____________________________________________________________________  1982
Variation to Services Agreement
Act
____________________________________________________________________

Ministry of Education

Information
[Provider]
[Contract Number]

Official

the

under

Released

Date:

XXXXX

20[XX]
PARTIES
Ministry of Education (the Ministry)
[Provider] (the Provider)
BACKGROUND
1982
A
The Ministry and Provider are parties to an agreement for [insert] dated
[insert] (the Agreement).
Act
B
The first contractual phase of the Awhi Mai, Awhi Atu | Counselling in Schools
(AMAA) programme ends in December 2023. The Agreement contains the
right to renew the contract for an additional term upon the expiration of the
initial term.
C
This variation is made to:
a.  Exercise the Ministry’s right to renew the Agreement for a further term
of two (2) years, (subject to funding and approval by the Ministry);
Information
and
b.  Update and reflect required changes to programme requirements.
These changes are necessary to support programme wide effective
delivery of the objectives and outcomes for ākonga (students), kura
Official
(schools) and whānau (families) who require these counselling support
services.      the
D
The parties wish to vary the Agreement upon the terms and conditions as
detailed in this variation.
THE PARTIES AGREE as follows:
under
1
INTERPRETATION
1.1  Defined terms
In this variation, unless the context requires otherwise, words and expressions
defined, and references construed, in the Agreement and not otherwise defined
or construed in this variation will, where used in this variation, have the same
meanings and constructions as those given to them in the Agreement.
Released
1.2  Construction
Clauses:  a reference to a clause is to a clause of this variation;
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Ministry of Education _variation template_TM_v2021

Documents:  a reference to any document, including this variation, includes a
reference to that document as amended or replaced from time to time;
Headings:  headings appear as a matter of convenience and do not affect the
construction of this variation;
Parties:  a reference to a party to this variation or any other document includes
that party’s personal representatives/successors and permitted assigns;
Singular, Plural and Gender:  the singular includes the plural and vice versa,
1982
and words importing one gender include the other genders.
2
CONFIRMATION
Act
Except as expressly varied by this variation, all terms of the Agreement
continue in full force and effect and are acknowledged and confirmed by each
of the parties.
3
VARIATION
With effect from [date], the Agreement is varied by deletion of Schedule 1
(Agreement Details) and Schedule 2 (Terms and Conditions) and its
Information
replacement as follows:

Official
the
under
Released
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SCHEDULE 1
AGREEMENT DETAILS
The headings in this Schedule have legal effect.
PROVIDER’S
Full legal name:

DETAILS
Address for Notices:

(Clause 16.7,
Schedule 2)
Email:

1982
Attention:

Act
MINISTRY’S
Full legal name:
Ministry of Education (the Ministry)
DETAILS
Address for Notices:

(Clause 16.7,
Schedule 2)
Email:

Attention:

Information
BACKGROUND
The below is revised and new outcomes to be captured within the Variation:
& EXPECTED
OUTCOMES
1.  The Awhi Mai Awhi Atu (Counselling in Schools) initiative is a response
to emerging wellbeing and mental health concerns. By drawing on a
range  of  evidence  based  therapeutic  skills,  approaches,  and
interventions  to  support  ākonga  wellbeing  in  the  context  of  their
Official
whānau, kura, and community, Counselling Practitioners can play an
important  role  in  supporting  ākonga  hauora  and  wellbeing.
Strengthening wellbeing enhances presence, participation, progress
and belonging.
the

2.  This is an ‘early in the life of a problem’ approach. This is not intended
to  replace  mental  health  support  from  relevant  health  services  for
significant  or  long-term  concerns  and  whānau  should  continue  to
access these services when required.
under

3.  The ability to work together with kura/schools is key. The agreed
services and initiatives are kura/school led, and it is essential that
the  Provider  works  with  the  kura/schools  to  understand  their
requirements.
4.  It  is  expected  that  these  services  will  deliver  the  following
outcomes:
a.
Released
  Kura/schools have access to counselling services to support
ākonga/student health and wellbeing.
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Ministry of Education _variation template_TM_v2021

b.  Ākonga/students accessing the service feel more equipped
to deal with personal, social, and behavioural issues.
c.  Ākonga/students who accessed the service have improved
learning and achievement in school.
5.  In  providing  these  services  the  Provider  acknowledges  that  all
services delivered as part of the AMAA programme must align with
Ministry  direction  and  programme  requirements,  Ministerial
objectives and any external evaluation requirements of the AMAA
programme.

1982
SERVICES
6.  Overview:
a.  The  Provider  has  been  appointed  to  collaborate  with
designated kura/schools as notified by the Ministry and will
work  closely  with  the Ministry  to deliver  responsive face-
Act
to-face  counselling  services  tailored  to  meet  the  unique
needs of ākonga/students and whānau within the context
of their respective kura/school and community.

The following services and deliverables will be provided:
7.  Collaborative Service Delivery:
a.  The  Provider  will  engage  in  collaborative  planning  and
Information
partnership  with nominated  kura/schools as agreed upon
via school delivery plans (SDPs).
b.  SDP’s are a requirement for each school/kura and should
be  developed  in  collaboration  with  the  Provider,  the
Ministry and each kura/school using the template provided.
c.  SDP’s should be reviewed at least annually and kept up to date
as often as is required.
Official

8.  Evidence-Based Counselling Services and Support:
The Provider will:
the a. offer evidence-based, developmentally appropriate, and
culturally sustaining counselling support, utilizing a
diverse range of therapeutic modalities and frameworks.
b.  use
strengths-based
approaches
that
puts
the
under  ākonga/student and their whānau at the centre,
c.  have  a  process  to  enable  identification  and  referral  for
ākonga/students  and  their  whānau  to  other  health
professionals or social supports as needed,
d.  ensure  professional  supervision  and  clinical  oversight  is
provided by a registered professional in their area or field
of
expertise.
Released

9.  Compliance and Quality Assurance:
Providers will
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Ministry of Education _variation template_TM_v2021

a.  consistently  adhere  to  all  legal  and  regulatory
requirements, including:

i.  The Children's Act 2014
ii.  Health and Safety at Work Act 2015
iii.  Privacy Act 2020
iv.  New Zealand Government Supplier Code of Conduct

b.  maintain  up  to  date  (reviewed  within  two  years)  policies
and procedures, including an informed consent process and
policy,  that  comply  with  legislation  and  professional
standards.
1982
c.
provide  evidence  of  policies,  documentation,  professional
registrations
and/or
certifications
to
demonstrate
compliance upon request.
a.
Act
  have  in  place  performance  management,  professional
development, and quality assurance systems to ensure:
i.  that any risks or issues, whether perceived or real,
which impact or may impact the Services or ability
to meet any requirements are alerted to the Ministry
as  soon  as  practicable.  This  includes  any  incident,
hazard,  risk  or  criminal  event  that  occurs  during
provision of Services, as well as any instance where
the  Provider  is  prevented  from  providing  the
services, including any change in circumstances that
impacts  or  may  impact  a  practitioner’s  suitability,
Information
performance,  or  ability  to  deliver  the  services  in
kura/schools.
ii.  Confidentiality,  integrity  and  availability  of  all
information which is submitted or collected as part
of  the  Services  is  maintained  at  all  times.
Administrative,  technical,  and  physical  safeguards
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should  be  in  place  including  access  controls,
encryption, secure storage, and employee training.
iii.  that all counselling practitioners and key personnel
involved in the delivery of services can meet or are
the  at all times directly supervised by personnel who
meet  both  the  requirements  of  the  Childrens  Act
2014  including  safety  checks  and  can  hold  and
maintain the relevant professional body registration.
d.  Suppliers  acknowledge  that  the  Ministry  may  request
under  evidence of compliance or further information at any time.
This information should be provided promptly if requested.
Where  remedial  or  improvement  actions  are  identified  or
required  these  are  to  be  implemented  as  soon  as
practicable or as otherwise agreed with the Ministry.

10.
Resources and Equipment:
a.  The  Provider  is  responsible  for  providing  all  necessary
Released
resources  and  equipment  required  for  service  provision,
ensuring that technology and resources align with data and
information security requirements.

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11.
Measurement & Evaluation of Services:
a.  To  ensure  the  Ministry  is  able  to  meet  the  wider  AMAA
programme objectives, Ministerial and external evaluation
requirements, Providers are required to:
i.  Collect  and  submit  mandatory  information,  using
specified  tools  and  methodologies  for  evaluation.
Required information is expected to include National
Student Number (NSN) and use of evaluation tools
such as CORS, and LEMT.
ii.  Actively  participate  in  meetings,  program  reviews
and evaluations as directed by the Ministry.
iii.  Ensure any additional instructions, operational or
1982
specific service guidance relating to the programme
as issued by the Ministry is acknowledged and
adhered to.

Act
12.
Feedback and Improvement:
a.  The satisfaction of schools/kura with the services provided
by  the Provider  will be assessed at  least  annually by  the
Ministry based on:
i.  Overall feedback received, including any satisfaction
survey results.
ii.  Demonstration  of  continuous  improvement  efforts
based on feedback.
iii.  Overall performance and achievement in relation to
the  Services,  terms  and  objectives  of  this
Information
Agreement.

13.
Transition Support and Exit of Services:
a.  At the conclusion of services and/or the Agreement term,
the Provider agrees to extend support to the Ministry for up
to six months (or as mutually agreed) to ensure continuity
Official
of  service  as  needed  for  ākonga/students  and  their
whānau.
b.  This includes continuing to deliver services and support for
the  referral  of  ākonga/students  and  their  whānau  to
the appropriate services as and/if required.
c.  The Provider is entitled to charge the Ministry reasonable
rates  for  the  extended  provision  of  Services  and
Deliverables during this post-termination period, with rates
to be agreed upon in writing between the Provider and the
under  Ministry.

14.
Out of Scope
a.  High-level and complex clinical interventions are not within
the  scope  of  the  AMAA  programme  and  should  not  be
professionally managed under this contract, regardless of
whether  Providers  are  equipped  to  or  offer  this  level  of
Released
service. It is important that any ākonga and whanau who
present with significant or long term concerns are referred
for  specialised  input  by  the  appropriate  health  care  or
support services.
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b.  Services provided under this contract are not intended to
and  should  not  replace  or  substitute  provision  of  mental
health  support  from  the  appropriate  health  services  for
significant or long-term concerns. Examples of out of scope
intervention  needs  includes  (but  are  not  limited  to)
significant challenging behaviours, sexualised behaviours,
crisis  support,  significant  and  complex  mental  health
diagnoses,  at  risk  of  harming  themselves  or  others  or  at
imminent risk from others, and/or situations where a long
term intervention is indicated.
Service Levels
The Provider will meet or exceed the following service levels:
1982
15. Service Coordination & Programme Requirements
a.  Programme  requirements,  inclusive  of  any  operational  and
service guidance provided by the Ministry are adhered to at all
Act
times.
b.  Any identified  remedial or improvement actions  as notified by
the  Ministry  are  implemented  and/or  have  an  agreed
implementation or improvement plan in place
c.  All  service  referrals  will  be  correctly  loaded  and  confirmed  at
least Monthly using the Ministry’s approved system/s
d.  Collaborative  planning  meetings  between  the  Provider,
kura/schools,  and  the  Ministry  will  occur  to  ensure  alignment
with  objectives  and  any  risks  or  issues  are  identified  and  a
management plan in place to resolve as required. The frequency
Information
of  these  meetings  will  be  as  agreed  with  the  Regional  Lead
Advisor.
e.  SDP’s are confirmed and in place, kept up to date with all
school/kura, and reviewed at least annually in collaboration
with the Ministry and kura/schools.

16. Reporting & Requests for Information
Official
a.  Required reporting is accurate and submitted on time.
b.  Ministry  requests  and/or  requests  for  information  are
acknowledged  and  submitted  accurately  and  on  time  as
the required.

17. Satisfaction Feedback
a.  Providers  are  expected  to  demonstrate  continuous  improvement
efforts based on feedback as required.
under 18.  Annual Declaration of Compliance
a.  An  annual  declaration  of  compliance  must  be  submitted  to  the
Ministry confirming adherence and ability to meet to all Compliance
and  Quality  Assurance  requirements  (Services,  clause  9),  by  the
anniversary  of  each  commencement  date.    Supporting  evidence
must be able to be produced upon request.

Released
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KEY PERSONNEL
19. The Ministry’s primary contact person for this agreement is:
(Clause 4.2,
Name:
Schedule 2)
Title:
Phone:
Email:

20. The Provider’s primary contact person for this agreement is:
Name:
1982
Title:
Phone:
Act
Email:

20. Senior  Responsible  Business  Owners  (Escalation  points)  for  this
Agreement :
Ministry: <Director>
Provider: <TBC>
Information
MEETINGS AND
21. Key personnel from the Ministry and Provider shall attend the following
REPORTING
meetings where required:
a.  Regular  check-ins  (type  and  frequency  to  be  agreed  between
(Clause 7.1, 7.1
the primary contact/s)
Schedule 2)
Official
b.  Annual  Review  (attended  by  primary  contact/s,  Senior
Responsible  Business  Owners  and  other  key  personnel  as
agreed)
the

22. The  Provider  will  provide  to  the  Ministry  the  following  reports  at  the
following times:
a.  Monthly reports completed accurately, using required evaluation
tools and containing all required information and submitted using
under  the Ministry’s approved systems – due on the 7th working day of
each month.
b.  Annual declaration of compliance, to be submitted to the Ministry
annually on or before the anniversary date of the agreement that
confirms compliance and adherence to with all applicable laws.
Evidence of required insurance (certificate of currency) should be
submitted along with this declaration.
c.
Released
  Reporting required for the Education Review Office (ERO) to
objectively gather information on changes in student wellbeing
and engagement following counselling support.
d.  Other reports, as mutually agreed.
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Ministry of Education _variation template_TM_v2021

CHARGES
23.  From 29 January 2024, the hourly rate of $100.00 per delivery hour
(Clause 6.1,
(excluding  GST)  applies.    This  rate  is  fixed  for  the  duration  of  the
agreement.
Schedule 2)

a.  A delivery hour is defined as: Every hour of face-to-face time
delivered  to  an  individual  ākonga/student,  whānau,  group,
teacher/staff member, and the whole of school (includes time
onsite actively engaging in activities as agreed by the school/the
Ministry)
1982
b.  the hourly rate includes the overheads involved in delivering the
services,  such  as  but  not  limited  to  cell  phone,  laptop,
resources,  recruitment,  employee  professional  development,
Act
resource
development,
supervision
hours
or
fees,
administration tasks eg reporting preparation, and travel costs
of up to 50km per counsellor per day.
c.  Additional travel costs, if required, must be pre-approved and
agreed in writing by the Ministry. Clear rationale and supporting
evidence for the need must be provided.

24. Delivery hours

Information
Total maximum delivery hours of up to XXXX for the period of the
contract, to be allocated as follows:
Period
Dates
Maximum
Hourly Rate
Maximum
delivery
(excl GST)
Total
Official  Hours
payable
(per period)
(hours x rate)
the
One
29 Jan – 30
XXX
$100
$XXX
June 2024
Two
01 July – 31
XXX
$100
$XXX
under
December
2024
Three
29 Jan – 30
XXX
$100
$XXX
June 2025
Four
01 July – 31
XXX
$100
$XXX
Released
December
2025
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Ministry of Education _variation template_TM_v2021

Total

$XXX

Delivery hours
1.  may be provided across the kura/schools as agreed by the  Provider,
Ministry,  and  kura/schools  and  documented  in  the  individual  School
Delivery Plans, and
2.  must be utilised within each period specified and cannot be rolled over
without approval and prior agreement from the Ministry.
1982
INVOICING
25. The Provider is to invoice by 5pm on the 7th working day of the month
(Clause 6.3,
following service delivery.
Schedule 2)
a.
Act
  The invoice submitted for payment shall include:

i.  The region/s where services were delivered
ii.  The delivery hours each kura/school received during
that  month  (delivery  hours  are  invoiced  to  the
nearest half hour and align with the monthly report)
EXPENSES

(Clause 6.6,
No reimbursement of expenses other than those specified.
Schedule 2)
Information
COMMENCEMENT  Insert
DATE
(Clause 9.1,
Schedule 2)
EXPIRY DATE
31 December 2025
Official
(Clause 9.1,

Schedule 2)
the
RENEWAL
option for the Ministry to extend a further one year right of renewal
PERIOD
(Clause 9.1,
Schedule 2)
PROVIDER

under
LIABILITY
AMOUNT
(Clause 12.1,
Schedule 2)
INSURANCE
The Provider will hold the following insurances in place for the Term of this
Agreement:
(Clause 13.1,

Released
Schedule 2)
Public liability:
Professional indemnity:

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Ministry of Education _variation template_TM_v2021

Evidence of insurance (current certificate of currency) must be submitted
annually along with the Annual Compliance Declaration.

4.1
Counterparts
This variation may be signed in two or more counterparts all of which, when
taken together, will constitute one and the same instrument.  A party to this
variation may enter into it by executing any such counterpart.
4.1
Further assurances
1982
Each party will do all things and execute all documents reasonably necessary
to give effect to the terms of this variation.
Act
EXECUTED AS A VARIATION
Signed for and on behalf of
Signed for and on behalf of
Ministry of Education by:
[Provider] by:
__________________________
__________________________
Signature
Signature
Information

__________________________
__________________________
Name
Name
Official

the
under
Released
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Ministry of Education _variation template_TM_v2021

Awhi Mai, Awhi Atu|
  Counselling in Schools
1982
Act
Information
Official
the


Service Guide
under

Released
For Providers


Ministry of Education, February 2023

Definition of Service

Awhi Mai, Awhi Atu|Counselling in Schools is a response to emerging wellbeing and mental health
concerns in children and young people. Awhi Mai, Awhi Atu|Counselling in Schools counselling
practitioners can play an important role in supporting learners/ākonga; by strengthening
health/hauora and wellbeing, they enhance engagement, participation, learning and relationships
with others.

Models of practice – how counselling practitioners work
1982
Counselling practitioners use approaches that are evidence-based, developmentally and age
appropriate, and culturally sustaining. Their models of practice are responsive to the strengths,
Act
needs and motivations of ākonga and whānau and recognise the unique needs and contexts of
schools, communities and regions.

Counselling practitioners are expected to be flexible and responsive in their way of working. They
will draw on a range of skills, approaches and interventions to support ākonga wellbeing in the
context of their whānau/family, kura/school, and community. This may include talk-based and/or
activity-based experiential approaches that use, for example, the arts, play and outdoor activities.
Alternatively, approaches may be grounded in te ao Māori or other culturally informed practices.

Information
Awhi Mai, Awhi Atu|Counselling in Schools counselling practitioners help ākonga to better manage
their emotions, navigate their relationships with others, become more resilient, confident, and calm.
Note: this ‘early in the life of a problem’ approach does not replace mental health support
from relevant health services for significant or long-term concerns, and whānau should
continue to access these services when required.
Official

Awhi Mai, Awhi Atu|Counselling in Schools practitioners can support emerging mental health and
wellbeing concerns affecting ākonga’s Taha Tinana, Taha Wairua, Taha Whānau, Taha Hinengaro
the
such as:
•  Anxiety (including reluctance to come to school, avoidance of social situations, sleeping,
eating issues)
•  Friendship and peer relationship issues
under
•  Emotional regulation (difficulty managing disappointment, sharing with others, peer conflict)
•  Disengagement from learning (avoidance of activities, tasks, people)
•  Managing grief, change, and loss
•  Impact of early or ongoing traumatic experiences
•  Navigating whānau changes such as parental separation, foster care, Oranga Tamariki
involvement.
Tiered Approach
Released
Counselling practitioners can provide support across three tiers, described within the different
approaches below.
Tier 1: Whole-school Approach
➢  Support for teachers to promote wellbeing with ākonga and whānau.
3

➢  Support for school leaders to enhance and promote wellbeing through the curriculum and
school/kura culture.
Tier 2: Group - Targeted Approach
➢  Group sessions for tamariki/children, or tamariki and whānau targeting topics based on an
identified area of need. The number of sessions will be determined in consultation with whānau
and kaiako/teacher.  Group size and composition for tamariki groups will be determined by
identified needs, health and safety, and opportunities to nurture ‘tuakana - teina’ peer
relationships.
Tier 3: Individualised Approach
➢  For older ākonga, the whānau and provider may agree that an individualised approach will be 1982
beneficial. Usually this will be up to five sessions followed by a review, with whānau included as
much as possible. In collaboration with the ākonga and whānau, the counselling practitioner will
set one or two key goals to work towards during the sessions. For more complex challenges, the
Act
counselling practitioner will encourage the whānau to seek help via their GP or other relevant
mental health services.

In addition to the tiered approach (above), counselling practitioners are able to provide support to
the ākonga's whānau.

Whānau involvement and support
Information
Evidence supports the involvement of whānau as much as possible, particularly for younger tamariki.
The counselling practitioner will work with the ākonga to determine the best way to involve whānau
and the school in the support.

An important goal for counselling practitioners is to provide strategies to the relevant adults so that
they can continue to support the ākonga after the Awhi Mai, Awhi Atu|Counselling in Schools
Official
sessions are complete.

the
Counselling practitioners may also respond to whānau requests for support for tamariki or in
response to parenting concerns through:
•  Drop in sessions
•  Phone guidance or video call (Zoom/Teams) sessions
•  Child and whānau therapy sessions.
under

Integrating with other supports and agencies
Awhi Mai, Awhi Atu|Counselling in Schools counselling practitioners work within the network of
supports that are established within a school, and with relevant agencies that are already working
with ākonga and whānau.

Released
For an integrated and joined-up approach the counselling practitioner will:
•  join networks as a part of the school pastoral care or wellbeing team
•  provide input and support to pastoral or wellbeing teams about best practice responses to
the needs of ākonga
•  contribute to interagency meetings where this has been agreed by all parties
•  work closely with Social Workers in Schools or School Guidance Counsellors as needed.
4

Challenging behaviour and situations
Concerns about challenging behaviour or situations will be referred to Ministry of Education
Learning Support or RTLB depending on the seriousness of the concern. Concerns about sexualised
behaviour1 or abuse will be referred to the relevant service.

Traumatic Incidents
Following a traumatic incident, the Ministry of Education will provide support in consultation with
the school. With whānau agreement, the counselling practitioner may be asked to contribute to the
1982
strategies recommended by the school, or other services involved with the ākonga.

Who can be a Counselling Practitioner?
Act
Awhi Mai, Awhi Atu|Counselling in Schools counselling practitioners will have expertise and
experience working with tamariki, rangatahi, and whānau.

Awhi Mai, Awhi Atu|Counselling in Schools counselling practitioners can be qualified counselling
practitioners who are registered with, and responsive to, an appropriate professional body.
Appropriate professional bodies will have an accreditation process, a code of ethics, a formal
complaints process and will support ongoing professional development and external
supervision. Counselling practitioners who are registered with a professional body may include:
Information
• Counsellors; Social Workers; Occupational Therapists; Psychotherapists; Psychologists;
Creative Art Therapists; Music Therapists; Teachers; and Mental Health Nurses.

In order to reflect the diverse contexts and needs across communities and regions, providers or
communities may prefer counselling practitioners who are not registered with a professional body.
Such practitioners are required to work under the supervision of a registered counselling
Official
practitioner (see above) and have an appropriate qualification, professional learning record and
professional referees. Examples of counselling practitioners who are required to work under such
the
supervision may include:
• Facilitators of Equine Therapy; Master Carvers; Rongoā Māori Practitioners.

Contracted providers of Awhi Mai, Awhi Atu|Counselling in Schools must demonstrate that there is
appropriate professional supervision and clinical oversight in place for counselling practitioners.
under
Proof of experience, qualifications and police and safety checks must be provided to the Ministry of
Education and updates provided when requested.

How to access Awhi Mai, Awhi Atu|Counselling in Schools
support
Teachers or school staff members can make a recommendation (referral) for counselling practitioner
Released
support for ākonga. Whānau can request that their tamariki accesses counselling support, or
whānau can seek support for themselves, by contacting the school or the counselling practitioner
directly. Ākonga may approach the counselling practition

1 https://practice.orangatamariki.govt.nz/our-work/assessment-and-planning/assessments/specialist-
topics/concerning-or-harmful-sexual-behaviour/
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er directly and request support, or a teacher or friend can also do this on the ākonga’s behalf.
Referral processes may differ between schools, and should be discussed and documented as part of
the School Delivery Plan.

Informed consent
The following infomation provides guidance for schools and counselling practitioners around
infomed consent. Informed consent details and processes may vary between schools and should be
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discussed and documented in the School Delivery Plan (see Informed Consent table in the Example
School Delivery Plan, Appendix 1).

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Informed consent from ākonga
Ākonga of all ages can make decisions about their own health, including whether they wish to
receive counselling support. Ākonga must be willing to receive counselling support and they have
the right to decline counselling support when it is offered to them. All Group-Targeted (Tier 2) and
Individualised (Tier 3) referrals require consent to participate from the ākonga concerned; Whole-
School (Tier 3) supports do not require individual consent from ākonga.

Informed consent from whānau
Information
When ākonga are accessing counselling support, their whānau should be informed and included in
discussion about what is needed as much as possible, provided it is appropriate and safe for this to
occur. Once counselling support has been prioritised for ākonga, the counselling practitioner should
meet with the whānau to gain informed consent for the support to begin.

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If a counselling practitioner or school staff member has concerns about contacting whānau or
whānau refusing to consent for their ākonga to access counselling support, they should follow
the
processes agreed in their School Delivery Plan for raising care and protection concerns. Schools and
counselling practitioners should also follow their Child Protection Policy as required under the
Children’s Act 2014.

Whole-school supports (Tier 1)
under
Direct whānau consent is not required for ākonga participating in whole-school supports, as such
supports would be included in the school’s ‘blanket consent’ processes for school programmes.

Group-Targeted supports (Tier 2)
Counselling practitioners and school staff should use their professional judgement to determine if
individual whānau informed consent is needed for ākonga to participate in Group-Targeted
supports. This will be dependent on the topic of the group support.
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Individualised support (Tier 3)
Under 12 years
Counselling practitioner support for ākonga aged under 12 years requires the informed consent of
whānau provided it is appropriate and safe for this to occur. If it is determined that gaining whānau
consent is not safe and appropriate, school staff and the counselling practitioner should agree how
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to proceed with support for that child with regard to their School Delivery Plan and their Child
Protection policies.

12-15 years
Counselling practitioners need to determine whether an ākonga aged 12-15 years has the maturity
and understanding (competency) to give informed consent to receive counselling support. Where a
counselling practitioner determines that the ākonga does not have this competency, parental
informed consent must be sought before any support is provided, provided it is appropriate and
safe for this to occur. The following resources may support counselling practitioners to determine
ākonga competency:
-
Consent and legal justifications for treatment without consent (Starship)
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https://starship.org.nz/guidelines/consent-and-legal-justifications-for-treatment-without-
consent/
-
Consent to treatment – children and young people (NHS)
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https://www.nhs.uk/conditions/consent-to-treatment/children/

Over 16 years
While whānau consent is the preferred approach, ākonga aged 16 years and older can give informed
consent to receive counselling practitioner support without the need for parental permission.

Consent for data collection and sharing
Whānau should be informed about the information that will be shared through the counselling
Information
support, and with whom (see Privacy and Confidentiality below). During the first three years of the
Awhi Mai, Awhi Atu|Counselling in Schools initiative, the Education Review Office (ERO) will be
collecting data and information for an evaluation of the initiative (see ERO Evaluation section). To
ensure that the gathering and sharing of evaluation data meets privacy requirements, counselling
practitioners should discuss this process when having informed consent conversations with whānau.
Official
This is to make sure whānau understand how and why their tamariki’s data is being gathered and
used for the ERO evaluation. Below is a paragraph that schools and/or counselling practitioners can
use with whānau to ensure they understand what is happening with the data:
the
Information about my child, including their National Student Number (NSN), may be used for
statistical and reporting purposes by PROVIDER NAME and the Ministry of Education. The
Ministry of Education may share de-identified data, which means all identifying information
is removed, with the Education Review Office. This information is shared only for the purpose
of evaluating the Awhi Mai, Awhi Atu|Counselling in Schools initiative. This information will
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not be used in a way that will identify any individual details.

Privacy and Confidentiality
All ākonga have the right to privacy and confidentiality regarding their relationship with a
counselling practitioner. Counselling practitioner support can only be provided in appropriate
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environments - comfortable and safe spaces where ākonga can share information confidentially in
private.

Counselling practitioners have specific legal obligations when dealing with ākonga’s personal
information. A counselling practitioner may only use and disclose this information with the ākonga’s
consent or in limited circumstances where they believe the ākonga’s safety or wellbeing is at risk.
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Counselling practitioners must inform ākonga that they are collecting their personal information, the
purpose for which it is being collected, who the information may be shared with and for what
purpose. Ākonga’s personal information must be kept safe, secure and private in line with the
provider’s service agreement.
Exception:  In the case of care and protection concerns, or a likely situation that could cause harm
to the ākonga, the counselling practitioner or their clinical supervisor will take immediate action. If
the ākonga is in immediate danger, they will call the Police on 111. In all other situations they will
follow their Child Protection Policy that is required under the Children’s Act 2014.

Ākonga can ask to see their personal information that has been collected and held by counselling 1982
practitioners. They are also entitled to request correction of information held about them.
Whānau do not have automatic right to access information that a counselling practitioner holds
about their tamariki. Requests from whānau can be refused in circumstances such as where the
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ākonga does not want the information disclosed, or where disclosure would not be in the ākonga’s
best interests.

School Delivery Plans (SDPs)

Awhi Mai, Awhi Atu|Counselling in Schools support will be tailored to the specific needs of each
school and their ākonga and whānau. Where possible schools, providers, counselling
Information
practitioners/kaimahi, whānau, rūnanga, hapū, iwi, community groups and the Ministry of Education
will together agree how support will operate in each school. The approach will be outlined in a
School Delivery Plan (SDP).

For support to be successful it is important that each SDP:
•  is developed, delivered, and monitored in ways that reflect the school community’s diversity
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•  positions ākonga and their family/whānau at the centre
•  considers other wellbeing supports that the ākonga may be receiving within a school.

the
An example SDP is provided in the Appendices section and a Word version template is available.
Collaborating to build a School Delivery Plan (SDP)
Collaborative development of the SDP should involve the provider, counselling practitioner and the
under
school, including (as needed) senior leadership, wellbeing/pastoral leads, senior teachers, teacher
aides, SENCOs, RTLBs, and Learning Support Coordinators. Board members, whānau, hapū, iwi and
other community groups can be included in planning along with any other providers delivering
services to the school where their services are aligned with Awhi Mai, Awhi Atu|Counselling in
Schools support.

The SDP should include information about:
•  how the partnership between the provider(s), the school, and other relevant services will
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work
•  how the school and the school’s wellbeing support/pastoral team will work with the
provider and wider community to deliver and monitor the plan
•  the nature/kaupapa of the support to be delivered
•  how the needs of ākonga from Māori, Pacific and other community groups will be met
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•  how support will be accessed by ākonga, their whānau and school staff – i.e., the referral
process. The wider school and community should be aware of the referral process to allow
for collaboration between services to encourage a universal approach and equitable use of
services
•  how ākonga and whānau will be kept informed about the support
•  how informed consent will be gained (see Informed consent table in the SDP example,
Appendix 1)
•  how the service will be integrated with other wellbeing supports in the school and
community
•  the number of hours/days the support is available for
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•  the roles and responsibilities of the Ministry, the provider(s) and the school in delivery of the
plan
•  details of appropriate spaces to deliver support which are welcoming, private and
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comfortable, and which help to normalise accessing wellbeing support.

Writing and approving the SDP
The provider and Ministry of Education regional lead share responsibility for drafting the SDP based
on the points described above. The SDP should be shared for approval with the co-designers and
signed by the school, provider and Ministry lead. Awhi Mai, Awhi Atu|Counselling in Schools support
can start as soon as the plan is approved.

Information
Monitoring and evaluation
Providers will work with schools and with relevant, involved whānau, hapū, iwi and other community
groups to monitor, reflect and report on progress. Regular meetings may help these stakeholders
assess progress and adjust activities as required to achieve the best outcomes for ākonga and their
whānau. Providers will share information on successes, challenges and improvements with schools
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and the Ministry.

The Ministry will work with the Education Review Office (ERO) to evaluate the Awhi Mai, Awhi
the
Atu|Counselling in Schools initiative (see ERO Evaluation section). This evaluation will be informed by
data and stories gathered from providers, counselling practitioners, schools, whānau and ākonga. All
data shared with the Ministry will comply with confidentiality guidelines and the Privacy Act 2020.

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ERO Evaluation

Please note that this chapter contains information relating to ERO’s evaluation of Awhi Mai, Awhi
Atu|Counselling in Schools, which will use data from the initial rollout of the initiative ending in
December 2023. Future iterations of Awhi Mai, Awhi Atu|Counselling in Schools may use different
evaluation processes and outcomes measures; this content will be updated accordingly. This
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information is correct as of January 2023.

The Education Review Office (ERO) is evaluating Awhi Mai, Awhi Atu|Counselling in Schools from
2021 until 2023. The aim of the evaluation is to help schools, providers, families/whānau,
communities and government know how well the initiative is working and help find ways to make it
even better. The evaluation also aims to support improved wellbeing for children, particularly those
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who may be experiencing challenges and at times of additional stress, by increasing understanding
of what works. ERO will be evaluating:
•  how the wellbeing of the children receiving counselling support improves
•  the impacts of the initiative on schools
•  what helps schools and providers work with families/whānau to make the counselling
support successful.

The evaluation is happening in stages. At each stage ERO will be talking with people involved with
the initiative to see how well Awhi Mai, Awhi Atu|Counselling in Schools is going from their
perspective. This will be mainly done through outcome measurement tools, surveys, and focus
groups or interviews. Findings will be shared with providers, schools, whānau and the Ministry in  1982
reports at the end of each stage.

ERO data use and protection
Act

Providers report to ERO quarterly on demographic data, engagement data, and information on the
types of counselling sessions ākonga receive (e.g., Group, Targeted, or Individualised support,
duration, frequency). Providers also report information about ākonga wellbeing, learning and
engagement from the outcome measures tools (see Outcome measurement tool section below for
more detail).

Evaluating the Awhi Mai, Awhi Atu|Counselling in Schools initiative is an important aspect of
implementation. Reporting outcome data is important to see if ākonga wellbeing or learning
Information
engagement has improved whilst receiving counselling support, and by how much. ERO will not be
reporting on individual ākonga wellbeing nor on learning and engagement outcomes.

To ensure that the gathering and sharing of evaluation data meets privacy requirements,
practitioners should discuss this process during informed consent conversations with whānau. This is
to make sure whānau understand how and why their tamariki’s data is being gathered and used for
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the ERO evaluation.

National Student Numbers (NSNs) are to be provided by schools to counselling practitioners at the
the
time of referral. NSNs are then reported by providers to the Ministry and used to link demographic
data (age, gender, ethnicity) for statistical and evaluation purposes described above.

Please note:
•  NSNs will only be seen and used by the Ministry of Education’s data team; regional Ministry
under
staff and ERO staff will not see individual NSNs.
•  Schools should provide counselling practitioners with the NSNs of students receiving
counselling support. This will be particularly important when students or whānau approach
counselling practitioners directly (i.e. self or whānau referrals). Counselling practitioners are
not expected to have access to systems which will provide NSNs (e.g. Enrol).
•  Schools and counselling practitioners need to ensure NSNs are recorded carefully and
accurately for the benefit of the evaluation.

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Quarterly reports
All providers are required to report quarterly as part of their Service Agreement with the Ministry.
For this reporting (as of January 2023), providers record data in an Excel spreadsheet created by the
Ministry, and secure the spreadsheet in a zipped and password-protected file. This is then sent to a
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small team within the Ministry’s data and insights group, who clean and share with ERO the data
required to carry out the evaluation.

ERO and the Ministry have an established data-sharing agreement which meets the
recommendations by the Privacy Commission, and outlines how to safely share data for this
evaluation. Any individual data that ERO receives is de-identified, with all identifying information
removed. The Ministry will use this to understand broad characteristics of the groups of ākonga that
Awhi Mai, Awhi Atu|Counselling in Schools is working for.

All data is stored and used in a way that complies with the Privacy Act. Information will remain
confidential to protect privacy. All data will be securely stored; only approved staff from ERO and the
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Ministry will have access to the information for reporting, research and evaluation purposes. As
evaluators of the initiative, ERO accesses data from the Ministry and abides by strict protocols about
confidentiality and use, in line with data-sharing agreements with the Ministry. Any personal
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information ERO collects will comply with the provisions of the Privacy Act 2020, Official Information
Act 1982 and Public Records Act 2005. ERO will keep data for the purpose of tracking outcomes over
the three years, in compliance with the provisions of the Privacy Act 2020 and Public Records Act
2005. ERO does not use the information for any other purpose.

Outcome measurement tools
ERO has selected two tools for schools and counselling practitioners to gather information on
changes in student wellbeing and engagement following counselling support. These outcome
measurement tools are the Child Outcome Rating Scale (CORS) and the Learning Engagement
Information
Measurement Tool (LEMT). This table shows which tool is required to be used for different types of
support; further detail and instructions are below and tool templates can be found in the
Appendices.

Type of counselling support
CORS required
LEMT required
  Individualised
YES (for child, optional for
YES
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whānau)
  Whānau
YES
NO
the

  Group-Targeted (any size group)
YES
NO
  At least two students from group
  Class
YES
NO
  At least two students from class
under
  Whole-school
NO
NO

The Child Outcome Rating Scale (CORS)
The CORS (Appendix 3) was selected by ERO as a suitable tool for providing a consistent approach to
measuring wellbeing as it has a robust evidence base, is quick and simple to use and can detect
change across time. This tool has the benefit of capturing the ākonga’s voice, can be used with
whānau and provides useful information for counselling practitioners. It should be used twice to
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measure any shift in wellbeing for the ākonga i.e., before commencing counselling support (pre-
assessment) and following the completion of counselling support (post-assessment).

Some providers/counselling practitioners will already be using the CORS and have a licensing
agreement in place. For those currently without access, ERO has acquired a group license which
allows counselling practitioners to use the tool with all ākonga referred for counselling support
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under the Awhi Mai, Awhi Atu|Counselling in Schools initiative. This license is for the pen and paper
version for the evaluation. The tool must not be adapted or used electronically (if an electronic
version is used, it can be accessed here2, although it does incur an annual licensing fee). Additional
support for its appropriate and effective use can be accessed here3.

The CORS gives ākonga the opportunity to assess their own wellbeing in four key areas. It is not
about assessing a counselling practitioner’s practice. The CORS tool can also be used by whānau to
assess their child’s wellbeing. Counselling practitioners may choose to gather this data at the same
pre- and post-assessment times.

Following each of the assessments, the counselling practitioner/provider needs to convert the
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ākonga’s assessment for each of the domains into a score. This is done by noting the measurement
in centimetres which corresponds to the mark the ākonga has made on the scale (i.e., Me: How am I
Doing? - 3.4cms, Whānau: How are things in my whānau? - 6.3cms etc.). These are then reported.
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The Learning Engagement Measurement Tool (LEMT)
The LEMT (Appendix 4) is a rating-scale assessment designed by ERO to measure shifts in learning
engagement for ākonga receiving individual counselling support. It should be used twice to measure
any shift in learning engagement outcomes for the ākonga i.e., before commencing counselling
support (pre-assessment) and following the completion of counselling support (post-assessment).

It looks at three dimensions of learning engagement: Presence (attendance), Participation (in
learning and with others), and Learning Gains (achievement and progress). Each domain has a
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‘rating’ of 1-9, supported by a ‘comment’ field:
•  The ‘rating’ is intended as a snapshot of where the ākonga currently is.
•  The ‘comment’ field is an opportunity to explain the rationale for the rating score by listing
the evidence which supports the rating. Comments may also provide additional contextual
information for the counselling practitioner working with ākonga, particularly where the
situation is complex, and learning is not progressing in a way that is expected.
Official

When engaging with ākonga, counselling practitioners need to first ask the teacher or staff member
most involved with the ākonga’s learning to complete the LEMT before counselling support begins.
the
When counselling practitioners have completed their involvement with the ākonga and are ready to
close the case, they should check in again with the same teacher to complete a post-assessment.

There is no ‘right answer’. Teachers need to ensure they make accurate judgments about the
ākonga’s engagement in learning at the time of assessment, even if it indicates a lack of
under
improvement. It may be that there is no change in ratings from the first assessment, but that the
adults feel more confident supporting the ākonga. This information is incredibly valuable and would
be reflected in the comments. Completed assessments should be discussed between counselling
practitioners and teachers, especially if there are apparent discrepancies between the rating
assessments and the comments/sources of evidence.

ERO is not using this tool to evaluate the counselling practitioner’s role and it is not a reflection on
individual teachers’ or counselling practitioners’ performance. There may be multiple variables that
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contribute to what occurs with the ākonga during the time they have been working with a
counselling practitioner/teacher.

2 https://www.scottdmiller.com/
3 https://www.pcoms.nz/
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Using the outcome measurement tools for Group-Targeted counselling
supports
Counselling practitioners should use the Child Outcome Rating Scale (CORS) to gather outcome data
from ākonga participating in small (2-7 students), large (8+ students), and class-level Group-Targeted
counselling supports. To make this more manageable to collect, a sub-sample of ākonga (not every
ākonga) receiving group counselling support is required to complete the CORS. The teacher/school
and counselling practitioner should randomly select at least two ākonga per group to complete the
CORS at the start and end of the group counselling support. The CORS tool for this process is the
same as the tool used for individual outcomes measures.

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This data is not required for whole-school counselling supports.

The Learning Engagement Measurement Tool (LEMT) is not required to be completed by ākonga
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participating in Group-Targeted or Whole-school counselling supports.

Roles and responsibilities
Role of Community Providers
Community Providers are accountable for providing an agreed, safe, fit for purpose Awhi Mai, Awhi
Atu |Counselling in Schools service, compliant with their Service Agreement.

Information
Building and maintaining relationships with schools, whānau and students, and community, iwi,
hapu as appropriate.

Contract obligations:
•  Meet all terms and conditions of the Service Agreement as agreed, with MInstry’s Regional
Office
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•  Lead development of Service Delivery Plans in schools, with input from schools, whānau and
the Ministry’s Regional Office
•  Ensure their counselling practitioners are complying with all contractual obligations and any
the
agreement made with schools.

All providers must:
•  Have the skills, knowledge, and experience to work with ākonga, their whānau, and their
community under
•  Demonstrate competency in delivering evidence-based, developmentally appropriate, and
culturally enhancing counselling support, and culturally enhancing practice
•  Demonstrate the ability to respond to the needs of the community in which they operate
•  Support counselling practitioners to work collaboratively with schools, whānau, hapū, iwi
and other community groups
•  Provide counselling practitioners with cultural consultation and supervision
•  Follow their complaints process related to the counselling practitioner or the support
provided by the counselling practitioner and inform the Ministry’s Regional Office
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•  Develop and follow a recruitment process to ensure a good match of counselling pracitioner
with the school community’s needs
•  Know the other services that are available in their region to support referrals, or example
Health NZ, Child and Adolescent Mental Health Service (CAMHS) or Infant, Child, Adolescent
and Family Service (ICAFS) and other relevant teams.
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•  Deliver, monitor, and report on Awhi Mai, Awhi Atu |Counselling in Schools. This will be
reflected in the Service Agreement.

All providers must ensure that counselling practitioners:
•  Understand and respect the principles of Te Tiriti
•  Understand the multiple relationships within the school community for collaborative
counselling support
•  Understand the age and competency of ākonga in their practice; understand and maintain
the school’s ethical standards
•  Understand and respect the principles and requirements of the school. Adhere to their
professional Code of Ethics.
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Role of Schools
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Schools will be accountable for supporting the implementation of services within the school
community, and the development of referral process criteria (triage) if required. This will include
brokering the student/provider relationship and advocating and supporting  Awhi Mai, Awhi Atu
|Counselling in Schools in the community.

Engagement:
•  Ongoing and active integration and support of the Awhi Mai, Awhi Atu |Counselling in
Schools service
•  Developing School Delivery Plans with providers and Ministry’s Regional Office support
•
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  Providing a point of contact/lead between the school, provider, and Ministry’s Regional
Office.

Referrals / Delivery Support:
•  Share all relevant information with counselling practitioners so they can become familiar
with school culture, policies, procedures and kawa, and tikanga
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•  Provide adequate space for counselling services
•  Ensure systems are in place for referrals (multiple pathways), self, whanau, community,
school. This includes ākonga/whanau to self-refer
the
•  Support ongoing whakawhanaungatanga
•  Have regular hui with provider/counselling practitioner (feedback loops/planning)
•  Integrate Awhi Mai, Awhi Atu| Counselling in Schools into other levels of support provided
by Ministry of Education
•  Gain informed consent and inform ākonga and whānau about their rights to access
under
information and to make complaints if they are dissatisfied with any part of the support
provided.

Reporting:
•  Maintain adequate records of support received for verification if needed
•  Participate in evaluation of the pilot if required
•  Participate in quarterly reviews.
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Role of Te Tāhuhu o te Mātauranga | The Ministry of
Education | Te Mahau regional staff
Te Mahau regional staff are accountable for:
•  Regionally led quality outcomes of Awhi Mai, Awhi Atu| Counselling in Schools for ākonga
14

•  Ensuring that providers meet their agreed outcomes within each Service Agreement.
•  Developing and leading regional plans to establish Awhi Mai, Awhi Atu | Counselling in
Schools in selected schools, in alignment with national guidance and policy.

Relationship Management:
•  Developing engagement strategies with Iwi, hapu, community, schools, social services,
supervision services to help build sustainable Awhi Mai, Awhi Atu | Counselling in Schools
service.
•  Building and leading relationships between schools, school community providers,
communities, iwi, hapu, other government agencies and act as a regional conduit between
schools, providers and the Ministry
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•  Developing and managing a portfolio of schools and regional providers
•  Supporting providers to access schools
•  Establishing feedback loops with key stakeholders and identifying opportunities to improve
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MoE learning support services
•  Integrating services with relevant Ministry strategies

Contract management:
•  Ensuring Service Agreements are in place
•  Contacting schools to determine if the service has been delivered by providers
•  Ensuring schools and providers understand key outcomes and deliverables
•  Ongoing contract and performance management via scheduled reviews
•  Updating and filing of Service Agreements and School Delivery Plans.
Information

Community, iwi, hapu, mana whenua/ahi kā
All parties should endeavour to form authentic relationships with the wider community in which the
school sits. There are many ways in which we can all engage with the community, iwi, hapu, mana
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whenua/ahi kā. These include:
•  Guardian, Kaitiaki, Advocate of services to support ākonga
•  Supporting development of services (codesign/collaboration)
the
•  Liaison/voice (for identified ākonga)
•  Supporting integration and acceptance of supports.

under
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Appendices
Appendix 1: Example School Delivery Plan (SDP)

School Delivery Plan

Please note that the words in blue italics are provided as an example of what may be included under
each heading.

Contact details
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School name:
Key school contact: (name, role, contact details) e.g. Principal
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Provider name:
Key provider staff: (name, role, contact details, practitioner/s registration details) e.g. Clinical
coordinator/practitioner/manager

Ministry of Education regional lead: (name, role, contact details)

School and community information

Key school staff: (name, role) e.g., DP, SENCO, pastoral care

Information
Key community relationships: e.g., Iwi, Hapū, Mana whenua, rūnanga whānau networks,
Pacific/other ethnic group networks

Other key relationships: e.g., LSC, RTLB, Kahui Ako, public health nurse, SWIS, MOE Education
Advisor and Learning Support, NGOs, DHB

School’s mission/PB4L values/other wellbeing initiatives in place:
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e.g. whare manaaki

How will the practitioner be welcomed to the school and introduced to the community?
Powhiri or Whakatau
the
School launch including other area stakeholders, information sharing between stakeholders
Whānau discussion sessions to introduce practitioners, methods and practice, Q and A opportunities.
Whakawhanaungatanga
Parents/whānau wil  be informed of their rights to information, privacy, consent and confidentiality
about the service through parent information sessions/newsletters/emails.

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Delivery of support

Proposed number of hours per school year/days per week/per school term:

Identification of learner needs:
Summarise school culture, needs, community needs, e.g., housing, gangs, isolation, specific incidents
Specific needs:
•  Anxiety around attending school
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•  Friendship issues
•  Outbursts of anger in the classroom/playground
•  Disengagement from learning
•  Dealing with grief
•  Bullying
•  Whānau requests for support for tamariki
•  Etc... school to complete

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What the support will look like:
Types of therapeutic approaches/kaupapa (culturally sustaining, evidence-based, age-appropriate)
that may be used with ākonga:
•  Narrative therapy, play therapy, art therapy, kaupapa awhi

Whole school/Universal Approach
•  Support for teachers to hold sessions on grief, friendship in the classroom, healthy
relationships
•  Resiliency builders

Group/Targeted Approach
•  Mixed topic coverage e.g. Understanding grief, Taming anxiety, Seasons for Growth (loss,
grief, change)
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•  Session frequency, length, topic, group size and participants to be determined by referral
identification of need
•  Whānau support, marae support
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Individualised Approach
•  Scheduled sessions based on referrals
•  Drop-ins
•  Whānau support

Location within the school where support will be delivered:
Describe the location or proposed location for the practitioner to work from. What will this space be
known as within the school? Include indoor and outdoor options, consider whether practitioner will
work off-site.

Describe how the support will be accessed by ākonga, their whānau and school staff:
Information
•  Self-referral: tamariki can approach the practitioner directly. They may also seek support from
a friend or adult to approach the practitioner.
•  Referrals from staff, whānau, community agencies: all requests for support to be made to
practitioner or school key contact. Referral form to be completed.
•  School Pastoral Care/Wellbeing Team to consider existing supports and determine suitability
of referral. A discussion between practitioner and referrer will then inform the beginning
Official
stages of an assessment.

Complete the following table to outline the informed consent requirements and process:

the
Consent required from (choose one)                School  /  Legal Guardian  /  Ākonga  /  Other

Ākonga age
Whole School
Group-Targeted
Individualised
Rationale / Notes
support (Tier 1)  support (Tier 2)
support (Tier 3)
Under 12
Consent not
Legal guardian
Legal guardian
Ākonga can speak to practitioner
years old

required
Ākonga
Ākonga
for an initial session (e.g. drop-in)
under
without parental consent; if
ongoing support is determined to
be needed, parental informed
consent will need to be gained.

If it is inappropriate to seek
consent from legal guardian or
they cannot be contacted,
extended whānau can give
Released
consent instead.

12-15 years
Consent not
Legal guardian
Legal guardian
Ākonga can speak to practitioner
old
required
Ākonga
Ākonga
for an initial session (e.g. drop-in)

without parental consent; if
ongoing support is determined to
be needed, parental informed
consent will need to be gained.

17

If it is inappropriate to seek
consent from legal guardian or
they cannot be contacted,
extended whānau can give
consent instead.

16 years old
Consent not
Ākonga
Ākonga
and above
required


Informed Consent Process
1.  Need for referral determined (e.g. by classroom teacher)
2.  Referrer discusses with whānau the intention to refer their child for support, whānau agrees to
referral being made
1982
3.  Referral made and received by practitioner
4.  Practitioner engages with whānau to discuss service and gain informed consent
5.  Support starts
Act

How will the support meet the needs of ākonga Māori, Pacific, other ethnicities and ākonga
with LS needs?
The practitioner will practice bi-cultural y. Te Ao Māori practice models and cultural competencies will
inform parts of the delivery of support and relationships. This integrated approach to support will
ensure that there are culturally responsive practices for Pacific peoples while learning support
specialists will guide any engagement with students who have additional learning support needs.

Information
How will support integrate with other supports within the school and with community
agencies?
•  The practitioner will attend weekly school pastoral care/wellbeing team hui.
•  Practitioner attendance at interagency meetings may be required, this should be agreed
between parties.
•  Practitioner will work with other services to make referrals if appropriate (e.g. SWIS, public
health nurse)
Official

Describe what information will be collected, by who, and where it will be stored for the
support?
From the point of referral all information (contact details, outcomes measurement tools e.g., CORS
the
and LEMT) wil  form a part of the practitioner’s case notes. These are to be stored within the
provider’s own database.
Notes from Pastoral Care/ Wellbeing Team hui will remain with the school coordinator, e.g. LSC or
SENCO.

Describe the process for escalating and managing complaints:
under
Practice complaints should be received and recorded by the school and escalated to the provider.
Providers in receipt of any complaint about the service, the delivery, practitioner or stakeholder
partnership must advise their Ministry of Education regional lead who will follow Ministry guidelines/
processes in managing complaints.

Describe the safety assessment and risk management process for ākonga:
A safety assessment will be carried out by the practitioner during initial engagement. Risk is managed
through the school’s usual processes and escalated when required.
In the case of care and protection concerns, or a likely situation that could cause harm to the student,
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the practitioner will escalate the matter through the school channels (i.e. key contact) who will engage
to determine further decisions around raising a report of concern.

School Delivery Plan details

Dates covered by this plan:

When and how will the plan be reviewed and updated:
18

Following an incident or complaint, change of personnel, changing needs of school
Termly check-ins
Annual full review

Roles and responsibilities for delivering the SDP:
Provider
•
Deliver, monitor and report on Awhi Mai Awhi Atu in school.
•
Provide safe, quality fit-for-purpose service.
•
Meet all terms and conditions of their contract/service agreement and have robust policies to
ensure employees in schools are complying with all contractual obligations.
•
Build and maintain relationship with schools, whānau and students, and community, iwi, hapū
as appropriate.
•
Contribute to School Delivery Plan development with school and MoE support.
1982
•
Ensure that practitioners understand the multiple relationships within the school community
for collaborative support; understand the age and competency of learners in their practice;
understand and maintain the school’s ethical standards; understand and respect the
principles and requirements of the school’s charter, the law, the Treaty of Waitangi and the
Act
Suicide Prevention Action Plan; adhere to their professional Code of Ethics.
•
Support counsellors with cultural consultation and supervision.
•
Process any complaints, with transparency, related to the counsellor or the support provided
by the counsellor.
•
Engage in robust recruitment processes to ensure a good match with the school community’s
needs.
•
Establish relationships with the local District Health Board, Child and Adolescent Mental
Health Service (CAMHS) or Infant, Child, Adolescent and Family Service (ICAFS) and other
relevant teams to support referrals as required.
•
Practitioners must have the skills, knowledge and experience to work with learners, their
Information
whānau, and their community; competency in delivery of evidence-based, developmentally
appropriate and culturally enhancing support; and culturally enhancing practice and the ability
to respond to the needs of the community in which they operate.

School
•
Support the implementation of services within the school community.
•
Development of referral criteria (triage), implementation of referral process.
Official
•
Brokering the student/practitioner relationship.
•
Advocating and supporting Awhi Mai Awhi Atu in the community.
•
Quality reporting and feedback on service.
•
Ongoing and active integration and support of the service.
the
•
Contribute to School Delivery Plan development with providers and MoE support.
•
Provide a staff member to be point of contact/lead.
•
Identify children in need of support.
•
Share all relevant information with counsellors so they can become familiar with school
culture, policies, procedures and kawa, and tikanga.
•
under

Provides adequate space for support
•
Support referrals systems (multiple pathways: self, whānau, community, school
•
Support children / whānau to self-refer.
•
Support provider to get referrals.
•
Support ongoing whakawhanaungatanga
•
Regular hui with provider/counsellor (feedback loops/planning)
•
Embracing multiple levels of support (Tier 1, 2, 3) and modalities
•
Informed consent
•
Address issues in a school identified as impacting on a child’s wel being (such as racism,
bullying, discrimination, or bias) as part of this initiative
Released
•
Inform learners and whānau about their rights to access information, to complain, and who to
complain to if they are dissatisfied with any part of the support provided.
•
Maintain adequate records of support received for verification if needed
•
Participate in evaluation of the pilot if required

Ministry of Education regional lead
•
Build and lead relationships between schools, community providers, communities, iwi, hapū,
other government staff.
19

•
Regional conduit between schools, providers and NO.
•
Supporting provider to access schools
•
Establish feedback loops with key stakeholders and identify opportunities to improve MoE
learning support services
•
Contribute to School Delivery Plan development with school and provider support.
•
Integrate AMAA services with relevant Ministry strategies and supports e.g., Child and Youth
Wellbeing Strategy, Learning Support Action Plan, He Pikorua, Ka Hikitia and the Action Plan
for Pacific Education, Attendance and Engagement, EQI, Wellbeing@school

Approval

School

Provider

Ministry of Education
1982

________________________
________________________
________________________
Act
Name and role
Name and role
Name and role

________________________
________________________
________________________
Signature
Signature
Signature

Date ___/___/_______
Date ___/___/_______
Date ___/___/_______

Information
Official
the
under
Released
20

Appendix 2: School Delivery Plan (SDP) Template

School Delivery Plan

Contact details
School name:
Key school contact: (name, role, contact details)
Provider name:
1982
Key provider staff: (name, role, contact details, practitioner/s registration details)

Act
Ministry of Education regional lead: (name, role, contact details)

School and community information

Key school staff: (name, role)

Key community relationships:

Other key relationships:

Information
School’s mission/PB4L values/other wellbeing initiatives in place:

How will the practitioner be welcomed to the school and introduced to the community?

Delivery of support
Official

Proposed number of hours per school year/days per week/per school term:

the

Identification of learner needs:

What the support will look like:
Types of therapeutic approaches/kaupapa (culturally sustaining, evidence-based, age-appropriate)
that may be used with ākonga:
under

Whole school Approach

Group-Targeted Approach

Released
Individualised Approach

Location within the school where support will be delivered:

Describe how the support will be accessed by ākonga, their whānau and school staff:
21

Complete the following table to outline the informed consent requirements and process:

Consent required from (choose one)                School  /  Legal Guardian  /  Ākonga  /  Other

Ākonga age
Whole School
Group-Targeted
Individualised
Rationale / Notes
support (Tier 1)  support (Tier 2)
support (Tier 3)

Under 12
years old

12-15 years
old
1982


16 years old
and above
Act


Informed Consent Process

How will the support meet the needs of ākonga Māori, Pacific, other ethnicities and ākonga
with LS needs?

Information

How will support integrate with other supports within the school and with community
agencies?

Describe what information will be collected, by who, and where it will be stored for the
support?
Official

the
Describe the process for escalating and managing complaints:

Describe the safety assessment and risk management process for ākonga:

under
School Delivery Plan details

Dates covered by this plan:

When and how will the plan be reviewed and updated:

Roles and responsibilities for delivering the SDP:
Provider

Released
School

Ministry of Education regional lead

Approval

22

School

Provider

Ministry of Education

_______________________
_______________________
_______________________
_
_
_
Name and role
Name and role
Name and role

_______________________
_______________________
_______________________
_
_
_
Signature
Signature
Signature

1982
Date ___/___/_______
Date ___/___/_______
Date ___/___/_______

Act
Information
Official
the
under
Released
23

Appendix 3: Child Outcome Rating Scale (CORS)
Child Outcome Rating Scale (CORS)  

Name ________________________ Age (Yrs):____  Gender:_________
Session # ____  Date: ________________________

Who is filling out this form? Please check one:
Child_______  Caretaker_______
If caretaker, what is your relationship to this child? ____________________________

How are you doing? How are things going in your life? Please make a mark on the scale to 1982
let us know. The closer to the smiley face, the better things are. The closer to the frowny face,
things are not so good. If you are a caretaker filling out this form, please fill out according to
how you think the child is doing.
Act
ATTENTION CLINICIAN: TO INSURE SCORING ACCURACY PRINT OUT THE MEASURE TO
INSURE THE ITEM LINES ARE 10 CM IN LENGTH.  ALTER THE FORM UNTIL THE LINES PRINT
THE CORRECT LENGTH.  THEN ERASE THIS MESSAGE.

Me
(How am I doing?)

I

I
Information

Family
(How are things in my family?)

Official
I

I

the

School
(How am I doing at school?)

I

I
under

Everything
(How is everything going?)

I

I
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International Center for Clinical Excellence

24

1. Licensee:  By signing below, you are hereby licensed by PCOMS International, Inc  (hereafter PCOMS) to use the ORS, SRS, CORS,
CSRS, YCORS/SRS,GSRS, GCSRS, LASS and Oral Versions (hereafter the measures) for your individual use only.  Any use of these
measures by an agency, group practice, clinic, managed behavioral care organization, or government requires separate application for a
group license and payment of appropriate fees.  his agreement is limited to paper and pencil use of the measures listed below.  The measures
1982
may not be incorporated into any electronic format for administration or scoring.

2. ORS,  SRS, CORS, CSRS,  YCORS/SRS, GSRS, GCSRS, LASS and Oral Versions :  The measures mean any and all paper and
pencil of the outcome and process measures, progress and process tracking systems, outcome and process screening, and outcome and
Act
process prognosis measurement.

3. License:  Subject to the terms and conditions of this agreement, PCOMS grants to the licensee a license to use the measures in connection
with the licensee’s bona fide health care practice.  The administration and scoring manual, and any and all electronic versions or scoring
products associated with the measures may NOT be copied, transmitted, or distributed by the licensee.  Paper and pencil versions of the
measures may be copied for use in connection with the licensee’s bona fide health care practice.

4. Modifications:  The licensee may NOT modify, translate into other languages, change the context, wording, or organization of the
measures or create any derivative work based on them.  The licensee may put the measures into other written, non-electronic, non-
computerized, non-automated formats provided that the content, wording, or organization are not modified or changed.  The licensee may
modify the item line length so that each prints out 10 cm.

5. Copies, Notices, and Credits:  Any and all copies of the measures made by the licensee must include the copyright notice, trademarks,
Information
and other notices and credits on measures.  Such notices may not be deleted, omitted, obscured or changed by the licensee. Since you are
obtaining the license for individual use only, you may NOT distribute copies of the measures.

6. Use, distribution, and Changes:  The measures may only be used and distributed by the licensee in connection with licensee’s bona fide
health care practice and may not be used or distributed for any other purpose.

7. Responsibility:  Before using or relying on the measures, it is the responsibility of the licensee to read and understand procedures for
administering, scoring, and implementing the ORS and SRS as outlined in the FIT Treatment and Training Manuals.  It is also the
Official
responsibility of the licensee to ascertain their suitability for any and all uses made by the licensee.  The measures are not diagnostic tools
sand should not be used as such.  The measures are not substitutes for an independent professional evaluation.  Any and all reliance on the
measures by the licensee is at the licensee’s sole risk and is the licensee’s sole responsibility.  Licensee indemnifies PCOMS and it’s
officers, directors, employees, representatives, and authors of the measures against, and hold them harmless from, any and all claims and
the
law suits arising from or relating to any use of or reliance on the measures and related products provided by PCOMS.  This obligation to
indemnify and hold harmless includes a promise to pay any and all judgments, damages, attorney’s fees, costs and expenses arising from
any such claim or lawsuit.

8. Disclaimer:  Licensee accepts the measures and associated products “as is” without any warranty of any kind.  PCOMS disclaims any and
all implied warranties, including implied warranties of merchantability, fitness for a particular purpose, and non-infringement.  PCOMS
does not warrant that the measures are without error or defect.  PCOMS shall not be liable for any consequential, indirect, special, incidental
under
or punitive damages.  The aggregate liability of PCOMS for any and all causes of action (including those based on contract, warranty, tort,
negligence, strict liability, fraud, malpractice, or otherwise) shall not exceed the fee paid by the licensee to PCOMS.  This license
agreement, and sections 7 and 8 in particular, define a mutually agreed upon allocation of risk.  The fee reflects such allocation of risk.

9. Construction:  The language used in this agreement is the language chosen by the parties to express their mutual intent, and no rule of
strict construction shall be applied against any party.

10. Entire agreement:  This agreement is the entire agreement of the parties relating to the measures.

11. Governing Law:  This agreement is made and entered into in the State of Florida and shall be governed by the laws of the State of
Florida.  In the event of any litigation or arbitration between the parties, such litigation or arbitration shall be conducted in Florida and the
Released
parties hereby agree and submit to such jurisdiction and venue.

12. Modification:  This agreement may not be modified or amended.

13. Transferability:  This agreement may not be transferred, bartered, loaned, assigned, leased, or sold by the licensee.

14. Violations:  Violations of any provision or stipulation of this agreement will result in immediate revocation of this license.  Punitive
damages may be assessed.

25

Appendix 4: Learning Engagement Measurement Tool (LEMT)

Learning Engagement Measurement Tool (LEMT)

Pre- / Post- (please circle) assessment for

Student Name_________________________NSN_______ School___________________________
Below is to be filled in by the teacher who is best placed to assess the student’s learning
engagement. Please be as accurate as possible in making both pre- and post- assessments. If there is
negative or no improvement in an aspect of learning engagement, it is important to show this.
1982
Presence
What is the current level (over the past few weeks/month) of presence in school/learning
Act
activities for your student?
Please rate on the 9-point scale below (1 is lowest, 9 is highest). In choosing a score, please think
about whether they:
•  attend school daily unless absence is justified
•  arrive punctually to school and learning activities.
1
2
3
4
5
6
7
8
9
Comment:

Information
Participation
What is the current level (over the past few weeks/month) of participation in school/learning
activities for your student?
Please rate on the 9-point scale below (1 is lowest, 9 is highest). In choosing a score, please think
about whether they:
Official
•  work with focus on independent learning tasks
•  join in and contribute to collaborative learning activities in the classroom
•  co-operate well with adults when learning
the
•  interact well with peers in out-of-classroom activities.
1
2
3
4
5
6
7
8
9
Comment:

under
Learning Gains
What is the current level (over the past few weeks/month) of learning progress for your student?
Please rate on the 9-point scale below - 1 is lowest (below expected levels of progress); 9 is highest
(above expected levels of progress). In choosing a score, please think about whether there is good
evidence of learning progress or achievement (please describe below).

1
2
3
4
5
6
7
8
9
Released
Comment:


Teacher name ______________________________        Date of Assessment ____/____/________
26

1982
Act
Information
Official
the
under
Released
27

1982
Act
Information
Official
the
under
28
Released

1982
Act
Information
Official
the
Helping
under
our tamariki
Released
to thrive
Counselling support in schools:
A start-up guide

Te Aō Māori recognises the interconnected relationships between the physical and
Contents
spiritual world, as well as past, present and future, awhi mai, awhi atu.
Te Aō Māori provides the foundation for the counselling support in schools journey,
which is guided by awhi mai, awhi atu (sharing), ihi (strength), wairuatanga (spirit) and
Background
4
whakapuāwaitanga (thriving).
1982
Who do I contact for support?
4
Wairuatanga
Whakapuāwaitanga
Purpose
4
Act Wellbeing in schools
4
The ritorito or young flax shoot is used in the
The unahi or fish scale symbolises
pūngāwerewere design. Pūngāwerewere also
abundance and prosperity. When
Commitments to Te Tiriti o Waitangi
5
means a web and symbolises the safety of
a child is mentally, emotionally well
whānau connections. Spiritual wellbeing is
they do well.
How counselling will operate in schools
7
located in the child’s immediate and wider
community networks.
Counselling support in schools
7
How counsellors work
7
School Delivery Plan (SDP)
8
Building a School Delivery Plan (SDP)
8
collaboratively
Information
Approving the plan
11
Starting counselling support
11
Monitoring and evaluation
11
Roles and responsibilities for designing,
12
delivering, and monitoring the plan
Community Provider/School partnership
12
Official
Community providers
12
Schools
13
the
The Ministry of Education
14
Complaints
14
Consent, confidentiality, and privacy
15
Consent
15
under
Privacy and Confidentiality
15
Appendix 1: Glossary of Māori terms
17
Ihi
Awhi mai, awhi atu
Appendix 2: Counsellor qualifications and
17
professional standards
The pākati motif represents the power
The raperape or spiral is used is in
and strength of a warrior. When a child’s
Counsellor qualifications
17
whakairo (carving) to symbolise
well-being is nourished their inner being
thinking, movement or energy and is
Codes of ethics
17
or ihi is expressed outwardly.
usually found around the jaw, joints
and head. Here, it is used to show a
Appendix 3: He Pikorua principles
18
Released two-way flow of conversation.
Helping our tamariki to thrive. Counselling support in schools: A start-up guide
3

Background
1982
Learner wellbeing (hauora) is strongly linked to engagement, achievement, and school
Awhi mai, awhi atu –
Counsellors can play an important role in
attendance. The Counselling Support in Schools initiative will enhance learner wellbeing in
opportunities to share
supporting learner wellbeing by exploring
the context of their whānau, hapū, iwi and communities so they can engage and better
thoughts, feelings,
the interconnection between hauora and the
participate in their education.
and experiences to
concept of mauri. Counsellors will work with
Act
understand how to
In Budget 2020, the Government provided a funding package for wellbeing supports
schools and whānau to identify learner wellbeing
navigate these.
to children and youth in education. This included $44 million, over four years, for local
needs. The approach will nurture:
community organisations to provide counselling support to around 135 primary, intermediate,
•  awhi mai, awhi atu – opportunities to share thoughts, feelings, and
area and smaller secondary schools.
experiences to understand how to navigate these
In 2021/22, $10.3 million is available for the Counselling Support in Schools initiative in
•  ihi – the power and strength to confront and deal with challenging situations
participating schools. The initiative will be integrated with a range of other wellbeing
•  wairuatanga – spiritual wellbeing, recognising learners within the context of their
supports in schools.
immediate and wider networks
The Ministry provided funding to Te Rūnanga Nui o ngā Kura Kaupapa Māori o Aotearoa and
•  whakapuāwaitanga – abundance and prosperity, achieved when learner wellbeing is
Ngā Kura a Iwi o Aotearoa to enable them to develop an approach to counselling support for
supported.
learners in Māori medium kura. This work is outside the scope of this guide.
Learner wellbeing must be viewed in the context of their whānau, hapū, iwi and
communities. This recognises that learners and their whānau need accessible support, at
Information
Who do I contact for support?
the right time, to address barriers to wellbeing.
Your local Ministry of Education regional office will support you to implement this
initiative in your school. Contact your Ministry adviser if you need more information.
Commitments to Te Tiriti o Waitangi
Honouring, upholding
The Ministry commits to uphold, honour, and give practical effect to Te Tiriti
Purpose
and giving practical
| the Treaty to help us shape an education system that delivers equitable
This document will help community providers, school principals, boards, school staff, whānau,
effect to Te Tiriti | the
and excellent outcomes. This is further supported by the Education
hapū, iwi and other community groups to develop a School Delivery Plan, which will:
Treaty requires us to
and Training Act 2020. As a government agency, honouring, upholding
Official practice reasonable  and giving practical effect to Te Tiriti | the Treaty requires us to practice
•  shape and implement the Counselling Support in Schools initiative to fit their school
and honourable
reasonable and honourable kāwanatanga.
environment and culture
kāwanatanga.
In the context of counselling support in schools, this means that we will:
•  set the context for collaboration and connection between schools, whānau, counsellors
the
and other wellbeing supports available inside or outside the school, such as learning
•  engage whānau, hāpu and iwi in all aspects of the design, delivery, implementation, and
support services, specialist teacher roles and mental health services.
monitoring of this initiative, alongside school representatives, providers, and the Ministry
of Education
Wellbeing in schools
•  inform and centrally locate whānau within the counselling support service, care and
Learner wellbeing is critical to successful implementation of the New Zealand Curriculum
decision making for their children, as appropriate 1
and Te Marautanga o Aotearoa. Both encourage schools and kura to develop responsive
•  deliver support in a way that constantly protects and values the diversity, culture,
under
learning experiences that reflect the aspirations of learners and their whānau. Well-designed
language, and identity of young people in the context of their whānau.
learning experiences of children and young people, reflect their identity, language and
The successful implementation of this initiative will contribute to the achievement of
culture. This improves their learning and wellbeing outcomes. Wellbeing can be understood
excellent and equitable outcomes for learners and reflects the commitments in Ka Hikitia
through hauora.
- Ka Hāpaitia, the Action Plan for Pacific Education and the Child and Youth Wellbeing
Hauora is a Māori concept of health unique to New Zealand which holistically encompasses
Strategy.
all aspects of all people and is based on Mason Durie’s model of Te Whare Tapa Whā
(Durie 1994). It comprises taha tinana (physical wellbeing), taha hinengaro (mental and
emotional wellbeing), taha whānau (social wellbeing), and taha wairua (spiritual wellbeing).
These four dimensions of hauora are interconnected. In addition, the concept of mauri is
central to protecting and enhancing the mana and hauora of children, young people and
Released
their whānau.
1  See Section 5 in this document.
Helping our tamariki to thrive. Counselling support in schools: A start-up guide
4
Helping our tamariki to thrive. Counselling support in schools: A start-up guide
5

How counselling will operate in schools
1982
Counselling support in schools
Responsibility for learner wellbeing is shared across school staff, whānau and other
community members. Counselling support is one of a range of activities available to
enhance wellbeing in schools.
Act
Responsibility for
Counselling support will be delivered in partnership with schools and
learner wellbeing is
community providers, in collaboration with whānau, hapū, iwi and
shared across school
community groups to ensure that activities are responsive to needs and
staff, whānau and
are integrated with other mental health and wellbeing work. Counsellors
other community
will be employed directly by community providers. (See Appendix 2 for
members.
more information on counsellor qualifications and professional standards).
How counsellors work
Counsellors draw on a range of skills and interventions and will work with learners, their
whānau and schools. Considerations of tikanga will be critical to provide counselling that is
effective and responsive to whānau2.
Information
Counsellors provide a supportive and safe environment where issues can be clarified,
options and ways of navigating them can be explored, and effective strategies developed
to address feelings, thoughts, and behaviours. Counsellors will respond to the unique stages
of learners and their development needs, including their emotional, social, cultural, cognitive,
spiritual, and physical development.
Counselling practice in secondary schools will be guided by Te Pakiaka Tangata:
Strengthening Student Wellbeing for Success, Ministry of Education, November 20173.
Official  In all schools, counselling practice will be guided by a combination of research and inquiry,
practitioner and educator expertise, and the perspectives of learners and their whānau.
Counselling activities may include:
the
•  group or individualised support for learners and their whānau
•  support for school wellbeing activities
•  information for learners and their whānau about other support services available
•  external referrals for other professionals in consultation with learners and their whānau,
as appropriate.
under
2   More information on pastoral care, guidance and counselling with Māori learners and whānau in secondary schools is detailed in Te Pakiaka
Released
Tangata, Section 8.
3  Guidelines to assist New Zealand secondary schools and wharekura in the provision of good practice in pastoral care, guidance and counselling.
Helping our tamariki to thrive. Counselling support in schools: A start-up guide
6
Helping our tamariki to thrive. Counselling support in schools: A start-up guide
7

School Delivery Plan (SDP)
1982
Counselling support will be tailored to the specific needs of each school/cluster of
•  the roles and responsibilities of the Ministry, the provider(s), and the school in the delivery
schools and their learners and whānau. Schools, community providers, whānau, hapū, iwi,
of the plan
community groups and the Ministry will together agree how counselling support will operate
•  details of appropriate spaces to deliver support which learners feel are private and
in each school. The approach will be outlined in a School Delivery Plan (SDP).
comfortable.
Act
For counselling support to be successful, it is important that your SDP:
To plan your SDP collaboratively, we recommend an inquiry approach, like that used in
•  is developed, delivered, and monitored in partnership with whānau, hāpu and iwi
He Pikorua in Action.5
•  includes Pacific and other representatives that reflect the diversity of your school
community
He Pikorua in Action: An Inquiry Approach
•  is guided by The Pikorua principles (see ‘Planning collaboratively’ below and Appendix 3)4
Whai whakaaro
Reflect together
Mana motuhake
•  places learners and their whānau at the centre
Check progress,
Empower others
•  is developed in collaboration with other wellbeing supports that the learner may be receiving.
reflect on outcomes
Acknowledge
and impacts.
contributions and
Whakamahi
Building a School Delivery Plan (SDP) collaboratively
empower others to
Take action with integrity
continue.
Celebrate
The Ministry will facilitate conversations to develop a School Delivery Plan (SDP) between the
improvements,
Information
community provider and the school – including (as needed) wellbeing leads, senior teachers,
monitor and
adjust actions
teacher aides, SENCOs, RTLBs, and Learning Support Coordinators. Board members, whānau,
as needed.
hāpu, iwi and other community groups should be included in this planning along with any
other wellbeing providers delivering services to the school.
The provider will draft the SDP based on the outcomes of discussions with the above
parties and the Ministry and will share it for approval by the co-constructors. It will include
information about:
Whakawhanaungatanga
Official
•  how the partnership between the counselling provider(s), the school, whānau, hāpu and
Build connections
iwi will work
Listen and share – clarify
what matters.
•  how the school and the school’s wellbeing support team will work with the provider
the
whānau, hapū and iwi and other community groups to deliver and monitor the plan
Tātai
•  the counselling activities to be delivered
Plan
collaboratively
•  how the needs of learners from Māori, Pacific and other community groups will be met
Work together
Kohikohi
to plan for
Gather information
•  how counselling will be accessed by learners, their whānau and school staff
goal-orientated
Deepen understanding by
action.
•  how learners and whānau will be kept informed about the support and how consent will
gathering evidence from
multiple perspectives.
be gained
under
•  how the service will be integrated with other wellbeing supports in the school and
community
Ātu whakaaro
•  the number of hours available for counselling support
Sense-making
Collaboratively analyse and
summarise information with
open minds.
4  He Pikorua practice principles will help schools and counsellors to work collaboratively with whānau, hapū, iwi and other community
Released
groups to integrate counselling support into schools (www.hepikorua.education.govt.nz). The Ministry can provide further information to
5  He Pikorua in action provides a process to promote collaborative relationships that support an inquiry approach to the delivery of
support this approach.
learning support services by the Ministry of Education(www.hepikorua.education.govt.nz).
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1982
The table below contains some ‘reflective questions’ you might like to use when developing,
Whakamahi –
How will we share information with learners and whānau
implementing and evaluating your SDP. They are from those used as part of the He Pikoura
Take action with integrity
about progress and possible changes to the supports that
practice framework.
might be needed?
Act
Whakawhanaungatanga – How will we work together to ensure that all our whānau are
How do we ensure that the SDP is being implemented
Build Connections
part of the process?
authentically?
How will we ensure that learners and whānau are fully
How do we involve the school community in the ongoing
informed about the counselling support offered?
monitoring and review of the SDP?
How can learners and whānau give feedback about
Whai whakaaro –
How effective were we in engaging learners and whānau
the support, including whether it was mana-enhancing
Reflect together
and in supporting them to contribute to the SDP and to
for them?
achieving the outcomes they set for it?
Kohikohi –
How will counselling supports align with the goals,
How will we incorporate the perspectives of learners and
Gather Information
aspirations, and outcomes that students and whānau
whānau when deciding on future supports and moving
identified for the support?
towards mana motuhake in support design and delivery
Information
Have we gathered information on what supports are
and what might we do differently to achieve better results
already available in our school and community and
for learners and whānau?
how counselling will best work with them to support the
How will we provide an opportunity for learners and
wellbeing of learners and whānau?
whānau to give feedback about the supports?
What culturally appropriate methods and tools can we
use to ensure that the information we have gathered about
For more information go to www.hepikorua,education,govt,nz and Appendix 3
our supports reflects the views and needs of learners
Official
and whānau?
Approving the plan
The SDP will be approved by the school, community provider and Ministry.
Āta whakaaro –
Who are the support people needed to enable all whānau
Sense making
to make sense of the supports and to enable them to
Starting counselling support
the
be fully involved in their design and delivery (such as
interpreters for Māori, Pacific communities and for refugee
Counselling support can start as soon as the plan is approved.
and migrant communities)?
Monitoring and evaluation
How do we incorporate different world views into our
Community providers will work with schools, whānau, hapū, iwi and other community groups
counselling support design and delivery?
to monitor, reflect and report on progress. A monitoring committee may be established
under
How do we ensure that the language we use to describe
to meet regularly, assess progress and adjust activities as required to achieve the best
the support is inclusive of all communities?
outcomes for learners and their whānau.
Community providers will share information on successes, challenges and improvements on
Tātai –
How is the school community involved in the SDP and how
a quarterly basis to schools and the Ministry.
Plan collaboratively
are their goals and aspirations reflected in the final plan?
The Ministry will work with the Education Review Office (ERO) to evaluate the Counselling
How do we ensure that representatives of our school
Support in Schools initiative. Information will be gathered from counsellors, schools, whānau
community, learners and whānau have equitable
(including learners), hapū, iwi and other community groups to inform this work.
participation in our meetings and can give feedback on the
All data shared with the Ministry will comply with confidentiality and the Privacy Act 2020.
planning processes?
How will the SDP be agreed by all parties?
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Roles and responsibilities for designing,
delivering, and monitoring the plan
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Community Provider/School partnership
•  ensure that counsellors:
Counselling support will be delivered in partnership between the school and community
-  understand the multiple relationships within the school community for collaborative
provider with oversight from the Ministry. The partnership is responsible for working with
counselling support
learners, whānau, hapū, iwi and other community groups to design, deliver and monitor
-  understand the age and competency of learners in their practice; understand and
Act
counselling support so it fits with the school context.
maintain the school’s ethical standards
The partnership will work with whānau, hapū, iwi and other community groups to:
-  understand and respect the principles and requirements of the school’s charter, the
law, the Treaty of Waitangi and the Suicide Prevention Action Plan
•  develop a SDP based on a shared understanding of the school’s needs and the provider’s
protocols, strengths and capacity
-  adhere to their professional Code of Ethics (see Appendix 2)
•  work collaboratively to deliver the plan and build connections with other wellbeing
•  support counsellors to work collaboratively with schools, whānau, hapū, iwi and other
supports in the school community
community groups
•  communicate with learners, whānau and the school community about the supports in
•  support counsellors with cultural consultation and supervision
place, how to access them, and their rights
•  process any complaints, with transparency, related to the counsellor or the support
•  provide opportunities for learners and their whānau to meet counsellor(s) and other
provided by the counsellor
members of the support team and involve them in decisions around the support
•  engage in robust recruitment processes to ensure a good match with the school
Information
•  share information with learners and their whānau about counselling support and gain
community’s needs. A member of the school may be invited to participate in interviews.
their permission to access the support, as appropriate
•  establish relationships with the local District Health Board, Child and Adolescent Mental
•  set up systems and processes to support the delivery of the plan
Health Service (CAMHS) or Infant, Child, Adolescent and Family
Service (ICAFS) and other relevant teams to support
•  establish a monitoring committee to meet regularly and oversee progress in the plan
referrals as required
•  ensure everyone knows their roles and responsibilities to deliver the plan and monitor
•  deliver, monitor and report on counselling
progress.
support in schools.
Official
Community providers
Schools
The Ministry has contracted community providers with the capacity,
Schools are responsible for sharing relevant
The Ministry
capability, and experience to deliver counselling support to primary,
information with counsellors and for
the
has contracted
intermediate and secondary students. They are responsible for directly
working collaboratively so that the right
community providers
employing counsellors to deliver and monitor the support.
support is provided for learners and their
with the capacity,
All providers have:
whānau.
capability, and
•  the skills, knowledge and experience to work with learners, their
Schools will:
experience to
whānau, and their community
deliver counselling
•  share all relevant information with
support to primary,
under
•  competency in delivery of evidence-based, developmentally
counsellors so they can become familiar
intermediate and
appropriate and culturally enhancing counselling support, and
with school culture, policies, procedures
secondary students.
•  culturally enhancing practice and the ability to respond to the needs of
and kawa, and tikanga
the community in which they operate.
•  recognise that counsellors have extra
Community providers will:
confidentiality obligations that relate to their
profession and to their professional association’s
•  lead on the development of the plan in collaboration with the school community and
code of ethics
the Ministry
•  share the plan with relevant audiences (whānau, hapū, iwi,
communities, teachers, school staff and wellbeing support staff)
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Consent, confidentiality, and privacy
1982
•  inform counsellors about the different mental health and wellbeing supports available at
Consent, confidentiality and privacy issues, and the rights and obligations of
their schools
counsellors, with regard to the delivery of counselling supports, are complex matters.
•  address issues in a school identified as impacting on a child’s wellbeing (such as racism,
The below is a high-level overview of these issues only. A more comprehensive
bullying, discrimination or bias) as part of this initiative
explanation can be found [link to website]. We strongly advise parents, whānau, board
Act
members and school staff, to read and familiarise themselves with this explanation
•  inform learners and whānau about their rights to access information, to complain, and
for a fuller understanding of their rights and obligations with respect to the delivery of
who to complain to if they are dissatisfied with any part of the support provided.
counselling supports in their school.
The Ministry of Education
Consent
The Ministry holds the contract with community providers and will carry out monitoring and
Children and young people
evaluation of the Counselling Support in Schools initiative as a whole. It will use evidence it
gathers to guide the process to ensure the best outcomes for learners.
In most instances, counselling support will be delivered with the involvement of a student’s
whānau and relevant school staff.
The Ministry will:
Young people aged 16 years and older can give informed consent to receive counselling
•  contract community providers to deliver counselling support
services without the need for parental permission.
•  support the development of School Delivery Plans and approve the plans
Children and young people under 16 years can also make decisions about their health,
Information
•  process all payments relating to the contracts
including whether they wish to receive counselling services. However, a counsellor needs
•  document all complaints relating to the initiative and particular community providers, and
to determine whether a student aged under 16 years has the maturity and understanding
respond according to protocols and legislation
(competency) to give informed consent. Where a counsellor determines that a student does
not have this competency, parental consent must be sought before any support is provided.
•  monitor and evaluate the Counselling Support in Schools initiative.
Parents/whānau
Complaints
Whānau can request that a child or young person receives counselling support. The child or
Any concerns or complaints about the counselling support offered by the school, or any
young person must also be willing to receive the support. Where a student is recommended
Official
school staff associated with the support, should be made to the school principal. With the
for counselling support by a school staff member, their whānau will be informed provided it
person’s consent, the school will inform the Ministry and work with the person raising the
is appropriate and safe for this to occur.
concern to address the complaint.
Privacy and Confidentiality
the
If the school receives a complaint about a counsellor they will, with consent from the
complainant, inform the provider and the Ministry. The provider will work with the counsellor,
All children and young people have the right to privacy and confidentiality regarding
the school, and the Ministry to resolve the complaint. Unresolved complaints may be referred
any information they share with a counsellor. Counselling support can only be offered in
on to the relevant professional body (see Appendix 2).
appropriate environments, where children and young people can share information in
private, comfortable and safe spaces.
Counsellors also have specific legal obligations when dealing with children and young
under
people’s personal health information. A counsellor may only use and disclose this
information with the student’s consent, or in limited circumstances where they believe the
student’s safety or wellbeing is at risk.
Children and young people
Counsellors must inform students that they are collecting their personal information, the
purpose for which it is being collected, and who the information may be shared with and for
what purpose. A student’s personal information must be kept safe, secure, and private.
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Appendix 1: Glossary of Māori terms
The following glossary provides definitions and/or interpretations for some of the Māori
words and phrases used throughout this document.
1982
Awhi mai, awhi atu
Opportunities to share thoughts, feelings, and experiences
to understand how to navigate these.
Hauora
To be fit, well, health, vigorous, in good spirits (Māori
Act
Dictionary).
Ihi
The power and strength to confront and deal with
challenging situations.
Kāwanatanga
Governance.
Mauri
Life principle, life force, vital essence, special nature, a
material symbol of a life principle, source of emotions - the
essential quality and vitality of a being or entity. Also used
for a physical object, individual, ecosystem or social group in
which this essence is located (Māori Dictionary).
Information
Tikanga
Correct procedure, custom, habit, lore, method, manner, rule,
way, code, meaning, plan, practice, convention, protocol -
the customary system of values and practices that have
developed over time and are deeply embedded in the
social context (Maori Dictionary).
Wairuatanga
Spiritual wellbeing, recognising learners within the context of
their immediate and wider networks.
Official Whakapuāwaitanga Abundance and prosperity, achieved when learner
wellbeing is supported.
Children and young people can ask to see their
personal information that has been collected
the
and held by counsellors. They are also entitled to
request correction of information held about them.
Parents and whānau
Parents/whānau do not have automatic right to access information that a counsellor holds
about their child. Requests from parents/whanau can be refused in circumstances such as
under
where the student does not want the information disclosed, or where disclosure would not
be in the student’s interests.
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Appendix 2: Counsellor qualifications and
Appendix 3: He Pikorua principles
professional standards
He Pikorua supports practitioners to work effectively and collaboratively within the Learning
Counsellor qualifications
Support Delivery Model. The framework is flexible, so that support can be based on what
best meets the needs of learners and their whānau in their local learning and community
1982
All counsellors must be professionally qualified, registered with, and accountable to, a
environments.
counselling professional body, and engaged in continuing professional development.
He Pikorua has seven principles. These are described below, along with examples to
They must use practice-based evidence and methodologies that meet the needs of their
demonstrate how they might apply to counselling:
clients. This is supported through professional external supervision. Counsellors must be
Act
experienced and:
Learner (mokopuna) and whānau-centred
•  hold appropriate qualifications (such as a Bachelor or Master’s degree in counselling,
Learners and their whānau need to be at the centre of decisions, actions and practices that
psychology or in a related field)
affect their interests, goals and well-being. Their voices are central in our conversations and
our thinking.
•  be registered with a counselling professional body with an accreditation process, code of
ethics, ongoing professional development, supervision and a formal complaints process.
Collaborative
We work as a team to develop, share and achieve mutually agreed goals. We draw on the
Providers must demonstrate that there is appropriate professional supervision and clinical
collective knowledge, experience and insights of learners, whānau, educators, community,
oversight in place.
and other providers. We recognise and value the different perspectives and strengths each
Codes of ethics
person brings to the team.
All counsellors must be registered with a professional body recognised in New Zealand and
Strength-based
will be guided by their professional code of ethics as well as the laws of New Zealand and
We use a holistic, strengths-based approach which enhances the mana of the individual
Information
the principles of Te Tiriti o Waitangi.6
and their community by focusing on their strengths and potential to address challenges.
Culturally affirming
We actively seek to understand and respect the cultural beliefs of those we interact with.
We value each person for who they are, and recognise their identity, language and culture
as a source of strength. We make an effort to reflect on and understand our own identity,
distinct cultures and beliefs, and work to shift any cultural bias we might hold, so we can
build genuine and respectful relationships.
Official  Inclusive
We understand and respond to the diverse strengths and needs of learners, whānau and
educators in ways that enhance presence, participation, wellbeing and achievement.
the
We use approaches that are flexible, tailored and negotiated with learners, whānau
and educators that best fit their needs and cultural beliefs. We work in partnership with
educators and whānau to find solutions that support learners and build educators’ and
school’s capability to practice inclusiveness.
Ecological
We use an ecological approach when working with learners. We understand how multiple
under
environments interact and affect learning, behaviour and wellbeing. These environments
include homes, learning communities and wider society. We work together to provide
support that takes factors into account, and simplifies the process for learners, whānau
and educators.
6  Recognised professional bodies include:
Evidence informed
  -  New Zealand Association of Counsellors Incorporated/Te Roopu Kaiwhiriwhiri o Aotearoa
Evidence-informed practice is a dynamic interaction between research and inquiry,
  -  The New Zealand Association of Child and Adolescent Psychotherapists (Incorporated)
practitioner and educator expertise, and the perspectives and experiences of whānau
  -  New Zealand Association of Psychotherapists Incorporated
and learners. We use approaches and interventions that are based on robust
  -  Aotearoa New Zealand Association of Social Workers Incorporated/Tangata Whenua Takawaenga o Aotearoa
  -  New Zealand Association of Christian Counsellors
methodologies and sound evidence, and that align with learners cultural perspectives
Released
  -  New Zealand Psychological Society Incorporated
and educational contexts.
  -  The Australian, New Zealand and Asian Creative Arts Therapies Association
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1982
Act
Information
Tohu Design
Official
The tohu (emblem) design was created by Wiremu Farmer:
Kō Horouta kō Tokomaru ngā waka
Kō Manutuke rāua kō Waikawa ōku marae
the
Kō Rongowhakāta kō Te Āti Awa ngā iwi
Kei Ahuriri tōku kainga
He Art Director tāku mahi
Kō Wiremu Farmer tāku ingoa
The tohu is the graphic language that brings together the active forces and living entities of awhi mai,
under
awhi atu. The graphic language can be understood by children of all ages, as shown below.
Ihi
Wairuatanga
Whakapuāwaitanga
Awhi mai, awhi atu
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Notes
1982
Act
Information
Official
the
under
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1982
Act
Information
Official
the
under
Released

Awhi Mai, Awhi Atu | Counselling in Schools
New Provider Application Form
1982
About the Service:
The Awhi Mai Awhi Atu | Counselling in Schools (AMAA) initiative is a response to emerging
Act
wellbeing and mental health concerns. By drawing on a range of evidence based therapeutic skil s,
approaches, and interventions to support ākonga wellbeing in the context of their whānau, kura,
and community, Counsel ing Practitioners can play an important role in supporting ākonga hauora
and wellbeing. Strengthening wellbeing enhances presence, participation, progress and
belonging.
This is an ‘early in the life of a problem’ approach. This is not intended to replace mental health
support from relevant health services for significant or long-term concerns and whānau should
continue to access these services when required.
Information
The ability to work together with kura/schools is key. The agreed services and initiatives are
kura/school led, and it is essential that the Provider works with the kura/schools to understand their
requirements.
AMAA services enable the following outcomes:
Official
•  Kura/schools have access to counselling services to support ākonga/student health and
wellbeing.
the
•  Ākonga/students accessing the service feel more equipped to deal with personal, social,
and behavioural issues.
•  Ākonga/students who accessed the service have improved learning and achievement in
school.
under
It is important to understand that High-level and complex clinical interventions are not within the
scope of the AMAA programme and should not be professionally managed under this contract,
regardless of whether Providers are equipped to or offer this level of service. It is important that
any ākonga and whanau who present with significant or long-term concerns are referred for
specialised input by the appropriate health care or support services.
Services provided under this contract are not intended to and should not replace or substitute
provision of social work and/or mental health support from the appropriate health services for
Released
significant or long-term concerns. Examples of out-of-scope intervention needs includes (but are
not limited to) significant challenging behaviours, sexualised behaviours, crisis support, significant
and complex mental health diagnoses, at risk of harming themselves or others or at imminent risk
from others, and/or situations where a long-term intervention is indicated.

New Provider Information
Te  Tāhuhu  o  Te  Mātauranga  |  Ministry  of  Education  (MoE)  is  responsible  for  making  sure  its
contracted service providers meet minimum requirements for service delivery. MoE uses the
information collected in this form to check that you have good practices in place to look after the
information in your care.
There is more information about what details MoE needs and why they’re important at the end of
this form.
Once you have completed and signed this form, please attach your supporting documents and send
to your AMAA Lead Advisor based in your region.
1982
For the AMAA programme the following information is required:

Act
Item
Detail
Trading name:
[insert the name that you do business under]
Full legal name (if
[if applicable]
different):
Physical address:
[if more than one office – put the address of your head office]
Postal address:
[e.g. P.O Box address]  Information
Registered office:
[if you have a registered office insert the address here]
Business website:
[URL address]
Type of entity (legal status):  [sole trader / partnership / limited liability company / other
please specify]
Official
Size of your organisation
[select one]
Individual Provider: 1 person
the
Small Provider: 2-20 employees
Medium/Large Provider: more than 20 employees
Registration number:
[if your organisation has a registration number insert it here
e.g. company registration number]
under
Country of residence:
[insert country where you (if you are a sole trader) or
your organisation is resident for tax purposes]
GST registration number:
[NZ GST number / if overseas please state]
NZBN Number
[insert your NZBN https://www.nzbn.govt.nz/]
Social Sector
[does your organisation have MSD Approval; insert
Accreditation Standards
level of compliance (Levels 1-5) if applicable]
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*
MSD Provider No.*
[MSD Provider Number]

2 | P a g e

Compliance & Quality Assurance
Item
Detail
Requirement
Legislation and  Evidence of compliance with all legal and  Provide copies of current (reviewed
Regulatory
regulatory requirements, including:
within two years) policies and
i.  The Children's Act 2014
procedures that comply with
legislation and professional
ii.  Health and Safety at Work Act 2015  standards:
iii.  Privacy Act 2020
a.  Privacy Policy
1982
iv.  New Zealand Government Supplier
b.  Privacy Statement
Code of Conduct
c.  Health & Safety Policy
Act
d.  Informed consent process
and policy
Complete the additional privacy
information and requirements
included in this form.
Company
Evidence of business viability and
Provide copies of:
information
continuity planning.
a.  latest Financial Audited
Accounts
b.  latest Annual Financial Report
Information
c.  Business Continuity Plan

Supply a brief description of your
organisation’s current financial
status and stability (solvent yes/no,
Official  any merger/sale/restructure in
contemplation, disputes with other
entities or other relevant information
the Ministry should be aware of).
the
Insurance
Providers are required to hold
Provide copies of your current
Information
appropriate levels of professional liability  insurance policy (certificate of
and public liability insurance (at
currency)
minimum) relative to the size of the
a.  Public Liability
contracts.
under
b.  Professional indemnity

c.  Any other relevant insurances
For AMAA a minimum of three times the

value of the contract OR $1,000,000
(whichever is the lesser amount) is
Supply a brief description of any
required.
other relevant information (any
limitations which may apply or

claims history relevant to these
services that the Ministry should be
Released
aware of).
Health & Safety  Providers are expected to have formal
Supply a brief description of how
health and safety, and risk/hazard
your organisation meets these
procedures in place, along with quality
requirements, and your notification
assurance systems to ensure quality of
process for any instance where the
3 | P a g e

services, and the safety and wellbeing of  Provider is prevented from providing
all participants.
the services, including any change

in circumstances that impacts or
may impact a practitioner’s
suitability, performance, or ability to
deliver the services in kura/schools.
Confidentiality
Confidentiality, integrity and availability of  Complete the Privacy requirements
and integrity of  all information which is submitted or
included in this form.
information
collected as part of the Services is

always maintained.
1982

Administrative, technical, and physical
safeguards should be in place including
Act
access controls, encryption, secure
storage, and employee training.
Referees
Please supply the details of two referees  The following information should be
for your organisation. Include a brief
supplied per referee:
description of the goods or services that
your organisation provided and when.
Name of referee:
Please note in providing these referees
you authorise us to collect any
Name of organisation:
information about your organisation,
Goods/services provided:
Information
except commercially sensitive pricing
Date of provision:
information, from the referees, and use
such information in the evaluation of your  Address:
Proposal. You also agree that all
Telephone:
information provided by the referee to us  Email:
wil  be confidential to us.
Official
Conflict of
Providers are expected to indicate any
Please complete the Conflict of
Interest
actual, potential or perceived Conflict of  Interest information the declaration
Interest that you or your organisation may  section of this form.
the
have in submitting this application or
entering a Contract to deliver the
Requirements.

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Qualification of Services
The following information about your services is required:
About your services:

Yes
No
Are you registered with a professional


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body or work under the supervision of a
practitioner who is registered to a
professional body?
Detail:
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Are you based in New Zealand and able


to deliver to New Zealand-based
students?
Which regional locations are you applying  Te Tai Tokerau


to deliver services in:
Information
Describe, if any, your provisions to serve
Auckland


rural and remote areas
Waikato


Taranaki / Whanganui / Manawatu   
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Hawke's Bay / Tairāwhiti


the  Wellington         
Canterbury and Chatham Islands   
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Otago / Southland
  

How many counselling service hours do
Detail:
you anticipate that you can provide per
month within each region you are
intending providing services?
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Do you use a consent or intake form?


Do you offer evidence-based,


developmentally appropriate, and
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culturally sustaining counselling support,
Detail:
utilizing a diverse range of therapeutic
modalities and frameworks?
Please provide more detail:
Do you use strength-based approaches


that puts the ākonga/student and their
whānau at the centre

Detail:
How do you differentiate your approach
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for Primary and Secondary aged
children?
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Do you have a process to enable


identification and referral for
ākonga/students and their whānau to
other health professionals or social
Detail:
supports as needed?
Do you have a process to ensure


professional supervision and clinical
oversight is provided by a registered
Information
professional in their area or field of
Detail:
expertise.
Are you able and wil ing to collect and


submit mandatory information using
specified tools and methodologies for
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evaluation? Required information is
Detail:
expected to include National Student
Number (NSN) and use of evaluation
tools such as CORS, and LEMT  the
What existing relationships does your
Detail:
organisation have to local health, social
and educational organisations in your
service delivery areas?  How wil  these
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relationships strengthen service delivery?

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Privacy Requirements for Counselling in Schools
Te  Tāhuhu  o  Te  Mātauranga  |  Ministry  of  Education  (MoE)  is  responsible  for  making  sure  its
contracted service providers meet certain requirements around personal information.
The information in this form is required and used by MoE to check that you have good practices in
place to look after the information in your care.
Your privacy documentation
Please tick the boxes below and attach a blank copy of each document to this form when you send
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it back to us (a copy of your document, without anyone’s information in it).

Yes
No
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Do you have a privacy policy?


Do you have a privacy statement?


Do you use a consent form?



Information

Your privacy practices
Briefly outline how you inform ākonga and learners about privacy and confidentiality in your
practice. Include how you describe to them what their information wil  be used for, who you wil
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share their information with and in what circumstances, and their right to access or ask for
correction of information you hold about them.
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Briefly describe how you keep your notes and records safe and secure (for example, locked
drawers or cabinets for paper documents, and password protection and 2FA for electronic files).

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Act
How long do you keep copies of your notes and records, and how do you dispose of them when
they are no longer needed?

Information
Official

Under what circumstances would you need to break confidentiality by sharing information with
another party (such as a principal, family or whānau, Police, or Oranga Tamariki)?
the

under
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What steps would you take if you discovered you had breached someone’s privacy? (Note that if
you discover a breach that could cause serious harm to someone, you must inform MoE and the
Office of the Privacy Commissioner. You can find more information about this at
https://www.privacy.org.nz/responsibilities/privacy-breaches/)

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Act
Please list any training you’ve had about, or related to, the Privacy Act 2020 and/or the Health
Information Privacy Code 2020 (such as the free online learning on the Office of the Privacy
Commissioner’s website).

Information
Official
the

More information about the privacy information requested in this form
The following is meant to be general guidance only and is not a full description of al  privacy,
confidentiality and ethical issues you need to consider in your practice.
under
Personal information: This is information that tells you something about identifiable individuals,
including ākonga and learners, parents, guardians, whānau and teachers. It doesn’t have to
include someone’s name - it only needs to be enough information to be able to tell who it’s about.
Personal information can be in writing, stored online, photographed and in spoken conversations.
Privacy Policy: This is a document that outlines how you will look after personal information in line
with the Privacy Act 2020 and the Health Information Privacy Code 2020 (when applicable). Many
smaller businesses and sole traders may not have a Privacy Policy.
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Privacy Statement: When you collect personal information, you need to tell the person what kind
of information you’re col ecting, why you’re collecting it, what wil  happen (if anything) if they don’t
give it to you, where you’l  keep it, and who you’l  share it with. You also need to tell them about
their rights to access and amend their information. This is usually documented in a privacy
statement, or included in a consent or intake form. It’s important to make sure any information
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collected from children and young people is explained in a way they can understand, so that it is
fair and reasonable. If you don’t have any privacy-related documentation, we may ask for more
information about how you manage informed consent.
Keeping personal information safe and secure: You are responsible for taking reasonable steps
to keep the information in your care safe. Paper documents should be locked away and you should
take care when transporting them, so they don’t get lost, or read over your shoulder by someone
else. Use password protection for digital files, and use two-factor authentication (2FA) in your
account settings. You should also have a clear idea of how long you wil  hold personal information,
and how you wil  safely dispose of it (for example shredding paper documents). More information
on cyber security and keeping data and information safe can be found at: CERTNZ - Own Your
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Online
Requests for personal information: Individuals have the right to ask for a copy of information
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you hold about them, and to ask you to correct it if they think it is wrong. You need to have a plan
for how you wil  handle these requests. You also need to understand when you can and cannot
share personal information with others. For example, if you think there is a serious threat to
someone’s safety, you can share information to help prevent the threat from happening.
Privacy breaches If you think you have breached someone’s privacy, you must inform MoE. If the
breach may cause serious harm to someone, you also need to inform the Office of the Privacy
Commissioner. Further information about this and other privacy responsibilities can be found on
the Privacy Commissioner’s website at www.privacy.org.nz.

Information
Declaration
Conflict of
I/we confirm that we do not have any actual,
[agree / disagree]
Interest
potential or perceived Conflict of Interest in
declaration:
submitting this Application or entering a Contract
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to deliver the Requirements.
And, if a Conflict of Interest arises during the
the
application or delivery process this wil  be
reported immediately to the Ministry.
DECLARATION
I/we declare that in submitting the Application and this declaration:
a.  the information provided is true, accurate and complete and not misleading in any
under
material respect
b.  the application does not contain intel ectual property that wil  breach a third party’s rights
c.  I/we have secured all appropriate authorisations to submit this application, to make the
statements and to provide the information in the application
d.  I/we am/are not aware of any reason why we would be unable to enter a Contract to
deliver the Requirements.
I/we understand that the falsification of information, supplying misleading information or the
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suppression of material information in this may be grounds for termination of any Contract
awarded as a result of the application.
By signing this declaration, the signatory below represents, warrants and agrees that he/she
has been authorised by the Respondent/s to make this declaration on its/their behalf.
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Signature:
Full name/Title:
Name of
Organisation:
Date:
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Information
Official
the
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Document Outline