Appendix redacted Redacted.pdf

Document 1
NATIONAL OFFICE
LEVEL 1, 101 LAMBTON QUAY
PO BOX 2799
WELLINGTON 6140
SX10166
T 0-4-499 2489
16 December 2024
F 0-4-499 2482
[email address]
www.ero.govt.nz
El en MacGregor-Reid
1982
Secretary for Education
Ministry of Education
PO Box 166
WELLINGTON 6140
ACT
Kia ora El en
Westbridge Residential School 4157
I write to outline ERO’s significant, ongoing concerns in relation to Westbridge Residential
School. Westbridge is defined as one of nine Special Institution in Schedule 2 of the
Education and Training Act 2020. The school caters for students between 8 and 15 years of
age with highly complex and challenging social, behavioural and / or learning needs.
INFORMATION
Students should only be directed to the school where the Ministry has found that local
learning support services have been insufficient to meet the student’s needs. Enrolments at
the school are by way of a s.37 direction by you as Secretary of Education.
During our ERO review in Term 4, 2023 we found very high numbers of serious physical
assaults and property damage occurring in both the hostel and the school. At that time, staff
and the 20 students attending were at critical risk and ERO recommended immediate
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support and intervention. I understand that the Ministry of Education facilitated a case
conference at the start of this year to look at how the concerns we identified in Term 4 might
be addressed.
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ERO has been regularly visiting and monitoring Westbridge Residential School’s operations
since that time. There remain an unacceptably high number of reported incidents of student
assaults on staf , other students and property damage in the school and hostel despite a
significant roll decline during 2024.
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In Term 4, 2023 there were 193 physical assaults on staff or students and 102 incidents of
property damage with a peak roll of 20 students. Term 3, 2024 data shows 37 incidents of
student and staff assaults and 38 incidents of property damage for a roll of between 8 to 12.
We note that even with a roll decrease to 8 students, there have been 3 police callouts to the
school during Term 4, 2024.
It is ERO’s view that staff, systems and practices at Westbridge are il -equipped to meet the
needs of the students being enrolled at the school. While some progress has been made
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there is continued need for all staff to become confident in behaviour management practices
to support students’ complex behaviour. Restraint use has averaged between 2-3 incidents
per month since mid-2024.
While the Ministry of Education has very recently offered an educational psychologist to work
with staff at the school, I am concerned that students at Westbridge are not currently

receiving any therapeutic programs or accessing educational psychological support or other
specialised therapeutic services. It seems to me that the availability of these programmes
should be a fundamental part of the rationale for referring students to this school. Such
support is essential for their transition back to their local school setting and is a key
justification for the significant funding the school receives.
ERO has found that ongoing disruption to learning programmes from continued behavioural
incidents negatively impacts the continuity and quality of teaching and learning. It also
impedes students’ progress in meeting individual education plan (IEP) goals and the
experiences that students have while living in the hostel.
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The recent application of the enrolment criteria has increased the number of students with
complex and challenging behaviours, including more female students and 15-year-olds.
Such age mixing provides additional risks to the safety and welfare of students.
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Senior student’s qualification pathways are also disrupted at Westbridge. The school is not
accredited to offer NZQA courses. This is currently overcome through dual enrolments with
Te Kura correspondence for literacy, numeracy and NCEA courses.
I am informed that students whose serious behaviour poses a risk to the health and safety of
students and staff, are being suspended and excluded by the school board. However, ERO
knows of at least two cases where excluded students are also being redirected by the
Ministry of Education back to Westbridge. This needs further exploration to establish
whether the school is able to cater or meet the needs of the students being enrolled.
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The students in Westbridge Residential School have highly complex and challenging
behaviours. Given the level of risk these students are being exposed to each day, and the
questionable support and educational provision they are receiving, we question the purpose
that this residential specialist school serves in the system for these learners.
Considering the ERO findings outlined above, I urge that serious and immediate attention be
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given to this situation. I lack confidence that the current arrangements offer any assurance
regarding the safety and welfare of both staff and students. I am also deeply concerned by
the lack of a comprehensive therapeutic approach to meet the needs of these students, as
well as the school's inability to provide i
THE  ts own educational options for senior students. As a
consequence of my concerns, I recommend that the Ministry exercise its discretion to
withhold direction of enrolment of students into Westbridge until such time as the school can
confirm to ERO and to you as Secretary, that it has in place the necessary programmes and
capability to cater for the needs of those students who meet the criteria for enrolment at
Westbridge.   UNDER
Ngā mihi
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Nicholas Pole
Te Tumu Whakarae mō te Arotake Mātauranga /
Chief Executive and Chief Review Officer

Document 2
19 December 2024
Dr David Ivory
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Presiding Member
Westbridge Residential School and Halswell Residential College Board
9(2)(a)

ACT
Tēnā koe Dr Ivory
Westbridge Residential School
Please find attached a letter dated 16 December 2024, that I have received from Nicholas Pole,
INFORMATION
Chief Executive and Chief Review Officer of the Education Review Office.
The Chief Review Officer’s letter raises significant concerns in relation to Westbridge Residential
School, and recommends that serious and immediate attention be given to these concerns.
Requirement to prepare and carry out an Action Plan
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Under Section 171 of the Education and Training Act 2020 (the Act), I have reasonable grounds for
concern regarding the welfare and educational performance of the school’s students.  Because of
this, I have decided to use an intervention under Section 174 of the Act, to address these
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concerns, namely an action plan. This letter constitutes notice to you that I require this plan.
The requirements of the Action Plan are as follows:
Matters the Action Plan must address:
Specify the outcomes sought:
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Physical and emotional student safety
The  Board  will  ensure  that  a  physically  and
emotionally  safe  environment  is  provided  for  all
students.
Student
achievement
and/or
effective  The  Board  will  have  an  explicit  and  relentless
teaching
focus
on
student
learning,
wellbeing,
achievement, and progress.
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Policies and procedures
The  Board  will  ensure  that  school  policies  and
procedures are coherent and fit for purpose.
Wellington National Office, 1 The Terrace, Levels 5 to 14, Wellington 6011
PO Box 1666, Wellington 6140, DX SR51201 Phone: +64 4 463 8000

Curriculum management
The  Board  will  ensure  the  school  curriculum  is
inclusive and responsive to local needs, contexts
and the environment and enables all students to
become  confident,  connected,  actively  involved,
lifelong learners.
Health and safety requirements
The  Board  will  ensure  that  the  school  complies
with health and safety requirements.
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I have asked Tanya Harvey, Director of Education – Tāmaki Herenga Tāngata, and Michel e
Ashby, General Manager Learning Support, to arrange a time to meet with you and the acting
Principal of Westbridge at your earliest convenience, to discuss the concerns outlined in the letter
from ERO and how an action plan can support the Board with these. Tanya and Michelle will also
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be able to assist the Board in identifying additional supports that the Ministry can provide the
school. A draft action plan must be prepared and submitted by 7 February 2025.
The action plan will include an assurance of evidence regarding policy, procedures, and
implementation in relation to the points detailed in the ERO letter as set out below:
• The high numbers of serious physical assaults by students on staff and other students, and
property damage occurring in both the hostel and the school.
• The staff, systems, and practices to meet the needs of the students being enrolled at the
INFORMATION
school.
• The lack of therapeutic programs available to learners on site, and access to educational
psychological support or other specialised therapeutic services.
• The NCEA Educational outcomes for students.
• Health and Safety plan regarding the age mixing procedures on site.
• Any other matters that arise through this process.
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The Action Plan must also identify:
• timelines and personnel to complete all actions.
•
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resources that will be used (e.g. external assistance, Professional Learning and Development,
financial and staff resources); and
• any linked/sequential activities.
Enrolments into Westbridge
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ERO has also recommended that the Ministry withhold direction of enrolment of students into
Westbridge until such time as the school can confirm it has the necessary programmes and
capability to cater for the needs of enrolling students. Before I make a decision on this, I am
seeking the boards view on this recommendation.
As a priority, this includes the board’s view on the appropriateness of, and its ability to support, the
new enrolments that are due to commence in February and March 2025. This should be part of
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your discussions with Tanya and Michelle, and you should formally provide your board’s view to
me by 20 January 2025. I have chosen that date as being around one month before the school’s
first new enrolment for the year is due to start.

Direction of Excluded Students
I would also like to acknowledge that Westbridge has previously raised concerns with the Ministry
about directions to re-enrol students who have been excluded from the school. With immediate
effect and until further notice, any further decisions about redirected enrolments, under Section 76
of the Act, will only be made by me in my role as Secretary for Education.
Finally, I want to acknowledge that this letter will be a challenging one to receive, particularly
coming at the end of what I am sure has been a busy year for you and your board. I encourage you
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to work closely with Tanya and Michelle, and thank you in advance for undertaking the work that is
needed to ensure the safety and wellbeing of the students who Westbridge is entrusted to care for.
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Nāku noa, nā
INFORMATION
Ellen MacGregor-Reid
Te Tumu Whakarae mō te Matauranga |
Secretary for Education (acting)
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Document 3
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BOARD
Halswel  Residential Col ege and
Westbridge Residential School
17th January 2025
Ellen MacGregor-Reid
Te Tumu Whakarae mō te Matauranga |
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Secretary for Education (acting)
Wellington
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Send via email: El [email address]
Tēnā koe Ms MacGregor-Reid
Westridge Residential School
Westbridge is a co-ed residential educational setting for young people aged between the ages of 8-15
years. Currently for the start of 2025 we wil  have 7 ákonga returning to us, al  within an age range of
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12-15 (9(2)(a)
).
9(2)(a)
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Westbridge caters to ákonga from al  around the country and the average stay is up to 4 terms, during
which time we heavily teach social and emotional regulation skills alongside the New Zealand
curriculum which is heavily adapted for each individual student. We are a PB4L school with a focus on
ákonga choosing personalised goals for themselves.
Halswell Residential Col ege
Westbridge Residential School
15 Nash Road, Halswel , Christchurch 8025
488e Don Buck Road, Royal Heights, Waitakere 0656
Ph: 03 338 5089  Fax: 03 338 5042
Ph: 09 832 4918  Fax: 09 832 4243
Email: office  @halswellcollege.com
Email: [email address]
Website: www.halswellcollege.com
Website: www.westbridge.school.nz

These goals are chosen with support from their Primary Key Worker (PKW) and throughout the course
of the school day/ residential programme staff help a young person reflect on these. They are
supported with prompts to give examples of when they have achieved these throughout the
programme. A successful reflection means a young person then ‘banks’ or ‘earns’ a block. The blocks
then accumulate, and a young person moves their way up through the band system (a visual
representation of gaining skil s and moving through the Westbridge programme). The akonga take the
bands very seriously and wil  often be heard taking about ‘how many blocks they have’, or’ how many
they have to go’. They encourage their peers to get more blocks so they can do the celebrations and 1982
rewards together.
Our main emotional regulation programme is Zones of Regulation, which is imbedded throughout our
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setting and is actively taught in both the residence and the school. We have dedicated over 7 years to
focusing on teaching young people to recognise different  emotions and to learn to regulate
themselves, using a variety of strategies. During the recent ERO visit they met with ákonga who were
able to describe each zone and could identify the strategies they had been taught to deescalate
themselves. We received positive feedback on how impressed they were of the ákonga’s ability to
articulate these.
Our targeted social skil  training method is Goldstein’s skil  streaming programme (Skill streaming is a
social-emotional learning program designed to help children and youth learn positive way
INFORMATION s to have
their needs met). Skills are learned in small groups by:
1. Modelling 2. Role-playing 3. Performance feedback 4. Generalization training.
A new social skil  is introduced each fortnight, beginning with skil s that focus on helping self and then
moving on to more difficult pro social skil s, such as dealing with confrontation, asking for help, dealing
with another person’s anger. We begin every term with two i
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Instructions. These two skil s help to set up the expectations of our school and are vital to build other
skil s upon.
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As young people are with us for a short intervention we use the time wisely. Depending on the young
person it can take them the first term to settle into the programme ful y and to trust the staff enough
to begin to learn new skills, as this often can makes them feel very vulnerable. We are often undoing
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years of preconceived ideas of themselves as learners. The second and third term is for consolidating
learning, both social and academic. During their final term at Westbridge and as they begin their
transition out, a young person is given opportunities to practice the skil s they have learnt in their
returning school, with the support of Westbridge staff. A transition calendar is created in conjunction
with the ákonga’s professional team, whanau and school, that allows then to visit on allocated days
with the support of a Westbridge staff to help ‘coach’ them within the new setting. The visits are
created around classes that they wil  find engaging and with staff that understand their needs.
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Both the transition, in and out of Westbridge are careful y planned and structured. It is vital that al
ákonga get as much support as possible during these times.
Our enrolment process starts many months prior to a young person arriving on site and is very
thorough. Ákonga and their whanau visit our site prior to meet key staff and to better understand our
school. Everyone is shown around by the Student Pathway Coordinator as she is the main point of

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BOARD
Halswel  Residential Col ege and
Westbridge Residential School
connect with the whanau. They get a tour that includes both the residence and the school. A student
information book is shared with the ákonga that tells them al  about ‘life at Westbridge’. This helps to
reduce anxiety of the unknown and helps with some visual aids while discussing Westbridge at home.
This tour is beneficial to al  whanau, and often includes the sider whanau with siblings, cousins,
grandparents attending also. Depending on the needs of the young person, visits may happen over
multiple occasions.
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An enrolment meeting then takes place, held by the Student Pathway Coordinator, with the team
supporting the young person present, along with their whanau. The purpose of this meeting is to
gather information about a young person, their likes/dislikes, al ergies, medication, sensory needs etc
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and a safety plan and a risk assessment is created. This helps staff to know key things about a young
person prior to them starting. It is also an opportunity to go over information about Westbridge. Al
this information is then shared with the whole staff on the day of induction (first day), so everybody
understands their individual their needs. This preplanning helps us identify which whare a young
person would be best to join based on their needs and the strength of the cottage management team.
Inductions always take place on a Wednesday afternoon at 3.30pm. This is due to al  our managers
and assistant managers being present on this shift and able to support if necessary. The timing ensures
that al  other ákonga are doing their down time routine(homework) in their rooms and makes it less
intimidating for the new student entering the whare. It also cuts down the anxiety of startin
INFORMATION g straight
into a school day and makes the week seem more manageable, rather than starting on a Monday
morning.
During the induction process whanau are encouraged to stay as long as their child feels necessary.
Depending on the young person, this often happens very quickly or on some occasions extends, and
we offer whanau the option of staying on for dinner time. Whanau help them unpack their bags and
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set up their rooms, al  young people are encouraged to bring things from home to decorate their
rooms, such as photos and posters, LED lights- these are very popular. Every new student is allocated
the bedroom closest to the staff office, this is so they are nearer to a staff member at the beginning
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of their stay, and they have someone on hand when they need it, particularly if they are nervous
around bedtime.
The new ákonga has an al ocated staff member for the shift to be their ‘go to’ person. They are not
required to take part in any of the activities or programmes at the start, but we often find they do
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because other students engage with them and help teach them the ropes. It is always great to see our
other ákonga use initiative and support new peers during this time. Every one of them has shared a
similar experience and they bond over it.
Once a young person has settled to bed for the night, the whare manager wil  contact whanau to let
them know how their young person is and how they have been throughout the shift. Whanau
appreciate this direct contact with their young person’s whare manager, and the relationship becomes
very strong.
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The first school day fol ows the same approach, the ákonga spends blocks of time with key staff who
take them around the school, introduce them to staff and show them how the programme works.
They are issued their uniform, and the school goal reflection process is explained to them.
Halswell Residential Col ege
Westbridge Residential School
15 Nash Road, Halswel , Christchurch 8025
488e Don Buck Road, Royal Heights, Waitakere 0656
Ph: 03 338 5089  Fax: 03 338 5042
Ph: 09 832 4918  Fax: 09 832 4243
Email: office  @halswellcollege.com
Email: [email address]
Website: www.halswellcollege.com
Website: www.westbridge.school.nz

We find that this is also the best opportunity to do some testing as many arrive without any testing
data or established curriculum level. The Student Pathway Coordinator checks in whanau at the end
of the day to give an update on how their first school day was. Based on how the ákonga feels, they
wil  remain on this programme for a few days, and we then begin to transition them into a classroom
that we feel has the best staff and student make up to support them.
Relationships are a key factor of Westbridge. The Student Pathway Coordinator works hard at having
a positive relationship with whanau as often they too have had a very negative experience of how 1982
schools operate. Every family is contacted many times throughout the week and all positive
achievements are shared regularly, through phone cal s, pictures and seesaw posts (an online learning
portfolio). Each ákonga has two meetings per term where Westbridge teaching staff, the whanau and
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team around the young person meet to discuss achievements and skil s that are being worked on,
these always have a positive focus and become a collaborative problem-solving space to help support
the young person during their journey at Westbridge and to prepare for their next learning
environment.
Each ákonga has an individual safety plan (ISP), created prior to their arrival that is based around the
student’s individual needs and the best way staff can support them. It details al  the student’s
emotions, using the zones categories, (green/ calm; yellow/silly and losing control; red/total loss of
control; blue/sad, unhappy or unwell) and gives staff the best strategies to intervene and support.
These are reviewed fortnightly on rotation and following best practice, all staff are familiar with every
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student’s plan.
We always spend a large amount of time preparing for ákonga to return after they have been away.
We start term1 2025 with our 7 ákonga returning. We have an initial settling in period of two weeks
to help them readjust to school life, structure and routines. We find this al ows them time to get used
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to the programme again, things such as bedtimes, chores and to reconnect with staff and refocus on
their goals. Many of our ákonga cannot wait to get back to Westbridge due to the relationships they
have made and the structure we provide.
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Our inductions are on a very scheduled timetable, allocated for weeks 3, 5 and 7 of the term only. This
spacing al ows the current students time to adjust to new peers and al ows staff to focus their
attention on getting to know the new ákonga and their needs, before another one arrives. Our staff
are experts in creating trusting relationships. They are able to connect through many avenues, sport,
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special interests, culture, and are caring and supportive to al  ákonga.
9(2)(a)
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COMBINED

BOARD
Halswel  Residential Col ege and
Westbridge Residential School
9(2)(a)
1982
9(2)(a)
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INFORMATION
OFFICIAL
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9(2)(a)
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9(2)(a)
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Halswell Residential Col ege
Westbridge Residential School
15 Nash Road, Halswel , Christchurch 8025
488e Don Buck Road, Royal Heights, Waitakere 0656
Ph: 03 338 5089  Fax: 03 338 5042
Ph: 09 832 4918  Fax: 09 832 4243
Email: office  @halswellcollege.com
Email: [email address]
Website: www.halswellcollege.com
Website: www.westbridge.school.nz

9(2)(a)
1982
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Starting 2025 with a smal er number of returning ákonga al ows the best possible start for the ákonga
that are joining us during the first term. The staggered approach that we fol ow al ows for an
individualised approach to them al . This aligns with best practice to support the students.
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9(2)(a)
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We offer a small space to learn vital skills that are hard to gain in mainstream education setting, this
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helps them with everything they encounter during their lives, the skills they learn with us are
transferable.
Graduates of Westbridge successful y go onto a variety of educational settings, Southland Boys High,
UCOL-Building apprenticeship, Howick Col ege, Land and farm-based training Waikato, Whangaparaoa
College, Silverdale Primary, Glenfield College, Whanganui Girls College to name a few. We understand
and care about the responsibility of being the last resort for a young person with high education and
dependency needs. We stand by our success, which is achieved through the exceptional competences
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of our staff, our unique framework and individualised learning programs as well as genuine care for
the students who others have lost hope in.
The damage if these enrolments do not go ahead wil be immense. These whanau are struggling to
function and are in survival mode. They have endured years of crisis with their child and are expecting
this opportunity to help improve their lives. They all love their children but are aware that there needs

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Document 4
24 January 2025
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Dr David Ivory
Presiding Member
Westbridge Residential School and Halswell Residential College Board
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9(2)(a)

Tēnā koe David
Amended Notice of Statutory Intervention – Action Plan for Westbridge Residential School
On 19 December 2024, your board received a letter from the Secretary for Education, El en
McGregor-Reid, notifying it of her decision to use an intervention under Section 174 of the
Education and Training Act 2020, due to reasonable grounds for concern regarding the welfare
and education performance of the students at Westbridge Residential School.
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Following our meeting with you last week, I am writing to you to provide clarification and update the
requirements of the Action Plan, as follows:
Matters the Action Plan must address:
Specify the outcomes sought:
Physical and emotional student safety
The Board w
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emotionally safe environment is provided for all
students.
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Student achievement and/or effective The Board wil  have an explicit and relentless
teaching
focus on student learning, wellbeing,
achievement, and progress.
Policies and procedures
The Board wil  ensure that the school policies and
procedures are coherent and fit for purpose.
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Curriculum management
The Board wil  ensure that the school curriculum
is inclusive and responsive to local needs,
contexts and the environment and enables all
students to become confident, connected, actively
involved, lifelong learners.
Health and safety requirements
The Board wil  ensure that the school complies
with health and safety requirements.
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The Action Plan wil  include an assurance of evidence regarding policy, procedures, and
implementations in relation to the points raised by the Education Review Office, as set out below:
<<Choose an office>>

Issues
Additional information / examples of
evidence required
The high numbers of serious physical assaults • Policies and procedures that are up-to-
by students on staff and other students, and
date, reviewed regularly and publicly
property damage occurring in both the hostel
available; evidence of staff induction,
and the school
training and policy implementation.
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• Implementation of evidence informed
approaches to reduce the reported number
of assaults and property damage.ACT
• Evidence of ongoing training in appropriate
de-escalation strategies and trauma
informed practice.
• Clear induction programme for new staff,
including training and supports available.
• Safety procedures for all staff are
documented and reviewed regularly.
• Evidence of tracking and monitoring and
reporting of behaviour incidents is used to
inform ongoing practice, including updating
safety plans.
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• Detailed evidence of physical restraint
systems, to strengthen best practice and
reduction of incidence, is collected and
analysed regularly.
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The staff, systems, and practices to meet the
• Policies and procedures that are up-to-
needs of the students being enrolled at the
date, reviewed regularly and publicly
school
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available; evidence of staff induction,
training and policy implementation.
• Safety Plan for new enrolments and
students returning to the school; including
linking whānau to school policies and
procedures.
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• Safety plans are prepared and
communicated in advance of students first
day at school.
• Evidence that student voice is being used
to inform ongoing practice
The lack of therapeutic programmes available • Policies and procedures that are up-to-
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to learners on site, and access to educational
date, reviewed regularly and publicly
psychological support or other specialised
available; evidence of staff induction,
therapeutic services
training and policy implementation.

• Evidence of therapeutic programmes
available and being utilised.
Educational outcomes for students, including
• Policies and procedures that are up-to-
NCEA outcomes
date, reviewed regularly and publicly
available; evidence of staff induction,
training and policy implementation.
• Evidence that the school’s data systems for
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reporting, monitoring and evaluation
support readiness for learning.
• Achievement data.
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• Other outcome data.
• Evidence that qualification pathways are
available and utilised.
Health and Safety plan regarding the age
• Policies and procedures that are up-to-
mixing procedures on site
date, reviewed regularly and publicly
available; evidence of staff induction,
training and policy implementation.
• Detailed Safety plan for all students, which
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address issues including (and not limited
to) age and gender mixing.
• Evidence of consistency of both school and
hostel behavioural systems, approaches
and support for students through ongoing
staff training and development.
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Any other matters that arise through this
• The school’s enrolment criteria and its
process
application.
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The Action Plan must also identify:
• Timelines and personnel to complete all actions;
• Resources that wil be used (e.g., external assistance, Professional Learning and
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Development, financial and staff resources); and
• Any linked/sequential activities.
This intervention has taken place from the date you received the initial letter. You must prepare
the draft Action Plan and submit it to the Ministry of Education’s General Manager Learning
Support, Michelle Ashby, by 5pm on Friday 7 February 2025. It can be emailed to
[email address].
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The Secretary, or me as her delegate, wil consider your draft Action Plan and may negotiate the
details with you. If agreement on the final version cannot be reached after a reasonable period, the
Secretary or I may approve a particular version of the plan.

When the Action Plan has been finalised and approved, your Board must implement it according to
its terms and timeline. You must also make the Action Plan available as if it were part of the school’s
strategic plan. The Board must report progress against the Action Plan to the Ministry of Education
via Michelle Ashby and me each month.
The intervention wil  end as per the final date for the completion of actions/activities in the approved
Action Plan, unless I direct otherwise before this date.
Nāku noa, nā
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Tanya Harvey
Director of Education
Tāmaki Herenga Tāngata
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Cc:   Cherie Jaeger, Acting Principal, Westbridge Residential School
Michelle Ashby, General Manager, Learning Support
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then the Board would comply. The Acting Principal also confirmed that she had not sent
any communication. I am now requiring the Board to notify all enrolled whānau and
staff of the situation with urgency by 3pm Monday 3 March.
I would also strongly recommend that the Board contact the NZ School Board
Association, or alternative communication advisor, to provide advice on this
communication.
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Please send me a copy of that communication once it has been sent.
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I will provide a further update by next Friday.
Ngā mihi
Tanya Harvey | Director of Education Tāmaki Makaurau – North & West Auckland
INFORMATION
Te Mahau | Te Tai Raro
9(2)(a)
Auckland Mt Eden Office
education.govt.nz
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga
OFFICIAL
We shape an education system that delivers equitable and excellent outcomes
THE
UNDER
DISCLAIMER:
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received this email in error please notify the author immediately and erase all copies of the email and attachments. The
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Document 6
Looking at recommending LSM Westbridge Residential School
Online hui held 13 March 2025 8.30pm
NB – the notes have been themed to include the various kōrero throughout the hui under the same
theme, so the flow of the timing is not linear.
NB – initials of people’s names are used to reflect the speaker/action
NB – the answers to the questions raised were obtained the following day, however included in the
actions section for ease of one document.
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Present:
MoE – Michelle Ashby, Coralanne Child, Tanya Harvey, Jess Robertson, Sarah Smart
WRS – David Ivory (Presiding Member), Jon Purdue (Acting Principal HRC), Joseph Tyro, Lorraine
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Taogaga, Cherie Jaeger (Acting Principal WRS), Jon Kaho, Reuben Aita-Ilaoa (Staff representative),
Anne Askey (Secretary).
Apologies: Moses Faleolo.
Opening karakia
The timeline of events since Dec 2024 were discussed with the group (appendix 1).
DI commented that the age mixing policy is a draft and has not gone to the board yet.
No further comments or questions.
INFORMATION
Tanya then shared
• that after consideration of the evidence at hand concerns still remained,
• therefore progressing with a recommendation to appoint a Limited Statutory Manager
(LSM),
• the intervention covers both schools as this is a Combined Board, with the main focus on the
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issues raised at Westbridge, however Halswell is also part of the scoping phase
• the scoping exercise will occur over the next four weeks.
• The LSM powers will include:
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- employer, policies and procedures, health and safety, consolidate all new and improved
systems, curriculum management
• The LSM advisory functions will include
- finance, communication, development and implementation of the current Action Plan
• The board remains the PCBU
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• the process from here is that the LSM will meet with the Board next week where we will
answer further questions and support the Board going forward
DI asked when the LSM would be likely to commence and TH replied early next week, likely Monday
but at the time of the Gazette notice being published.  DI commented that was excellent and good to
start at the beginning of the week.
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DI requested an estimate on costings given they had calls on legal costs for historical claims that the
Ministry was aware of.  TH replied that at this time the costings were not available as the scoping
hours etc needed to be worked through, acknowledgement that Ministry is aware of the need for
‘reasonable’ costs.  There was discussion on the Education & Training Act section 180 for the costs to
be met by the Board and noted that the LSM sets their hourly rate.

DI – asked if consideration had been given to the experience of the LSM in a specialist school and
also residential school setting.  TH replied yes, very mindful of the need for a capable LSM to be
appointed.
DI – asked what impact the LSM would have on the work underway to split the Board and whether
this would be included in the scoping. TH replied that they will seek clarification on that point.
DI noted te time sensitive nature for a LSM and his experience with statutory interventions, WRS had
previously had 12 years with a Commissioner and that the objective now was for shorter
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intervention support to enable the Board to return to self governance.
CJ asked about the current enrolment status, including possibility of extensions for ākonga who
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need to stay past the end of term, given the LSM appointment. MA replied that the current situation
will continue until further direction is received from the Secretary, we will monitor as we go and we
will clarify the extension question.
DI queried if the current Board workplan and frequency of Board meetings will continue. He noted
that their next Board meeting is Friday next week (21st Mar) at 9.30am (Hybrid meeting, Halswell and
Westbridge & on line) if the LSM could attend that.  TH replied that given the four week scoping
period further hui may be needed with the Board and she would let the LSM know about next Friday.
DI asked Anne to start gathering previous Board minutes and agendas. They will also send TH the
INFORMATION
link to the hui to forward to the LSM.
DI asked if In Committee minutes (especially in relation to previous Principal) and also the
information related to the historical cases would be disclosed to the LSM.  CC replied that it was
likely it would be only those pertinent to the scoping needs, however we would seek confirmation.
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DI sought clarification, from the timeline shared where the HRC matter was included, that the focus
was on Westbridge.  TH confirmed it was, however the scoping includes both schools and matters
related to HRC would be included for consideration and also for any next steps.
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DI asked about employment and noted the Principal interviews on Saturday and that they would
proceed. TH advised yes, the process can continue, however noting the LSM has employer powers
once Gazetted and would work with the Board on that process.
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DI suggested that each Board member share their thoughts and ask any questions they had.
JK asked what specific concern remained from the action plan to lead to this.  TH referred to the 25
February hui where feedback was shared on the actions completed and upcoming, and the concerns
raised by the Ministry at that time, ie whānau and staff had not been notified of the situation and
this only occurred after directed by the MoE, the lack of urgency with some H&S actions including
the mixed age grouping policy noted for the end of March, lack of transition to school preparation or
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academic achievement included, lack of urgency seen throughout the process.
DI asked about the process for communicating to whānau and staff with the LSM appointment. CC
explained that normally there would be shared communication by the Board and LSM; sometimes an
LSM can also be reassuring to families that the Board is working with someone.  Also to note that
once the information is Gazetted, there will likely be media interest.  The Board may want to

consider including in their statements that they are working with the Ministry and are in agreement
with the support being provided.  Extra support is available to the Board by Ministry and also NZSBA,
noting the advisory function of the LSM as well.
DI noted he would not want people think the Board had acted unprofessionally or didn’t have the
skills to govern the schools, unusual situation with WRS and all of us have struggled at some point
over the years, situation with previous Principal and the behaviours experienced by different parties
ie Ombudsman, Ministry and bringing shields etc.
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LT reassured that the LSM isn’t coming in due to the lack of skills of the Board, appreciate the LSM
working alongside the Board for the robustness of process and wanted to reiterate to the group
that the Board had traversed a number of difficulties over the past few months and have given their
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best and she has been reflecting what she and the board could have done differently. This has not
occurred due to any lack of concern to the ākonga at the school and confident going forward to iron
out any issues laid out.  WRS has an amazing team with Cherie and they continue to give their all,
confident the team on the ground can resolve this.
JK wanted to point out that a lot of this policy stems from the elimination of restraint direction; 1
school changed and 1 school didn’t, feels that this process stems from this and ākonga are missing
out because now they are paying for a LSM.  Main thing is to make kids safe.
INFORMATION
JT noted they have five board members for two schools in two geographical locations.  In regard to
the skill matrix the board does their best they can do within the current limitations. Very confident
with the current interim principals that are in place, better than 12 months ago, asked for a LSM last
year with Case Conference and happy about this intervention to move forward.  Feels lucky to have
Jon, Cherie and their teams on board as we work through these processes, move n with what we
need to do.
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Anne – no comments to add.
DI – once Gazette notice occurs then Anne will need to notify all applicants of the LSM being
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appointed for transparency and as some may choose not to be candidates.
TH reminded that confidential until the Gazette notice is published, we will let the Board know.
9(2)(a)
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9(2)(a)
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9(2)(a)

JP (HRC) - wanted to reiterate that the communication will be extremely important as any hint at
special education or residential will create a media storm and this needs to be seen as happening in
partnership rather than being done to. This is a really unusual situation where one board is
governing two schools and two principals. Clear communication will be very important to staff
students and potential students.  Also noted the impact on the work to split the Board.
RA-I had no questions and just wanted to commend everyone on the talanoa tonight, looking
forward to working alongside everyone for the best outcome for our students.
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DI thanked everyone for their input as did MoE and noted their role is to support the board by
building capability for and all focused on the best outcomes for ākonga.
Reminder of confidentiality until the Gazette notice is published.
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Actions: (with information sourced on Friday 14 March shown in italics where applicable).
1. MoE to confirm estimate of costs once scoping costs are known – possibly Monday 17 March
Included in the letter to the Board dated 14/3 - 9(2)(a)
The ongoing maximum
monthly hours will be confirmed after this time
2. MoE to advise on the impact of the LSM on the work already underway with the MoE to split
the current Board
The Board can continue their work in this space, however at this time the priority is on the
INFORMATION
health and safety of the ākonga by the LSM. This may arise as ‘other issues’ with the LSSM
through their scoping and discussions with the Board.
3. MoE to advise on enrolments – will extensions for current ākonga be given ie for those
attending now and who may need to continue past their current enrolment time?
Any enrolments will remain at the discretion of the Secretary and will be considered on a case
by case basis.  The LSM will be involved with any assessments made by the Board/School  as
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part of their H&S powers.
4. Anne to start gathering previous Board minutes and agendas and to send TH the link to the
hui to forward to the LSMTHE
5. MoE to advise if disclosure of the In Committee minutes and information related to the
historical cases would need to occur with the LSM
These will only need to be shared if they are pertinent to the work of the LSM.
6. MoE available for communication support to the Board and LSM if needed.
7. MoE to advise NZSBA/ERO of the appointment of the LSM
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This will occur Monday 17 March.
8. Once the Gazette notice occurs Anne will need to notify all applicants of the LSM being
appointed.
This will occur on Monday 17 March.
Closing karakia at 9.37pm
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Appendix 1 – Timeline of key events
Date
Issue
16/12/2024
Letter sent from CE ERO to you outlining its concerns and recommending you
initiate an Action Plan intervention
19/12/2024
You wrote to the Board requesting a draft Action Plan be submitted to us by 7
February 2025 and asking for assurances to be given regarding three upcoming
enrolments.
15/01/2025
Ministry Te Mahau (Learning Support and Tāmaki Herenga Tāngata) team met
with the Board.
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17/01/2025
Information received from the Board regarding upcoming enrolments.
24/01/2025
Updated letter provided to the Board containing detail of additional information
required.
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29/01/2025
Meeting between Ministry team and some members of the Board and WRS
Senior Leadership Team (SLT) held at WRS.
07/02/2025
Draft Action Plan received by the Ministry of Education.
10/02/2025
Ministry met with ERO to share draft Action Plan and request feedback
14/02/2025
First full Board meeting held since the notification of the Action Plan received,
Lead Adviser Residential Specialist School in attendance for part of the meeting.
21/02/2025
WRS Enrolment Panel meeting put on hold pending further advice.
25/02/2025
Ministry met with the Board to discuss the draft Action Plan and to flag that we
were considering further statutory support for the Board (potential for LSM
discussed).
INFORMATION
25/02/2025
We were notified of an incident 9(2)(a)

28/02/2025
We sent a follow up communication to the Board to issue it with a requirement
to notify all whānau of enrolled students and staff of the concerns raised by us.
03/03/2025
Confirmation received from the Board, via the acting Principal, that comms had
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been sent.
07/03/2025
We received proposed draft mixed age grouping policy per action plan from
Board
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Document 7
From:
Tanya Harvey
To:
Isabel Evans; Andy Jackson; Izzy Shelswell; Sean Teddy
Cc:
Michelle Ashby; Jan Breakwell; Coralanne Child; Sophie Wilson
Subject:
Update - Westbridge/Halswell RS
Date:
Friday, 14 March 2025 9:52:00 am
Attachments:
image001.png
Kia ora tātou
An update on where we are at the moment
Andy – key action from below is for the memo to be signed please; Izzy was co-ordinating any
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feedback.
Meeting held with the Combined Board last night 13/3
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- all but one Board member could attend
- the meeting was positive and they are keen to have the support and work together for the best
interests of ākonga
- they are aware of confidentiality until the Gazette notice is issued; we signalled likely Monday
but they will get a letter and we will let them know
- we discussed communication support once it is public, Coralanne has someone in her office
that can support if need, alongside the LSM who has advisory communication
- they have a Board meeting planned for Friday 21 March and suggested the LSM attend that –
we may also attend
INFORMATION
- they had some questions in relation to the enrolments that are not progressing at the moment
- Board has WRS Principal interview on Saturday 15 March which we said can proceed, LSM with
employer powers will be involved with process from Gazette notice being issued
- they are aware costs are to be met by the Board
LSM appointment
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- Coralanne contacted Dr Gabrielle Wall and she has verbally accepted the appointment –
paperwork being sent this morning
THE
Next steps for Friday 14 March:
- we met Jan this morning to discuss the Boards queries from the hui
- approval for recommendation to appoint an LSM be given and the memo sent 11/3 be signed,
if there are no further changes from Jan or others (Izzy was co-ordinating)
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- SIMS process will be progressed for Director approval and Hautū approval – by early afternoon,
Gazetted Mon 17 March
- LSM to confirm appointment in writing
- We will advise our contacts in NZSBA and ERO about the proposed intervention and seek any
feedback as part of consultation in the SIMS workflow
- Notes of hui with the Board/MOE to be finalised and sent by COP
- Update No Surprises for Minister
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Next steps for Monday 17 March:
- Gazette notice published
- Letters to the Board and LSM issued
- Board and the LSM will work on communication to the whānau and staff
- Board and LSM will work on media queries

Next steps for Tues- 18 March - Thurs 20 March:
- confirm scoping details with LSM
- liaise with LSM and Board as needed prior to the Board meeting on 21 March – we are also
likely to attend
Board meeting with LSM 21 March.
We will be meeting as a group each Friday to wrap up the week and confirm the week ahead –
updates will then be sent to the wider group.
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I will send another update on Monday COP.
Izzy – do you want to find a time for later next week with Andy for us to update him and others
please?
ACT
Ngā mihi
Tanya Harvey | Director of Education Tāmaki Makaurau – North & West Auckland
Te Mahau | Te Tai Raro
9(2)(a)
Auckland Mt Eden Office
education.govt.nz
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga
We shape an education system that delivers equitable and excellent outcomes
INFORMATION
OFFICIAL
THE
UNDER
RELEASED

Document 8
To:
Andy Jackson, Acting Secretary for Education
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From:
Michelle Ashby, General Manager Learning Support and Tanya Harvey, Director
Tāmaki Herenga Tāngata
Cc:
Sean Teddy, Hautū Te Pae Aronui and Isabel Evans, Hautū Te Tai Raro ACT
Date:
14 March 2025
Subject:
Proposed Limited Statutory Manager for the Combined Board of Westbridge
Residential School (4157) and Halswell Residential College (522)
Purpose
1.
This memorandum provides you with information about a proposed new statutory intervention for the
Combined Board of Westbridge Residential School and Halswell Residential College.
INFORMATION
2.
It asks you to note that Isabel Evans, as the Minister of Education’s delegate, can direct the
appointment of a Limited Statutory Manager (LSM), under section 180 of the Education and Training Act
2020 (the Act), for the Combined Board of Westbridge Residential School and Halswell Residential
College.
3.
It also provides an update on all enrolments to Westbridge Residential School and seeks agreement
that you will exercise your authority for all enrolments for WRS, and this will not be delegated further.
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Background
4.
Westbridge Residential School (WRS) is located in Massey, West Auckland and Halswell Residential
THE
College (HRC) is located in Halswell, Christchurch.  Both schools provide short term therapeutic
intervention within a residential setting for students whose educational, social, emotional and
behavioural needs cannot be met in other education environments at the time of application.  WRS is an
intervention for students with behavioural needs, while HRC is an intervention for students with
intellectual difficulties and complex behaviours. Students are enrolled in the schools from across
Aotearoa.
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5.
WRS and HRC are governed by a Combined Board (‘the Board’) which has an alternative constitution,
comprised of a membership that includes up to five members appointed by the Minister of Education.
6.
Both schools currently have acting principals due to vacancies, which the Board is in the process of
recruiting for.  The acting Principal at WRS is a first-time principal who has applied for the permanent
role.
7.
In February 2023, following Education Review Office (ERO) concerns we initiated a Case Conference
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under section 175 of the Education and Training Act 2020 (‘the Act’) to address these concerns. This
was closed in July 2024.
Memo

Issues
8.
If the Minister of Education (or their delegate) has reasonable grounds to believe there is risk to the
operation of a school, or to the welfare or educational performance of its students, then an intervention
under section 171 of the Act may be applied.  When applying an intervention the delegate must apply1982
whichever intervention is considered reasonable to deal with the risk without intervening more than
necessary in the affairs of the school.
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9.
A November 2024 ERO visit resulted in a letter being sent to you by the Chief Executive of ERO,
outlining concerns that staff, systems and practices at WRS are ill-equipped to meet the needs of the
students being enrolled at the school. ERO asked you to exercise your discretion to withhold the
enrolment of students into WRS.
10. On 19 December 2024, you initiated a statutory intervention under s174 of the Act, namely an Action
Plan, at WRS.  A meeting was held with the Board and a further updated letter about the Action Plan
was given. We held several additional meetings, in person and online, to provide an opportunity for the
Board to seek clarification.
11. A draft Action Plan was provided by the Board and reviewed by the Ministry and ERO.
INFORMATION
12. An alleged incident at HRC 9(2)(a)
was
raised with us the following day. The Board lacked an appropriate response.
13. The Ministry considers that the Board has not demonstrated an understanding of its role in governing
WRS or HRC to ensure that every student at both schools are able to attain their highest possible
standard in educational achievement, and that the schools are a physically and emotionally safe place
for all students and staff, as required by section 127 of the Act.
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14. Despite assurances made around processes in place, there is no clear evidence contained within the
draft Action Plan that the Board has further considered its role in the wider health and safety issues
relating to the appropriateness of, and its ability to support new enrolments.
THE
15. The Board has shown a lack of urgency in our ongoing engagement with the schools.
16. Appendix One outlines more detail of the timeline and key issues that have been identified at WRS and
HRC.  These issues provide reasonable grounds to believe there is risk to the operation of the school,
the educational performance and the welfare of its students.
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Functions, powers and duties to be vested with the LSM
17. We consider that a Limited Statutory Manager should be vested with all function, powers and duties of
the Board:
•
as an employer (whether statutory or otherwise);
•
to establish policies and procedures and monitor implementation (whether statutory or otherwise);
•
to review health and safety policies and procedures in both school and residential settings to provide
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assurance fit for purpose policies are in place (whether statutory or otherwise);
•
to consolidate all new and improved systems into Board practice (whether statutory or otherwise);
•
in curriculum management including teaching and assessment practice, with a specific focus on
education and therapeutic outcomes for students (whether statutory or otherwise).
18. The limited statutory manager may advise the Board:
Memo

•
on the management of financial operations (whether statutory or otherwise);
•
on the management of communications (whether statutory or otherwise); and
•
in the development and implementation of the current Action Plan (whether statutory or otherwise).
19. The LSM will be expected to apply these functions, powers and duties to address the identified issues at
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the schools and build the Board’s capability so it can achieve the expected intervention outcomes listed
in Appendix Two.
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20. The Board will retain its primary duty of care as a person conducting a business or undertaking, under
the Health and Safety at Work Act 2015, above and beyond all functions, powers, and duties of a limited
statutory manager.
Rationale for intervening at this level
21. It is proposed that an intervention at LSM level is required for the following reasons:
Non-statutory support has been unsuccessful
•
With the escalating complexity of issues facing the schools, statutory support is necessary to
contain risk. Te Whakarōputanga Kaitiaki Kura o Aotearoa New Zealand School Boards
INFORMATION
Association has been working with the Board since early 2024.
Lower Statutory Intervention would be insufficient
•
The concerns raised by ERO around the safety and wellbeing and achievement of students need
immediate attention and despite the Board having already had two lower-level statutory
interventions, these have not resulted in the required long-term change.
OFFICIAL
•
Current engagements with the Board to date have not provided us with the confidence that the
Board has had close involvement with the development of the draft Action Plan nor that it has the
capability or the capacity to prepare and carry out an Action Plan.
THE
Commissioner would not be necessary at this point
•
The appointment of a LSM should provide the required direction and advice to progress the traction
to build Board capability to address the issues it is facing.
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Intervention Costs
22. It should be noted that the Act sets out that the board must pay the fees and expenses of a limited
statutory manager appointed for it, unless you determine otherwise, and part of the process includes an
assessment by the Schools Finance Team and recommendation on the Board’s financial position and
ability to fund the intervention.
23. Based on the 31 December 2023 audited financial statements, the combined Board has available cash
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(being working capital less non-current liabilities) of $1,910,818, this is a decrease from the 2022
available cash of $2,224,922 largely due to the net operating deficit in 2023 of $358,876. After allowing
for an operational reserve of ~$970k (1/8 of the annual operating grant), the combined Board would
have ~$940k left to apply to non-everyday costs that might occur including the replacement of assets.
Memo

24. It is not expected, at this time, that the Board would need financial support to cover the costs of this
intervention.
Communication and Board engagement (including consultation)
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25. The Ministry has had ongoing communication with the Board since December 2024, regarding the
issues raised by ERO.
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26. On 25 February 2025, the Ministry raised the possibility of a LSM.
27. On 13 March 2025, the Ministry met again with the Combined Board and discussed the proposal to
appoint an LSM. The meeting was positive and the board indicated they were keen to have the support
and work together for the best interests of Ākonga (Email from Tanya Harvey 14/3/25 refers).
Issues likely to arise following intervention
28. The following issues have been identified:
•
Deferring future enrolments and possible extensions to current student agreements may lead to a
short-term reduction in student numbers while the Board and LSM are addressing the identified
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issues.
•
The Board may resign (However the initial indications from the Board at meeting of 13/3 were
positive)
•
Negative media attention may be generated.
29. Each of these risks will be discussed with the LSM when they are appointed, and they will work with the
Board to mitigate these. Any actions and support by the Ministry will be considered when the scoping
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report has been provided.
30. As the Board is the owner of the separately licensed school hostels at HRC and WRS, they must
comply with the Education (Hostels) Regulations 2005. Both hostels recently went through licence
THE
renewal, which resulted in some revisions to policy and procedure to more fully comply with the
Regulations. Any relevant issues raised during the scoping phase will be considered by the Hostel
Licensing team.
Implementation and exit
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31. Although we have identified that the areas of risk sit mostly with the operation and welfare of the
students at WRS, the intervention sits at a governance level for the Combined Board of both schools.
32. The Minister of Education’s delegate has the authority to direct the appointment of a LSM vested with
specified functions, powers and duties of the Board. The appointed LSM will scope the issues in greater
depth, focussing primarily on WRS but also covering any issues that may arise at a governance level at
HRC. The LSM will develop a scoping report within the first four weeks of appointment.
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33. We will finalise the set of expected outcomes for this intervention based on the facts collated in the
scoping report, and then the LSM will develop a planned approach to achieve these outcomes. The
LSM will then continue to report monthly to the local Te Mahau Office on progress towards achieving
these outcomes.
Memo

34. The Ministry have considered which statutory providers may have the required skillset and availability to
undertake this work.   Several highly experienced providers have been identified, and the Directors have
held initial, high-level conversations with these people to determine their availability and they are open
to being contacted after a decision is made.
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35. You, or your delegate, will review the intervention within twelve months of the intervention taking effect.
When it is considered that the LSM is no longer required, the Minister’s delegate will be asked to revoke
the notice directing the appointment of the LSM.  The powers vested in the LSM will then return to the
Board.
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Other considerations - all enrolments (s 37 and redirections)
36. A specialist education agreement allows a student to be enrolled in a specialist school and is a formal
agreement under Section 37 of the Act. It is an agreement between the parent or guardian of the
student and the Secretary for Education or their delegate.
37. ERO asked you to exercise your discretion to withhold the enrolment of students into WRS.
38. You advised the Board, with immediate effect and until further notice, any further decisions about
redirected enrolments under s76 of the Act, would be made by you as Secretary for Education.   Your
INFORMATION
letter also noted to the Board that its ability to support new enrolments is a priority, and you asked the
Board to provide its view to you.  On 17 January 2025 the Board provided you with operational
information around its enrolment and induction process.
39. The Ministry has deferred the first panel meeting about new enrolments, due to be held on 27 February
2025.
40. As you have the authority to approve enrolments and sign agreements, we recommend carefully
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considering future applications, and any requests for extension to current agreements, alongside the
progress the Board and future LSM make to ensure that every student at the schools are able to attain
their highest possible standard in educational achievement, and that the schools are a physically and
THE
emotionally safe place for all students and staff.
41. As at 11 March 2025, there are currently eight students enrolled at WRS (with signed agreements), a
further five students are pending (no signed agreement in place). Four students’ s37 agreements end
April -June 2025, and the remaining four are due to end at the end of 2025.
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42. For more information about the schools’ enrolment process and current WRS enrolments refer
Appendix Three.
Recommendations
43. It is recommended that you:
a) Note the proposed new statutory intervention a Limited Statutory Manager, including the issues,
recommended functions, powers and duties of an LSM, and rationale.
NOTED
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b) Note Isabel Evans, as the Minster of Education’s delegate can direct the appointment of a Limited
Statutory Manager, under section 181 of the Education and Training Act 2020, for the Combined
Board of Westbridge Residential School (4157) and Halswell Residential College (522)
NOTE
Memo

c)
Agree that the delegation for all enrolments with a Section 37 Agreement into Westbridge
Residential School will remain with you.
AGREE / DISAGREE
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ACT
Andy Jackson
Te Tumu Whakarae mō te Mātauranga | Acting Secretary for Education
14 / 3 / 2025
INFORMATION
OFFICIAL
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RELEASED
Memo

Appendix One: Timeline and Key Issues
Issues regarding the draft Action Plan
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•
The role of the Board is not clearly articulated within the draft Action Plan;
•
The Action Plan is focused at an operational level, however given all operations are derived from
governance policy and procedures, we would expect to see more information from a Board
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perspective to align with the operational actions;
•
There is a lack of evidence of Board monitoring and evaluation processes, including self-review;
•
It is unclear about who will take identified actions, and associated timeframes associated;
•
There appears to be a lack of urgency for action in areas of Health and Safety, e.g., timeframe given
for end of March 2025;
•
The outcomes, measures, actions and resources are not aligned;
•
There appears to be a lack of understanding around terminology used;
A lack of visibility around the transition of ākonga back into a schooling setting when they leave;
•
A lack of evidence in relation to achievement data and educational outcomes, including the teaching
staff experience and knowledge;
•
There is no evidence to show that the Strategic Plan is connected to this draft Action Plan.
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•
The plan could be simplified further to focus on impacts and outcomes for students;
•
It would expect to see visibility of both the school and the residential setting in the plan and
accountabilities;
•
Professional leadership needs to be visible in the plan, supported by expertise from educational
psychologists and other specialist therapeutic supports;
•
Clearer outcomes for students in terms of behaviours and learning, including success measures, is
needed. lack of evidence in the draft Action Plan to address:
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o
High incidence of student to student and student to staff assault
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Lack of therapeutic programmes
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Policy and procedures for age/gender mixing in the residence
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Issues regarding the Board
•
The urgency and focus that we would expect these serious matters to be attended to by the Board
has not been evident.
•
There is a lack of clarity between the Board and the first-time acting Principal at WRS regarding
roles and responsibilities, with many of the actions asked of the Board being delegated to the
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principal, including the development of the Action Plan.
•
No clear evidence that the Board supported the first-time acting principal through the draft Action
Plan process by either working alongside, providing ongoing review to the piece of work, or
contacting help for the first time acting principal to be able to do the task.
•
There appears to be an overall lack of engagement by the Board, evidenced by the first full Board
meeting not being held until early February.
•
Given the history of interventions for this school this Board does not appear to respond with the
expected level of focus to address the serious nature of the concerns.
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•
There is inconsistent governance across both schools, with regard to Board policies and procedures.
•
There are safety concerns regarding the Board’s response to an issue concerning Health and Safety
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24/01/2025
Updated Notification of Action
More detail about additional information required.
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Plan letter sent
29/01/2025
Ministry met with the Board, and
Three members of the Board attended, two Acting Principals, the NZSBA Governance Adviser, and
WRS Senior Leadership Team
members of the WRS Senior Leadership team (SLT) attended. This was the only meeting held that
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(SLT) at WRS.
some members of the Board, other than the Presiding Member.
07/02/2025
Draft Action Plan received by
the Ministry of Education.
10/02/2025
Ministry met with ERO
Shared the draft Action Plan and requested feedback
14/02/2025
Extraordinary Board meeting,
First full Board meeting held since the notification of the Action Plan received, Lead Adviser Residential
Ministry attended part
Specialist Schools in attendance for part of the meeting. Feedback from the Board discussions in that
meeting indicate that the Board has a lack of understanding of its role and responsibility for the draft
Action Plan and the seriousness of the ongoing issues facing WRS and the urgency with which these
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issues need to be attended.
21/02/2025
WRS Enrolment Panel
Panel deferred
25/02/2025
Ministry met with the Board
The Ministry discussed the draft Action Plan and raised possible further statutory support for the Board
(potential for LSM discussed).
The Presiding Member outlined concern that the Board would be expected to fund LSM.
The Board confirmed policies available on the website (14 policies across both schools), and provided
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schedule of cyclical review and confirmed a practice note for annual review.
The Presiding Member advised that Board meetings are six times per annum due to the financial
constraints of meeting in person.
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Board had yet to contact either its whānau or advise its community, including staff, on the work being
done by the Board to ensure the welfare of the school’s students
25/02/2025
Notified of incident at Halswell
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26/02/2025
Internal Ministry meeting
Update to you with advice on next steps.
28/02/2025
Email to the Board
Requiring the Board to notify all enrolled whānau and staff of the situation with urgency by 3pm
Monday 3 March, and recommended that the Board contact NZSBA or a communications advisor to
seek advice on this matter.
03/03/2025
Board email to Ministry
Confirming the acting Principal sent communications.
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Appendix Three:  Specialist Education Agreement and current
enrolments at WRS
All enrolments into a RSS are considered by an enrolment panel comprised of the Lead Adviser Residential
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Specialist Schools, the RSS principal and other agency or organisation representatives as needed, for
example Resource Teachers of Learning and Behaviour. Applications are made by a referrer, the enrolment
panel meets to discuss each application against a set of criteria, a recommendation is made about whether
to support the application or not, and this is communicated back to the referrer. If an application is
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supported, the school facilitates its own enrolment process, which will include a proposed start date for the
student. The WRS Enrolment Panel is scheduled to meet bi-termly to consider applications for further new
enrolments.
A specialist education agreement allows a student to be enrolled in a specialist school and is a formal
agreement under Section 37 of the Act. It is an agreement between the parent or guardian of the student and
the Secretary for Education or their delegate.
Students are enrolled at a Residential Specialist School, pending a successful visit and a Section 37
agreement being completed and signed.
Extensions to applications are made on a case-by-case basis and typically are applied to coincide with the
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end of a school term.
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Document 9
From:
Izzy Shelswell
To:
Sarah Smart
Subject:
FW: Update - Westbridge/Halswell RS
Date:
Tuesday, 18 March 2025 12:06:09 pm
Attachments:
20250311 Memo Proposed LSM for Westbridge and Halswell.pdf
image001.png
Izzy Shelswell | Principal Advisor
Te Tari o te Tumu Whakarae mō te Mātauranga | Office of the Secretary for Education
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9(2)(a)
From: Peter Wood <[email address]>
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Sent: Friday, March 14, 2025 3:08 PM
To: Tanya Harvey <[email address]>; Isabel Evans
<[email address]>; Coralanne Child <[email address]>; Izzy
Shelswell <[email address]>; Sean Teddy <[email address]>;
Michelle Ashby <[email address]>; Jan Breakwell
<[email address]>
Subject: RE: Update - Westbridge/Halswell RS
Kia ora koutou
INFORMATION
Signed as attached
Ngā mihi
Peter Wood | Executive Manager
Te Tari o te Tumu Whakarae mō te Mātauranga | Office of the Secretary for Education
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9(2)(a)
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From: Sophie Wilson <[email address]>
Sent: Friday, 14 March 2025 1:15 pm
To: Tanya Harvey <[email address]>; Isabel Evans
<[email address]>; Izzy Shelswell <[email address]>; Sean
Teddy <[email address]>
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Cc: Michelle Ashby <[email address]>; Jan Breakwell
<[email address]>; Coralanne Child <[email address]>;
Peter Wood <[email address]>
Subject: RE: Update - Westbridge/Halswell RS
Thank you, Andy has approved the memo, we’ll get a signed copy through shortly.
RELEASED
Ngā mihi
Sophie Wilson
Director | Te Tari o te Tumu Whakarae mō te Mātauranga | Office of the Secretary for Education
9(2)(a)

From: Tanya Harvey <[email address]>
Sent: Friday, 14 March 2025 9:53 am
To: Isabel Evans <[email address]>; Andy Jackson
<[email address]>; Izzy Shelswell <[email address]>; Sean
Teddy <[email address]>
Cc: Michelle Ashby <[email address]>; Jan Breakwell
<[email address]>; Coralanne Child <[email address]>;
Sophie Wilson <[email address]>
Subject: Update - Westbridge/Halswell RS

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Kia ora tātou

An update on where we are at the moment
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Andy – key action from below is for the memo to be signed please; Izzy was co-ordinating any
feedback.

Meeting held with the Combined Board last night 13/3
- all but one Board member could attend
- the meeting was positive and they are keen to have the support and work together for the best
interests of ākonga
- they are aware of confidentiality until the Gazette notice is issued; we signalled likely Monday
but they will get a letter and we will let them know
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- we discussed communication support once it is public, Coralanne has someone in her office
that can support if need, alongside the LSM who has advisory communication
- they have a Board meeting planned for Friday 21 March and suggested the LSM attend that –
we may also attend
- they had some questions in relation to the enrolments that are not progressing at the moment
- Board has WRS Principal interview on Saturday 15 March which we said can proceed, LSM with
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employer powers will be involved with process from Gazette notice being issued
- they are aware costs are to be met by the Board
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LSM appointment
- Coralanne contacted Dr Gabrielle Wall and she has verbally accepted the appointment –
paperwork being sent this morning

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Next steps for Friday 14 March:
- we met Jan this morning to discuss the Boards queries from the hui
- approval for recommendation to appoint an LSM be given and the memo sent 11/3 be signed,
if there are no further changes from Jan or others (Izzy was co-ordinating)
- SIMS process will be progressed for Director approval and Hautū approval – by early afternoon,
Gazetted Mon 17 March
- LSM to confirm appointment in writing
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- We will advise our contacts in NZSBA and ERO about the proposed intervention and seek any
feedback as part of consultation in the SIMS workflow
- Notes of hui with the Board/MOE to be finalised and sent by COP
- Update No Surprises for Minister

Next steps for Monday 17 March:

- Gazette notice published
- Letters to the Board and LSM issued
- Board and the LSM will work on communication to the whānau and staff
- Board and LSM will work on media queries

Next steps for Tues- 18 March - Thurs 20 March:
- confirm scoping details with LSM
- liaise with LSM and Board as needed prior to the Board meeting on 21 March – we are also
likely to attend
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Board meeting with LSM 21 March.

We will be meeting as a group each Friday to wrap up the week and confirm the week ahead –
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updates will then be sent to the wider group.

I will send another update on Monday COP.
Izzy – do you want to find a time for later next week with Andy for us to update him and others
please?
Ngā mihi
Tanya Harvey | Director of Education Tāmaki Makaurau – North & West Auckland
Te Mahau | Te Tai Raro
9(2)(a)
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Auckland Mt Eden Office
education.govt.nz
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga
We shape an education system that delivers equitable and excellent outcomes
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