Resourcing forms, templates, and information
You can download a range of general school resourcing forms and access other systems information from the links on this page.
Resourcing forms
This page contains forms for staffing allowances, grants and reimbursements, allowances, and grants for individuals, and general school resourcing forms.
Forms browser
This browser allows you to search across the entire Ministry of Education site for forms and guidelines.
Health and safety, workplace, and emergency management information
This page gives links to Worksafe at Schools, pandemic planning, emergency management, and head lice information.
Resourcing handbook
This page links to Chapters 1–6 and the References and Resources section of the Funding, Staffing and Allowances Handbook.
School finances
Visit this section for access to all Ministry of Education school finance information, including how to prepare schools’ financial statements as well as general financial management information.
Also see model financial reports.
School management systems and learning management systems (SMS-LMS)
Visit this section for information about the work being undertaken by the Ministry’s SMS Services Team on Managed Learning Environments (MLE). From here you can access information about Student Management Systems (SMS) and Learning Management Systems (LMS) vendors in New Zealand and the different data sharing initiatives that these vendors are working on with the Ministry. Also included are contact details for the SMS Services Team and the vendors who are working in the MLE space.
Go to managed learning environments section.
Traumatic incidents
Traumatic incident specialists can be contacted on 0800 848 326.
Schools should have policies in place to cope with a traumatic incident, should it occur. Traumatic incident plans should include what to do in the event of violence at school, student suicide, the unexpected death of a student or teacher, and natural disasters. Ministry of Education staff can assist with traumatic incident planning.
