Appendix Redacted.pdf

ACT 1982
D E V E L O P M E N T A L E V A L U A T I O N
O F H A L S W E L L R E S I D E N T I AL C O L L E G E
INFORMATION
Report to the Ministry of Education
RELEASED UNDER THE OFFICIAL

Development Evaluation for the Ministry of Education Halswel Residential Col ege

Standards and Monitoring Services
Contents

1982

Page
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Executive Summary
3
Background
5
Findings

Governance
6
Staffing
7
Policies and procedures
8
Family / whānau / caregiver and community connections
8
INFORMATION
Cultural needs
9
Risk and behavior management
10
Abuse, harassment and bullying policies
11
Student rights and complaints
11
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Health and wellbeing
12
Comparison to previous evaluations
14
THE
Recommendations
15
Documents reviewed
16
Responses to the draft evaluation report
17
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Confidential to the Ministry of Education
RELEASED , subject to the provisions of the Official Information Act 1982.

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Executive summary
1982
Standards and Monitoring Services (SAMS) have been commissioned to undertake a Developmental Evaluation (DE) of
the three Residential Specialist Schools (RSS) in Aotearoa by the Ministry of Education (MoE). The DE aims to provide a
catalyst for ongoing learning in complex environments. It identifies positive and innovative approaches that already occur
ACT
within the residential schools and provides suggestions for continuous improvement.
The DE is informed by several developmental tools used by SAMS. These tools consider multiple perspectives from a
range of stakeholders. The people involved in this evaluation included:
9(2)(a)
INFORMATION
OFFICIAL

THE
The Evaluation Team (ET) quickly identified many of the strengths displayed by staff and associates of Halswell
Residential School (HRC). These strengths included:
•  Ākonga and whānau were at the heart of all they do; there are high levels of consultation and transparency
supported in a trusting and caring environment.
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•  Highly skilled staff who embed Enabling Good Lives (EGL) principles in how they work. Specifically, the principles
of Person Centered, Mana Enhancing and Ordinary Life Outcomes.
•  Consistent approaches, strategies and language across HRC in both the learning and residential spaces. 

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Moving forward, the ET recommends that HRC considers:

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•  The development of a resource that lists key support agencies and networks for whānau and ākonga beyond HRC
as part of the transition of ākonga back home to whānau. The ET sees benefits in surveying whānau for feedback
on how communication with HRC works for them.
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•  Further work to be completed on safeguarding. This is outlined in more detail in the report and may include:
safeguarding education, closed-circuit television (CCTV) and consent, closure to complaints and the updating of
language in some documents identified during the feedback.
•  Updates to the Strategic Plan, prospectus and other key documents emphasising the uniqueness of the Whare
Tauawa and its kaupapa that provides ākonga support in line with tikanga.

INFORMATION

OFFICIAL
THE
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Confidential to the Ministry of Education
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Background
The Evaluation Team (ET) were welcomed to Halswell Residential School (HRC) in Christchurch with a mihi wh
1982akatau.
The grounds and buildings are well maintained, and the school is well resourced, with a pool, playground and different
spaces to learn and explore. As well as a school classroom complex, gym and swimming pool, the site houses four
residential whare, including a kaupapa Māori house called Whare Tauawa. HRC currently provides supp
ACT  ort for a low roll
of 9(2)(a)
across the school year but is set to increase by 9(2)(a)
in Term One 2026. Some ākonga have
been placed with a single term of approved and funded enrolment requiring requests for extension and resulting in
uncertainty for ākonga, whānau and the school.
Entry to HRC is managed through two pathways overseen by the Ministry of Education (MoE):
•  Te Kahu Tōī, Intensive Wraparound Service (IWS) Pathway
•  RSS-only Pathway.
Access through either pathway is for ākonga described as having “social, behaviour and/or learning needs that are highly
INFORMATION
complex and challenging”, but the IWS pathway is designed for ākonga who also need support in the home and
community. In practice, the young people attending HRC were described as often having multiple diagnoses, negative
engagements with schools, and experiences of trauma. The HRC curriculum includes opportunities for the development of
emotional and social skills, regulation, literacy, numeracy, and other subjects, with a goal of promoting independence and
self-worth.
A new Principal was appointed to HRC at the beginning of Term Four. The previous principal and board, and laterally the
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Commissioner, have worked hard over the last few years to change past perceptions around residential
education and to focus on the shifts made, empowering ākonga to feel safe and learn new skills and behaviours that will
help them be the best they can be when they leave HRC.
THE
Reference documents:
Key documents in the development of this evaluation framework have included:
•  Education and Training Act 2020
•  The Education Hostels Regulations 200
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•  The Enabling Good Lives Vision and Principles
•  Te Tiriti o Waitangi
•  The UN Convention on the Rights of Persons with Disabilities.
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Governance
HRC was governed by combined Board operating across Westbridge Residential School and HRC. This change
1982 d with the
appointment of a Commissioner in May 2025. This was in response to concerns raised by the Education Review Office
(ERO).
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In 2026, there will be a move away from the appointed Commissioner to rebuild a Governance Board. The ET met with
the Commissioner who intends to have oversight of the new Board and support the transition to ensure its success. She
spoke passionately about the moves HRC had made to prepare itself for the new Board and has hopes of a name change
to signify the move away from the old HRC and the mamae of the past.
She acknowledged mana whenua representation is needed, along with further discussions on how the whānau voice may
be heard at governance level when ākonga may only be at school for a short period.
A new Strategic Plan is being drafted, and the new Principal is reflecting on how new voices may be added, including:
•  MoE
INFORMATION
•  The referrer
•  Pasifika
•  Mana whenua.
As HRC looks to the future and the re-establishment of a Board, the ET encouraged the school community to ensure the
new Board includes people with lived experience of disability and tāngata whaikaha Māori, using their connections with
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the community and local iwi. This will provide an opportunity for Māori and disabled communities to have a voice in
decision-making. A student leadership group meets with the Principal and should provide a vehicle for ākonga voice
to affect governance. HRC could also consider how whānau voice can be heard at this level. The ET suggested a survey
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might be useful to capture the voices of whānau and ensure they have any concerns heard.
Ākonga voice in the direction of school and governance decision-making is sought through student council meetings.
These are conducted each term, with the Principal and both Associate Principals (APs) in attendance, getting student
voices on what is working well and things they would like to change. The current enrolment levels
are low, and some ākonga are only enrolled for short placements which reduces the energy of these
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meetings. Staff wellbeing surveys are also in place to capture their input.

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Staffing
1982
The Principal detailed the importance of ākonga having opportunities to explore who they are and their connection to the
whenua as part of their engagement with HRC. Having only started at the school this term, he spoke about
navigating his role and how he would approach it. We spoke at length about the current average term a student spends at
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HRC, which is between 12 and 18 months. The Principal commented this is often too short for the best outcomes to be
achieved and hopes to extend the time a student spends at HRC to two years. Kaiako also mentioned that there are likely
to be better outcomes for ākonga who have their stay with HRC extended. The ET agree a longer term of two years could
see better outcomes for ākonga.
Staff were warm and caring and ākonga responded well to the care they were shown. Staff records and plans were
reviewed. Staff have undertaken training on trauma-informed practice and de-escalation strategies. Kaiako training is held
face-to-face other than the MoE Understanding Distress and Minimising the Use of Physical Restraint training, which is
online. The ET observed teachers and teacher assistants working collaboratively and providing person-centred,
individually tailored learning opportunities. We were invited to observe a speech competition with ākonga. They presented
on a topic of interest, and their unique styles of delivery were encouraged and celebrated by all.
INFORMATION

The team noted that labels like “literacy and numerary” were observed to be triggering to some ākonga.
Therefore, kaiako thought of different ways to integrate curriculum that met the needs of the student, as well as
the expectations of MoE. HRC kaiako approached learning in an open manner. Examples we heard included
the landscaping of an existing fire pit and using baking to encourage the use of literacy and numeracy without the
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attached trauma. We saw one of the younger ākonga baking cupcakes and piping the first letter of the recipient’s name on
each of them.
The ET heard from 9(2)(a)
They commented on the cultural shift at HRC from
THE
doing to versus doing with. This is described as a more person-centred approach. Kaiako noted that the changes over the
last five years include a stronger focus on relational support and less on structured behaviour management
strategies. Teaching staff mentioned that professional direction (PD) training takes place a week prior to the start of the
school year and group supervision is scheduled for at least once a term. Staff meetings are held weekly and the ET heard
that staff are encouraged to share their area(s) of expertise with the rest of the team.
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The staff share information across the school and residential teams formally using the eTAP note system. Alongside
this, the ET were told that staff share information conversationally as part of the physical hand-over of care and oversight
at the beginning and end of the school day. These informal connections support a seamless transition between
environments for ākonga and promote the perception of a united team.
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Policies and procedures
1982
The ET noted there were few locks in use, gates were open and ākonga were free to move around the school as needed.
HRC uses a variety of security systems including closed-circuit television (CCTV) system in the hallways of the day school
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and residences, as well as movement, door and noise sensors in the residences. There is a monitoring station in each
whare. The monitoring system includes the internal areas of the whare with cameras in all areas, particularly in hallways
but not in bathrooms or bedrooms. The monitors alert staff to ākonga moving about at night in their bedrooms or
elsewhere. Door alarms will sound between particular zones if someone crosses a threshold. There are also outside
perimeter cameras and motion sensors that will detect nocturnal movements. Cameras operate 24/7 and are monitored
by on nightshift staff who are awake overnight. The procedure documents are clear and informative and available to
whānau during the pre-entry visit to HRC. However, for clarity the ET suggests updating the consent whānau sign to clearly
state cameras are used in the communal living spaces of the whare.  
The ET reviewed HRC’s Safe Phones / Safe People policy, which sets out five rules for phone use. Phones are not
allowed during school hours. Phones are allowed in the residences as the college philosophy reco
INFORMATION  gnises the importance
of supporting learning for life in the home context. Instead of removing access to phones, HRC encourages positive phone
use that is age and stage-of-life appropriate. There are visual reminders posted of the rules and consequences for
breaking them. Whānau are aware of these rules and are asked to follow them during home visits for consistency. HRC
are skilled at customising rules and activities for different ages and stages that are appropriate for preparing ākonga for a
return to mainstream life.
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The Business as Usual Guidelines for staff clearly outline the role of all staff within the school and residential settings. The
Individual Education Programme Co-ordinators (IEPC) are assigned caseloads. To ensure the success of the IEPC’s
mahi, it was designed in partnership with the student, whānau, referrer and other professionals. Together this team
creates a personalised plan for each student. Much of
THE the IEPC’s work requires a deep understanding of ākonga and their
whānau to support their wellbeing and identify any needs they might have.

Family / whānau / caregiver and community connections
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Families / whānau are kept informed and are readily able to communicate with their young person at the school (and vice
versa). Both families / whānau and ākonga appear satisfied with the services provided by the school. Whānau who live
locally can call in and feel welcome to do so. They can meet with kaiako face to face and discuss their Person’s progress.
The school complex also has two whānau flats for families who live out of town and want to visit overnight.
Confidential to the Ministry of Education
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HRC offers external supervision for staff and managers, providing opportunities to review PD’s and allow critical but
constructive reflection. We were invited to observe a session with residential and school staff/kaiako and senior leadership
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during a PD session. Most of the conversation was about parents and supporting them better as their Person transitions
back to mainstream learning or re-entering home life.
Staff are very aware of the support that is needed in the home and want to be able to support the transition as best they
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can. Feedback from whānau has reflected a high level of concern about transitioning back home from HRC. ET
recommends a resource be developed listing key support agencies and networks that whānau may choose to engage
with if needed. The ET also sees benefits in surveying whānau for feedback on how best to communicate with them, the
frequency, and what topics would be beneficial. Some whānau suggested more communication is needed and/or a
variation in the form of communication (e.g. email or Microsoft Teams).
Phone calls with and from whānau are encouraged and are recommended to happen between after dinner and before
7.45pm as kaiako start the routine for the end of the day with low stimuli.
Feedback with whānau included:
INFORMATION
9(2)(a)
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THE

Cultural needs
HRC has a kaupapa Māori whare called Tauawa, which runs differently from the other whare in the school. It has a unique
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kaupapa, which honors the culture of their ākonga through the Te Kaupapa o Te Whare a Tauawa. The mission statement
is focused on fostering and developing skills in te reo, tikanga and kaupapa Māori. There are six goals which center
around delivering programmes catering for the cultural needs of ākonga and whānau. Each of these goals outline
objectives, actions required, and performance indicators. For example, goal 1 is to: Organise and deliver programmes that
allow ākonga to experience and develop skills in their culture. One of the objectives is for each ākonga to develop a sense
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of identity from a cultural perspective. The action required is for all ākonga to have the opportunity to learn and increase
their knowledge of their whakapapa, genealogy, whānau and iwi. Ākonga, chosen on the day, will recite their pepeha (with
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support where required) during karakia, tuakana / teina group time, whakatau, 1:1 sessions, etc.
Ākonga are supported to express and celebrate their cultural identity which the ET saw in action with karakia, waiata
practice. Ākonga also approached the ET to recite their pepeha without prompting. Celebrations, such as Te Wiki o Te
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Reo and Matariki, are celebrated at the school and are open to everyone at HRC. HRC has a Māori staff caucus (Te Tao
Kokiri) which consults on cultural issues within the school and issues pertaining to Māori ākonga and their whānau.
The environment in the whare is nurturing and supportive of ākonga and felt safe and responsive to the needs of the
students. The ET suggested wider exposure of this unique whare and kaupapa as the experience for ākonga Māori,
particularly tāngata whaikaha Māori, is fundamental to their wellbeing.

Risk and behavior management
The All About Me (AAM) meetings outline all the target areas of progress for ākonga and identifi
INFORMATION es potential distress
triggers and prevention strategies to minimise risk for ākonga. Minutes of these meetings are recorded in
the ākonga personal AAM document. The campus is fenced, and an electronic gate is in place at the entrance to the
school. During our visit, the gate was not in use, and we observed it being activated via a software smartphone function
with the approval of the AP and in line with HRC process. The gate is shut between 4 pm and 6.30 am to prevent
unauthorised people accessing the property.
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Kaiako described how ākonga can be supported to use strategies in finding safe spaces within the campus grounds if they
feel overwhelmed or an incident occurs. Kaiako who are not involved in an incident are engaged to support the student.
There are plenty of safe spaces, including a sensory room, available to ākonga if required. Consequences to actions are
THE
clearly understood and information (written and visual) is displayed in student bedrooms. One ākonga showed us and
explained how he understood the information, including what would happen if he broke his agreement with the residential
team. Information included examples of both poor and good behaviour, in this case swearing and guidelines on being
kind.

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Confidential to the Ministry of Education
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Abuse, harassment and bullying policies
Reflective practice is used daily to assist ākonga dealing with trauma. Kaiako are trained in the Purposeful Use
1982of Daily
Life Events (DLE). DLE emphasizes relational practice and the strategies and tools support
learning without creating trauma that hinders learning. The DLE Practice Group were described as champions for good
practice. The ET saw how the kaiako managed a student who became dysregulated. He was managed ca
ACT  lmly and was
left to find a safe space and regulate while the kaiako watched for his safety but at a respectful distance. This was the only
time the gate was closed but was reopened quickly once he had self-settled. The ET recommends further exploration of
safeguarding education to sit alongside the Health and Wellbeing curriculum. Safeguarding training protects vulnerable
individuals, builds trust, strengthens relationships and promotes emotional wellbeing.
We suggested exploring key areas in consultation with stakeholders (whānau, student, kaiako):
•  Student relationships
•  Consent
INFORMATION
•  Allies.
HRC use many opportunities (e.g. the phone policy makes mention of kindness as did many of the posters on the wall),
which the ET saw in action. Ākonga are extremely encouraging of each other and throughout the speech competition they
supported and encouraged each other. Staff set strong boundaries but with kindness and respect.

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Student rights and complaints
The ET identified a clear process in place for student complaints. Ākonga identified a staff member that they could
approach if they had concerns. If another student is involved, they understand the consequences of their actions. The ET
THE
discussed ‘closing the loop’ for ākonga as it’s important they know their concerns have been heard and the outcome of
their complaint.
Ākonga have regular access to volunteer student advocates. They provide an opportunity for ākonga to speak to
someone independent of HRC about any matters that are worrying them. The Principal will continue
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the previous principal’s practice of meeting regularly with the advocates. 
The ET identified some language in documents that they described as not mana-enhancing and encouraged the school to
review the language, particularly around female ākonga and wellbeing. The HRC entry document includes a medical
section in which female ākonga are referred to as patients. We suggested this be updated in line with the rest of the
school’s documentation. The response from our comments by HRC was positive and proactive changes were made
Confidential to the Ministry of Education
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Health and wellbeing
1982
The pre-enrolment checklist for the referrer outlines a Support/Wellbeing Plan, risk assessment, strengths, perspective,
and needs. This information is to ensure ākonga health and wellbeing is being met by the school. Ākonga needs were
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referred to in several places and spaces including:
•  Student/Pathways Co-ordinator
•  Individual Education Programme (IEP) and assessment tools
•  All About Me document
•  Seesaw
The ET noted many situations align with the Enabling Good Lives (EGL) principle of Mainstream First, and one in
particular was the good use of community facilities, events and activities. During our onsite visit, many ākonga were
INFORMATION
heading off to enjoy sports and time at local parks and other community locations after the school day was over.
The ET reviewed the daily routines at the houses and observed a commitment to the EGL principle of Ordinary Life
Outcomes. Ākonga are expected to contribute to the day-to-day running of their homes, as well as regularly maintain their
own personal care routines.
Protocols around the delivery of medication are well documented and medication is administered in line with the
Medications policy, including the management of controlled drugs. A controlled drug register is in place, and they are
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stored in a locked cabinet within the locked medication cupboard. Medication files include photo identification and blister
packs on medication folders. Medication is supplied by whānau at the start of the term and a Christchurch GP and local
pharmacy are engaged during term time if needed.
THE
Staff undertake medication competency training and complete a test prior to being approved. Two staff are involved in
administering medication. Team hui notes, which the ET reviewed, contained detailed discussions on the procedure for
medication and when requests are made for reviews. A quiz was prepared for the following meeting, with the opportunity
for questions and clarification to follow. HRC has a health and safety committee who review incidents and accidents,
hazards, discusses staff-raised concerns, and
UNDER co-ordinates the unannounced evacuation drills. Staff regularly check and
update first aid kits in every building on campus.
Ākonga help set their own goals for wellbeing and are taught to consider their health based around their own needs.
Ākonga are encouraged to spend time outside engaging in physical education, both on-site and in events with other
schools. The ET observed outdoor games being played, and the school day ended with a trip to the local pool for a swim.
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The ET were invited to join ākonga for lunch where they served guests first and then themselves. One student was very
proud that he had a good knowledge of food, enjoyed cooking, but most of all he had a new love of salad and
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mushrooms. He was proud of himself for trying new, healthier food; he felt he was healthier and fitter and had better
control over the food he was consuming. Once ākonga had eaten, they completed their chores. On weekdays, excluding
Tuesdays, ākonga may have access to electronic devices. Ākonga we met chose to watch TV or use a laptop, which are
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kept in the locked ‘server room’. Another student chose to play a board game and puzzle with the evaluators. We heard
that on a fine day some ākonga may relax on the covered deck.
Lunch and dinner are prepared in the on-site commercial kitchen and delivered to the whare. We understand that ākonga
are encouraged to participate in the preparation of their breakfast. Morning tea is delivered to the day school.
Each whare has a visual meal planner displayed in the kitchen and we observed ākonga checking to see what was
planned for dinner. There was much excitement as tortillas were on the evening menu. Many of the ākonga have specific
dietary requirements and individual adaptations are made to the menu to meet these.

INFORMATION
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Confidential to the Ministry of Education
RELEASED , subject to the provisions of the Official Information Act 1982.

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Comparison to previous evaluations in terms of improvements:
SAMS undertook a DE of HRC in July 2020.
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The ET noted that progress has been made against previous recommendations, and noted that with the changes to
leadership, governance and the Strategic Plan this will support ongoing growth and best practice.
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INFORMATION
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Confidential to the Ministry of Education
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RECOMMENDATIONS
The ET recommends the school consider:  
1982
•  The development of a resource that lists key support agencies and networks for whānau and ākonga beyond HRC
as part of the transition of ākonga back home to whānau. The ET sees benefit in surveying whānau for feedback
ACT
on how communication with HRC works for them.
•  Further work to be completed on safeguarding. This is outlined in more detail in the report and may include:
safeguarding education, closed-circuit television (CCTV) and consent, closure to complaints and the updating of
language in some documents identified during the feedback.
•  Updates to the Strategic Plan, prospectus and other key documents highlighting the uniqueness of the Whare
Tauawa and its kaupapa that provides ākonga support in line with tikanga.

INFORMATION
OFFICIAL
THE
UNDER
Confidential to the Ministry of Education
RELEASED , subject to the provisions of the Official Information Act 1982.

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Documents reviewed
Evaluators may examine the following documents:
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Orientation information – residential and school setting
Staff training records
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Annual staff training schedule
Abuse, harassment and bullying policies
Incident reports and register
Safeguarding strategies
Entry documentation
Information for whānau about the support the student will receive
Protocols shared with whānau
Communication framework between school (residential) and whānau  INFORMATION
School policies
Residential policies and procedures
A selection of behaviour support plans
Staff training records
Restraint policy and records of use
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Incident reporting
Security system procedure
Closed Circuit Television Camera Procedure  THE
Policies and protocols linked to health and student wellbeing
Sample of health records
Staff training records
Health personnel training information
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Confidential to the Ministry of Education
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Responses to the draft evaluation report
Response from Te Otu Mātua HRC Halswell Residential College
1982
As always, we were pleased to welcome the SAMS team to our kura in November. We would like to acknowledge the work of Delia
and Lianne in undertaking this evaluation. We are grateful for their insightful comments.
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As per our vision whakarangatirahia | be the best you can be, and our reflective culture | whaiwhakaaro, we are always looking for
ways to improve the services to ākonga and their whānau. We look forward to implementing these recommendations.

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1982

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D E V E L O P M E N T A L E V A L U A T I O N
O F S A L I S B U R Y S C H O O L
INFORMATION

OFFICIAL

THE

Report
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RELEASED

Development Evaluation for the Ministry of Education Salisbury School

Standards and Monitoring Services
Contents

1982

Page
Executive summary
3
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Background
4
Findings

Governance
5
Policies and procedures
6
Staffing
7
Family /whānau / caregiver and community connections
9
INFORMATION
Cultural needs
11
Risk and behaviour management
12
Abuse, harassment and bullying policies
12
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Student rights and complaints
13
Health and wellbeing
15
THE
Comparison to previous evaluations
15
Recommendation
15
Documents reviewed
16
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Responses to the draft evaluation report
17

Confidential to the Ministry of Education, subject to the provisions of the Official Information Act 1982.
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Standards and Monitoring Services
Executive summary
1982
Standards and Monitoring Services (SAMS) have been commissioned to undertake a Developmental Evaluation (DE) of
the three Residential Specialist Schools (RSS) in Aotearoa by the Ministry of Education (MoE). The DE process aims to
provide a catalyst for ongoing learning in complex environments. It identifies positive and innovative approaches that
ACT
already occur within the residential school and provides suggestions for continuous improvement.

The DE is informed by several developmental tools used by SAMS. These tools consider multiple perspectives from a
range of stakeholders. The people involved in this evaluation included:
9(2)(a)
INFORMATION

The Evaluation Team (ET) quickly identified Salisbury's goal to continue growth in an effective, responsive, localised
curriculum, with associated teaching and learning practices. These practices included:

•  Students' holistic strengths and needs are at the heart of all they practice, supporting successful transitions and life
OFFICIAL
pathways beyond Salisbury.
•  Strong leadership and focus on consistency and capability-building at all levels of the school, with clarity of
strategic vision, values, aims, goals, roles and responsibilities.
THE
•  Supporting multiple voices, including students and their whānau, informing tailored goals, programmes, tools and
strategies.

Moving forward, the school is encouraged to prioritise:

•  the wellbeing of the staff at the leadership
UNDER   level
•  building on partnerships that foster holistic success for learners, including with whānau Māori and iwi.
Our recommendation would be to review the provision for wider representation on the Governance Board to include a past
graduate of the school and tangata whenua as part of recruitment for more Board members.

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Background
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Salisbury School is New Zealand’s only school to offer single-sex specialist residential learning for girls aged 8–15 years
old who are enrolled from all over the country. Salisbury provides tailored learning opportunities, inside and outside of the
classroom, and encourages each girl’s individual strengths to develop, to make a difference to their lives.
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There are three whare made up of two flats and a larger villa that currently house 13 students. The two smaller whare
house two students in each, and each whare has an appointed residential staff member with a staff ratio set by the MoE
at 1:4. The larger villa houses eight students and is staffed by two. Each team has a Team Leader who also has rostered
hours providing direct support.

Considerable effort is taken to ensure compatibility and meeting the level of support required when allocating students to
their accommodation. Focus particularly extends to providing students with different peers to live alongside when
compared to classroom allocations. We heard that during their two years at Salisbury independence is encouraged and
consequently some students move from the villa to a flat.
INFORMATION

The school has a wake-over roster in place overnight. The roll was intentionally lowered as the residential facilities are to
be rebuilt. Tenders have now closed, and building is expected to start in the 2026 school year and completed by 2027. At
that time the school roll will return to 20 students.
Referral to Salisbury is managed via MoE from either an RTLB or an MoE learning support specialist. Referrers are
OFFICIAL
required to have their applications signed by their Managers and Risk Assessments peer reviewed before an application
is submitted. An application process includes a peer review of the applications prior to the Salisbury Enrolment Panel
making recommendations as a form of checks and balances. This process is intended to enable timely procedural
THE
decisions to be made in the national MoE office. Salisbury’s Senior Leadership Team know their school well and the panel
is made up of well-respected and experienced professionals.
Salisbury is currently part-way through a three-to-four-year research project with Global Research exploring the
longitudinal outcomes of ‘success beyond Salisbury’. The research explores outcomes across time for Salisbury
UNDER
graduates. The outsourcing of the project gives independence to the process and centre’s the voices of whānau and
student. From the anecdotal feedback to date, Salisbury makes a lasting impact for both the student and those in their
family unit.
The school environment is welcoming, and staff were engaged and extremely proud to be a part of Salisbury and the mahi
they do.
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Governance
1982

The ET interviewed the Presiding Member (PM) of the Board and a School Board representative. The Board meets every
two months. It is noted in the progress letter from the previous ERO report that the PM and Principal should be proactively
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looking ahead to the Board elections. Board elections took place last term and are onboarding the new members who
have been voted on. The ET noted that the Principal is involved in preparation ahead of Board meetings and supporting
decision-making. When onboarding new Board members, it would be timely to consider tasks that could alleviate some of
the workload for the Principal.

The Board representatives identified the biggest role they hold as the development of the Strategic Plan. The Board is
currently in the process of adopting a new Strategic Plan, following extensive consultation with the community, including
students, whanau and staff. The ET was glad to hear that the decision-making process considered the students and their
voice during Board decision-making and Enabling Good Lives (EGL) featured during this process.

INFORMATION
The ET heard that the PM visits the school on a regular basis and noted “When visiting the school, I observe relationships
on campus to be meaningful. This observation has been consistent in the time I have been involved with Salisbury”. The
relationships between and across the school, whānau, staff and the Board seem to be very close. When asked if whānau
were involved in governance decisions the response was “We do not do to whānau, our approach is with whānau”. This
was reflected in the conversations we had with whānau during our interviews.

OFFICIAL
The ET heard from the Board that a full school build project was underway, so the student roll therefore sat at 13 to ease
any stress that may occur once building commences. One of the examples of how Sailsbury will manage the construction
disruption included going to the library to find quieter spaces to work. This is only possible with a reduced number of
THE
students enrolled during 2026.

The Board also raised a concern regarding the equity of funding between the three RSS. Salisbury is resourced on a
national roll of 20 students. It has been communicated to MoE that the incoming money does not stretch to cover 20
students. The ET were told that the other two RSS schools are funded on a national roll of 32 students. However, they
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have small numbers annually enrolled and can only comfortably extend to around 16–18 students.

The ET will consider this as we visit the next two schools to determine if the low enrolment numbers are due to funding
and how this compares to demand. According to the Board, all the schools have communicated that the funding has
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remained unchanged for several years and does not reflect the actual costs required to meet the needs of the schools and
students.
1982

Both Board members spoke about how governance decisions were informed by lived experience and currently four
whānau members are on the Board. While whānau members bring their lived experience of the school to the boardroom,
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the ET recommend a provision for wider representation on the Governance Board to include a past graduate of the school
and tangata whenua. This would bring a level of enhanced decision-making through authentic real-world experience,
strengthen accountability, and ensure the school is responsive to the needs of current students. It would also be a
valuable opportunity for a graduate to explore governance and gain skills that improve employability.
Policies and procedures
The ET heard that students and whānau find the school’s procedures easy to use and accessible, including the process
each student undertakes throughout their journey with Salisbury. This process includes:

INFORMATION
•  The stepping stones a student and whānau undertake before arriving at Salisbury
•  The Individual Plan (IP)
•  The active transition into the school
•  The journey to graduating
•  Beyond graduation.

OFFICIAL
Salisbury’s stepping stones practice ensures whānau feel welcome and respected before their daughter even enters the
school grounds. The ET heard that the Principal visits the whānau and student before they start and that the
“communication is very effective, and we feel engaged”.
THE

Each student has an IP, which is developed by the referrer alongside the school, the student and their whānau. The IP
sets personal goals that address the unmet needs identified through the RSS application and supports access to learning
across both the classroom and residential programmes. The development of the IP for each student uses positive and
restorative behaviour practices and fosters a strong sense of community and belonging.
UNDER

Students are not permitted to have personal electronic devices at Salisbury. This includes phones, iPads, Alexa and
gaming consoles. Salisbury School follows the MoE’s ‘no phones in schools’ mandate. This expectation extends into the
hostel, where personal devices are not required. Instead, students have access to school-managed devices. We heard
initially that the lack of a device is a fear for students, but as noted in the family / whānau comments this soon shifts and
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relationships improve. This approach ensures a safe and monitored online environment, reducing the risks associated
with personal data plans, which provide no school visibility of online activity.
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The most commented on policy was the limit to 30 minutes screen time a student may have daily. The school takes a
holistic view of students’ device use across both day school and hostel settings. They aim to keep total daily screen time
ACT
to under two hours. In the hostel, students are allocated 30 minutes of personal device time, while additional screen use
may occur through structured activities, such as an evening movie, alongside device time during the school day. This
approach mirrors recommendations from the World Health Organization and other child wellbeing guidelines, which
advise limiting recreational screen time to support healthy development and wellbeing. We heard students discussing with
staff in their whare after school how they planned to use their screen time.
The ET noted that policies are reviewed frequently to ensure they uphold student rights and self-determination based on
the cohort enrolled at the time. The ET encourages this frequency, particularly when older students are enrolled to ensure
policies or procedures support student self-determination and cultural inclusion. The school follows the MoE’s Guidelines
for the surrender and retention of property and searches. There were no events where the school undertook a search.
INFORMATION

The school also has policies for curriculum and health that are informed by community feedback, integrating cultural
practices and student voice.

The ET sighted a copy of the Building Warrant of Fitness, which expires on February 2028.
OFFICIAL
Staffing
The Salisbury team are a close team and while they remain
THE  ed positive and upbeat the ET observed how thinly spread the
team and resources are. Staffing ratios on the floor and in the classroom are well resourced and the school ratios align
with MoE expectations. However, staffing at the leadership level (Team Leader, Senior Leader, Pathways, etc) feels
stretched.
The school was praised by their financial audito
UNDER  rs for their fiscal management and resource utilisation. However, having
such a tight budget means there is not enough money to extend to more roles, which adds additional tasks onto various
roles that ideally would be standalone positions. For example, the Principal is on-call 24/7 and oversees all the transition
planning in and out of the school, including visits to whānau and supporting students with the new environment they will
be in once transitioned. According to the Principal, expectations around the transition have increased, but no resourcing
change has been made to support these.
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The staff interviewed reported feeling well supported and training was appropriate to their role and needs. Staff are
provided new and refresher modules of training through ‘My Skill’. Training includes personal development opportunities
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and is specific to the needs of the student. Staff spoke highly of the trauma-informed practice training. Guest speakers
also provide training on conditions such as epilepsy.
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Many of the staff have been with Salisbury for some time and said they are well supported by their peers and senior
management. Comments included, “I love the direction we are heading” and ‘There are lots of positives every day and the
growth in the students is amazing”.
Staff across the day school and whare describe education as happening across the campus. One member of staff said,
”During time in the whare we have opportunity to leverage off work in the classroom with a student”. The ET observed
Salisbury’s staff and the way in which they work is influenced by the EGL vision and principles.
Discussions with school and residential staff highlighted some good examples of how they apply the EGL principles in
action. Highlights include:
INFORMATION

•  Person-centred
•  Self-determination
•  Beginning early
•  Relationship building
•  Mana-enhancing.
OFFICIAL

A standout example of fostering the EGL principle of Ordinary Life outcomes was that class students were learning about
budgeting, so the whare staff set up a shop to encourage them to continue their learning. This learning went a step further
THE
and the students were encouraged to work out a budget, keep a ledger and go shopping.

This exercise allowed the student to participate in their community and have choice and control over what they would
spend any savings on after the exercise. Some chose 10-pin bowling as well as other community-based activities. The ET
encouraged staff to continue to think of initiative ways like this example that demonstrate a commitment to Ordinary Life
outcomes and to the 4C’s. What do I want to lea
UNDER  ve with? Curious, Connected, Contributing and Confident.

Many of the staff are described as long-standing and focused on the needs of the students. We consistently heard about
taking the time to listen for the voice of the student.
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When asked what process is used to address barriers for students achieving their goals, staff did not identify any. A staff
member interviewed said, “We would focus to remove any perceived barrier using UDL [Universal Design for Learning],
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listening to the student and knowing how she learns”. During the ET’s tour around the classrooms, we noted the use of
classroom spaces which displayed innovative thinking and spoke to a high level of understanding of the students’ needs
for success.
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We clearly saw how the three core principles of UDL were applied as information and content was delivered in different
ways to support:

•  engagement
•  representation
•  action and expression.
Family / whānau / caregiver and community connections
INFORMATION
The ET sighted the Whānau Information Booklet designed to support whānau and rangatahi as they prepare for entry into
Salisbury School. Whānau are very complimentary about the school’s support of whānau and student relationships. One
student has a high number of visitors, and once notified by whānau, Salisbury welcomes them. Whānau also mentioned
that Storypark is a good tool for accessing daily updates when the students choose not to engage directly with them.

When whānau were asked about how supported they felt to maintain meaningful relationships with their daughter, we
OFFICIAL
heard very positive remarks about the students being able to video call when they wanted too. A whānau member we
spoke with used the Salisbury home available to whānau who live outside of Nelson when visiting their daughter.

THE
When asked how whānau are informed about outcomes to the goals set when the student first joined the school they
responded positively and note that drafts were checked with whānau before finalised. Whānau were encouraged to be
fully engaged in the process and had input into goal-setting, monitoring and progress. Progress updates were regularly
given and whānau did not see any barriers to their daughter achieving their goals.

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Whānau felt the level of engagement around transition to a new learning environment when the student leaves was
appropriate. We heard of the concertina effect that students experience – trialling their new skills and independence
during holiday time at home with whānau at the end of each term. One whānau stated they “had a zoom call with staff
ahead of X coming home for the holidays to set us up for success. They all care”. The Principal contacts whānau once the
student has settled back into school after the holidays to gather feedback and hear how the holiday has gone.
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As mentioned, transition planning is an important part of the student’s time at Salisbury. Circles of support are identified,
and staff acknowledge every student’s circle is different. NASC is also part of the planning. Many of the older students we
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met will return to a different education environment when they graduate. This currently includes Polytech and Gateway
programmes. Whānau reflected this is often due to the significant holistic growth in the student during her time at
Salisbury. 9(2)(a)

ACT


When asked how the school facilitates connections to mainstream and community life, whānau felt there were no barriers
and the school looks for opportunities to suit the student’s needs. Some whānau mentioned they consider these
opportunities would not have been possible within the mainstream system. Students connect to the local community
through programmes such as the William Pike Challenge, Hato Hone St John’s, reading to preschoolers, visiting aged
care homes, the Fossil Creek (animal assistance), and participating in various sports teams and events.
A repeated concern from whānau was the RSS application process for entry. This was seen as a barrier by most families,
INFORMATION
one asking “should it be this hard?” We heard that whānau, students and referrers have had unacceptable waits,
especially around the Specialist Education Agreement process. 9(2)(a)

. Whānau complained
that there was a lack of communication about changing processes that were not transparent on MoE’s website.
Both whānau and students found this frustrating and added to the stress of an already emotional time.

OFFICIAL
Some whānau stated that for their daughter two years is not quite enough and for some students it can take up to 12
months for them to settle into Salisbury. Some whānau experience apprehension at their daughter returning home as
“Salisbury has been a life saver for me, my family and for my daughter”.
THE

Other comments from whānau included:
  9(2)(ba)(i)
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9(2)(ba)(i)
1982
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Cultural needs
Four core cultural values guide Sailsbury: mahi tahi, kaha, mana whenua and manaaki. The development of a native
garden, Mara Rakanui, and the regeneration of native plantings give effect to mana whenua and encourage students to
identify as kaitiaki. For this planting project, the school worked in partnership with the Enviro Kaitiaki Working Group. This
Group focuses on environmental guardianship, bringing together concepts of kaitiakitanga (guardianship), a core Māori
principle, with practical environmental work.
INFORMATION

Ngā Kawatau me ngā Tūmanakotanga o Te Tauihu is a key guiding document and has shaped many of the annual
targets within the Strategic Plan. The ET observed the use of tikanga Māori and Te Reo Māori in everyday routines.
including karakia and waiata. The school shared some of the kapa haka waiata the students had learnt, with some
students showing exceptional potential in kapa haka. We saw the classrooms had information displayed in both English
and Te Reo and the students had their pepeha proudly displayed on the walls. All staff were required to include the
OFFICIAL
integration of written and spoken pepeha as part of their annual Professional Development Plan.
The school has a close relationship with local iwi and was said to be “Intrinsic to what we do, woven into our governance
model”. Ngā Kawatau me ngā Tūmanakotanga o Te Ta
THE  uihu encourages representation of tangata whenua in leadership
and governance roles. The ET have recommended provisions be made for tangata whenua representation on the Board.
According to the Principal, the Board has reached out to tangata whenua to encourage their representation on it. The
Board will continue to reach out and to involve tangata whenua in decision-making, as appropriate, and the Board is open
to and would welcome iwi representation.

UNDER
Unfortunately, as with many rangatahi, access to hapū, iwi and Māori culture is limited by barriers we are yet to
understand. There is work happening within iwi to connect tangata whaikaha Māori with their culture and Marae.

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Risk and behaviour management
1982
There have been no restraints in the Salisbury system recorded over the past seven years. The Education Act only refers
and offers guidelines on the use of physical restraint and seclusion. The ET were pleased to hear most schools are
moving away from the use of keys and are integrating fobs. The new fob system will be installed during the new build.
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Once implemented, the system cannot be altered or removed.
Reassurance from the school based on feedback from students was they are “confident that our spaces will remain
welcoming and homely. At the same time, as a tier-three specialist school, we must maintain a high level of safety and
security to protect our students, while also ensuring our environment aligns with the Service Specifications under which
we operate.”
The ET suggested an annual review be scheduled to ensure locks are used in a manner that fits the school’s description,
and they do not become standardised and/or left in use when not in response to the needs of the current cohort of
students. We saw many examples of their ‘review and pivot’ style in action, but there is still some
INFORMATION   further work to be done
around spaces feeling like home for the students. The ET were advised students and whānau are made aware of the use
of locks for safety and security before enrolment.

When asked if students were supported to understand and participate in their own Behaviour Support Plans, the ET were
informed the plans are developed in partnership with students and whānau. The enrolment referrer identifies any
behaviour risks associated with a student. Input is then sought from the school and residential staff (whare), students and
OFFICIAL
whānau into the development of the Behaviour Support Plan. Any incidents are reported and discussed at team meetings.
Strategies are discussed to improve outcomes and minimise the risk of further incident. Incidents are reported and
THE
discussed with whānau and plans are monitored, and the effectiveness of the strategies outlined in the plan are
measured. The plan is kept as a living document with additions to ensure the student’s voice and needs are noted.
In addition, whānau have access to StoryPark, notes specific to their child, and general notices are also posted.
UNDER
Abuse, harassment and bullying policies
Students are taught safe strategies to manage harassment and bullying as many were described as having experienced
trauma. Strategies include staff reminders: hands and feet to self, high 5s only and the Salisbury squeeze. When students
were asked if they believed the strategies to be effective, they responded yes. Students are taught about consent,
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boundaries and respectful relationships, including asking and inviting each other into spaces like bedrooms or even
shared spaces in different pods.
1982

Skills are developed to help students manage bullying they may have experienced in the past. They include:

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•  Reflection
•  Demonstration
•  Use of language that may be new
•  Role plays
•  Independent living skills.

The ET observed students assisting each other in a valuing and dignified manner. They each took turns and allowed
space for conversation and reflection. They used kindness when they were interrupted and explained to the interrupter a
better way of engaging in a group conversation. There appears to be an informal practice of supporting each other and
they awhi each other in kind ways. We suggested formalising a mentor programme for new stud
INFORMATION ents, to buddy up with
students closer to graduation as part of their orientation to the campus.

The staff take the time and ensure the student knows she has been heard. We were told one of the consistent themes
was “many of the students are keen to form friendships and start planning for their future after they have been with us for
a while”. It was reported a lot of the students had experienced bullying in other educational environments and friendships
were not easy to make in mainstream schools.
OFFICIAL

Many of the goals the ET viewed were linked to broader themes including:

THE
•  having friendships
•  building growth and independence
•  participation in community activities.
Student rights and complaints
UNDER
When asked if students understood why they were at Salisbury School, most had a strong belief that they were there to
grow, learn and make friendships that proved challenging for them in mainstream education. They understood it was an
opportunity to explore relationships and learn in a way that had not felt safe enough to explore in the mainstream context.

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The student voice was encouraged, and they were given several options to express themselves through their IPs,
monitoring notes and learning stories, which include statements from students. Student feedback is gathered in IP
1982
reviews, conversations and StoryPark.

The students understood the process for raising concerns and most felt very comfortable and safe to have a conversation
ACT
with the Principal, Deputy Principal and Residential Manager (RM). While the students understood the mechanisms
through which they could raise concerns safely, there was some confusion about what students described as guidelines,
rules or boundaries. Many of the school rules or guidelines are on display (e.g. the out-of-bounds posters and kitchen
guidelines etc).

The feedback from the school mentioned the Student Handbook on enrolment also outlines expectations about using
visuals and words. The ET discussed some of the confusion around rules / guidelines with the Senior Leadership Team
who informed us that guidelines are given as reminders verbally by the supporting staff when needed. We suggest there
may be other ways the students can find this information, so they are confident in their decision-making and build
independence like a buddy system for example.
INFORMATION

The students can advocate for themselves, 9(2)(a)

All the students we spoke to said if they had a concern, they would go to the
Team Leader or a teacher to get the issue resolved.   OFFICIAL

The ET enquired as to how students were informed of their rights and if they understood what they were. Age-appropriate
Power programmes are available to students and provide social-emotional (SEL) safety skills education for all abilities and
THE
ages. The programme covers the right not to be bullied and emotional and physical safety, as well conflict resolution.

Many of the graduating students return to their home environments with the intention of entering new adult spaces,
including Polytechnics. Salisbury may consider what role they have in informing older students of universal rights, with
specific considerations for young people including the right to be heard, to protection from discrimination, and to access to
decent work and fair pay.
UNDER

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Health and wellbeing
1982
During our interviews with whānau it was noted that there is immediate engagement when a student is unwell. They are
consulted with as the student returns to good health. The RM works with a Student Health Coordinator to ensure that all
health, medical and wellbeing needs are in place. The school uses Medi-Map for medication dispensing and all
ACT
medications are blister-packed. A member of a local medical practice visits the schools to see the students. We were told
student anxiety is lower if the doctor visits them at the school. A wellbeing hub has been made within the day school.

To promote holistic wellbeing (physical, emotional, spiritual) wellbeing checks are regular. Hauora and Personalised
Wellbeing Plans collate specialist care, personal care, health and wellbeing information. The plans will reflect any cultural
information, including wider family routines that are important to the student’s whānau.

Residential staff walk students to school in the morning and pick them up in the afternoon. We were told this is to ensure a
student goes to school in a good mindset for learning, and during this routine (if appropriate) they will share information
with their colleagues during the face-to-face handover. Feedback from the school was the intention here was to set up
INFORMATION
students for a successful day. Residential staff said they will not take a student into the school if they are dysregulating,
which may delay taking them to class.

It was commented that many of the students come to Salisbury having experienced educational trauma. Salisbury offers a
space for students to reset, identify unmet needs, build plans, learn to negotiate and develop skills in readiness for
returning to a home school environment.
OFFICIAL

The whare or pods met the Education Hostels Regulations 2005 and were described as comfortable and warm. The
students were expected to respect other’s rooms as private spaces and are not to enter the rooms of other students.
THE

Comparison to previous evaluations in terms of improvements:

The school reported there has not been a previous SAMS DE.
UNDER
Recommendation
The review provision for wider representation on the Governance Board is to include a past graduate of the school and
tangata whenua as part of the recruitment for more members.
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Documents reviewed
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Key documents in the development of this DE framework have been:

•  Education and Training Act 2020
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•  Education Hostels Regulations 2005
•  Enabling Good Lives (EGL) vision and principles
•  Te Tiriti o Waitangi
•  UN Convention on the Rights of Persons with Disabilities.

The ET may have explored a selection of the following documents:

Annual and/or Strategic Plan
Latest ERO report
Board manual and meeting minutes
INFORMATION
Board Assurance Reports
Staff training records and annual training schedule
Policies and Procedures
Salisbury Curriculum
Cultural Values Salisbury School
Ngā Kawatau me ngā Tūmanakotanga o Te tauihu
OFFICIAL
Safeguarding strategies
Staff cultural training information and assessments
A selection of Behaviour Support Plans
THE
Staff training records
Restraint policy and records of use
Incident reporting
Policies and protocols linked to health and student wellbeing
Sample of health records
UNDER
Health personnel training information
Abuse, harassment and bullying policies.

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Responses to the draft evaluation report
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Response from Salisbury School
Salisbury School welcomes the opportunity to respond to the draft SAMS Developmental Evaluation Report. We extend our thanks to
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the evaluation team for their time, insight, and recognition of the strong and positive practices that are evident across our school and
residential setting.
Our  school  community  has  carefully  reviewed  the  draft  document  and  provided  comment,  clarification,  and  correction  in  several
sections where additional context or amendment was required. These refinements ensure that the final report accurately reflects
Salisbury’s unique environment, the breadth of our practice, and the collective voice of our students, staff, and whānau.
Salisbury School is deeply committed to the principles of Enabling Good Lives (EGL), which we consistently live in our educational
and residential practice. Our programmes are person-centred, tailored to each learner’s strengths, interests, and aspirations, while
INFORMATION
supporting self-determination through collaborative goal-setting in Individual Pathway Plans. We begin early with families and
whānau, building strong relationships that enhance learners’ capabilities, confidence and sense of belonging.
In line with the EGL principle of ‘mainstream first’, our work is guided by our school mission statement: “We build inclusive capacity
through partnering with learners, families, and schools. We do this by providing short-term educational programmes unique to the
needs of learners.” We work closely with each student’s home school, their whānau, and the Ministry of Education to identify and
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remove barriers to access, address unmet needs, and foster participation and engagement. Our programmes provide the
environment, support, and time needed for learners to re-engage with learning, rebuild confidence and a strong identity as a
learner, and develop the capabilities required for long-term success. Through targeted programmes within our unique 24/7 living
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and learning curriculum, we ensure that ordinary life outcomes are central to every learner’s experience while supporting smooth
transitions following graduation.
Our work also prioritises relationship-building and mana-enhancing interactions. As you have recognised, every member of our
community—students, staff, and whānau—is treated with respect and valued for their unique contributions. This is evident in our
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co-regulation practices, residential care routines, and collaborative planning meetings, which strengthen connections and support
learners to feel safe, understood, and empowered.
We aim to make all our supports easy to use and flexible, adapting to changing needs while fostering holistic growth. Opportunities
for learners to explore their interests, engage in enriched learning experiences, and contribute meaningfully to their communities
Confidential to the Ministry of Education, subject to the provisions of the Official Information Act 1982.
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Development Evaluation for the Ministry of Education Salisbury School

Standards and Monitoring Services
help ensure our programmes are both relevant and sustainable. Through these approaches, learners build capability, independence,
and resilience, leaving Salisbury as curious, connected, contributing, and confident young people, ready to thrive in their next
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learning environment.
The report’s findings affirm our ongoing work to ensure every ākonga experiences belonging, connection, growth, and success—
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both during their time at Salisbury and as they transition beyond. We especially appreciate the evaluators’ acknowledgement of our
commitment to holistic success for learners, our emphasis on whānau partnerships, and the positive outcomes being seen in our
longitudinal research on life beyond Salisbury.
Salisbury School takes great pride in being recognised for the outcomes and vision we strive to meet. Our kaupapa is grounded in
ensuring successful, sustainable futures for our young people—guided by the principles of Te Tiriti o Waitangi, the aspirations of the
Te Tauihu iwi, and our shared values of kaha, mahi tahi, mana whenua, and manaaki.
We thank the SAMS evaluation team and the Ministry of Education for the opportunity to engage in this developmental evaluation
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process. It has been a valuable catalyst for reflection and affirmation as we remain steadfast in our vision to support every Salisbury
learner to be Curious, Connected, Contributing, and Confident within our school community and as they grow, learn, and participate
in wider society.

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Confidential to the Ministry of Education, subject to the provisions of the Official Information Act 1982.
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