Appendix Two – Table of contents
Page
Title
1
Document 1: Web content from 1 February 2022
4
Document 2: Web content from 29 April 2022
15
Document 3: Web content from 9 September 2022
17
Document 4: Web content from 14 October 2022
under the Official Information Act 1982
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Document 1: Web content 1 February 2022
Classroom ventilation assessment toolkit
– new page for toolkit info
Along with testing, vaccination, good hygiene and physical distancing, good ventilation is important in
minimising the risk of airborne transmission of the virus that causes COVID-19.
We are sending CO2 monitors to state and state-integrated schools to support schools to understand and
improve ventilation. You can measure CO2 in any classroom for which you have concerns and use this
guidance to support the identification of the right next steps.
Together, this information and your CO2 monitor provide a toolkit to support you to understand and improve
ventilation. We’re continuing to add to the toolkit, so please stay up to date with this page.
If you have concerns about ventilation, don’t wait to receive your CO2 monitor. Please contact your property
advisor as soon as possible.
*State-integrated schools should contact their diocese for support in the first instance. Subject to Sarah’s
approval
H2 - CO2 in the classroom
Generally, a room with very good ventilation will have CO2 values under 800 ppm for the majority of the day.
International standards indicate CO2 levels fluctuating over the school day is normal.  CO2 levels in
classrooms or other school buildings fluctuate over the day depending on how many people are using the
room, what activities they are doing and the time of year.
The CO2 levels generally build over the start of the day, drop at lunch time or breaks when students are out
of the room, and build slightly again over the afternoon.
Short peaks in CO2 readings and levels shouldn’t be a cause for concern but should be a prompt to consider
what steps could be taken in response. You’ll find CO2 levels decrease quickly when the class leaves the
room and/or when windows or doors are fully opened.
If  you’ve  followed  our  guidance,  ensured  all  windows  and  doors  are  fully  opened  as  they  were  originally
designed  to  do,  and  taken  steps  to  reduce  occupancy,  activity  or  increase  times  when  rooms  are  vacated
and CO2 levels continue to be high, please speak to your property advisor.
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Sustained CO2
levels
What to do
Less than 800 ppm  Your space is very well ventilated – continue with your current approach.
800-1250 ppm
Open windows and doors as wide as practical, and for as long as practical
each school day.
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Ensure all exterior windows and doors are open, and any that aren’t open can
open as originally intended.
This may require some maintenance or minor property improvements.
Consider briefly vacating the room, changing activity or lowering the
occupancy at times through the day to support the refreshment of air in the
space.
1251-2000 ppm
Short peaks above 1250ppm throughout the day are common.
If there are consistent sustained elevations in CO2 levels over 1250ppm over
the school day consider:
• briefly vacating the room at regular intervals (e.g. 5 minutes per hour) with
all windows and doors fully open, to let the air in the room be refreshed
• lower the occupancy or the level of vigorous activity performed in the
room
If following these steps doesn’t reduce CO2 levels, please speak to your
property advisor.
Over 2000 ppm
Peaks of high CO2 can also occur.  If you have followed the above advice and
continue to have sustained CO2 levels over 2000ppm, please contact your
property advisor.
Your property advisor has access to more tools to help identify what approaches might
improve the ventilation in the space.
H2 - How to set up and use your CO2 monitor
Using your portable CO2 monitoring device
1. Follow the manufacturer’s instructions in the box to get your device started.
2. Go to the classroom or other indoor space, and place the device at around student
head height, away from doors, windows and sunlight, and at least 1m away from the
closest people.
3. Take a number of measurements of CO2 levels in PPM over the day to estimate
average PPM levels. Take note of how ppm levels change based on who is in the
room, doing what, with windows and doors open or closed.
Tip: The Aranet app allows you to track data over time and download this information
for up to seven days.
How do I set it up?
1. To activate the device, fit the two supplied AA batteries. There is no on/off switch or
other controls on the device that need to be set.
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2. Prior to first use, then weekly, sit the device outside for 15-30 minutes to let it
calibrate to the outdoor fresh air CO2 levels (approx. 420ppm).
Pairing the device to your smart device (optional)
1. You can download the Aranet app from Google Play or the Apple App Store to
connect your device to your smartphone via Bluetooth, and follow the instructions.
2. Using the app allows you to connect to your device to view (and download) CO2 data
and will help you understand how CO2 levels in your space change throughout the
day.
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Note: The processing power of your device may affect app performance.
Positioning the device in the room
• The device is best placed in a discrete area where it will not be disturbed, will not be
in direct sunlight, near open doors or windows or close to people in the room.  These
factors can each affect the temperature and CO2 levels the device records.
• Place the device at around student head height (sitting or standing is fine – just not
near the roof ceiling or floor), away from doors and windows, and at least 1m away
from the closest people.
• It’s OK for the device to be placed against a wal  or on a desk.
• It’s also fine to move the device to different locations if you are concerned about
areas within the room, though generally readings are consistent throughout a space.
Tips and tricks
•
If students breathe directly onto the device, the ppm will numbers increase. If this
happens the device should reset itself within five minutes. If not, move the device
outdoors for 10-15 minutes to allow it to re-calibrate.
Col apsible section – Frequently asked questions about CO2 monitors
How do I get a CO2 monitor? Please refer to the recent School Bulletin for information on
how to confirm your delivery address.
What is the CO2 monitor I will receive? You will receive a portable Aranet CO2 monitors.
They use high quality sensors to measure real-time CO2, temperature and humidity levels.
You can find out more about them here: https://aranet.com/product/aranet4-sensor/
How many will I receive? You will receive one portable CO2 monitor to allow you to help
you understand and troubleshoot ventilation performance. It is not intended to be a
permanent fixture in any one space.
Why do the ‘good’ CO2 readings in schools differ to ‘good’ the instructions in the
pack? The instructions in your Aranet CO2 monitor box include generic guidance for all
users. Our guidance on CO2 levels have been developed specifically for New Zealand
schools.

I need support setting my CO2 monitor up – how can I access support? If you’ve
followed the above instructions and need more support, please contact your property advisor
or [email address].
How does the CO2 monitor work? The Aranet portable CO2 monitoring device uses high
quality sensors to measure real-time CO2, temperature and humidity levels.
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It stores up to seven days’ data and you can download the Aranet app to track and
download data, and customise settings.
The two supplied AA batteries will generally last around 12 months.
You can download the user guide here: https://aranet.com/product/aranet4-sensor/
I have an internal environment monitoring device measuring CO2 in my classroom –
do I need to do anything differently? If you already have an internal environment monitor
or other CO2 monitor installed, please follow the set up advice you received at installation for
that device.
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Document 2: Web content 29 April 2022
Ministry of Education: “Term 2” Ventilation Online Guidance
Final Draft
Dated 28 April 2022
IN CONFIDENCE – NOT FOR DISTRIBUTION – SUBJECT TO INTERNAL APPROVALS
Legend:
CYAN
=
Headings
YELLOW
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Note to add links
L1 page: Ventilation in schools
H1: Ventilation in schools
Making  sure  indoor  spaces  are  well  ventilated  and  have  lots  of  fresh  air  is  recommended  for
schools at all levels of the COVID-19 Protection Framework, along with the appropriate use of
face coverings, physical distancing, good hygiene and other health measures. Good ventilation
works alongside these measures to help slow the spread of the virus that causes COVID-19.
The best way to maximise ventilation is to open all windows and doors as much as possible, and
whenever it is practical to do so. The exception  to this is spaces that are fitted with ducted air
conditioning systems (excluding heat pumps), which do not rely on opening windows to  bring in
fresh air.
Follow  our  guidance  to  fine-tune  your  school’s  ventilation  strategies  to  maintain  comfortable
indoor temperatures while achieving good ventilation.
[Add link to layered diagram on the resources page]
Subheading: Ventilation help in winter
Air flow behaves differently at different temperatures – for example, the bigger the temperature
difference between outside and inside, the more efficiently fresh outside air is drawn in through
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open  windows.  This  means  ventilation  can  work  better  during  cold  weather,  so  you  can  still
achieve good ventilation with windows just partially open.
There are several ways to do this depending on your school’s design, how each space is being
used and the outdoor conditions. Read our tips on how you can do this, with posters and a pre-
winter checklist available on our resources page.
Support  is  available  to  schools  who  are  concerned  about  maintaining  good  ventilation.  This
includes:
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• specific ventilation advice from our COVID-19 ventilation team
• the  free  supply  of  a  limited  number  of  portable  air  cleaners  and  CO2  monitors,  being
distributed to all schools in Term 2
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• the supply of additional portable air cleaners where this is found to be the correct interim
or supplementary solution
• the ability to purchase suitable portable air cleaners and CO2 monitors from the Ministry’s
nominated suppliers at discounted pricing
• funding of urgent property improvements over $5,000 that are required to achieve good
ventilation
• we are also looking at potential operational funding options to assist with additional heating
costs during winter.
For ventilation advice and to access this support, please contact your Property Advisor or our
COVID-19 ventilation team on [email address].
TILE 1 link to separate page: Ventilation guidance
TILE 2 link to separate page: Assessing ventilation
TILE 3 link to separate page: Ventilation resources
L2 page: Ventilation guidance
H1: Ventilation guidance
A space’s ventilation will be influenced by how it was designed, how it is currently being used,
and  the  outdoor  conditions.  Good  ventilation  will  provide  fresh,  clean  air  while  maintaining
comfortable temperature and humidity levels for the people in the space.
Good  ventilation  helps  reduce  COVID-19  airborne  transmission  by  quickly  and  consistently
removing the old air and replacing it with fresh, clean air.
Indicators that a space may not be well-ventilated include a feeling of stuffiness, lingering smells
and  elevated  CO2  levels  created by  the  people  in  the  room.  When  this is  occurring,  schools
should also consider increasing the use of other measures such as face coverings and physical
distancing.
You can quickly improve the air quality in any space by:
• limiting more vigorous activities, or moving them outdoors or to a better ventilated space
•
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limiting the number of people, especially in smaller, confined spaces
• fully opening all windows and doors to flush the air in the room, and where it’s an option
to do so, briefly vacating the room at the same time.
<Quick links/jump links/contents/on this page>
• Guidance for all naturally ventilated spaces
• Guidance for naturally ventilated spaces on cold, wet or windy days
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• Guidance for ducted, mechanically ventilated spaces
• Guidance for using heat pumps and other heating systems
• Other supplementary solutions
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H2: Guidance for all naturally ventilated spaces
Most New Zealand schools and classrooms are naturally ventilated using windows that can be
opened. Make the most of this by:
• Opening all windows and doors as much as possible, and whenever it is  practical to do
so. Do not wait for a space to get stuffy before opening windows and doors.
• Opening all windows before the school day starts and having them open whenever the
room is vacated during the day.
• Opening windows and doors on the opposite sides of a room where possible to enable the
cross flow of air, including any that connect to internal corridors or other circulation spaces.
• Taking regular short breaks (5-10 minutes each hour) where everyone exits the space
with the windows and doors fully opened, to flush the space with fresh air.
Regularly check for any property issues that may need to be resolved, such as:
• ensuring any window that was originally designed to open, can still open
• unsticking windows which may have been fixed or painted shut
• replacing missing or broken window winders, hinges, catches or closers
• correcting any previous alterations which may be impeding good ventilation
Please  contact  your  Ministry  property  advisor  if  you  require  additional  ventilation  support  to
address any property concerns.
H2: Guidance for naturally ventilated spaces on cold, wet or windy days
Bad weather can make it impractical to fully open windows and doors, but on cold days good
ventilation can still be achieved with windows partially opened.
This is because air flow behaves differently at different temperatures  – for example, the bigger
the temperature difference between outside and inside, the more efficiently fresh outside air is
drawn in through open windows.
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As a rule of thumb:
• it’s possible to achieve good ventilation when partially opening all windows by 5cm
• fully  opening  all  windows  and  doors  for  3-5  minutes  every  hour  can  fully  refresh  and
replace all the air in a classroom
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On colder days, in addition to our general ventilation guidance, try to:
• Pre-heat spaces before the start of the school day. Having it warm inside improves the
draw of fresh air through partially opened windows.
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• Increase indoor heating during the day, if you need to, to offset the impact of having the
windows partially open when it’s cold outside.
• Where high level windows are fitted, open these first and wider than low level windows to
reduce cold draughts in the room.
• Open lots of windows a little, rather than a few windows a lot. Close the door before you
begin  closing  windows,  reduce  or  close  any  windows  directly  facing  the  worst  weather
conditions (e.g. wind, rain or snow).
• On a wet day, try to keep wet clothes out of the classroom as bringing them in will make
the classroom more difficult to heat.
• Consider adjusting the classroom layout to move students away from open windows, and
other areas that may have cooler air or draughts.
• Consider relaxing uniform rules/dress codes and allowing warmer clothes to be worn, for
people who are more sensitive to colder air and draughts.
• Continue  to  use  refresh  breaks,  where  all  windows  and  doors  are  fully  opened  and
preferably everyone exits the room for a few minutes each hour.
• Fine-tune your approach through the day as the weather changes. Fully opening windows
still achieves the best ventilation, so increase your window openings if it warms up outside
later  in  the  day  or  whenever  this  can  be  done  while  maintaining  a  comfortable  indoor
temperature.
Continue using your portable CO2 monitors to check if your ventilation is working effectively, in
addition to  the appropriate use of face coverings, physical distancing, good hygiene and other
health measures.
H2: Guidance for ducted, mechanically ventilated spaces
Some  schools  are  fitted  with  ducted  mechanical  ventilation  systems  that  automatically  source
fresh  air  from  the  outside  while  also  managing  the  temperature  of  the  room.  These  are  often
referred to as HVAC or air conditioning systems. This doesn’t include heat pumps, because they
don’t supply fresh air.
One way to identify if your space has a ducted mechanical ventilation system is to look for vents
in the ceiling that bring in fresh air or extract old air.
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Where ducted mechanical ventilation systems are fitted, the above advice for naturally ventilated
spaces doesn’t apply unless the system has specifically been designed to work in conjunction
with windows and doors being open.  If not, windows and doors should remain closed to allow the
system to work as designed.
A  well-configured  ducted  mechanical  ventilation  system  will  provide  good  ventilation  while
managing indoor temperatures. Make the most of this by:
• Ensuring the system is regularly checked, cleaned and maintained by an appropriately
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skilled technician.
• Having the system configured to come on at least two hours before and after the school
day.
• Increasing the amount of fresh air brought in by the system and minimising the amount of
old air it filters and recirculates.
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• Continuing  to  use  your  portable  CO2  monitors  to  check  if  the  system  is  working
effectively.
Configuration  and  maintenance  of  ducted  ventilation  systems  should  only  be  done  by
appropriately skilled technicians. Technical guidance on this topic is available on our  resources
page.
H2: Guidance for using heat pumps and other heating systems
You can continue to use heat pumps to heat or cool spaces, even when windows and doors are
open.
Heat pumps and most other heating systems only heat or cool recirculated air within the space.
They do not bring in fresh air, so to achieve good ventilation they must be used alongside a means
of providing fresh air.
When using heat pumps and other heating systems:
• pre-heat the space  to a comfortable temperature before the school day to improve the
draw of fresh air through partially opened windows
• increase indoor heating or cooling during the day, if you need to, to offset the impact of
having the windows open
• resetting the temperature of the room to a comfortable level after it has been vacated and
aired out, by briefly closing all windows and doors and running the system on its highest
setting before re-occupying the room and re-opening windows.
Ahead of the colder months, your heat pump or heating system should be checked and serviced
to make sure it is running at its best.
Using a heat pump with windows open will be less efficient and may incur some additional power
costs.
H2: Other supplementary solutions
H3: Portable air cleaners (purifiers)
Air cleaners are a supplementary solution that can reduce COVID-19 airborne transmission by
filtering and recirculating the air within a space. They do not replace good ventilation practices in
any circumstances, and do not reduce CO2 levels or supply fresh air.
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Air cleaners can offer a modest improvement to air quality and can help compensate when air
flow  is  very  low,  and  in  spaces  that  are  challenging  to  ventilate  well.  Their  effectiveness  is
dependent on being correctly sized for the room, running on a high fan speed, and having a quality
HEPA filter.
All  state  and  state-integrated  schools  have  been  offered  air  cleaners  that  meet  these
requirements  to  use  at  their  discretion  in  spaces  that  may  have  a  higher  risk  of  airborne
transmission such as  some staff rooms, music rooms, high-use meeting and break-out rooms.
Units are being distributed starting from March 2022.
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If  after  following  our  guidance  and  working  through  ventilation  concerns  with  your  Ministry
Property  Advisor  it  is  determined  that  an  increased  use  of  air  cleaners  is  the  appropriate
temporary or supplementary solution, additional air cleaners can be made available.
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As the Ministry will supply air cleaners to schools where they are required, there should be no
need for schools to purchase their own, however some schools may elect to  do so at their own
cost.
In  May  2022  we  will  advise  arrangements  for  schools  and  other  education  sector  entities  to
purchase air cleaners direct from the Ministry’s selected supplier, at a discounted price.
If purchasing brands outside of these arrangements, our panel of experts recommend air cleaners
that use H13-14 HEPA filters, have a Clean Air Delivery Rate (CADR) greater than 400 m3/hour,
operate at less than 60dB and do not use emerging technologies that emit any substances into
the  air  (for  example  ionisers,  plasma  discharge,  ozone  generators,  photocatalytic  oxidation  or
hydrogen peroxide).
H3: Ceiling fans
You can use ceiling fans  to help circulate warm or cool air around the room. Though they can
improve ventilation when windows are fully open, they are unlikely to improve ventilation while
windows are partially opened.
H3: Extract and supply fans
Well-designed  and  positioned  extract  and  supply  fans  that  bring  in  fresh  air  or  push  out  the
existing  air  can  boost  natural  ventilation  in  conjunction  with,  or  as  an  alternative  to  opening
windows and doors.  If you are considering fitting extract or supply fans, please discuss with your
Ministry Property Advisor first to ensure that they will improve existing ventilation.
H3: Portable fans
We recommend limiting use of portable fans as it can be difficult to determine whether they are
assisting  or  interfering  with  air  flow. Portable  fans  are  also  noisy  and  can  be  a  safety  hazard
depending on how they are positioned in the room.
Most  non-industrial  portable  fans  do  not  produce  sufficient  air  movement  to  offer  a  notable
improvement to ventilation.
L2 page: Assessing ventilation
There are several ways to quickly assess whether a space is well ventilated.  Your senses can
give a good immediate indication – for example if a room feels stuffy or has lingering smells, it
may not be well ventilated. You’l  be able to verify this using your CO2 monitor.
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If you can’t resolve ventilation issues using our guidance, or you are concerned about ventilation
in your school you can contact your Ministry Property Advisor or the Ministry’s ventilation team
on [email address].
H1: Carbon dioxide (CO2) monitoring
Measuring CO2 levels indicates how well-ventilated a space is when it is occupied. Elevated CO2
levels means fresh air isn’t flowing into a space quickly enough to meet the needs of the space’s
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occupants. If sustained at elevated levels this can cause drowsiness and concentration issues for
the people in the space.
Also, if the air in a space is not replaced quickly enough, pollutants and airborne particles including
viruses stay in the air for longer. That means if anyone in the room is infectious with COVID-19,
the risk of airborne transmission of the virus is increased.
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To help schools assess CO2 levels, we have distributed portable CO2 monitors to all state and
state-integrated schools, with more being distributed in May 2022. Some spaces already have
fitted CO2 monitoring devices (via Internal Environment Monitors).
With winter approaching it is important to have a regular routine in place of checking CO2 levels
to gauge how well the supply of fresh air is being balanced with maintaining comfortable indoor
temperatures.  This is in addition to the appropriate use of face coverings, physical distancing,
good hygiene and other health measures.
H2: How to set up your CO2 monitor
1. Follow  the  manufacturer’s  instructions  in  the  box.    To  activate  the  device,  fit  the  two
supplied AA batteries. There is no on/off switch or other controls on the device that need
to be set.
2. Prior to first use, sit the device outside for 15-30 minutes to let it calibrate to the outdoor
fresh air CO2 levels (approx. 420ppm).
3. Download the Aranet smartphone app from Google Play or the Apple App Store.  The app
allows you to connect to the device via Bluetooth to track readings over time and download
the  readings  for  up  to  seven  days,  in  CSV  format.   Doing  this  will avoid  you having  to
manually record the readings.
4. With the app there is the option to change the measurement interval to our recommended
setting of every 2 minutes, and to adjust the warning levels to match our advice presented
below.
H2: Using your CO2 monitor to perform spot checks
Spot checks provide an immediate indication of current CO2 levels.  If the levels are high, follow
our guidance to try to lower them and also consider if you should monitor the space’s CO2 levels
over a longer duration.
1. Take the device to each space and place it somewhere about student head height, away
from doors and  windows, out of  direct  sunlight,  and  at  least 1m away  from  the  closest
people.  Note  breathing  directly  into  or  over  the  device  will  cause  it  to  report  high
CO2 levels.
2. Leave  the  device  in  the  room  for  at  least  5  minutes  before  checking  the  CO2 levels
reported on its screen. If temperature readings are also required, extend this to 30 minutes
under the Official Information Act 1982
to allow the device to report this accurately.
3. Repeat  this  process  in  a  selection  of  spaces,  or  all  spaces  on  a  regular  basis  (e.g.
fortnightly). Look for patterns and relationships between CO2 levels, who is in the room,
doing what, and with windows and doors open or closed.
H2: Using your CO2 monitor to gather a full day’s readings
If you have a concern with how the space’s ventilation is changing through the day, you can leave
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the device in the room for a longer period for it to automatically gather its readings.
1. Take the device into the space and place it somewhere about student head height, away
from doors and windows, out of direct sunlight, at least 1m away from the closest people
and in a place where it will not be disturbed or moved.
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2. At the end of the day, use the app to view and download the CO2 readings.  If downloading
the data, ensure you only review the data linked to that space on that day. Take note of
how CO2 levels change based on who is in the room, doing what, with windows and doors
open or closed at different times through the day.
3. When  discussing  your  concerns  with  your  Ministry  Property  Advisor  or  the  Ministry’s
ventilation  team  on  [email address],  provide  a  copy  of  the
downloaded data.
H2: Interpreting CO2 levels
It’s normal for CO2 levels to fluctuate over the school day. This will happen depending on how
many people are using the room, what activities they are doing, how the space’s ventilation is
performing and the outdoor conditions.
CO2 levels generally build from the start of the day, drop at lunch time or during breaks, and build
again during the afternoon.  CO2 levels decrease quickly when the space is vacated and/or when
windows or doors are fully opened.
Short peaks in CO2 levels shouldn’t be a cause for concern but should be a prompt to consider
what steps could be taken in response. If you have consistent and sustained elevated CO2 levels
not addressed by following our guidance, please speak to your property advisor.
SUSTAINED
CO2  LEVELS
WHAT TO DO
Less than 800 ppm
Your space is very well ventilated – continue with your current approach.
800-1250 ppm
Open al  windows and doors as much as possible, and whenever it is practical to do so
each school day while maintaining comfortable indoor temperatures.
Ensure  al   exterior  windows  are  functional  and  can  be  opened  as  original y
intended.   This may require some maintenance or minor property improvements.
Consider briefly vacating the room, changing activity, or lowering the occupancy at
times through the day to purge and refresh the air in the space.
under the Official Information Act 1982
1251-2000 ppm
Short peaks above 1250ppm throughout the day are common.  If there are consistent
and sustained elevations in CO2 levels over 1250ppm over the school day, consider:
•
briefly vacating the room at regular intervals (e.g. 5 minutes each hour) with al
windows and doors ful y open, to purge and refresh the air in the space
•
lower the occupancy or the level of vigorous activity performed in the room
•
increase  the  use  of  other  measures  such  as  face  coverings  and  physical
distancing.
Released  If the elevated CO2 levels continue, please speak to your property advisor.
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SUSTAINED
CO2  LEVELS
WHAT TO DO
Over 2000 ppm
Peaks  of  high  CO2 levels  can  also  occur.  If  you  have  fol owed  the  above
advice  and  continue  to  have  sustained  CO2 levels  over  2000ppm,  please
contact your property advisor.
H2: Purchasing additional CO2 monitors
The  portable  CO2  monitor  the  Ministry  has  selected  is  the  Aranet4  Home  device.  We  have
distributed  Aranet4 Home portable CO2 monitors to all state and state-integrated schools, with
more being distributed in May 2022.
If  you  would  like  to purchase additional  devices,  they  can  be  sourced  direct  from  our  supplier
Butler TechSense Ltd via the web site: https://co2sensor.co.nz/.  A voucher code is available for
schools and other education sector entities to order the devices at a discounted price. This will
be  published  in  the  Education  Bulletin  early  in  term  2.  Schools  can  also  contact
[email address] to get a voucher code.
If  purchasing  another  CO2  monitor  brand,  we  recommend  ensuring  the  device  has  a
nondispersive infrared (NDIR) CO2 sensor.
under the Official Information Act 1982
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L3 page: Ventilation resources
H1: Downloadable resources – winter advice
• A4 Poster: Promoting air flow in schools
• A4 Poster: Maintaining good ventilation in winter (new)
• Checklist: Pre-winter ventilation checks (new)
H1: Downloadable resources – other
• Diagram: The Ministry’s Ventilation Strategy (layered approach)
• A4 Poster: How different ventilation methods compare (new)
• A4 Poster: How to use a Samsung portable air cleaner
• A4 Poster: Where to position your portable air cleaner
• Technical Advice: Ducted mechanical ventilation systems
H1: Research and studies
H2: Classroom ventilation study (January 2022)
The  results  from our  study  with  NIWA  to  understand  more  about  classroom  ventilation  further
verified our COVID-19 classroom ventilation strategy.
The study involved looking at ventilation levels in typical classrooms being used as they normally
are during the day. This was done by monitoring the amount of CO2, which indicates how much
fresh air flow there is, in 18 different classrooms across three schools.
The study verified that good ventilation can be achieved in most naturally ventilated classrooms
by opening windows and doors. The study highlighted the added benefits of opening windows
and  doors  on  different  sides of  the room,  of  introducing  short breaks  to periodically purge  the
room of stale air, and of supplementary assisted natural ventilation systems (e.g. extract/exhaust
fans).
It also identified other areas for further research, including classroom ventilation in cold weather,
and  the  effective  use  of  portable  air  cleaners  and  other  supplementary  measures.
• Paper: NIWA rapid study
under the Official Information Act 1982
H2:  The  Effectiveness  of  Natural  Ventilation:  A  Case  Study  of  a  Typical  New  Zealand
Classroom with Simulated Occupation
As a follow-on to the NIWA classroom ventilation study, this study assessed how the ventilation
was impacted by different opening areas, by differing indoor versus outdoor temperatures, and
by supplementary measures such as portable air cleaners and fans.  It will be published in May
2022.
H2: The Impact of Natural Ventilation During Winter on Thermal Comfort in Classrooms  -
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A Systematic Literature Review
The aim of this study was to review the available literature on the impact of natural ventilation
during winter on thermal comfort. It will be published in May 2022.
H2:  Methods  of  Assisting  Natural  Ventilation  in  Classrooms  –  A  Systematic  Literature
Review
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The aim of this study was to review the available literature that compares and assesses the use
of different ways of improving natural ventilation in classrooms. It will be published in May 2022.
H1: Other online resources
Ministry of Education property advisors — education.govt.nz
Te Mahau – Advice for schools and kura
Unite against COVID-19 — covid19.govt.nz
under the Official Information Act 1982
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Document 3: Web content 9 September 2022
Ventilation in schools https://temahau.govt.nz/ventilation
In New Zealand, we have great outdoor air quality. The Ministry’s approach to indoor air quality and
ventilation is centred around this and encourages behaviours that promote good ventilation.
Our advice to schools continues to be maximise ventilation capabilities as much as possible while
maintaining comfortable indoor temperatures to help to reduce the risk of transmission of airborne
illnesses, such as COVID-19.
The importance of ventilation
All New Zealand schools are designed to be well-ventilated, either naturally or mechanically. When
airborne illnesses are prevalent, maintaining good indoor air quality reduces the risk of airborne
transmission by regularly refreshing the air in a space.
The COVID-19 pandemic will continue to require a health and safety response from schools to
minimise the risk of transmission. As part of this, we’re continuing to support schools to maintain
good ventilation in their spaces year-round.
The best way to achieve good ventilation is to open windows and doors, either fully or partially,
whenever you can. The exception to this is spaces that are fitted with ducted air conditioning
systems (excluding heat pumps), which do not rely on opening windows to bring in fresh air.
Our guidance is provided to help schools understand ventilation requirements and to assess and
mitigate any risks caused by poor ventilation.
Schools are encouraged to follow our guidance and fine-tune their ventilation strategies year-round,
depending on the season and outdoor conditions.
Ventilation guidance
Assessing ventilation
Using good ventilation helps to
There are several ways to determine if a
improve indoor air quality and reduce
space is well ventilated
the transmission of airborne illnesses
Ventilation resources
Device support
Downloadable posters, guides and
Portable CO2 monitor and air cleaner
under the Official Information Act 1982
other resources
information
Advice and guidance for colder weather
When it is colder outside, good ventilation practices need to be balanced with keeping rooms at a
comfortable temperature.
Airflow works better when its colder outside, and it is possible to maintain good ventilation with
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windows only partially open. Our advice to schools is to open windows for as long as practically
possible, and to balance this with ensuring that the temperature remains comfortable inside.
Windows that are ajar or partially open still promote good ventilation – every little bit helps.
There are three key actions to improve natural ventilation during colder weather:

Document 4: Web content 14 October 2022
Ventilation Guidance https://temahau.govt.nz/covid-19/advice-schools-and-
kura/ventilation-schools/ventilation-guidance
Our advice to schools continues to be maximise ventilation capabilities as much as possible while
maintaining comfortable indoor temperatures to help to reduce the risk of transmission of airborne
illnesses, such as COVID-19.
Ventilation overview
Good ventilation will remove the old air and replace it with fresh, clean air while maintaining
comfortable temperature and humidity levels for the people in the space.  This helps to reduce the
transmission of airborne illnesses such as COVID-19 .
Indicators that a space may not be well-ventilated include a feeling of stuffiness, lingering smells and
elevated CO2 levels. Sustained and elevated levels of CO2 indicate an increased risk of airborne
transmissions of illnesses, including COVID-19.
Guidance for naturally ventilated spaces
Most New Zealand schools and classrooms are designed to be naturally well-ventilated by using
windows that can be opened. Make the most of this by:
• Opening all windows and doors, partially or fully as conditions allow, whenever you can. Do not
wait for a space to get stuffy before opening windows and doors.
• Opening all windows, partially or fully as conditions allow, before the school day starts and
whenever the room is vacated during the day.
• Opening windows and doors on the opposite sides of a room where possible to enable the cross
flow of air, including any that connect to internal corridors or other circulation spaces.
• Taking regular refresh breaks for 5-10 minutes, preferably where everyone leaves the room and
windows and doors are fully opened, to flush the space with fresh air.
Regularly check for any property issues that may need to be resolved, such as:
• Ensuring any window or door that was originally designed to open, can still open.
• Unsticking windows which may have been fixed or painted shut.
• Replacing missing or broken window winders, hinges, catches or closers.
• Correcting any previous alterations which may be impeding good ventilation.
Ministry funding is available for urgent ventilation-related property improvements that exceed
under the Official Information Act 1982
$5,000.  Please contact your Ministry property advisor if you require support to address any
property issues or to access this funding.
Guidance for naturally ventilated spaces on cold, wet or windy days
Bad weather can make it impractical to fully open windows and doors, but on cold days good
ventilation can still be achieved with windows partially opened.
This is because air flow behaves differently at different temperatures. The bigger the temperature
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difference between outside and inside, the more efficiently fresh outside air is drawn in through
open windows.
On colder days, take these additional steps to help ventilate your space while balancing comfortable
indoor temperatures:

• Heat: Heat the room before the start of the school day, which will allow people to open
windows earlier in the day. Keep heating on throughout the day to stay warm, with windows
partially opened whenever possible.
• Open: Open windows by at least a crack or as much as you can while staying warm. Opening
lots of windows a little can be more effective in colder weather. If the weather is bad
outside, close what you need to stay comfortable.
• Reboot: Take refresh breaks to clear the air at different times during the day by fully
opening all the windows and doors, preferably while having everyone exit the room. Aim to
do this at least four times each day.
Fine-tune your approach through the day as the weather changes. Fully opening windows still
achieves the best ventilation, so increase your window openings if it warms up outside later in the
day or whenever this can be done while maintaining a comfortable indoor temperature. You can use
CO2 monitors to check that these strategies are working, and identify whether adjustments need to
be made.
In addition to the tips above schools can also adopt other, more specific ventilation strategies:
• Open high-level windows first and wider than low level windows to reduce cold draughts in the
room.
• Open lots of windows a little, rather than a few windows a lot. Close the doors before you begin
closing windows and reduce or close any windows directly facing the worst weather conditions
(e.g. wind, rain or snow).
• On a wet day, try to keep wet clothes out of the classroom as bringing them in will make the
classroom more difficult to heat.
• Adjust the classroom layout to move students away from open windows, and other areas that
may have cooler air or draughts.
• Relax uniform rules/dress codes and allowing warmer clothes to be worn on the coldest days.
Guidance for spaces with ducted mechanical ventilation systems
Some schools are fitted with ducted mechanical ventilation systems that automatically source fresh
air from the outside while also managing the temperature of the room. These are often referred to
as HVAC or air conditioning systems. This doesn’t include heat pumps [Link to heat pump advice]
because they don’t supply fresh air.
under the Official Information Act 1982
One way to identify if your space has a ducted mechanical ventilation system is to look for vents in
the ceiling that bring in fresh air or extract old air.
Where ducted mechanical ventilation systems are fitted, the above advice for naturally ventilated
spaces doesn’t apply unless the system has specifically been designed to work in conjunction with
windows and doors being open. If not, windows and doors should remain closed to allow the
system to work as designed.
A well-configured ducted mechanical ventilation system will provide good ventilation while
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managing indoor temperatures. Ensure these systems are:
• Regularly checked, cleaned and maintained by an appropriately skilled technician.
• Configured to operate from at least two hours before and after the school day.

• Configured to increase the amount of fresh air brought in by the system and minimising the
amount of old air it filters and recirculates, where this can be done while maintaining
comfortable indoor temperatures.
You can use CO2 monitors to assess whether the system is working effectively.
Configuration and maintenance of ducted ventilation systems should only be done by appropriately
skilled technicians. Technical guidance on this topic is available on our resources page.
Guidance for using heat pumps and other heating systems
You can continue to use heat pumps to heat or cool spaces, even when windows and doors are
open. Please note that using a heat pump with windows open will be less efficient and may incur
some additional power costs.
Heat pumps and many other heating systems only heat or cool recirculated air within the space.
They do not bring in fresh air, so to achieve good ventilation they are to be used alongside a means
of providing fresh air.
When using heat pumps and other heating systems, consider:
• Pre-heating the space to a comfortable temperature before the school day to improve the draw
of fresh air through partially opened windows.
• Increasing indoor heating or cooling during the day, if you need to, to offset the impact of having
the windows open.
• Resetting the temperature of the room to a comfortable level after it has been vacated and
aired out, by briefly closing all windows and doors and running the system on its highest setting
before re-occupying the room and re-opening windows.
Your heat pump or heating system should be regularly checked and serviced to make sure it is
running at its best.
Other supplementary solutions
Portable air cleaners (purifiers)
Air cleaners are a supplementary solution that can improve indoor air quality and reduce the
airborne transmission of illnesses such as COVID-19 by filtering and recirculating the air within a
space. They do not replace good ventilation practices in any circumstances as they do not supply
under the Official Information Act 1982
fresh air or reduce CO2 levels.
Air cleaners can offer a modest improvement to air quality and can help compensate when air flow
is low and the air is stagnant in spaces that are challenging to ventilate well, and when it is
impractical to sufficiently open windows. Their effectiveness is dependent on the air cleaner being
correctly sized for the room, running on a high fan speed, and having a quality HEPA filter.
In 2022 we have made more than 13,000 air cleaners available to state and state-integrated schools
to use at their discretion in spaces that may have a higher risk of COVID-19 airborne transmission.
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This may include staff rooms, music rooms, high-use meeting and break-out rooms. They can also be
used in classrooms and other spaces when adverse weather conditions make it less practical to open
the windows.

Schools, early childhood services and other education providers are able to purchase air cleaners at
a discounted rate directly from our preferred suppliers. More detail is provided on the Device
Support page [insert link].
Ceiling fans
Fixed ceiling fans help to circulate warm or cool air around the room. They can improve ventilation
when windows are fully open, however are unlikely to result in an improvement when windows are
only partially opened.
Extract and supply fans
Fitting well-designed and positioned extract and supply fans that bring in fresh air or push out the
old air can boost natural ventilation in conjunction with, or as an alternative to fully opening
windows and doors. If you are considering fitting extract or supply fans, please discuss with your
Ministry Property Advisor first to ensure that they will successfully supplement the existing natural
ventilation.
Portable fans
Most non-industrial portable fans do not produce sufficient air movement to offer a notable
improvement to ventilation.
We recommend limiting use of portable fans as it can be difficult to determine whether they are
assisting or interfering with air flow. Portable fans are also noisy and can be a safety hazard
depending on how they are positioned in the room.
under the Official Information Act 1982
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Assessing ventilation https://temahau.govt.nz/covid-19/advice-schools-and-
kura/ventilation-schools/assessing-ventilation
There are several ways to quickly assess whether a space is well ventilated.
Assessing ventilation
Your senses can give a good immediate indication of whether a space has good airflow – for example
if a room feels stuffy or has lingering smells, it may not be well ventilated. You’ll be able to verify this
using a CO2 monitor.
If you can’t resolve ventilation issues using our guidance, or you are concerned about ventilation in
your school you can contact your Ministry Property Advisor or the team on
[email address].
Carbon Dioxide (CO2) monitoring
Monitoring CO2 levels is one way to quickly assess whether a space is well ventilated when it is
occupied. Elevated CO2 levels for a sustained period of time (e.g. over the course of an hour) indicate
that fresh air isn’t flowing into a space quickly enough to meet the needs of the space’s occupants.
This means that airborne particles and pollutants including illnesses such as COVID-19 stay in the air
for longer, so if anyone in the room has an airborne illness, the risk of transmission is increased.
To help schools assess CO2 levels, in 2022 we have distributed more than 12,000 portable CO2
monitors to all state and state-integrated schools. A number of spaces also have internal
environment monitoring devices fitted that include CO2 monitoring.
To learn more about setting up your portable CO2 monitor, please refer to the Aranet4 Setup and
User guide [Insert downloadable].
Using your portable CO2 monitor to perform spot checks
Spot checks provide an immediate indication of current CO2 levels. If the levels are high, follow our
guidance to try to lower them and also consider if you should monitor the space’s CO2 levels over a
longer duration.
Spot checks only provide a snapshot of the current CO2 level and may not represent peak or
sustained levels. Short peaks of elevated CO2 levels are common in all indoor spaces and are not a
cause for concern.
1. Take the CO under the Official Information Act 1982
2 monitor to each space and place it somewhere around student head height, away
from doors and windows, out of direct sunlight, and at least 1m away from the closest people.
Note breathing directly into or over the device will cause it to report high CO2 levels.
2. Leave the device in the room for at least 5 minutes before checking the CO2 levels reported on
its screen. If temperature readings are also required, extend this to 30 minutes to allow the
device to report this accurately.
3. Repeat this process in a selection of spaces, or all spaces on a regular basis (e.g. fortnightly).
Look for patterns and relationships between CO2 levels, who is in the room, doing what, and
with windows and doors open or closed.
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Using your portable CO2 monitor to gather a full day’s readings
If you have a concern with how the space’s ventilation is changing through the day, you can leave
the CO2 monitor in the room for a longer period for it to automatically collect its readings.

1. Take the CO2 monitor into the space and place it somewhere around student head height, away
from doors and windows, out of direct sunlight, at least 1m away from the closest people and in
a place where it will not be disturbed or moved.
2. At the end of the day, use the smartphone app to view and download the CO2 readings. When
downloading and assessing the data, ensure you only review the data linked to that space on
that day. Take note of how CO2 levels change based on who is in the room, doing what, with
windows and doors open or closed at different times through the day.
3. When discussing any concerns with your Property Advisor, provide a copy of the downloaded
data.
Sustained CO2 Actions to consider
levels
Under 800
Your space is well ventilated, continue with current approach.
800-1250
Open windows more if this can be done while maintaining comfortable indoor
temperatures.  Consider lowering the level of activity, briefly vacating the room and/or
purging and refreshing the air in the space (a “reboot”).
1250-2000
Take further action to introduce more fresh air, for example:
•
Open al  windows and doors as much as possible, and whenever it is practical to
do so while maintaining comfortable indoor temperatures.
•
Reboot the room by fully opening al  windows and doors for a few minutes,
preferably while vacating the room, to purge and refresh the air in the space.
•
Reduce the level of vigorous activity performed in the room or lower the total
occupancy.
To reduce the risk of transmission of airborne il nesses such as COVID-19, also consider
increasing other health measures such as face coverings and physical distancing.
Over 2000
If you have followed the above advice and stil  have sustained CO2 levels over 2000ppm,
contact your Property Advisor.
In addition, instigate at least four refresh breaks through the school day where you
reboot the room with al  windows and doors open for a few minutes, and preferably with
the room unoccupied.
under the Official Information Act 1982
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Ventilation resources https://temahau.govt.nz/covid-19/advice-schools-and-
kura/ventilation-schools/ventilation-resources
The Ministry has developed a series of downloadable resources to support schools with good
ventilation.
Ventilation in a space
A4 Poster: How different ventilation methods compare
A4 Poster: Promoting good air flow in schools
A4 Poster: Tips for good ventilation in winter
Technical Advice: Ducted mechanical ventilation systems
Property ventilation checklist
Portable air cleaners
A4 Poster: Help Slow COVID-19 by correctly using air cleaners
A4 Poster: Where and when to use air cleaners
A4 Poster: How to use a Samsung portable air cleaner
A4 Poster: Where to position your portable air cleaner in a room
Setup and User Guide: Samsung Portable Air Cleaners
CO2 monitoring
A4 Poster: Help Slow COVID-19 by monitoring CO2 levels
Setup and User Guide: Aranet4 Portable CO2 Monitors
under the Official Information Act 1982
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COVID-19 Ventilation research and studies
Many international studies and research from various authorities have informed the Ministry’s
COVID-19 ventilation response. Local studies were also undertaken to investigate the appropriate
strategy for the context of New Zealand classrooms.
The Ministry set up the Ventilation Technical Advisory Group (VTAG), with members that have
significant ventilation expertise to support and perform the studies below.
Classroom ventilation study
Our study with NIWA helped us understand more about classroom ventilation and helped verify our
COVID-19 classroom ventilation strategy.
The study involved looking at ventilation levels in typical classrooms being used as they normally are
during the day. This was done by monitoring the amount of CO2, which indicates how much fresh air
flow there is, in 18 different classrooms across three schools.
The study verified that good ventilation can be achieved in most naturally ventilated classrooms by
opening windows and doors. The study highlighted the added benefits of opening windows and
doors on different sides of the room, of introducing short breaks to periodically purge the room of
stale air, and of supplementary assisted natural ventilation systems (e.g. extract/exhaust fans).
It also identified other areas for further research, including classroom ventilation in cold weather,
and the effective use of portable air cleaners and other supplementary measures.
NIWA rapid study
Download the results from our study with NIWA
The Effectiveness of Natural Ventilation: A Case Study of a Typical New Zealand Classroom with
Simulated Occupation
As a follow-on to the NIWA classroom ventilation study, this study assessed how the ventilation was
impacted by different opening areas, by differing indoor versus outdoor temperatures, and by
supplementary measures such as portable air cleaners and fans.
Natural Ventilation
under the Official Information Act 1982
The Effectiveness of Natural Ventilation
The Impact of Natural Ventilation During Winter on Thermal Comfort in Classrooms – A Systematic
Literature Review
The aim of this study was to review the available literature on the impact of natural ventilation
during winter on thermal comfort.
Ventilation in Winter
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Impact of Natural Ventilation in Winter on Thermal Comfort
The Performance of Portable HEPA Air Cleaners in Naturally Ventilated Classrooms
This report summarises the current (at time of writing) research on the performance of portable air
cleaners used in naturally ventilated classrooms for the purpose of COVID-19 mitigation.

HEPA Air Cleaners
HEPA Air Cleaners in Naturally Ventilated Classrooms
under the Official Information Act 1982
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Device support https://temahau.govt.nz/covid-19/advice-schools-and-kura/ventilation-
schools/device-support
In 2022 we have distributed more than 12,000 portable CO2 monitors and 13,000 portable air
cleaners to all state and state-integrated schools to support them with good ventilation, as part of
our rapid response to COVID-19. These devices were provided at no cost to the schools.
All schools that have requested and received devices need to ensure these are reflected on their
fixed asset register. Schools are responsible for any ongoing maintenance and consumables.
Warranty information for these devices is provided below.
Schools that would like to receive additional CO2 monitors or air cleaners are able to request these
directly from the Ministry, by filling out the request forms at the bottom of this page.
Schools, early childhood services and other education providers are able to purchase additional CO2
monitors and air cleaners, with more detail provided below.
Aranet4 Portable CO2 Monitors
Request additional devices
For a limited time, schools can request additional Aranet4 CO2 monitors, to be provided at no cost,
by completing the form below [add downloadable link].
Purchasing
Schools, early childhood services and other education providers can purchase these devices at a
discounted price directly from the Ministry's supplier, Butler Techsense Ltd via the web site:
https://co2sensor.co.nz/, and by using the voucher code ‘3DUCATION’ at checkout.
If purchasing other CO2 monitor brands or products, we recommend ensuring the device has a
nondispersive infrared (NDIR) CO2 sensor.
Warranty and device support
Aranet4 CO2 monitors come with a 24-month warranty, including coverage of goods damaged in
transit.
Schools can report any damage or faults with Aranet4 CO2 monitors directly to the supplier, Butler
Techsense Ltd. The supplier will send a new monitor to the school, along with a pre-paid courier bag
to return the damaged/faulty product.
under the Official Information Act 1982
Process for reporting damaged or faulty devices:
1. Email [email address], including the following information:
• School name
• School address and postcode
• Contact name
• Contact phone number
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• Contact email address
• Serial number of the Aranet4 CO2 monitor
2. If possible, return the Aranet4 CO2 monitor in its original box with the batteries supplied.
Portable Air Cleaners

Request additional devices
For a limited time, schools can request additional air cleaners, to be provided at no cost, by
completing the form below [add downloadable link thing].
Schools, early childhood services and other education providers can purchase air cleaners at a
discounted price, directly from the Ministry’s two suppliers: Samsung NZ and Rentokil.
If purchasing other air cleaner brands and products, our panel of experts recommend air cleaners
that use H13-14 HEPA filters, have a Clean Air Delivery Rate (CADR) greater than 400 m3/hour,
operate at less than 60dB and do not use emerging technologies that emit any substances into the
air (for example ionisers, plasma discharge, ozone generators, photocatalytic oxidation or hydrogen
peroxide).
Samsung AX60 (Medium) and AX90 (Large) air cleaners
Purchasing and consumables
Samsung air cleaners can be purchased at a discounted price directly from Samsung NZ, via the
website: https://www.samsung.com/nz/air-care/air-purifier/ and using the voucher code
‘3DUCATION’ at checkout.
Replacement filter consumables can be purchased from the same web site:
https://www.samsung.com/nz/home-appliance-accessories/all-home-appliance-accessories/, also
using voucher code ‘3DUCATION’ at checkout.
Warranty and device support
(Unchanged)
Rentokil InspireAir-72 air cleaner
Purchasing and consumables
This air cleaner can be purchased at a discounted price directly from Rentokil. More information
about these units can be found online at https://web.rentokil-initial.com.au/inspireair72-education-
nz.
These can be purchased by calling 0800 RIPRODUCTS or emailing [email address]
and quoting the voucher code ‘MOEInspire’.
under the Official Information Act 1982
Warranty and device support
Rentokil portable air cleaners come with a 24-month warranty, including coverage if damaged in
transit.
Schools can report any damages or faults directly to Rentokil, either by calling 0800 RIPRODUCTS or
emailing [email address].
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Document Outline