International Learners at Risk or with Additional Needs
This policy outlines how Paparoa Street School meets the requirements of Code Outcome 18, clause 75.
Paparoa Street School has effective policies and procedures to ensure the care and protection of students. We take care to identify international learners 
at risk or with additional needs at the time of enrolment but understand that new needs and issues can arise after a learner is enrolled.
The Code defines a student as at risk if there are "reasonable grounds to believe that there is a serious issue relating to the student's health, safety, or well-being" – for example, if they are "unable to adequately protect themselves against significant harm or exploitation" or "unable to adequately safeguard their personal welfare" (Code 75.2).
A student with additional learning needs includes a disabled learner (a learner with "long-term physical, mental, intellectual, or sensory impairment which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others") and a learner who "experiences other difficulties affecting their ability to participate, learn, and achieve" or who needs "adapted programmes or learning environments, or specialised equipment or materials" for their learning (Code Part 2, clause 5.1, and Part 7, Outcome 18, clause 75.3)
Addressing learner needs and issues
We have appropriate measures in place to address the needs and issues of international learners at risk or with additional needs, including considering the extent to which we can meet their needs before accepting them for enrolment (if needs are pre-existing).
When determining which measures are appropriate, we use the evaluative, evidence-based approach recommended by the Code Guidelines. Our processes may include:
The Code acknowledges that the approach to pastoral care for each international school learner may be different, depending on their age, ability, and individual circumstances. Signatories are required to tailor their approach to each learner to meet the required outcomes of the Code. When determining what pastoral care practices are appropriate for their learners, NZQA expects signatory schools will undertake an effective self-review process and:
- work proactively with learners and other stakeholders to understand their needs
- use quality evidence (including both quantitative and qualitative information and feedback from a range of learners and others involved with international learners)
- consider evidence in relation to the Code Outcomes
- make robust, defensible, and documented decisions about what is appropriate and why.
Code Guidelines (p. 6–7)
- working with the learner to understand their needs/issues and possible solutions
- using and/or adapting policies, processes, and resources already in place for domestic learners at risk or with additional learning needs (keeping in mind that international learners are not usually eligible for Ministry of Education learning support funding)
- considering the learner's age, history, and existing support network
- our capacity to provide support
- how extra costs and/or external support might be managed
- whether the needs/issues are pre-existing and were disclosed or undisclosed, or whether they develop later
- whether the needs/issues are improving or worsening.
If the learner's needs or issues are such that we cannot put appropriate measures into place to support the learner, deferral or termination of the enrolment contract may be required.
We ensure that appropriate measures are implemented and documented and check the continuing appropriateness of these measures through our ongoing self-review.
Communication and privacy
Staff inform other appropriate staff of concerns and issues and escalate concerns as needed to ensure that no staff member makes decisions in isolation about at-risk learners and learners with additional learning needs. Serious concerns are reported to relevant agencies (e.g. New Zealand Police, Oranga Tamariki, NZQA) as necessary. See Supporting Student Wellbeing and Child Protection.
Staff that deal with at-risk learners and those with additional learning needs are supported as needed. See Staff Wellbeing and Safety.
As recommended by the Code Guidelines, we balance a learner’s right to privacy with engaging proactively to offer support or connect them to services when needed. We ensure that all communication and documentation about the learner's circumstances complies with the Privacy Act 2020 and the Health Information Privacy Code. See Communicating with Parents of International Learners and International Learner Personal Information.
As appropriate, we:
- keep parents/legal guardians or the next of kin and residential caregivers informed of any situations where the international learner is at risk or has additional needs
- discuss additional support for the learner with the parents/legal guardians (as appropriate) if the learner needs to be referred to external agencies (e.g. outside counsellors, mental health services, Family Planning).
Related policies
Legislation
: Term 4 2022, Term 4 2021, Term 2 2020
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