Code of Practice for Domestic Tertiary Students

The Education (Pastoral Care of Domestic Tertiary Students) Interim Code of Practice 2019 (interim Code) was developed in late 2019 and came into effect on 1 January 2020.

It applies for 2020 only, with an ongoing Code to be developed during 2020 and to apply from 1 January 2021 onwards.

I whanakehia te Education (Pastoral Care of Domestic Tertiary Students) Interim Code of Practice 2019 (Rārangi Tikanga taupua) i te pito tuarua o te tau 2019, ka whai mana i te 1 o Kohitātea 2020.

Ka whai mana mō te tau 2020 anake, ka whanakehia tētahi anō Rārangi Tikanga i te roanga o te tau 2020, ka whai mana mai i te 1 o Kohitātea 2021.

Download the full interim Code in:
English (PDF, 276KB)
Te Reo Māori (PDF, 781KB)

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Principles/Mātapono

Outcomes/Hua

Principles for implementing the interim Code (Ngā mātāpono ki te whakatinana i te Rārangi Tikanga taupua)

The principles for implementing the interim Code were developed with providers and student leaders and are intended as a quick reference for providers, students and their family and whānau.

The principles promote a holistic, non-prescriptive and continuous improvement approach to implementing the interim Code. They acknowledge the diversity of students, providers and their contexts, and that there cannot be a ‘one size fits all’ approach.

I mahi tahi ngā kaiwhakarato me ngā kaihautū ākonga ki te hanga i ngā mātāpono hei whakatinana i te Rārangi Tikanga taupua; kua tuhia hei tohutoro tere mā te kaiwhakarato, mā te ākonga, mā te whānau. Kei te whakatairanga ngā mātāpono i te tukanga torowhānui, tuwhera, kimi painga ake, hei whakatinana i te Rārangi Tikanga taupua. Kei te aro atu ngā mātāpono ki te kanorau o ngā ākonga, o ngā kaiwhakarato, o ngā horopaki, nā reira tē taea te tukanga 'kotahi te pōtae mō te katoa'.

1. Engaged/Rikarika

1. Engaged1. Rikarika

Providers will take a student-centred approach to designing and implementing policies and procedures relevant to the interim Code, by authentically engaging and forming strategic partnerships with:

- students, their representatives and their diverse communities

- Māori, particularly giving effect to Te Tiriti/The Treaty of Waitangi

- all staff within their organisation, and

- wider community and support services.

Ka whakamahia e te kaiwhakarato te tukanga e tū poka pū ai te ākonga hei whakahoahoa, hei whakatinana i ngā kaupapa here, i ngā hātepe e hāngai ana ki te Rārangi Tikanga taupua; ka whakarata, ka whakahoa i:

- ngā ākonga, i ō rātou māngai, i ō rātou hapori kanorau

- te iwi Māori, ka aro atu ki Te Tiriti o Waitangi

- ngā kaimahi katoa o tō rātou umanga

- te hapori whānui, i ngā ratonga tautoko.

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2. Proactive/Whakapau kaha

2. Proactive2. Whakapau kaha
Providers will create an environment that proactively supports wellbeing and effectively connects students to relevant communities and the wider network of support, including specialist health and wellbeing services. Ka hangaia e te kaiwhakarato tētahi taiao e whakapauria ai te kaha ki te tautoko i te hauora, ki te tūhono i ngā ākonga ki ngā hapori hāngai, ki te whatunga tautoko whānui tae atu ki ngā ratonga mātanga hauora.

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3. Flexible/Pīngore

3. Flexible3. Pīngore

Providers will deliver learning experiences and information, advice and services to support students’ development in flexible ways that:

- meet students’ diverse needs

- respect and support students’ autonomy

- deliver outcomes aligned to the context in which the provider and their students operate, and

- can be continuously improved.

Whakamahia ai e ngā kaiwhakarato te tukanga pīngore ki te whakakaha i te akoranga, ki te hoatu i te mōhiohio, i te tohutohu, i ngā ratonga hei tautoko i te whanaketanga a te ākonga, ka mutu ka:

- tutuki ngā hiahia kanorau o te ākonga

- mau tonu te ākonga i tōna rangatiratanga

- puta ngā hua e hāngai ana ki te horopaki e noho nei, e mahi nei te kaiwhakarato me te ākonga

- auau te whakapaipai.

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4. Transparent/Puata

4. Transparent4. Puata
Providers will respect and support students’ mana and dignity by having transparent processes to obtain and share relevant information internally, so that individual students and their communities are kept safe. Mā te hanga tukanga puata hei whakaemi, hei tiritiri mōhiohio hāngai ā-roto, e whakaatu ai te kaiwhakarato i tōna whakaute, i tōna tautoko i te mana o te ākonga; ka mutu ka noho haumaru te ākonga me tōna hapori.

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Outcomes of the interim Code

These are listed in English and Te Reo Māori.

Outcome 1: A safe and supportive learning environment

Hua 1: He taiao ako haumaru, he taiao ako atawhai

Students experience a physically safe and mutually supportive learning environment that responds to the needs of all students.

Noho ai te ākonga ki te taiao haumaru, ki te taiao tautoko mai, tautoko atu, e whakatutuki ai i ngā hiahia o ngā ākonga katoa.

Process 1

Te Hātepe

(1) Providers must have practices that enhance student safety, including appropriate practices for –

(a) a safe learning and communal environments and facilities; and

(b) human resources management; and

(c) the security of students

(2) Providers must have practices that maintain a supportive learning environment and provide opportunities for students to connect, build relationships and support each other.

 (1) Me whai e te kaiwhakarato te tikanga mahi e whakaū ai te haumaru o te ākonga tae atu ki ngā tikanga mahi e pā ana ki -

(a) te taiao me ngā taputapu nohotahi e haumaru ai ki te ako

(b) te whakahaeretanga o te kāhui kaimahi;

(c) te haumarutanga o te ākonga.

(2) Me whai e te kaiwhakarato te tikanga mahi e whakaū ai te taiao ako atawhai, e whai wāhi ai te ākonga ki te whakaratarata, ki te tautoko, tētahi i tētahi.

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Outcome 2: Assistance for students to meet their basic needs

Hua 2: He āwhina i te ākonga ki te whai oranga

Students have adequate access to advice, information and services which help them to meet their basic needs.

Ka taea e te ākonga te tiki tohutohu, te kimi mōhiohio, te rapu ratonga e whai oranga ai ia.

ProcessTe Hātepe: He tohutohu, he mōhiohio hāngai, he ratonga

(1) Providers must have practices that assist students to identify and manage their basic needs, including providing information to all students, as soon as reasonably practicable, on –

(a) how students, including those who have work and family commitments, can access services on and off-campus that will help them maintain reasonable standards of material wellbeing, within the institution and externally; and

(b) how to access suitable accommodation and maintain a healthy life-style.

(2) If food is made available by the provider on campus or in student accommodation, the provider must ensure that the food available includes a range of healthy food options that is obtainable at a reasonable cost.

(1) Me whai e te kaiwhakarato te tikanga mahi e āwhina ai i te ākonga ki te tautuhi, ki te whakahaere, i ōna hiahia whai oranga tae atu ki te whakamōhio wawe atu ki ngā ākonga katoa -

(a) ka pēhea ngā ākonga (tae atu ki a rātou e herea ana ki te whānau, ki te mahi rānei), e whakapā ai ki ngā ratonga rō-kura, waho-kura rānei hei āwhina i a rātou ki te whai oranga;

(b) ka pēhea te whiwhi wharenoho pai, ka pēhea te noho whai oranga.

(2) Mehemea he kaiwhakarato kai i te kura, i te wharenoho ākonga rānei, me whai rārangi kai whānui tae atu ki te kōwhiringa kai hauora, utu pai.

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Outcome 3: Physical and mental health of students

Hua 3: Te hauora ā-tinana, te hauora hinengaro o te ākonga

Students are assisted by providers to manage their physical and mental health, and to access support when needed.

Āwhinatia ai te ākonga e te kaiwhakarato ki te tiaki i tōna hauora ōkiko, i tōna hauora hinengaro, ki te whakapā atu i te tautoko i te wā e hiahiatia ana.

ProcessTe Hātepe

Providers must have practices which assist students to be physically and mentally healthy, including –

(a) providing opportunities for students to have experiences that improve their physical or mental health and wellbeing; and

(b) assisting students to manage their mental health, by –

(i) promoting awareness of wellbeing and mental health and practices that support good mental health that are relatable to students; and
(ii) providing information about accessing mental health services on campus and in the community; and

(c) providing staff training on how to recognise and effectively respond to students who may have problems with health or wellbeing; and
(d) identifying students at risk and having clear pathways for assisting those students to access appropriate health services, including mental health services on campus and in the community; and
(e) assisting disabled students to access appropriate support where required.

Me whai e te kaiwhakarato te tikanga mahi e āwhina ai i te ākonga ki te whai hauora ā-tinana, hauora hinengaro hoki, tae atu ki te –

(a) kimi wheako mā te ākonga e whakapiki ai tōna hauora ā-tinana, tōna hauora hinengaro;

(b) āwhina i te ākonga ki te tiaki i tōna hauora hinengaro mā te -

(i) whakatairanga i te mōhiotanga o te hauora me te hauora hinengaro, whakatairanga i ngā tikanga mahi e tautoko ai i te haora hinengaro, ā, he mea hāngai ki te ākonga;
(ii) pānui atu i ngā kōrero e pā ana ki ngā ratonga hauora hinengaro i roto i te kura, i roto i te hapori;

(c) whakawhanake i ngā kaimahi kia mōhio pai ai rātou ka pēhea te āwhina i te ākonga e raru ai tōna hauora;

(d) tautuhi i te ākonga tūraru, me te whai ara hei āwhina i taua ākonga ki te whakapā atu i te ratonga hauora e tika ana, tae atu ki ngā ratonga hauora hinengaro i roto i te kura, i roto i te hapori;

(e) āwhina i te ākonga whaikaha ki te whakapā i te tautoko hāngai, i te wā tika.

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Outcome 4: Progress and personal development of students

Hua 4: Te eke panuku, te whanaketanga whaiaro a te ākonga

Students are assisted by providers to transition to tertiary study, progress and achieve in their studies, and to develop knowledge, skills and experience to prepare them for further work or study.

Āwhinatia ai te ākonga e te kaiwhakarato ki te āta nuku ki te kura tuatoru, ki te eke panuku i roto i ngā mahi kura, ki te whiwhi mātauranga, ki te ako pūkenga, ki te whai wheako, ki te whakarite i a ia ki te whiwhi mahi, ki te ako tonu rānei.

ProcessTe Hātepe

Providers must have practices for -

(a) helping students prepare for, and adjust to tertiary study, and to identify additional learning support needs early; and

(b) providing access to academic support services and maintaining appropriate oversight of student achievement and engagement; and

(c) regularly reviewing teaching and learning approaches to respond to the needs of students; and

(d) providing opportunities for work-integrated learning.

Me whai e te kaiwhakarato te tikanga mahi hei –

(a) āwhina i te ākonga ki te whakarite i a ia anō mō te mahi kura tuatoru, hei wawe tautuhi i ētahi anō tautoko ako;

(b) whakawātea i te ara ki ngā ratonga kura tautoko, hei āta tirotiro i te angitu ākonga, i te rata o te ākonga ki āna mahi;

(c) arotake i ngā momo whakaako, momo ako hei urupare ki ngā hiahia o te ākonga;

(d) tuku whai wāhitanga mō te noho ngātahi o te ako me te mahi.

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Outcome 5: Inclusive learning environment

Hua 5: He taiao ako e tuwhera ana ki te ākonga ahakoa ko wai

Students experience an inclusive learning environment where they are accepted and valued, respected, free from racism and discrimination, and connected with social and cultural networks.

Noho ai te ākonga ki tētahi taiao ako e tuwhera ana ki te ākonga ahakoa ko wai, e pōhiritia ai, e whakanuia ai, e whai mana ai, he wāhi kaikiri kore, he wāhi whai whatunga pāpori, whatunga ahurea.

ProcessTe Hātepe

Providers must have practices for –

(a) recognising, reducing and responding to discrimination, racism, bullying, and harassment (including sexual harassment), including –

(i) assisting students and staff to recognise and respond to discrimination, racism, bullying, and harassment (including sexual harassment); and
(ii) reducing harm to students resulting from discrimination; and

(b) supporting an inclusive environment; and

(c) providing opportunities for students to connect, build relationships and develop social and cultural networks.

Me whai e te kaiwhakarato te tikanga mahi hei -

(a) tautuhi, hei whakaheke, hei urupare ki te toihara, ki te kaikiri, ki te whakaweti, ki te whakapōrearea (tae atu ki te taitōkai), me te -

(i) āwhina i ngā ākonga me ngā kaimahi ki te tautuhi, ki te urupare ki te toihara, ki te kaikiri, ki te whakaweti, ki te whakapōrearea (tae atu ki te taitōkai), me te -
(ii) whakaheke i te kino e pā atu ai ki te ākonga ko te toihara te take;

(b) tautoko i te taiao e tuwhera ana ki te ākonga ahakoa ko wai;

(c) tuku whai wāhitanga mā te ākonga ki te whakaratarata, ki te whakatupu i ngā whatunga pāpori, i ngā whatunga ahurea.

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Outcome 6: Student voice

Hua 6: Te reo o te ākonga

The mana of students is upheld in their learning environment and their voices are heard and integrated in decisions around the planning and provision of student support services.

Tiakina ai te mana o te ākonga i roto i tōna taiao ako, rangona ai tōna reo i roto i ngā whakataunga, i te whakamahere, i te whakatūnga o ngā ratonga tautoko.

ProcessTe Hātepe

Providers must have practices for –

(a) assisting students to be key partners in developing practices that influence their study, their learning environment, and pastoral care; and

(b) having appropriate structures in place to give a platform to student perspectives, including, where appropriate, how resources and spaces are used and the content of student rules or codes of conduct; and

(c) providing students with information and advice which supports positive choices impacting on wellbeing (for example, in relation to drug and alcohol use, safe sex); and

(d) addressing complaints by students, including providing information to students on –

(i) how to use internal complaints processes; and
(ii) how to make a complaint to the code administrator if a student is dissatisfied with the outcome or experience of using internal complaints processes.

Me whai e te kaiwhakarato te tikanga mahi hei –

(a) āwhina i te ākonga ki te uru atu ki ngā whakataunga e pā ana ki te ako, e pā ana ki te taiao ako, e pā ana ki te manaakitanga;

(b) whakatū i ngā tukanga kia rangona ai te reo o te ākonga tae atu ki te whakapau rauemi, ki te whakatau i te whakamahi wāhi, ki te tuhinga o ngā ture e pā ana ki te whanonga o te ākonga,

(c) tuari mōhiohio, hoatu tohutohu e tautoko ai i ngā kōwhiringa pai e pā ana ki te hauora (hei tauira he kōwhiringa e pā ana ki te whakapōauau, ki te waipiro, ki te ai haumaru);

(d) aro atu ki ngā amuamu a te ākonga, tae atu ki te tuari mōhiohio ki te ākonga e pā ana ki te -

(i) whakamahi i ngā hātepe amuamu ā-roto;
(ii) whakatakoto amuamu ki te kaiwhakarite rārangi tikanga ki te kore e whakaae te ākonga ki te hua, ki te wheako rānei o te whakamahi i ngā hātepe whakatakoto amuamu ā-roto.

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Outcome 7: A positive and supportive environment in student accommodation

Hua 7: He taiao rarata, he taiao tautoko i roto i te wharenoho ākonga

Students have a positive and supportive residential environment that assists with their learning and wellbeing.

He taiao rarata, he taiao tautoko i roto i te wharenoho e taupua ai i te ako me te hauora o te ākonga.

Process: Information and promotional activitiesTe Hātepe: He takunetanga mahora mōhiohio

(1) Providers must have practices for –

(a) providing clear, sufficient and accurate information to enable prospective residents to make informed choices about the type and nature of student accommodation and services provided; and

(b) using information provided by prospective residents at the time of application, to help with their appropriate placement into student accommodation and the development of any transition plans that might be necessary; and

(c) providing information and tools that help residents understand their responsibilities within a communal living environment, including those relating to diversity and difference; and

(d) providing residents with learning and peer support, and information on –

(i) self-care and positive wellbeing; and
(ii) how to access pastoral care services on campus and in the community; and

(e) providing residents with information and advice on what action to take in an emergency and the mechanisms for reporting incidents and raising health and safety concerns; and

(f) having clear, reasonable and accessible house rules and guidelines that promote and encourage–

(i) resident safety (including drug and alcohol policies); and
(ii) a sense of community and association with fellow students, and
(iii) learning and personal growth.

(2) The information required by this clause must be readily available and promoted to residents.

(1) Me whai e te kaiwhakarato te tikanga mahi hei -

(a) tuari i ngā mōhiohio mārama, ranea, tika hoki mā reira e āhei ai te kaitono tūranga wharenoho ki te āta kōwhiri i te momo wharenoho, i te momo ratonga e tika ana mōna;

(b) whakamahi i ngā mōhiohio mō te kaitono tūranga wharenoho i te wā o te tono, ki te āta whakaraupapa i ngā ākonga ki te wharenoho tika, hei whakawhanake i ngā mahere e tika ana ki te tautoko i te nuku a te ākonga ki te kura tuatoru;

(c) tuari i ngā mōhiohio me ngā utauta ki te āwhina i ngā kainoho ki te whai māramatanga e pā ana ki ngā tikanga o te noho ā-hapori, tae atu ki ngā haepapa e pā ana ki te kanorau me te rerekē;

(d) tāpae i te tautoko ako, i te tautoko hoa aropā, i ngā mōhiohio e pā ana ki te -

(i) tiaki i te tangata ake, i tōna hauora hoki;
(ii) whakapā i ngā ratonga manaaki o te kura tuatoru, o te hapori hoki;

(e) tuari i ngā mōhiohio me ngā tohutohu mō te mahi tika i te wā o te aituā, me ngā rauemi hei pūrongo i ngā raruraru, hei whakatakoto i ngā take hauora me ngā nawe haumaru;

(f) te whakarite i ngā ture me ngā aratohu wharenoho mārama, matatika, wātea hoki, e whakatairanga ai i te –

(i) haumaru o te kainoho (tae atu ki ngā kaupapahere e pā ana ki te whakapōauau me te waipiro);
(ii) whakaūnga o te hononga ā-hapori me te rarata ki ngā hoa ākonga,
(iii) ako me te whanaketanga whaiaro.

(2) Me wātea ki te ākonga ngā mōhiohio e kōrerohia ana i tēnei wāhanga, me kaha te pānui atu ki ngā kainoho.

Process: Accommodation staffTe Hātepe: Kaimahi wharenoho

Providers must take all reasonable steps to ensure that –

(a) accommodation staff receive appropriate training for their role, including on –

(i) referral pathways (including to local service providers) and escalation procedures; and
(ii) timely reporting of incidents or concerns; and
(iii) encouraging healthy life-styles for students; and

(b) the experience of accommodation staff is appropriate for the type and nature of accommodation that is being provided; and

(c) the accommodation staff are fit and proper persons; and

(d) there is managerial oversight of accommodation staff at all times (24 hours a day, 7 days a week) so that issues can be escalated when they occur; and

(e) the level of live-in accommodation staffing provides appropriate oversight and support for residents based on the type and nature of accommodation (for example, a higher level of staffing for halls of residence primarily intended for first-year students).

Me kaha te kaiwhakarato ki te –

(a) whakangungu i ngā kaimahi wharenoho tae atu ki te whakaako i -

(i) ngā ara ki ngā mātanga (tae atu ki ngā kaiwhakarato o taua rohe) me ngā tukanga hei whakanuku ake i te take;
(ii) te tere pūrongo i ngā raruraru, nawe rānei;
(iii) te akiaki i ngā ākonga ki te whakaaro ake ki tō rātou hauora;

(b) whakahāngai i te whakangungu kaimahi wharenoho ki te momo wharenoho e whakaratohia ana;

(c) whakamahi i ngā tangata tū matika, tū pono hei kaimahi wharenoho;

(d) whakawātea i tētahi kaiwhakahaere i ngā kaimahi wharenoho i ngā wā katoa (24 ngā haora o te rā, e whitu ngā rā o te wiki) mā reira e whakanukuhia ake ngā raruraru i te wā tonu e ara ai;

(e) te tokomaha o ngā kaimahi e wātea ana ki te tautoko i ngā kainoho kia hāngai atu ki te momo wharenoho (hei tauira, he tokomaha ake ngā kaimahi mo te wharenoho e puritia ana mō te ākonga tau tuatahi).

Process: Risk monitoring and responsive pastoral careTe Hātepe: He aroturuki i te āhuatanga mōrearea, he manaakitanga mataara

(1) Providers must have risk monitoring and responsive pastoral care practices, including for–

(a) evaluating the specific needs of residents and planning for how these can be reasonably and practicably met and monitored; and

(b) encouraging residents to disclose health or mental health needs so that the provider can proactively offer them support and resources; and

(c) requesting that residents supply the name and contact details of a nominated person should their wellbeing or behaviour cause concern; and

(d) having clearly defined processes within the student accommodation for referring and responding to instances of resident behaviours that are a risk to self or others; and

(e) having appropriate welfare-checks, including –

(i) developing and implementing a welfare management plan for residents assessed as being at risk, which could include referral to external services; and
(ii) systems to regularly check that residents continue to be active within their student accommodation and, if a resident is identified as being at risk, developing and implementing a welfare management plan; and
(iii) appropriate arrangements for residents under 18 including for effective communication with the parent or parents regarding wellbeing; and
(iv) information in the house rules advising that staff members are mandated to enter a resident’s room without permission for safety and health reasons; and

(f) having co-ordinated information channels across the provider to link emerging concerns about residents’ wellbeing or behaviour so that they can be connected quickly to the appropriate student services; and

(g) keeping a critical incident and emergency procedures manual (specific to the student accommodation) which guides staff involved in an incident for –

(i) the immediate actions required; and
(ii) the follow-up de-briefing process to support students and staff.

(2) The practices described in sub-clause (1) must be regularly reviewed and updated to ensure that they remain relevant and fit for purpose.

(1) Me whakarite i te kaiwhakarato he tukanga aroturuki i te āhuatanga mōrearea, tukanga e mataara ai te manaakitanga tae atu ki te -

(a) aromatawai i ngā hiahia motuhake o ngā kainoho me te whakamahere i te whakatutukitanga, i te aroturuki o aua hiahia;

(b) akiaki i te kainoho ki te whāki atu i ōna hiahia hauora, hiahia hauora hinengaro rānei kia taea ai e te kaiwhakarato te tāpae te tautoko me ngā rauemi māna;

(c) tono i te ingoa me ngā pitopito whakapā o tētahi tangata e whakapāngia ai mēnā ka raru te hauora o te kainoho, tōna whanonga rānei;

(d) whakarite i ngā hātepe mārama i te wharenoho ākonga e kaha nei ki te urupare ki ngā whanonga kainoho e mōrearea ai ki te kainoho ake, ki ētahi atu rānei;

(e) āta tirotiro i te hauora o tēnā, o tēnā tae atu ki –

(i) te whakawhanake, ki te whakatutuki i te mahere whakahaere mā ngā kainoho e tūraru ai, tae atu ki te taunaki atu ki te ratonga ā-waho;
(ii) ngā pūnaha e āta aroturuki i te ratarata a te ākonga i roto i tana wharenoho, ā, mēnā he ākonga tūraru, ka whakaritea, ka whakatutukihia tētahi mahere whakahaere;
(iii) te whakarite i te mahere tika mā te kainoho tamariki ake i te 18 tau, tae atu ki te ara whakapā ki te matua, ki ngā mātua rānei, e pā ana ki tōna hauora;
(iv) ngā mōhiohio kei roto i ngā ture o te whare e kī ana me uru atu te kaimahi ki te rūma o te kainoho ahakoa karekau he whakaaetanga, mēnā he take haumaru me te hauora;

(f) te hanga i ngā awa mōhiohio e hono ana tētahi ki tētahi huri noa i te kaiwhakarato hei tautohu i ngā nawe e pā ana ki te hauora, ki te whanonga rānei o te kainoho kia tere whakahonotia ki te ratonga ākonga tika mōna;

(g) te pupuri i te pukapuka tukanga mō ngā āhuatanga mōrearea, ohotata rānei (he mea e hāngai pū ai ki te wharenoho ākonga) hei ārahi i te kaimahi ki te -

(h) mahi ā taua wā tonu;

(iii) mahi whai muri i taua āhuatanga mōrearea, ohotata rānei, hei tautoko i ngā ākonga me ngā kaimahi.

(2) Me auau te arotake, me te whakahou i ngā tikanga mahi e kōrerotia i roto i te wāhanga iti (1) kia hāngai tonu ai i ngā wā katoa.

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Outcome 8: A supportive residential community

Hua 8: He hapori wharenoho e tautoko ai tētahi i tētahi

Students in student accommodation live in a communal environment that promotes healthy living and social wellbeing.

Noho ai te ākonga ki te wharenoho i te taiao noho ā-hapori, he taiao e whakatairanga ai i te hauora ā-tinana, i te hauora pāpori.

ProcessTe Hātepe

Providers must take all reasonable steps to create a communal environment in student accommodation that promotes health and social wellbeing, and encourages study and learning by –

(a) establishing reasonable house rules; and

(b) supporting health promotion activities; and

(c) promoting responsible social behaviour and academic success; and

(d) meeting the cultural needs and aspirations of all groups; and

(e) developing appropriate initiatives guided by students to build a sense of community.

Me whakapau kaha te kaiwhakarato ki te hanga i te taiao ā-hapori i roto i te wharenoho ākonga e whakatairanga ai i te hauora ā-tinana, i te hauora pāpori, e akiaki ai i te aro ki te ako, mā te –

(a) whakatakoto i ngā ture tika;

(b) tautoko i ngā takunetanga whakatairanga hauora;

(c) whakatairanga i te whanonga pāpori tika me te angitu akoranga;

(d) taupua i ngā hiahia me ngā wawata ahurea o ngā iwi katoa;

(e) whakarite i ngā mahi hāngai i runga i ngā tohutohu a ngā ākonga hei tautoko i te noho ā-pāpori.

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Outcome 9: Accommodation plans, administration and operational policies

Hua 9: Ngā mahere nohonoho, ngā kaupapahere e pā ana ki te taha tari me te taha whakahaere

The pastoral care needs of residents are met through effective student accommodation contracts and practices of providers.

Ka tutuki te manaakitanga i ngā kainoho mā ngā kirimana me ngā tikanga mahi whaitake a te kaiwhakarato.

Process: General principlesTe Hātepe: Ngā mātāpono whānui

Providers must ensure that the pastoral care needs of students in student accommodation are met through clear, reasonable and effective practices that include –

(a) a statement of intent or mission statement, which refers to this code and how it aligns with the wider pastoral care approach of the provider; and

(b) a human resource strategy that includes –

(i) job descriptions that clearly describe the role of accommodation staff in relation to the pastoral care of students; and
(ii) relevant competencies and attributes that accommodation staff must demonstrate to be able to fulfil that role; and
(iii) the availability of support services to accommodation staff.

Me whakapau kaha te kaiwhakarato ki te whakatutuki i te manaakitanga o te ākonga i roto i te wharenoho ākonga mā ngā tikanga mahi e mārama ana, e tika ana, e whaihua ana, tae atu ki te -

(a) tauāki whāinga, tauāki pono rānei, e tautohu atu i te rārangi tikanga nei, e whakaatu nei i tōna hāngaitanga ki te kaupapa manaakitanga a te kaiwhakarato;

(b) rautaki rauemi tangata tae atu ki te -

(i) whakaaturanga mahi e whakamārama pai ai i te mahi a te kaimahi wharenoho e pā ana ki te manaakitanga i te ākonga
(ii) ngā pūkenga e hāngai ana ki te mahi mā reira e tutuki ai te mahi a te kaimahi wharenoho;
(iii) āheinga o te kaimahi wharenoho ki te whakapā atu ki te ratonga tautoko.

Process: Student accommodation contracts and self-evaluationTe Hātepe: Ngā kirimana wharenoho ākonga me te arotake whaiaro

(1) Providers must ensure that student accommodation contract with a resident –

(a) is clear and concise; and

(b) sets out the responsibilities of the provider and the resident; and

(c) advises residents of the requirements for –

(i) information sharing across the provider; and
(ii) the regular processes for checking on residents; and

(d) is reviewed and updated from time to time to ensure it remains fit for purpose in relation to pastoral care matters, taking into account the views of students and their representative bodies; and

(e) sets out the deposit, bond components, fees, refund policy and penalties; and

(f) sets out the complaints and disciplinary process.

(2) Providers must provide prospective residents with a copy of the house rules before they sign the accommodation contract.

(3) Providers must keep a written log of accommodation complaints received alleging a breach or breaches of this code.

(4) Providers must regularly review the accommodation practices with reference to the requirements in this code, to ensure that they remain fit for purpose.

(5) A review under sub-clause (4) must –

(a) be carried out annually;

(b) include feedback from residents, accommodation staff, and relevant student representatives and student bodies; and

(6) Providers must, within a reasonable time following a review under sub-clause (4), take appropriate action to–

(a) address any deficiencies in accommodation practices; and

(b) ensure that the accommodation practices are fit for purpose.

(1) Me whakapau kaha te kaiwhakarato kia tuhia ai te kirimana wharenoho ākonga -

(a) kia mārama, kia matatea;

(b) kia mārama ngā haepapa a te kaiwhakarato, a te kainoho;

(c) e whakamārama atu ai ki te kainoho ngā herenga ki -

(i) te tuari mōhiohio huri noa i ngā pekanga o te kaiwhakarato;
(ii) ngā tukanga auau hei āta tirotiro i te hauora o te kainoho;

(d) kia auau te arotake me te whakahou mā reira e hāngai tonu ai ki ngā kaupapa manaaki ākonga, kia whakaūngia ngā hiahia o te ākonga o tana rōpū māngai hoki;

(e) e whakaatu ai i te moni kuhu, ngā wāhanga herenga pūtea, ngā utu, te kaupapahere whakahoki pūtea, ngā utu hāmene;

(f) e whakaatu ai i te tukanga amuamu, tukanga whakawā.

(2) Me hoatu e te kaiwhakarato tētahi kape o ngā ture o te wharenoho i mua i te waitohu kirimana wharenoho.

(3) Me pupuri e te kaiwhakarato tētahi rangitaki e whakaatu ai i ngā amuamu e whakapae ana i ngā takahitanga o tēnei rārangi tikanga.

(4) Me auau te arotake a te kaiwhakarato e pā ana ki ngā tikanga mahi o te wharenoho, me whakahāngai ki ngā ture o tēnei rārangi tikanga kia hāngai tonu ai.

(5) E ai ki te wāhanga iti (4) me –

(a) arotake ia tau, ia tau;

(b) kimi i te urupare a te kainoho, te kaimahi, te māngai ākonga e hāngai ai, ngā rōpū ākonga;

(6) Whai muri i te arotake, e ai ki te wāhanga iti (4), me wawe whakatutuki e te kaiwhakarato -

(a) te whakatika i ngā hapa a te wharenoho;

(b) te whakahāngai i ngā tikanga mahi a te wharenoho kia tōtika ai.

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Outcome 10: Building facilities and services

Hua 10: Ngā taputapu me ngā ratonga o te wharenoho

Student accommodation facilities and services are maintained to a standard sufficient to support residents’ social, mental and physical wellbeing and educational success.

He pai te tiaki i ngā taputapu me ngā ratonga o te wharenoho; mā reira e tiakina ai te hauora pāpori, te hauora hinengaro, te hauora ā-tinana me te angitu mātauranga.

ProcessTe Hātepe

(1) Providers must ensure that student accommodation –

(a) has appropriate and sufficient communal spaces for social interaction and for resident activities; and

(b) responds to the diverse needs and aspirations of residents; and

(c) responds to the needs of a student experiencing difficulties and, where practicable, is adjusted as necessary to address those difficulties; and

(d) is maintained in a manner that is secure, comfortable, and is conducive to study and a variety of learning styles; and

(e) provides utilities, services and other facilities that are adequate and appropriate for the character and size of the residential community (for example, catering, internet access, laundry, computers, leisure, cleaning); and

(f) has appropriate insurance cover; and

(g) is funded adequately to carry out the statement of intent or mission statement, including repairs, replacement and improvements; and

(h) has adequate and appropriate controls in place to ensure accountability for financial processes including –

(i) providing receipts for all financial transactions with the resident, and
(ii) providing residents with up-to-date information on what they owe to the accommodation provider.

(2) Providers must ensure that any alterations, maintenance and repairs to student accommodation are undertaken as quickly as possible and in a manner that minimises interference with the quiet enjoyment of the residents.

(1) Me oti i te kaiwhakarato he wharenoho ākonga e -

(a) rahi ai ngā wāhi huihui tangata, wāhi takunetanga pāhekoheko;

(b) aro atu ai ki ngā hiahia me ngā wawata kanorau o ngā kainoho;

(c) aro atu ai ki ngā hiahia o te ākonga e okeoke ana, ā, mēnā ka taea, ka panoni haere ngā whakahaeretanga hei whakamāmā i aua uauatanga;

(d) opeopea ai kia haumaru ai, kia āhuru ai, kia tika ai mō te tangata e hiahia ana ki te ako, ahakoa te momo ako;

(e) whakarato ai i ngā taputapu, i ngā ratonga, i ētahi atu mea e rahi ai, e tika ai mō te momo me te nui o te hapori wharenoho (hei tauira, te kai, te ipurangi, te horoi kākahu, ngā rorohiko, te mahi a rēhia, te horoi);

(f) whai ai te inihua;

(g) rahi ai te pūtea ki te whakatutuki i te tauāki whāinga, i te tauāki pono rānei tae atu ki ngā whakatikahanga, ngā whakakapinga, ngā whakapainga;

(h) rahi ai ngā tukanga, ngā herenga, ngā tikanga hei aroturuki i ngā hātepe pūtea tae atu ki te -

(i) hoatu rihīti ki te kainoho ahakoa mō te aha te utu,
(iii) whakahou i ngā wā katoa ngā mōhiohio e pā ana ki te nama ki te kaiwhakarato wharenoho.

(2) Me whakapau kaha te kaiwhakarato kia tere ai te whakaoti panonitanga, whakapaitanga, whakatikahanga i te wharenoho ākonga me te mea hoki me kimi huarahi ki te karo i te whakapōrearea kainoho.

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