LEARNING SUPPORT

What is PB4L?

The School-Wide framework Positive Behaviour for Learning School Wide (PB4LSW) is a long term approach that supports us here at our school to create a culture where positive behaviour and learning thrive. Students are taught in very specific terms what behaviours are expected of them. There is a consistent response to these behaviours across the school. 

The Principles Behind PB4L..

Positive Behaviour for Learning believes:

• Positive behaviour can be learnt and difficult and disruptive behaviour can be unlearnt.

• Individual children are not a 'problem' - we need to change the environment around them to support positive behaviour.

• Punishing and isolating children doesn't bring about long-term and sustainable changes in behaviour.

• We need to concentrate on a small number of evidence-based programmes and frameworks that we know work.

• There are no quick fixes. Behaviour change takes time.

The Difference PB4L Will Make..

• Children and young people will be more engaged and will achieve at school.

• Teachers and leaders will spend more time teaching and less stressed.

• Educators will keep more children and young people at school, will feel confident and will feel supported in addressing behaviour problems.

• Parents and whanau will have more positive relationships with their children and home will be more positive and harmonious.

• School leaders and Boards will celebrate the learning and achievement of all their students.

Behaviour Support - Restorative Practice

Our vision, values and behaviour expectations are living and breathing at St Joseph’s School Waitara. You will see them all over the place - in the words that are spoken, actions that are taken and goals that are set.

What is Restorative Practice? 

Restorative practice builds inclusive environments of positive, and respectful relationships across the school community. It promotes positive behaviours for learning. 

Restorative practice is a relational approach to school life grounded in beliefs about equality, dignity, mana and the potential of all people. It supports all staff with techniques to restore relationships when things go wrong, and when learners make the wrong choices about their behaviour. Most learners along the way make choices that are not appropriate, so we have to explicitly teach the correct ways to respond through restorative practice strategies.

Restorative practice is a movement away from a traditional punishment method towards a more ‘restorative’ approach that seeks to repair the harm caused by hurt or inappropriate behaviour through coordinated conferencing (discussion). 

How does it work? 

Four fundamental principles underpin the Restorative Practice model: 

Positive interpersonal relationships are a significant influence on behaviour. 

A culture of care supports the mana of all individuals in the school community. 

Cultural responsiveness is key to creating learning communities of mutual respect and inclusion. 

A restorative approach leads to individuals taking responsibility for their behaviour.

Students come from diverse groups where languages other than English are used at home or in the community. These bilingual and multilingual students represent an increasing proportion of many school populations.

At our school these students who have been identified as needing to develop their English Language skills are supported through an ESOL programme that helps children to access the curriculum successfully. 

At St Joseph’s School, we identify students who need an additional boost in their learning through ongoing classroom assessment, teacher observation and professional discussion. Class teachers work closely with our Learning Support Teacher to identify students who would benefit from targeted intervention in literacy and mathematics.

Our Learning Support Teacher works with identified students in the library two days each week, providing focused, individual and small-group support that targets specific learning needs. This additional teaching is designed to strengthen key skills, build confidence and help students make progress towards their learning goals.

Support also happens within the classroom. Class teachers provide targeted small-group teaching and additional support during class learning time, allowing students to receive extra teaching and practise in the areas where they need a boost. The Learning Support Teacher also works alongside classroom teachers to provide additional support to students during regular classroom programmes.

Our approach is collaborative, with class teachers and the Learning Support Teacher regularly sharing information, monitoring progress and adjusting support as needed. We aim to provide the right support at the right time so that students can experience success, build confidence and continue to make progress alongside their peers.

We also have a SPELD teacher who works with students at school each Wednesday, providing additional literacy support for students who may benefit from a more specialised approach. This support is provided as an optional service that parents can choose to access and fund for their child.  Spaces for this are currently full.

The SPELD teacher works closely with our Learning Support Teacher and classroom teachers, ensuring that the support provided complements the learning already happening at school. Communication between the teachers helps to ensure that students are working on targeted areas and that strategies can be reinforced across their different learning environments.

This provides another layer of support for students who may need additional help with literacy, while working in partnership with parents and our school staff to help students build confidence, strengthen their skills and experience success in their learning.