VSTET – Edumis 6665
Self-evaluation: Compliance with The Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021
2025TEO Details
VSTET – Introduction VSTET was registered in December 2019.
VSTET, as a tertiary registered institution, is required to be compliant with The Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 (Code).
The primary purpose of VSTET is to care for the students who enrol and to provide education opportunities which will improve present and future opportunities. Well-being is an important part of future opportunities, and therefore the requirements of the Code remain, as always, ‘front and centre’ of daily practice. Theme: Organisational structures to support a whole-of-provider approach to learner well-being and safety Outcome 1: A learner well-being and safety system (NZQA: Providers must take a whole-of-provider approach to maintain a strategic and transparent learner well-being and safety system that responds to the diverse needs of their learners).
1.1 Strategic Goals and PlansVSTET has strategic goals and plans for the health and well-being of learners. These are reviewed annually each year to ensure they remain appropriate. The well-being of current learners, and an analysis of issues which have arisen, are used to confirm strategic goals and plans.
The vision is to have a learning environment where students feel comfortable and safe, where they enjoy being at VSTET, and are happy to engage in the learning process.
Strategies to ensure a safe and supportive learning environment include: • Deliberate actions and activities which support the wellbeing of all learners – i.e. wellness by design. - Routine review of policies and procedures - Weekly staff meetings with opportunity to review each learner’s well-being and progress, needs and challenges. - Classroom environments and seating arrangements which support individual differences. - Analysis of issues, incidents, and accidents. - CCTV cameras monitoring the learning environment. • Policies and procedures which support the wellbeing of all learners, reviewed routinely to maintain currency, and availability to stakeholders. - Complaints and Appeals policies and procedures - Codes of Conduct • Every staff member able to identify and support the wellbeing of each learner and work collaboratively with colleagues to achieve this. • Learners having a voice in learner wellbeing. - Open door policy - All issues, incidents, and complaints, whether formal or informal, are documented and responded to. • Resources which support the wellbeing of all learners. - List of organisations which can provide wellbeing help and support – in the Handbook, and on the Noticeboard. - Transport, food, learning equipment and materials, health nurse, case workers.
Staff are encouraged to be well-informed about matters which may impact the well-being of learners. This includes such matters as: mental health, anxiety, and healthy lifestyles, among others. Routine staff meetings include a specific focus on learner well-being, needs and progress.
An analysis of well-being activities helps to identify any emerging aspects which need specific consideration going forward.
1.2 Self-review of learner well-being and safety practices. Micro – daily: Small staff team discusses specific student issues at an early morning meeting, and at ‘break’ times. ‘Just-in-time’ interventions and actions – e.g. moving seating arrangements, checking camera footage, ensuring kitchen and bathroom facilities and resources are satisfactory, heating, lighting, vape and cell-phone usage, transport to and from. Meso – weekly: Weekly staff meeting to discuss progress and issues for/of each learner, and strategies to implement where identified as required. Macro – annually: Annual analysis of incidents, accidents, and complaints. Reflection, evaluation, and strategies identified where improvements or changes are identified.
1.3 Publication requirements • Policies and procedures are available to all learners. • Quarterly, full-cohort meetings are held during which time policies, procedures, behaviour guidelines, and expectations are shared and discussed. • The annual self-review is published on the website as per NZQA requirements.
1.4 Responsive well-being and safety systems • Minor incidents diary is maintained on a daily basis by tutors, wherein disruptive, troublemaking, and other similar minor incidents (‘niggles’) are recorded. These are reviewed when issues are mounting regarding the behaviour of individual learners to staff or other students is becoming a concern. Documented minor incidents provide substantiating support when a student needs to be spoken with, or it appears a student may be a ‘victim’ of another student’s unwelcome behaviour. • Incident forms are completed when significant incidents occur; substantiated by review of camera footage; reviewed at staff meetings. • Accident forms are completed if/when accidents occur.
Outcome 2: Learner voice(NZQA: Providers understand and respond to diverse learner voices and well-being and safety needs in a way that upholds their mana and autonomy.)
2.1 Learner voiceVSTET works to build effective relationships with each learner to not only be more alert to health and wellbeing issues, but also for learners to feel confident to talk with staff and express any concerns they may have, at a personal level, or at a group level. Staff work closely with learners. The classroom/s are an open forum for sharing knowledge, observations, wants, and needs. Staff routinely assist students to resolve minor personal wellbeing issues, referring significant issues through to the health nurse or case workers.
2.2 Learner complaints and 2.3 Compliance with the Dispute Resolution SchemeVSTET has the complaints procedure in the Handbook and in the Programme Guidebooks. These booklets are provided to each student. The complaints procedure shows learners what to do in the event of wishing to lodge a complaint, and how to move it forward. The Handbook and Guidebooks also advise the Appeals process. The student cohort is reminded at the beginning of each quarter regarding complaint and appeal policies and procedures. Policies refer to the Dispute Resolution scheme. If/when a complaint is received, it is actioned immediately and resolved as per Policy and Procedure. Theme: Well-being and safety practices for all tertiary providers
Outcome 3: Safe, inclusive, supportive, and accessible physical and digital learning environments(NZQA: Providers create and maintain learning environments that are inclusive and support the academic, personal and social development of learners.
3.1 Safe learning and engaging communal environmentsLearners need to safe and secure. The small number of learners ensures VSTET can quickly address potential issues of discrimination, racism, bullying, harassment, and abuse. The tutors work hard to ensure there is a supportive culture in the classroom. The Handbook, and some of the topics/units in the programmes, provide information on services which learners may access if they are seeking wellbeing support. VSTET programmes include such topics as ‘diversity’, cyber-bullying, personal well-being, drugs and alcohol, communication skills, managing emotions – all of which encourage learners to reflect on aspects of well-being, and health and safety in a shared environment. VSTET regularly engages with organisations which provide counselling and wellbeing support and VSTET staff refer learners in need of additional support through to the appropriate organisations.
3.2 Support with studies – participation and engagementProspective learners are provided with the opportunity to look around the learning environment before enrolling, and to discuss programme content and expectations, so that they are aware of the scale and scope of the organisation and the level of support they can expect. The Handbook and the Programme Guidebooks describe rules and guidelines for behaviour and performance, and the Guidebooks in particular, provide information on the requirements for success.Rolling enrolments mean learners are moving forward through their learning at different speeds to suit their personal capabilities and are often working on different topics. No assessments are undertaken until the tutor feels that the learner is ready to do the assessment and likely to succeed. There is support for literacy and numeracy, recognising that this can be problematic for many learners, particularly those who have disengaged early from mainstream schooling. Learners, upon enrolment, are each given a document which has a summary of their programme content, and this is able to be used to monitor progress toward qualification achievement. The programmes are designed to enable an element of learner choice in the ‘what and when’. Daily attendance is monitored and recorded. If learner attendance patterns are becoming a concern this is raised with the individual, and a meeting is held with the manager at which time strategies are agreed which will support attendance and success. (VSTET provides transport).Each learner is provided with a Study Plan upon commencing, and they are encouraged to document their progress in their Study Plan. Quarterly written reports are provided to each learner to advise them or their progress, achievements to date, and attendance.
3.3 Physical and digital spaces and facilities VSTET is constantly upgrading facilities. VSTET makes changes to the learning environment in consultation with the learners, and with the objective of making the environment better suited to learner interests and preferences, and to programme delivery.The physical space is well-heated and ventilated, and every effort is made to ensure the learners are comfortable in their learning environments. Computers on each learner workspace are available for accessing information on the Internet, but gaming and social media are locked down, as are potentially risky websites. Smaller classrooms with seats, tables and computers enable more senior students to work independently, with easy access to tutors, and regular monitoring. One of the smaller classrooms is able to be a ‘low light’ classroom, for those who get headaches, epilepsy, and/or who can’t work in bright light. Seating plans are used to seat particular learners in particular places, either with a peer support, handy to the tutor’s desks, or handy to the classroom door if a rapid exit is required. The seating plan is flexible but enables the tutors to manage various aspects of learner well-being.
Outcome 4: Learners are safe and well(NZQA: Providers must support learners to manage their physical and mental health through information and advce, and identify and respond to learners who need additional support)
4.1 Information for learners: basic needsInformation about rights, responsibilities, opportunities, and support services, is provided to learners in the Handbook and Guidebooks. There is opportunity to reinforce this information during various topics in each of the level one and level two programmes. Youth Services case workers are arranged for learners – i.e learners are asked if they have one or would like VSTET to arrange one for them. The learning environment and the scale and scope of VSTET, ensures that there is significant awareness of each learner’s basic needs. Food is available to which learners may help themselves, and at least once a week a hot meal is communally shared. Toiletries are readily available for learners to access.
4.2 Physical and mental healthVSTET keeps a close eye on each learner’s wellbeing and facilitates the opportunity to meet with the Health Nurse who attends each fortnight and who is readily available at short notice if a need arises. Most students have case workers who are available to assist each student if required. Learners who don’t have a youth services worker are provided with the opportunity to be assigned to a case worker. VSTET provides a context which respects and encompasses diversity.
4.3 Monitoring and responsivenessVSTET is alert to the need to ensure enrolled learners have continuity of delivery and the opportunity to achieve their qualifications. Learner support and wellbeing are crucial factors in this equation. VSTET provides the individualised support which many learners, parents and caregivers are seeking. • Enrolment: VSTET obtains contact information during the enrolment process. This is available for use when there are concerns or potential emergencies with learners. • Attendance: There is close monitoring of attendance patterns and staff speak with students who are developing haphazard attendance patterns. • CCTV cameras: CCTV cameras support the safety and wellbeing of staff and students. • Weekly staff meetings provide a formal point-in-time when individual learner needs are considered, and strategies to support are planned.
New Actions to Support WellbeingAs a result of activities in 2025, there will be further consolidation of wellbeing initiatives during 2026. The small VSTET team makes every effort to go above and beyond to provide wellbeing support for learners.
As in recent years, VSTET has held on to the comment from the EER 2021 Summary of Results: “Pastoral care is a standout feature of the learner’s experience at VSTET.” VSTET has almost the same staff team today, as the staff who were here in 2021. This solid, committed, small team, has learner well-being (present and future) central to every activity and support service.
VSTET – Introduction VSTET was registered in December 2019.
VSTET, as a tertiary registered institution, is required to be compliant with The Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 (Code).
The primary purpose of VSTET is to care for the students who enrol and to provide education opportunities which will improve present and future opportunities. Well-being is an important part of future opportunities, and therefore the requirements of the Code remain, as always, ‘front and centre’ of daily practice. Theme: Organisational structures to support a whole-of-provider approach to learner well-being and safety Outcome 1: A learner well-being and safety system (NZQA: Providers must take a whole-of-provider approach to maintain a strategic and transparent learner well-being and safety system that responds to the diverse needs of their learners).
1.1 Strategic Goals and PlansVSTET has strategic goals and plans for the health and well-being of learners. These are reviewed annually each year to ensure they remain appropriate. The well-being of current learners, and an analysis of issues which have arisen, are used to confirm strategic goals and plans.
The vision is to have a learning environment where students feel comfortable and safe, where they enjoy being at VSTET, and are happy to engage in the learning process.
Strategies to ensure a safe and supportive learning environment include: • Deliberate actions and activities which support the wellbeing of all learners – i.e. wellness by design. - Routine review of policies and procedures - Weekly staff meetings with opportunity to review each learner’s well-being and progress, needs and challenges. - Classroom environments and seating arrangements which support individual differences. - Analysis of issues, incidents, and accidents. - CCTV cameras monitoring the learning environment. • Policies and procedures which support the wellbeing of all learners, reviewed routinely to maintain currency, and availability to stakeholders. - Complaints and Appeals policies and procedures - Codes of Conduct • Every staff member able to identify and support the wellbeing of each learner and work collaboratively with colleagues to achieve this. • Learners having a voice in learner wellbeing. - Open door policy - All issues, incidents, and complaints, whether formal or informal, are documented and responded to. • Resources which support the wellbeing of all learners. - List of organisations which can provide wellbeing help and support – in the Handbook, and on the Noticeboard. - Transport, food, learning equipment and materials, health nurse, case workers.
Staff are encouraged to be well-informed about matters which may impact the well-being of learners. This includes such matters as: mental health, anxiety, and healthy lifestyles, among others. Routine staff meetings include a specific focus on learner well-being, needs and progress.
An analysis of well-being activities helps to identify any emerging aspects which need specific consideration going forward.
1.2 Self-review of learner well-being and safety practices. Micro – daily: Small staff team discusses specific student issues at an early morning meeting, and at ‘break’ times. ‘Just-in-time’ interventions and actions – e.g. moving seating arrangements, checking camera footage, ensuring kitchen and bathroom facilities and resources are satisfactory, heating, lighting, vape and cell-phone usage, transport to and from. Meso – weekly: Weekly staff meeting to discuss progress and issues for/of each learner, and strategies to implement where identified as required. Macro – annually: Annual analysis of incidents, accidents, and complaints. Reflection, evaluation, and strategies identified where improvements or changes are identified.
1.3 Publication requirements • Policies and procedures are available to all learners. • Quarterly, full-cohort meetings are held during which time policies, procedures, behaviour guidelines, and expectations are shared and discussed. • The annual self-review is published on the website as per NZQA requirements.
1.4 Responsive well-being and safety systems • Minor incidents diary is maintained on a daily basis by tutors, wherein disruptive, troublemaking, and other similar minor incidents (‘niggles’) are recorded. These are reviewed when issues are mounting regarding the behaviour of individual learners to staff or other students is becoming a concern. Documented minor incidents provide substantiating support when a student needs to be spoken with, or it appears a student may be a ‘victim’ of another student’s unwelcome behaviour. • Incident forms are completed when significant incidents occur; substantiated by review of camera footage; reviewed at staff meetings. • Accident forms are completed if/when accidents occur.
Outcome 2: Learner voice(NZQA: Providers understand and respond to diverse learner voices and well-being and safety needs in a way that upholds their mana and autonomy.)
2.1 Learner voiceVSTET works to build effective relationships with each learner to not only be more alert to health and wellbeing issues, but also for learners to feel confident to talk with staff and express any concerns they may have, at a personal level, or at a group level. Staff work closely with learners. The classroom/s are an open forum for sharing knowledge, observations, wants, and needs. Staff routinely assist students to resolve minor personal wellbeing issues, referring significant issues through to the health nurse or case workers.
2.2 Learner complaints and 2.3 Compliance with the Dispute Resolution SchemeVSTET has the complaints procedure in the Handbook and in the Programme Guidebooks. These booklets are provided to each student. The complaints procedure shows learners what to do in the event of wishing to lodge a complaint, and how to move it forward. The Handbook and Guidebooks also advise the Appeals process. The student cohort is reminded at the beginning of each quarter regarding complaint and appeal policies and procedures. Policies refer to the Dispute Resolution scheme. If/when a complaint is received, it is actioned immediately and resolved as per Policy and Procedure. Theme: Well-being and safety practices for all tertiary providers
Outcome 3: Safe, inclusive, supportive, and accessible physical and digital learning environments(NZQA: Providers create and maintain learning environments that are inclusive and support the academic, personal and social development of learners.
3.1 Safe learning and engaging communal environmentsLearners need to safe and secure. The small number of learners ensures VSTET can quickly address potential issues of discrimination, racism, bullying, harassment, and abuse. The tutors work hard to ensure there is a supportive culture in the classroom. The Handbook, and some of the topics/units in the programmes, provide information on services which learners may access if they are seeking wellbeing support. VSTET programmes include such topics as ‘diversity’, cyber-bullying, personal well-being, drugs and alcohol, communication skills, managing emotions – all of which encourage learners to reflect on aspects of well-being, and health and safety in a shared environment. VSTET regularly engages with organisations which provide counselling and wellbeing support and VSTET staff refer learners in need of additional support through to the appropriate organisations.
3.2 Support with studies – participation and engagementProspective learners are provided with the opportunity to look around the learning environment before enrolling, and to discuss programme content and expectations, so that they are aware of the scale and scope of the organisation and the level of support they can expect. The Handbook and the Programme Guidebooks describe rules and guidelines for behaviour and performance, and the Guidebooks in particular, provide information on the requirements for success.Rolling enrolments mean learners are moving forward through their learning at different speeds to suit their personal capabilities and are often working on different topics. No assessments are undertaken until the tutor feels that the learner is ready to do the assessment and likely to succeed. There is support for literacy and numeracy, recognising that this can be problematic for many learners, particularly those who have disengaged early from mainstream schooling. Learners, upon enrolment, are each given a document which has a summary of their programme content, and this is able to be used to monitor progress toward qualification achievement. The programmes are designed to enable an element of learner choice in the ‘what and when’. Daily attendance is monitored and recorded. If learner attendance patterns are becoming a concern this is raised with the individual, and a meeting is held with the manager at which time strategies are agreed which will support attendance and success. (VSTET provides transport).Each learner is provided with a Study Plan upon commencing, and they are encouraged to document their progress in their Study Plan. Quarterly written reports are provided to each learner to advise them or their progress, achievements to date, and attendance.
3.3 Physical and digital spaces and facilities VSTET is constantly upgrading facilities. VSTET makes changes to the learning environment in consultation with the learners, and with the objective of making the environment better suited to learner interests and preferences, and to programme delivery.The physical space is well-heated and ventilated, and every effort is made to ensure the learners are comfortable in their learning environments. Computers on each learner workspace are available for accessing information on the Internet, but gaming and social media are locked down, as are potentially risky websites. Smaller classrooms with seats, tables and computers enable more senior students to work independently, with easy access to tutors, and regular monitoring. One of the smaller classrooms is able to be a ‘low light’ classroom, for those who get headaches, epilepsy, and/or who can’t work in bright light. Seating plans are used to seat particular learners in particular places, either with a peer support, handy to the tutor’s desks, or handy to the classroom door if a rapid exit is required. The seating plan is flexible but enables the tutors to manage various aspects of learner well-being.
Outcome 4: Learners are safe and well(NZQA: Providers must support learners to manage their physical and mental health through information and advce, and identify and respond to learners who need additional support)
4.1 Information for learners: basic needsInformation about rights, responsibilities, opportunities, and support services, is provided to learners in the Handbook and Guidebooks. There is opportunity to reinforce this information during various topics in each of the level one and level two programmes. Youth Services case workers are arranged for learners – i.e learners are asked if they have one or would like VSTET to arrange one for them. The learning environment and the scale and scope of VSTET, ensures that there is significant awareness of each learner’s basic needs. Food is available to which learners may help themselves, and at least once a week a hot meal is communally shared. Toiletries are readily available for learners to access.
4.2 Physical and mental healthVSTET keeps a close eye on each learner’s wellbeing and facilitates the opportunity to meet with the Health Nurse who attends each fortnight and who is readily available at short notice if a need arises. Most students have case workers who are available to assist each student if required. Learners who don’t have a youth services worker are provided with the opportunity to be assigned to a case worker. VSTET provides a context which respects and encompasses diversity.
4.3 Monitoring and responsivenessVSTET is alert to the need to ensure enrolled learners have continuity of delivery and the opportunity to achieve their qualifications. Learner support and wellbeing are crucial factors in this equation. VSTET provides the individualised support which many learners, parents and caregivers are seeking. • Enrolment: VSTET obtains contact information during the enrolment process. This is available for use when there are concerns or potential emergencies with learners. • Attendance: There is close monitoring of attendance patterns and staff speak with students who are developing haphazard attendance patterns. • CCTV cameras: CCTV cameras support the safety and wellbeing of staff and students. • Weekly staff meetings provide a formal point-in-time when individual learner needs are considered, and strategies to support are planned.
New Actions to Support WellbeingAs a result of activities in 2025, there will be further consolidation of wellbeing initiatives during 2026. The small VSTET team makes every effort to go above and beyond to provide wellbeing support for learners.
As in recent years, VSTET has held on to the comment from the EER 2021 Summary of Results: “Pastoral care is a standout feature of the learner’s experience at VSTET.” VSTET has almost the same staff team today, as the staff who were here in 2021. This solid, committed, small team, has learner well-being (present and future) central to every activity and support service.