PB4L Positive Behaviour for Learning is a school-wide approach used in New Zealand to create a positive, safe, and supportive school environment. It treats social and behavioural skills just like any other subject, teaching students how to behave appropriately and giving them the tools to make good choices. We work together as a team to make sure that expectations are clear and we are all on the same page.
If you are interested or would like to know more, please reach out to the team, and we will endeavour to answer your questions. Alternatively, you can read about PB4L here.
Our School Values
Our values are an integral part of the make-up of Waitati Kura. They encompass who we are and what we look for in school leavers. These are displayed in each teaching space, and we are proud to have the feathers that line our driveway as you enter the school. Our values are as follows:
- Turangawaewae (Connectedness)
- Manaakitanga (Care & Respect)
- Kotahitanga (Unity – working together)
- Rangatiratanga (Leadership)
The Waitati Way
Our values are reflected in The Waitati Way. It’s a way of being, the five ‘rules’ by which we live. These can be observed at school, outside of school, and in everyday life. The students are reminded of these, and we do whole-class teaching around these during the year.
The Waitati Way
- I can control my hands and feet and keep them to myself
- I can use kind and gentle words
- I can listen and follow instructions quickly
- I take care of my own belongings
- I can use my tools to self-regulate so I can learn and play well with others
The Waitati Way Expectations
From The Waitati Way comes a list of expectations for specific areas. These are linked to the school’s values and help remind children of the values and expectations that are in place. These are shared with the tamariki, and they are reminded of them if needed.
Please discuss this with your child.
We use the acronym THINK at school. Below is what it stands for and is a good reminder of the expectations when speaking to others.
OK, that’s the sunny stuff. But what happens when issues come up?
PB4L Focus of the week
As a part of reminding students of our PB4L journey and to embed our learning, you will see the following image around the kura. Each week, the team changes these into focus sentences. There are two or three a week, and we use this to remind us of expectations and also hand out gems. We remind students to stay focused when responding to different behaviours. We will include it in the newsletter so you can discuss it with your children at home and help close the learning triangle.
The Response Continuum
The school’s teaching staff categorise inappropriate behaviour to ensure it can be addressed and responded to appropriately. Here are 4 categories: (please note that this is a work in progress and we are working together to create an updated one)
1. Single Minor Incident
Examples: Running inside; Rough and Tumble inside the classroom; Talking that interrupts learning; Disrespect for equipment and the environment; Repeated swearing; Unkind words; Off-task behaviour; Not completing work; Bringing unwanted items; Not following instructions.
How staff may respond: Whole class teaching on the behaviour, and modelling of the Waitati Way.
2. Repeated Minor Incident
Defined as: a Single Minor repeated 3 times, following the initial incident.
Examples: Repeated swearing, Repeatedly not taking turns, Stealing, Pack mentality.
How staff may respond: 3 Mini-Chats with Child/Teacher. Email/phone home.
Restorative Think Sheets.
3. Habitual Minor Incident
Examples: Physical Harm, Verbal Harm, Aggressively directed swearing, Purposeful destruction of school property, Defiance, Discriminatory language.
How staff may respond: Formal Mini-chat with Parents in person, Restorative Think Sheets. If it’s the third time or it’s a Major Incident, the child will stay in a specific Playzone for break times and be supported by a teacher.
4. Major Incident
Examples: Throwing things at people, Weapons, Threatening and intimidation, Unsafe behaviour, Inappropriate use of technology, Leaving school grounds.
How staff may respond: Support and Formal Plan from Principal / Special Educational Needs Coordinator (SENCO). Restorative Think Sheets. If this is the third time or it’s a Major Incident, the child will stay in a specific Playzone for break times and be supported by a teacher. In school, a stand-down. Out of school stand-down.
When an incident occurs
The teaching staff will contact the parents of the children who were involved on the day of the incident. This means you have the opportunity to discuss it with your child while the incident is still fresh in their mind.
Teachers and parents are busy people. The threshold for contacting us is when a Single Minor Incident is repeated 3 times, or when any other incident type is repeated.
All Incidents level 2-4 are recorded by the school, so there is a record of behaviour from individuals and across the student body.
Download the Inappropriate Behaviour Continuum (PDF)
Your child’s experience: A Ladder for Students
In terms of what all this looks like from your child’s perspective, here’s the same continuum of behaviour as they experience it at school:
1. With the whole class
My teacher is showing my class strategies for self-regulation. They are supporting me to build positive relationships within the class. They are providing me with ways to improve my well-being. I am given regular opportunities to regulate myself to show our Waitati Values while learning.
- Circles with whānau class
- Zones of Regulation curriculum
- Restorative conversations
2. A mini-chat with my teacher
My teacher will remind me of the Waitati Values and expectations for behaviour and ask me to reflect on my actions in relation to them.
- I might complete a restorative think sheet to help me through this process.
- If this is the third time I have been reminded, I may need to stay in the Play Zone during break times, where a teacher can support me, or during major incidents.
3. A formal mini-chat, my parents are informed
My teacher will remind me of our values and expectations, and may require me to reflect on/articulate how I have/have not been meeting these with my parents to support me, along with Steps 1 and 2.
- I might complete a restorative think sheet to help me through this process.
- If this is the third time I have been reminded, I may need to stay in the Play Zone during break times, where a teacher can support me, or during major incidents.
4. A formal plan, with the Principal’s support
My teacher and family are required to support me in adjusting behaviours that are impacting my learning and others’ learning, and my ability to uphold the school’s values.
- I might complete a restorative think sheet to help me through this process.
- If this is the third time I have been reminded, I may need to stay in the Play Zone during break times, where a teacher can support me, or during major incidents.
- In school stand-down
5. Reviewing the plan
I am struggling to learn and act in a way that is consistent with Waitati values and expectations. I require additional support, possibly even external support. Without some changes, I understand I may be stood down / suspended/excluded.
What else would you like to know?
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