salary units generated by—

(a) adding the number of FTTEs of the school’s special education staffing allowance to the number of FTTEs, if any, of the school’s special education management allowance; and

(b) multiplying the result by 0.72; and

(c) if the resulting product is not a whole number, correcting it to the nearest whole number.

##### 40 Limitation on grades for principals

(1) The Board of a school may not employ a principal at a grade higher than the grade specified in the first column of Schedule 5 opposite the roll range in which the school’s principal grading roll lies.

(2) The principal grading roll for a school is the greater of—

(a) the school’s provisional rolls and provisional special education list, after any applicable weighting in accordance with subclause (7); and

(b) the school’s confirmed rolls and confirmed special education list, after any applicable weighting in accordance with subclause (7).

(3) A school’s provisional rolls are the rolls estimated in accordance with clause 7.

(4) A school’s confirmed rolls are the rolls confirmed by the Secretary under clause 9.

(5) A school’s provisional special education list is its actual special education list determined by the Secretary as at 1 July 2005.

(6) A school’s confirmed special education list is its special education list confirmed by the Secretary under clause 9.

(7) For the purposes of determining the principal grading roll for 2006, the following weightings apply:

(a) 1 student enrolled at Felix Donnelly College, Westbridge Residential School, McKenzie Residential School, or Waimokoia Residential School is the equivalent of 6 students:

(b) 1 student (not being a student with high needs or with very high needs) enrolled at Halswell Residential College or Salisbury School is the equivalent of 3 students:

(c) 1 special education student with high needs is the equivalent of 3 students:

(d) 1 special education student with very high needs is the equivalent of 6 students.

## Part 6

Exemptions

##### 41 Supplementary learning support teachers

(1) The Secretary may exempt a Board, in respect of any school it administers, from the limitations imposed by this order if either or both of the following circumstances exist:

(a) the students enrolled at the school have particular educational needs that can be and should be met by the employment of 1 or more supplementary learning support teachers, each of whom is employed as a supplementary learning support teacher for 0.6 of an FTTE or more:

(b) students enrolled at another school, or at other schools, in the area have particular educational needs that can be and should be met by the employment of 1 or more supplementary learning support teachers, each of whom is employed as a supplementary learning support teacher for 0.6 of an FTTE or more, and the school administered by the Board provides a base from which the supplementary learning support teacher or teachers can serve the other school or schools.

(2) The sum of the following (on a national basis across all state schools of any type) must not exceed 150:

(a) the number of FTTEs in respect of which the Secretary grants exemptions for supplementary learning support teachers under subclause (1); and

(b) the total staffing (in FTTEs) for the supplementary learning support time allowance.

##### 42 Deaf and hearing-impaired students

The Secretary may exempt the Boards of Kelston Deaf Education Centre and Van Asch Deaf Education Centre from the limitations relating to staffing entitlements and salary units imposed by this order to the extent specified in Schedule 6.

##### 43 Blind and vision-impaired students

(1) The Secretary may exempt the Board of BLENNZ from the limitations relating to staffing entitlements and salary units imposed by this order to the extent specified in Schedule 6.

(2) The Secretary may exempt the Board of BLENNZ from the limitations imposed by this order if the students at the school have particular educational needs that can and should be met by the employment of not more than 24 resource teachers: visually impaired.

##### 44 Board-funded teachers

The Secretary may exempt a Board, in respect of any school it administers, from the limitations imposed by this order if the Minister has given consent to the Board under section 91F(b) of the Act.

##### 45 Time allowance for teachers absent on long-term training

The Secretary may exempt a Board, in respect of any school it administers, from the limitations imposed by this order if the Secretary considers that the school needs a long-term training course allowance of up to 1 FTTE for each teacher absent on a long-term training course.

##### 46 Protection of supernumerary teachers

The Secretary may exempt a Board, in respect of any school it administers, from the limitations imposed by this order if the exemption is necessary to preserve the continued employment of any permanently appointed regular teacher employed by the Board immediately before 1 January 2006 who is for the time being supernumerary, having been declared surplus by virtue of amalgamation, merger, change of status, closure, or a fall in the roll of the school.

##### 47 Roll increases

The Secretary may exempt a Board, in respect of any school it administers, from the limitations imposed by this order if there has been an unusual increase in the number of students enrolled at the school.

##### 48 Special reason

The Secretary may exempt a Board, in respect of any school it administers, from the limitations imposed by this order if there is a special reason for an exemption for that school, being a reason that applies only to that school or to some other special schools, but not being a reason that applies to all other special schools.

##### 49 Revocation

The Education (2004 Special School Staffing) Order 2003 (SR 2003/198) is revoked.

## Schedule 1 | cl 11 |

School | Entitlement staffing in FTTEs | Principal’s grade | Salary units |

Te Kainga Whaiora | 2.6 | U1 | 0 |

Glenelg | 2.6 | U1 | 0 |

Northland | 2.6 | U1 | 0 |

Health Camp School (Otago-Southland) | 3.8 | U1 | 1 |

Otaki | 2.6 | U1 | 0 |

Pakuranga | 3.8 | U1 | 1 |

## Schedule 2 | cl 12 |

School | Entitlement staffing in FTTEs | Principal’s grade | Salary units |

Kingslea | 13.9 | U4 | 7 |

## Schedule 3 | cl 13 |

School | Entitlement staffing in FTTEs | Principal’s grade | Salary units |

Felix Donnelly College | 16.3 | U4 | 7 |

Halswell Residential College | 10.3 | U4 | 7 |

McKenzie Residential School | 5.5 | U4 | 4 |

Salisbury School | 9.7 | U4 | 5 |

Waimokoia Residential School | 6.3 | U4 | 4 |

Westbridge Residential School | 5.0 | U4 | 4 |

## Schedule 4 | cl 14 |

School | Entitlement staffing in FTTEs | Principal’s grade | Salary units |

Central | 12.8 | U5 | 8 |

Northern | 25.3 | U6 | 17 |

Southern | 11.8 | U4 | 7 |

## Schedule 5 | cl 40(1) |

Principal’s grade | Roll range |

U1 | 1–50 |

U2 | 51–100 |

U3 | 101–150 |

U4 | 151–300 |

U5 | 301–500 |

U6 | 501–675 |

U7 | 676–850 |

U8 | 851–1 025 |

U9 | 1 026–1 200 |

U10 | 1 201–1 400 |

U11 | 1 401–1 600 |

U12 | 1 601–1 800 |

U13 | 1 801–2 000 |

U14 | 2 001 and above |

## Schedule 6 |

School | Entitlement staffing in FTTEs | Salary units |

Deaf and hearing impaired (includes Regional Co-ordinator positions) | 107.5 | 50 |

Itinerant teachers of the blind and vision impaired (BLENNZ) | 11.0 | 10 |

## Schedule 7 | cl 29 |

School | Entitlement Attached unit | staffing in FTTEs | Salary units |

Central Regional Health School | Lower North Youth -Justice Residence | 8.6 | 5 |

## Schedule 8 | cl 39 |

School | Additional salary units |

Central Regional Health School | 9 |

Northern Health School | 18 |

Southern Regional Health School | 8 |

Kelston Deaf Education Centre | 49 |

Van Asch Deaf Education Centre | 43 |

BLENNZ | 22 |

Diane Morcom,

Clerk of the Executive Council.

## Explanatory note

*This note is not part of the order, but is intended to indicate its general effect.*

This order, which comes into force on 15 September 2005, prescribes limitations on the numbers of regular (ie, non-relieving) teachers who may be employed at special schools in 2006. It sets out how the limitations are calculated, and the circumstances in which, and conditions on which, the Secretary may grant exemptions from the limitations. The substantive differences between this order and the order for last year are as follows:

•a new allowance is provided, called the

“classroom release time allowance”

(see clause 26), and (unlike most allowances) this is available also to the schools or types of schools specified in Part 3, for example, children’s health camp schools and residential special schools:•the total regular staffing allowance provisions in clause 32 reflect the introduction of 2 new allowances, the classroom release time allowance and an allowance called the

“supplementary learning support teacher support allowance”

(see clause 28), as well as a change from the previous order’s“supplementary learning support teacher time allowance”

to the“supplementary learning support time allowance”

(see clause 25) in this order:•a new exemption for supplementary learning support teachers (see clause 41) is available to a school’s Board:

•changes to the limitations on grades for principals (see clause 40) introduce the

“principal grading roll”

, which is based on the greater of a school’s provisional and confirmed rolls and list:•references in the previous order to the

“basic staffing entitlement”

in Part 3 provisions, which relate to specified schools or types of school, have become references in this order to“entitlement staffing”

. This change is also reflected in the terminology used in the schedules:•in this order, the principals’ grades and salary units for residential schools (see clause 13) named in Schedule 3 are specified in that schedule:

•a new Schedule 8 lists some special schools and their additional salary units, which will be used to calculate limitations on employment of regular teachers at those schools through a new subclause in clause 39:

•this order contains a new clause (see clause 9) requiring the Secretary to confirm a school’s March rolls and list, in line with the staffing orders for other types of schools:

•the definition of

**Maori-medium student**in clause 4 is no longer restricted to students who are Maori:•

**March rolls and list**is defined in this order (see clause 4), in line with its definition in the staffing orders for other types of schools.

Date of notification in *Gazette*: 18 August 2005.

#### Contents

1General

2About this eprint

3List of amendments incorporated in this eprint (most recent first)

##### Notes

###### 1 General

This is an eprint of the Education (2006 Special School Staffing) Order 2005. It incorporates all the amendments to the Education (2006 Special School Staffing) Order 2005 as at 17 September 2007. The list of amendments at the end of these notes specifies all the amendments incorporated into this eprint since 4 September 2007. Relevant provisions of any amending enactments that contain transitional, savings, or application provisions are also included, after the Principal enactment, in chronological order.

###### 2 About this eprint

This eprint has not been officialised. For more information about officialisation, please see "Making online legislation official" under "Status of legislation on this site" in the About section of this website.

###### 3 List of amendments incorporated in this eprint

(most recent first)

Education (2008 School Staffing) Order 2007 (SR 2007/228).