NAPIER INTERMEDIATE SCHOOL - PASTORAL CARE - 'Growing and Empowering Learners.' 2020
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NAPIER INTERMEDIATE SCHOOL
PASTORAL CARE
2020
‘Growing and Empowering Learners.’
NAPIER INTERMEDIATE SCHOOL
PASTORAL CARE
2020
Respect, Responsibility, Relationships
Whakaute, Manaakitanga, Whanaungatanga
The 3Rs
Respect
Responsibility
Relationships
It is our belief that if our students develop an in-depth
understanding of the 3Rs and practice using these beliefs in
their daily lives they will have the skills to be positive
contributors to society. This year we will hold a school-wide
poster competition to update our posters around the school
making them more current. This will be held early in Term 1.
SCHOOL WIDE EXPECTATIONS
NIS Staff and Students…
Show RESPECT
Take RESPONSIBILITY
Develop positive RELATIONSHIPS
Listen, and follow instructions
Speak positively
Act in appropriate ways
Have a positive Attitude
Be prepared for learning
Make good Choices (learning & behaviour)
A, B, Cs
Accept and value one another
Support each other’s learning
Work together
PB4L
What is PB4L?
School-Wide Positive Behaviour for Learning (PB4L for those who want to sound in the know!)
is a Ministry of Education initiative that supports schools to develop and sustain effective
behaviour management policies and practices both in and out of the classroom.
Napier Intermediate is a Tier 2 PB4L initiative which includes new understandings for both staff
and students.
The Rationale Behind PB4L
Over the last decade lots of educational research has been carried out, both in NZ and
overseas, into how behaviour is managed in schools. What it shows is that typical responses to
problem behaviour can include increased monitoring, a review of rules, increasingly unpleasant
consequences, zero tolerance policies and exclusions. Getting tough, (by itself), can result in
an environment of control, reinforcement of anti-social behaviour, lack of accountability and
devaluing of relationships. Reviews of over 500 students indicate that one of the least effective
responses to school violence is punishment.
The good news is that we can TEACH appropriate behaviour. If a student can’t read we
don’t punish them, we teach them—the same applies for social skills and behaviour!
PB4L @ NIS
Napier Intermediate is proud to be a PB4L (Positive Behaviour for Learning) school.
The Positive Behaviour for Learning School-Wide framework, otherwise known as PB4L
School-Wide, is helping New Zealand schools build a culture where positive behaviour and
learning is a way of life. The framework can be tailored to your school’s own environment and
cultural needs.
It’s not about changing the students; it’s about changing the environment, systems and
practices you have in place to support them to make positive behaviour choices.
As part of this initiative, there is a PB4L Tiered Fidelity Inventory that needs to be carried out
every year. This measures the extent to which our school is successfully implementing PB4L
practices.
The inventory was carried out at Napier Intermediate in the last term. Some highlights from this
evaluation were:
● Expected behaviours are taught explicitly in all classrooms, and linked to a fortnightly
whakatauki
● Our 3Rs are well embedded and known by all staff and students
● Our school has clear systems in place for managing behaviour
● Staff are trained in all aspects of PB4L practices
● School expectations are in place and followed
● The PB4L team reviews data regularly and makes decisions based on trends and
patterns
● Our interventions match our students’ needs, and are both developmentally and
culturally appropriate
PB4L Tier Levels
Tier 1 is the foundation on which the other two tiers are built. It looks at the support systems
and processes across the whole school – things that impact on all students and adults. Tier
2 looks at interventions for students who require additional behaviour and learning support.
In mid 2013 we were one of the first 5 schools in the central north island to start training for
PB4L Tier 2.
NIS Tier 2 Interventions: Once accepted to Tier 2
Check In Check Out
This is a co-ordinated report system organised by the Tier 2 facilitator and the student with input
from the classroom teacher.
● Goals are made around the data eg: green slip data, teacher observations, parent
concerns.
● A letter goes home to the parent to inform them that their child is on Check In Check Out.
● Students must report every morning and afternoon to the Tier 2 facilitator to receive
feedback and get the daily points collated. As a child moves to transitioning off this
Check In Check Out the teacher might take control of the point tallying.
● Each block has 3, 2, 1 point allocation. Teachers will mark student behaviour on the
criteria listed on the Check In Check Out.
Teachers should make positive comments and try to acknowledge throughout the day
successes the student is having.
The Benefits of Check In Check Out
● Increases opportunities for positive adult attention
● Addresses specific social skills on how to relate to others
● Promotes positive encouragement
● Increases the number of pre-corrections and focus prompts
● Creates a home-school communication system to increase consistency between home
and school.
Check and Connect
An adult is assigned to a student who needs a respected adult to ‘touch base’ with. This can be
informal chat but should be regular.
The Benefits of Check and Connect
● Increase opportunities for positive adult intervention
● Promote positive and encouraging relationship out of the classroom with an adult
● Increase the number of pre-correction and refocus prompts and structure for ‘what to do’
throughout the day.
Lunch Club
This is a supervised lunch time for students who find it difficult in the playground eg: are
struggling to interact positively with others, too many students in the playground cause
anxiousness, friend conflicts etc.
The purpose of lunch club is provide a ‘safe haven’ for students to play board games, draw,
read etc.
The Benefits of Lunch Club
● Increase opportunities for positive adult intervention
● Increase opportunities for positive peer interactions
● Addresses specific social skills on how to relate to others
● Promote positive and encouraging relationship out of the classroom with other adults
SWIS
Provide one-to-one or group intervention.
● SWIS referrals go through SENCO, Pastoral Care co-ordinator and the principal.
Home/School Behavioural Plans
The classroom teacher in consultation with the student and whānau can construct these.
Benefits of Home/School Behavioural Plans
● Increases opportunities for positive adult attention
● Addresses specific social skills on how to relate to others
● Promotes positive encouragement
● Increases the number of pre-corrections and focus prompts
● Creates a home-school communication system to increase consistency between home
and school.
IEP/IBP
Referrals are made using the school forms and go through to SENCO, Pastoral Care
co-ordinator and the principal.
Data Inventory for PB4L
Measure Good Enough Tier 2 At Risk Tier 3 High Risk
Green slip 10
minor as gained
Green slip
Behaviour Incidents
There are two types of behaviour categories we use at Napier Intermediate School
Minor and Major
When responding to problem behaviour the staff member first determines if the problem
behaviour is minor or major, with the following agreed understanding:
● Minor problem behaviour is handled by staff members (within the classroom and
house) at the time it happens
● Major problem behaviour is referred directly to the Deputy Principal/Principal or
SMT.
Minor behaviours are those that:
o Are minor breaches of the school values
o Do not seriously harm others or cause you to suspect that the student may be
harmed
o Do not violate the rights of others in any other serious way
o Are not part of a pattern of problem behaviours
o Do not require involvement of specialist support staff or Senior Management
Minor problem behaviours may result in the following consequences:
o A minor consequence logically connected to the problem behaviour, such as
complete removal from an activity or event for a specified period of time, partial
removal (time away), individual meeting with the student, apology, restitution or
detention for work completion.
o A redirection procedure. The staff member takes the student aside and names the
behaviour that student is displaying
o Asks student to name expected school behaviour
o States and explains expected school behaviour if necessary
o Gives positive verbal acknowledgement for expected school behaviour
Minor incidents are entered directly onto etap by the classroom teacher.
Major behaviours are those that:
o Significantly violate the rights of others
o Put others / self at risk of harm
o Require the involvement of Senior Management
Major behaviours result in an immediate referral to SMT because of their seriousness.
When major problem behaviour occurs, staff members calmly state the major problem
behaviour and remind the student of expected school behaviour. The staff member then fills out
the green slip for the SMT to follow up with.
Recording Behaviour Incidents
Minor incidents are entered directly onto etap by the classroom teacher.
Green Slips
All major behaviour incidents should be circled on a green slip. See below.Green Slips ● Any student that is being sent from class for negative behaviour must be accompanied by a badge holder/school leader and a fully completed green slip, outlining the relevant incident. ● If a student is sent to another classroom the action section is completed and it is returned to the classroom teacher. ● All green slips are entered onto our etap behaviour management database by SMT ONLY. ● If the student is sent to senior management they are deemed to have been handed on to a more experienced level and will be dealt with as senior management sees as appropriate. Please note often senior management is aware of other influencing factors and what they decide as a final outcome is their prerogative.
Team Problem Solving Planning Sheet
Student:______________ Teacher:_________________ Room:_______ Date:______
1. Summary of the problem
We/I have the most problems during ______________________________________________
(time of day/activity/class/tech etc)
Antecedent
Problem Behaviour
Reactions
Function
2. Positive Opposite Behaviour
3. Classroom Problem Solving Team Intervention Strategies for student
4. How will you monitor student progress?
5. Follow up date:______________________ Send copy to Deputy Principal
Note:
Referral to Tier 2 is made
- When at least TWO problem-solving forms have been completed at House/Team level,
with accompanying behaviour plan(s)
- SMT/Tier 2 team make a decision-
Behaviours we will target 100% of the time
1. Physical Contact - Any contact between students either positive or negative
2. Swearing - Any language that is inappropriate at school
3. Name Calling - Using anything other than the students correct name
4. Intimidation, Exclusion, Threatening - Any behaviour that makes a student feel
threatened
In the Classroom any example of these behaviours will be dealt with through the classroom
behaviour system.
In the playground it will be teacher judgement of one of the following three consequences
● Spoken to by the teacher on duty.
● Seated outside the food room decking or the pavers for between 5-10 minutes
● Accompanying the duty teacher on duty.
SCHOOL COMMITMENT TO A SAFE ENVIRONMENT
(ELIMINATING BULLYING)
● Bullying will not be tolerated.
● Climate of telling (Telling is s afe) {Bullies would like to think if you tell it will get worse}
Teachers / House leaders. Don’t opt out – we are all responsible.
● Each reported incident - no matter how small WILL be investigated.
● Exclusion is a form of bullying.
● Our Focus will be on identifying and modifying the behaviour for bullies.
● Whole school approach (though victim may not have good social or confidence skills - that is
how they are, and may remain throughout their lives) - Bullying is the unacceptable part.
● Students helping make the school a safer place should be rewarded discreetly. (certificates
etc)
● Little things about our code (no pushing, pulling, play-fighting ) vitally important
● Focus on the positive.Breaktime Boundaries
During morning and lunch breaks students are not permitted in the grey areas shown on
this map.
● Duty teachers need to green slip any students seen going out of bounds
● No students should be allowed to stay in classrooms without a staff member present.
Staff on duty
(Please make every effort to be out on duty as quickly as possible)
● Wear high visibility vest
● Take Duty Clipboards (Behaviour issues from break times are to be recorded in the
clipboards provided).
● Tea, Coffee or Water will be brought to you while on dutyRestorative Practice
A RESTORATIVE school is a place where victims and wrongdoers and their respective
communities of care are active participants in processes that ensure equal justice and fairness.
Victims are empowered through having their needs met. Wrongdoers are able to tell their stories
and be given the chance to make amends. And finally, the incident does not happen again.
Schools that incorporate principles of restorative practice into student management
practices can:
● Begin to address the root causes of harmful behaviour rather than reacting to the
symptoms.
● Acknowledge that harm from incidents goes beyond just victims and wrongdoers in the
school community.
● Use restorative practises to address the trauma, repair the harm, and reintegrate
wrongdoer/s back into the community.
● Find creative and meaningful ways of responding to violations against people and
property and to develop preventative strategies.
● Reduce the demands on senior and middle managers to mete out “justice”
● Pool the resources of the wider school community to assist in problem-solving.
● Provide the necessary link between contemporary classrooms and pro-social behaviour
management processes across the school.
● Understand that sometimes a desire for retribution masks a concern for public safety
which can be adequately addressed in a restorative way.
● Make a commitment of time necessary to repairing relationships instead of going down
the quick fix path.
● Work “with” rather than “do to” young wrongdoers.
● Build and strengthen links between school and its wider community.
To the wrong doer To the victim When stuck
We’re here to talk about… What did you think when it Was it the right or wrong
What happened? happened? thing to do?
What were you thinking at the What have you thought about Was it fair or unfair?
time? since? What exactly are you sorry
What have you thought about How has it affected you? for?
since? What’s been the worst of it? You didn’t answer my
Who do you think has been What’s needed to make things question.
affected by what you did? right?
In what way? How can we make sure this
What do you need to do to doesn’t happen again?
make things right?
How can you make sure this
doesn’t happen again?
What can I do to help you?W.A.R.M Restorative Chat
What ● What were you doing?
● What should you have been doing?
Affect ● Who did you affect by doing what you did?
● What effect has this had on
your learning? Others learning?
Repair ● How could you repair this?
● What changes could you make to put things right?
Move forward ● From now on I will…
● My plan is to...
● Who can check my plan?
Punitive versus Restorative Responses
Restorative Responses
Punitive Responses
focus on accountability, healing &
focus on punishment
needs
1. What happened?
2. Who has been affected? How?
1. What rule has been broken?
3. What needs to be done to put
2. Who is to blame?
things right?
3. What is the punishment going
4. What do we need to do to move
to be?
forward?
- Jansen / Matla adapted Zehr
Social Discipline WindowStrategies to use to move people to the “WITH” quadrant:
Build positive relationships; take an interest; repetition and consistency; provide structure;
celebrate even the smallest successes; be clear, firm but have realistic boundaries; everyone
has a ‘voice’.
The Incredible Years Teaching PyramidSchool Wide Reward Systems
NIS Playground Points System (PPS)
The Playground Points System (PPS) is a school-wide approach to reward positive and
consistent behaviour in the playground, in particular is linked to the behaviour focus for the
fortnight
Procedures:
1. Points are awarded by the duty teachers after interval and lunchtime each day
2. Duty teachers MUST consult each other and agree on a score for interval and lunch -
noticing those students who are displaying positive behavior
3. Scores are recorded in ONE duty folder:
Interval = a maximum of 5 points
Lunch = a maximum of 10 pointsGOLD CARD AWARDS
● These cards are used by staff as reward cards.
● Students receiving these may post them into the box in
the library.
● A major gold card draw is held in the last week of each
term for a range of rewards.
● Receiving 10 gold or more per term will earn points in the
Student Achievement Booklet.
● Any student receiving ten Gold cards may present these
to Mrs Gray for a Principal’s award.
GOLD CARDS – (In the classroom)
● exemplary behaviour in the classroom
● outstanding/excellent work
● achieving goals set
● on task behaviour
● role models
● settling to work quickly
● cooperation - teacher pupil
● citizenship
● good manners
● showing initiative
● displaying the ‘behaviour focus’
GOLD CARDS – (In the playground)
● exemplary behaviour in the playground
● using break times wisely
● interacting positively with others
● being inclusive in the playground
● interacting cooperatively with others
● showing responsibility at break times
● caring for the school environment
● displaying the ‘behaviour focus’
Principals Awards
A class can receive a Principal’s Award for the following
● 100% uniform
● 100% hats
● 100% Attendance for the week
● Recommendation from teacher for classwork
● Recommendation from a relieving teacher
● Recommendation from Senior Management
On receipt of 5 Principal’s award a class can approach the Principal to negotiate a reward.Student Achievement Booklets
Teacher Information
1. Technology
When you class finishes technology, the technology teacher will ask for your classes’ Student
Achievement Books. Points will be awarded by the technology teachers.
2. Sport
If you are in charge of a sports team, it is your duty to call for the Student Achievement Books to
award points for the team you have taken.
Note: Level Weighting – this weighting may change depending on each student’s attitude,
behaviour and commitment to the sport. You simply draw a line through the already
printed number and write in what you are giving. (You cannot give more than the level
weighting)
If for example you are taking a B or C team for netball their level weighting will be less than a
player who plays for the A team, as this level weighting also represents ability.
You should not change the weighting of the column that says School Rep. Team. If a student
represents the school and displays commitment/attendance to that team then they should get
the fully rating regardless of ability. If they have not been reliable they get no points.
Eg: Sports Achievement Award Record – Year 7
Lea Sc Inter-schoo T
de Sc h l Success o
L
rs Sch h o t
o Nati
Lev hi ool o ol H a
c on
el p Re ol R B l
a al
We eg p C u R
igh l Ho
C h n e
tin Tea 1st 2nd 3rd R no
ap a n p
g m e urs
tai m er
p
n p u
p
1 4 5 3 3 2 1 1 1 2
Cricket 8 4 1 13
IMPORTANT: On the next page of the Student Achievement Booklet is an area to record what
the points are for and be signed off. This prevents students writing in their own points.Sports Achievement Award Record – Year 7 It is the teacher’s duty to fill in the 100% attendance at the end of each term and the Gold Card 10 or more. A student can only get a maximum of 2 points for each category. *Students can use their 100% attendance and Gold Card points as wild cards. They may only use 2 points maximum for any wild card claim. Giving Citizenship points These points are awarded under Service and are awarded by the teacher. The citizenship points can be 7 or 8 anything below means the student is not a good enough citizen to be given any other rating. Citizenship is awarded for the student who shows a care for others, the environment and who will put themselves out to support others. Giving Class Effort and Diligence points These points are awarded under the Kia Kaha Achievement area. Again a teacher awards these points and should really only give points 8, 9 10, anything lower is not acceptable for these points. Be selective. Kia Kaha points should be retrieved from Wendy, Lou, or Tracy Points to note: The students should fill in as much of the book as possible so the teacher/coach just has to award the points and sign it off. It is the student’s responsibility to track any points they are owed if they have missed the ‘call up’ by that particular teacher. It is the student’s responsibility to label each area in which they think they need a ‘blue’. Any books just handed into the office with no notes will be returned unmarked.
Student Achievement Booklets will be collected in Term 4. Teachers collect in the books and
mark off on a class list the books returned (in alphabetical order).
Lou will check books and return the Year 8’s books, Year 7 books will be kept for the next year
and any points are carried over to the next year.
Badge Holders
A Badge Holder needs to:
• Use good initiative in the classroom
• Relate well to adults
• Be respected amongst peers
• Honest
• Communicates clearly
• Relay information accurately
• Display strength of character
• Display good reliability
• Display confidence (can be quietly confident)
TO BECOME A BADGE HOLDER:
• A student can apply to become a badge holder on the official form provided and
forward this to their classroom teacher.
• Both Year 7s and Year 8s can become badge holders
• These applications should be discussed at House Meetings
• Badge Holders will be recommended by House teachers and names forwarded to the
person in charge of this area. (Target dates will indicate when these names will be
gathered.)
• The final decision will be made by the Principal and /or the Deputy Principal.Nomination form for Badge Holders
I am interested in becoming a badge holder. Please accept this application.
Name: Room:
I use my initiative in the classroom • • •
I relate well to adults • • •
I am respected amongst my peers • • •
I am always honest • • •
I can communicate clearly • • •
I can relay information accurately • • •
I display reliability • • •
I am self confident (can be quietly confident) • • •
Why I believe I would be a good badge holder:
Staff Recommendation:
Name: Room:
Uses initiative in the classroom • • •
Relates well to adults • • •
Is respected amongst peers • • •
Is honest • • •
Communicates clearly • • •
Relays information accurately • • •
Displays strength of character • • •
Displays reliability • • •
Displays confidence (can be quietly confident) • • •
General comment:School leaders
A School Leader needs to:
• show responsibility and leadership at all times
• be punctual at all times
• use initiative within the classroom, at house meetings and in
the playground
• help supervise entry into the hall, school assemblies, and
House meetings
• help supervise lunch eating and road patrol (if needed)
• be active in developing and promoting House spirit
• be responsible for displays on House notice boards or
display areas.
• meet academic commitments to the best of their ability
• keep up to date with home learning and have the correct
equipment for school
• interact positively with adults and other students
• take class issues to school leader meetings
Possible duties for School Leaders:
➢ Supervision of lunch eating areas
➢ Helping Year 7s settle in, give talks, answer questions
➢ Leadership of Inter-house activities
➢ Construct a House newsletter to go home to parents updating them on the term and
reminders for next term.
➢ Lunchtime sport duty
➢ Run House assemblies possibly House music
➢ Speak when receiving or giving shield
➢ Supervision of lining up and entry into school assembly hall.
➢ Attend School Leader meetings and discuss class issues – communicate student voice.
TO BECOME A SCHOOL LEADER:
It is recommended that a prospective leader be a badge holder.
School leaders will be recommended by teachers and names emailed to Tracy Davis. (Target
dates will indicate when these names will be gathered.)
Students will be sent a letter to invite them to apply for a school leadership position. They will
need to include a reference.
Students will then meet with Mrs Gray and the final decision will be made by the Principal and
/or the Deputy Principal.
Only Year 8s can become school leaders in term 1,2 & 3.
In Term 4 teachers may recommend Year 7s who show above average ability in leadership.
Successful Year 7s will become School Leader recruits and if they show good ability will
become School Leaders in Term 1.
All School Leaders will meet with the Deputy Principal to discuss concerns and relay class
issues. They will act as inspiring School leaders in these meetings.
(Meeting times to be discussed.)Attendance
We use e-tap Attendance which gives us a bird’s eye or detailed look at all aspects of a
Students / Class/ House Attendance making monitoring of any incentives easy to evaluate the
impact over a set period of time.
Attendance System
● Staff record their Class Attendance each morning by 9.am.
● Students arriving after 8.50am have to report to the school office and sign their name,
class, and reason for lateness in the LATE BOOK .
● Deputy Principal targets a different day per week and interviews all students who are late
– this is a good proactive way of approaching lateness.
● Students who are late stamp their hand to indicate they have filled in the late book.
● Classroom teachers should contact parents when there is a concern about a student
being regularly late or absent and liaise with the pastoral care officer.
● Students who are still frequently late or absent after contact with parents should be
referred to the Deputy Principal Louise Taylor or Tracy Davis depending on whether the
student is a Year 7 or a Year 8. We will work with ‘students and parents’ to improve this
problem area – restorative chats with student and parents is like a positive way of dealing
with this issue.
● Pastoral care officer texts all students who are absent after close of e-tap Attendance –
9am onwards approx.
● Pastoral care officer records reasons for absence in e-tap – inputting reasons for all
absences – staff can access this information after approx 11am each morning.
● Whole School Attendance is circulated to all staff on a weekly basis – this to be used to
target set in individual classes.
● Visual Displays – Graphs of Attendance displayed on a School Notice Board – this can
be done.
● Attendance is celebrated – positiveAttendance Incentives
Attendance Trophy :
● This is awarded each week in Assembly for Student Attendance the previous week.
● The top 3 classes are acknowledged and attendance figures are announced for all 3
classes.......there is a weekly reminder of our 95% Attendance Target
● The top Class is awarded the Attendance Trophy Weekly
Termly Incentives :
● All students receiving 100% Attendance per term are issued with Awesome Attendance
Certificates in Assembly
● An A4 ‘Best Class Attendance Certificate for The Term’ is issued to the Class who
has the best attendance for each term – this must be displayed in the Classroom, this
certificate acts as a Principal Award and can be used in Principal Award certificate totals
● An A4 ‘ Best Syndicate Attendance Certificate for The Term‘ is awarded to the House
who has the best attendance for each term – this must be displayed in the Classroom,
this certificate adds 10 House points to the end of year House Competition.
Annual Incentives :
● All students receiving 100% Attendance for the Whole Year are issued with a Special
Awesome Attendance Certificate in Assembly.
● An A4 ‘Best Class Attendance Certificate for The Year ’ is issued to the Class who
has the best attendance – this must be displayed in the Classroom
● An A4 ‘ Best House Attendance Certificate for The Year ‘ is awarded to the Syndicate
who has the best attendance – this must be displayed in the Classroom
Classroom Incentives:
● This is encouraged and each class teacher uses different incentives – students are
given the Attendance Target of 95% and set their own target towards getting this or a
higher percentage for the term / year.
● Punctuality can earn Gold Cards over a period of time set by the classroom teacher
● Classroom displays related to Attendance Target Setting are encouraged as a visual
reminder – a theme of ‘Getting the best out of every day’ can be usedAssembly Procedures 2020
Please remind students of our Assembly Procedures
Expectations for students:
● Uniform is worn correctly. No student should enter the hall if uniform is not correct unless
they have a uniform pass or relevant note passed by Senior Management
● Hair tidy, tied up etc:
● No talking outside the assembly hall or while entering.
● Hands away from faces.
● Hands over mouth if coughing or yawning
● Clap only when the last student has taken their place on the green mat. NO
whistling, calling out or booing is acceptable in assembly.
● Stand for the National Anthem with hands by your sides.
● If you are late for assembly you will need to wait quietly at the door until the person
speaking stops and then move quietly in sitting in the nearest area.
Seating Arrangements:
● All mixed classes (Boys and Girls) sit in vertical lines (following the pattern boy – girl –
boy – girl). As students enter the hall they are to climb the seating in straight vertical lines
and then sit – the next house line then follows beside.
● When leaving the hall: students are to follow exit in vertical lines.
Expectations for Houses:
● Houses line up quietly in House areas and check uniform etc.
● House lines must come over quietly and in orderly lines. No classes will be allowed to
enter the hall if there is chatter.
● House Leaders will need to supervise lines until such a time students are able to be left
to the school leaders to organise.
● Teachers in the hall will need to communicate with students as quietly as possible.
Expectations for School Leaders:
● Set a high standard of behaviour as students enter the hall
● Communicate using hand signals or in a very quiet voice
● Ensure students walk to the end of the row before coming down the tiered seating
● Sit Totara, Puriri & Rata House in 10 vertical lines. Rimu will sit students in 11 vertical
lines.
● Report difficult students to House Teachers so that you can be supported.
Expectations for students speaking in assembly:
● All students giving sports reports, or presenting in assembly will be seated and are
expected to be in the hall before assembly. NO talking while waiting as Houses enter the
hall.
Expectations for students receiving awards:
● If receiving an award come down quietly, quickly and with pride.
● Shake and look the award giver in the eye and say thank you, then take the
award/certificate.
● Stand on the green mat with toes on the edge.
● Do not leave until the last person has received their award and is standing on the green
mat.Expectations for teachers:
● Every teacher is expected to be at assembly.
● No students should be removed from assembly once the programme commences unless
under extreme circumstances. Discuss methods of dealing with difficult students within
Houses.
● Please do not bring marking or schoolwork to assembly.
● Ensure your class knows what is expected of them and give them reinforcement if they
are doing well and reminders if they are forgetting what is expected.
● Please follow up on students who talk or misbehave in assembly
● Let SMT know if you have excellent student work etc. to share
● If you want to give a presentation, speak to the school, give out awards, etc. let Tracy
know in advance. Also if you have a guest speaker you think would be good please let
Tracy know too.
● Designate a student to come up and receive class awards/House awards. Ensure all the
House members know who this person is to avoid confusion on who gets up.
● All teachers (except for the teacher leaders with their House) need to wait outside the
Drama room (If wet in the drama room) quietly and a student in charge of the assembly
for that time will invite you in.
● The front row is Senior Management and House Leaders.
Communication Assembly – Mondays 8:30 am
● Hall remains closed until 8.20am (Doors locked)
● House Leaders need to be in the hall 8:20am
● Students enter the hall and sit in their house area
● Students do not line up in house areas but move straight to the hall on the bell, entering
the door their house is allocated.
● Staff are seated by 8.30am (That’s not standing at the back or waiting outside)
● Late arrivals must not enter the hall when someone is speaking, but may enter and sit on
the floor when there is a break in the conversation.
● No staff notices may be given at this assembly unless they are urgent and given to SMT
before the assembly.Medical / Sickness Note
Any student who you feel needs to be referred to the office due to either medical or sickness
needs to have one of the below forms completed.
Health Nurse
Health nurse appointment slips and box are at the main reception.
Referrals for the health nurse can be emailed to the
Deputy Principal in charge of that year group:
Tracy Davis Year 7
Lou Taylor Year 8Emergency Procedures
Fire:
Signal: (continuous message: evacuate the building played via the bell system)
If you discover a fire activate the fire alarm and exit per evacuation map
● Evacuate students to the nearest exit.
● Teacher assigned needs to check toilets.
R5, R7, R8, R10, R11, R14 & Food tech teachers to check nearest student toilets
● If possible close all windows and doors.
● Evacuate to assembly area and take roll immediately.
● Team Leaders are in charge of reporting to the fire warden.
Inform the fire warden when all students are accounted for or of any missing students.
The all clear will be given by SMT.Earthquake:
Signal :( Either: continuous message: evacuate the building played via the bell system or
three long blasts on the air horn to signal meet at the meeting area)
What to do during an earthquake
If you are indoors, duck or drop down to the floor.
Take cover under a sturdy desk, table or other furniture. Hold on to it and be prepared to move
with it. Ensuring your head is protected at all times.
Hold the position until the ground stops shaking and it is safe to move.
Stay clear of windows and heavy furniture or appliances that may fall over.
Stay inside to avoid being injured by falling glass or building parts
Stay calm and encourage others to do likewise.
If you are outside, get into the open, away from buildings, fences, walls, and power lines.
Lock Down Procedure:
Signal: ‘Lock down’ over the intercom system
Any member of staff can signal a lock down if they believe that our students & staff are at risk,
by ringing through to the office. The other teacher quietly and calmly locks down the block
● If you are in your classrooms – all doors should be locked.
● If you can’t ensure the lockdown move to the nearest area that can be locked down.
● If you are on the field or away from your room – proceed to the nearest room / building
which would be able to accommodate you and your students.
● Toilet facilities are available internally from Puriri and Totara. Music, and Digitech have
access to the hall toilets. Rata, Rimu, Science, Library, Food, Art and Hard Materials will
need to organise buckets appropriately in the classroom. Toilet Paper will be inside an
icecream container in the bucket.
● Staff email to the office a list of students present in their room.
● If there are any other arrangements classes will be notified by phone or intercom by
Senior Management.
● Teachers will need to monitor cellphone use and what students are accessing on line.
Senior Management will notify rooms to give the all clear.
Tsunami:
Signal : (Civil defence siren or message via internal phones)
● Stay calm
● Evacuate students to the nearest exit
● Move quickly but safely
● Proceed up Faraday Street heading towards higher ground
● Meeting Point: Gleeson Park (Faraday Street)SCHOOL WIDE INTERVENTION STRATEGIES GUIDE
OPTIONS FOR UNACCEPTABLE BEHAVIOURS
STRATEGY
Don’t give up - try another and another…
UNIFORM/P.E. GEAR
Encourage and remind students to bring P.E gear
letter home/ contact with parents or caregivers
Use of spare gear
Reward those who bring gear! (Gold Cards!)
DISRUPTION IN CLASS
● Class discipline plan.
● Consider their learning programme
● Special cases (personal system of monitoring).
● Shifting class/and within class.
● Problem solving - what are the behaviours which are causing difficulties? What
can we do to improve our behaviours?
● Positive changes - children’s responsibility.
● Speak to a colleague./TL/DP/P - ask for advice.
● Time out.
● Parents.
● One to one discussion.
● Ignoring bad behaviour while praising positive/on-task behaviour.
● Redirecting the pupil.
● List of activities/check.
● Praise other pupils nearby.
● Lots of rewards.
● School recognition of good, on-task behaviour. Gold cards - playground,
classroom.
● Practice early intervention.
● Call back after school to discuss behaviour (check bus students)
Please note coping out of dictionary are not strategies to be used as a consequence.
1) Every student is different and should be treated as such.
2) Every student should be successful at school, should be challenged but should also
enjoy school and learn to cope properly with both success and setbacks.
The purpose of intervention is to maximise learning for individual and groups and to ensure the
environment is safe and supportive.
The purpose of intervention is to bring about a change of behaviour and to reduce the likelihood
of further intervention.
All really serious behaviours as specified in directive folder should be referred directly to the
Exec. Background notes can be helpful.INTERVENTION STRATEGIES
1 CLASS BASED
Teacher takes responsibility and considers, then implements strategies such as:
Finding an area of success and build upon it in small, steps;
discussion, conference, goal setting, peer support, adjusted expectations, reduced and / or
more precise objectives, check work at appropriate level, provide for students different learning
styles, etc - and - ask for collegial support.
Keep trying - give a strategy a change to work - don’t expect a miracle cure - remember -
reduced incidence can constitute improvement.
NB: Teachers should balance these three things:
1. The need to give strategies time to be effective
2. The need to maintain their own mental health
3. The need to maintain learning efficiency of the rest of the class.
Don’t give up. A reduction in the incidence of disruptive behaviour (for example) constitutes
improvement.
Don’t take things personally - remain emotionally aloof - be objective - deal with the behaviour -
don’t “ write off “ or marginalise the child.
ALWAYS:
Inform – document via a Green Slip and pass onto SMT
Discuss parental involvement with team leader or senior management.
Document what’s happening and the strategies you are trying
Consider referring student to support teacher
Inform other key people involved with the student so that we work together with
consistency and in a team.
IF UNSUCCESSFUL MOVE TO NEXT STEP
2 HOUSE BASED -
Discuss House strategies with other teachers - formulate plan e.g.
Time Out
Conference with other teachers and parent
Restricted activities
Discuss at syndicate meeting and share ideas
Set up a special individualised work programme
3 INVOLVE SENIOR MANAGEMENT
They may-
interview students, set up contracts, support / enforce / give extra weight to strategies operating
at house or class level
visit class to watch student at work and thus reinforce strategies
refer on (through Principal) to outside agencies
contact / work with parents
give time out for teacher or student - this should be rare and always in with agreement of the
principal.
Time out should be for short periods. Students needing repeated time outs should be brought
to the principal’s attention.
Senior management must keep teachers / senior teachers informed.OTHER INTERVENTION STRATEGIES 1 TIME OUT TIME OUT (PLAYGROUND) If students do not use their own time wisely - particularly if they bully or form gangs then they lose their free time and can be placed on TIME OUT. This means the teacher directs the students to a designated place where they will remain for the rest of the break or until released by the teacher concerned. Other forms of time out could be rubbish collection, walking with the teacher etc. NB Avoid escalating incidents into teacher student confrontations. TIME OUT (CLASSROOM) When all else has failed (ie Class Based, House Based strategies) and a student is not completing set in-class work, student may be placed on CLASS TIME OUT by THE SENIOR MANAGEMENT on request from a syndicate leader. This means a student will work under supervision until a specific task or piece of work is completed. Usually breaks are not included. CLOSE SUPERVISION is an extended form of time out from class and will be used rarely. 2 IN SCHOOL SUSPENSION In extreme cases bordering on suspension an in school suspension may be given by the principal. This means students ARE SUSPENDED FROM ATTENDING THEIR REGULAR CLASS. In school suspension will usually include suspension from playground also. In all cases the principal will inform staff and parents. In cases of serious / extreme behaviour these should go straight to deputy principals or principal Please remember - although you may be ‘correcting’ students always try to find a positive approach and recognise ‘good’ where possible. 3 DAILY REPORT This can be at a classroom level or at Senior Management level. Students are required to get the teacher to sign and comment on the goal stated at the top of the report just prior to each break. There is a space at the bottom of the report for the teacher / Deputy Principal to write a progress comment for the parent. The child takes the report home or a photocopy home for the parents to sign. Parents contact and agreement is essential for this to work. There should only be one goal for the student.
MEETING THE PASTORAL NEEDS OF OUR STUDENTS
Who does this refer to?
Students:
● Coming to school hungry
● Coming to school with unsuitable clothes for the weather
● Who repeatedly lack lunches
● Always/usually have difficulty with money for trips and activities
● Lack learning equipment (refills, pens, rubbers etc)
● With dirty/poorly cared for clothing
● Who come to school in a dirty/unhygienic state
Teachers responsibility;
● Monitor students
● Know them well
● Check regularly and identify those with basic needs deficit - Inform member of Senior
Management
Senior Management will:
● Establish level of need and level of students own responsibility
● Identify and document GENUINE cases of basic needs deficit
● Discuss with Principal
● Inform the reporting teacher
● Consider involving/referring to Health Nurse
Dealing with Immediate Needs:
● School showers
● Use of Food Tech washing machine
● Lost property (students may be lent unnamed lost property, or school supply clothing)
● Students may be provided with food on occasion
These procedures are not intended for students who “forget” or “cannot be bothered”
managing themselves/their gear properly
The procedures are only for students with a genuine basic needs deficitPROCEDURES FOR REPORTING SUSPECTED CHILD ABUSE
These procedures apply to staff and cover ANY suspected abuse within or outside the
school.
● Pupil to pupil
● Staff to pupil
● Parent to pupil etc.
IF YOU NOTICE SIGNS OR SUSPECT ABUSE, REPORT TO THE PRINCIPAL.
1 If the child or young person is in danger or unsafe, act to secure their immediate safety.
2 If a child/person tells about abuse, listen to the child or young person and reassure them
but do not make promises or commitments you cannot keep.
You should inform the Principal at this stage if you have not already done so.
N.B. Do not formally interview the child or young person.
Obtain only necessary relevant facts if and when clarification is needed.
Write down what the child or young person says: THEN………
3 inform the Principal. Principal to hold immediate discussion with appropriate personnel
whether in school or from outside agencies
N.B. Do not hesitate to ask the Principal about the action taken.
KEY POINTS:
1 Don’t investigate!
2 Do inform the Principal.
3 Don’t contact outside agencies on your own.
4 Do listen if a child talks to you about abuse.
SPECIAL CIRCUMSTANCES:
If you suspect the Principal is abusing a student you should
1 Discuss matter with Deputy Principal, and
2 Report matter to Chairperson of the Board of Trustees.
PRINCIPAL:
Refer to NZCYFS or Police. Await further contact before taking any action.
After making sure the referral has gone to NZCYFS or the Police, get support for
yourself, your staff, from appropriate persons if needed.SOME POSSIBLE SIGNS AND SYMPTOMS OF CHILD ABUSE PHYSICAL ABUSE: Unexplained injuries or burns, Withdrawal from physical contact. particularly if they are recurrent Arms/legs/body kept covered in hot Improbable excuses given to explain weather. injuries. Fear of returning home. Refusal to discuss injuries. Self destructive tendencies. Untreated injuries Aggression towards others. Admission of punishment which appears Running away. excessive. Bald patches. EMOTIONAL ABUSE: Physical, mental and emotional Neurotic behaviour (e.g., rocking, hair development lags. twisting, thumb sucking) Reporting of punishment which appears Self mutilation. excessive. Fear of parents being contacted. Over reaction to mistakes/accidents. Extremes of passivity or aggression. Continual self deprecation. Drug/solvent abuse. Sudden speech disorders. Running away. Fear of new situations. Compulsive stealing/scavenging. Inappropriate emotional response to painful situations. NEGLECT: Constant hunger. Low self esteem. Poor personal hygiene. Neurotic behaviour. Constant tiredness. No social relationships. Poor state of clothing. Running away. Emaciation. Compulsive stealing, scavenging. Frequent lateness, non-attendance or Foetal deprivation. non-enrollment at school. Failure to thrive. Untreated medical problems. Inordinate lack of parental supervision. Destructive tendencies. SEXUAL ABUSE: Sexually transmitted diseases. Self mutilation. Low self esteem. Fear of medical examination. Excessive masturbation. Social withdrawal. Promiscuity. Extreme reactions to bathing/toileting. Sexualised behaviour. Strong resistance to activities where Inappropriate sexual knowledge. changing clothes is necessary. Abuse of others. Excessive cover of body, even in hot Fear of men/women. weather. Sexual content of stories/drawings. Pregnancy.
Kick Start Breakfast Club
The Breakfast Club is aimed at providing a healthy breakfast for those students who
choose to attend.
While our underlying goal is to target those students who, for various reasons, normally
would not have breakfast before school, the breakfast club is open to all of our students
and staff.
When: Monday – Friday 8:00 am – 8:20 am
Where: Food Tech Room
Cost: Free!
Weetbix and Milk is kindly provided by Fonterra
Other breakfast items kindly provided by The WarehousePB4L Checklist for promoting positive behaviour and learning in the classroom
Teacher’s Name: Key
Date:
✓ – observed
Care and Expectations
Teachers have high expectations (the are achievable) for all ako and show them they believe they can
succeed.
Teachers show students they care about them.
Teachers greet each student every day when they arrive and ask after them by name. They are
greeted in their own language.
Teachers listen, have empathy, and positive regard for others.
Behaviour Expectations
A small number (three to five) of positively and clearly stated expectations or rules are defined and
communicated to the students.
Behaviour expectations are developmentally appropriate and achievable for the students.
Behaviour expectations are clear, positive, and visually displayed in the centre or classroom.
Behaviour expectations are directly taught. When students have difficulty with a particular expectation,
and associated social and/or emotional skills, it is immediately re-taught, practised, and reinforced.
Students make a written or verbal commitment to follow the behaviour expectations.
Students can state the behaviour expectations.
Routines
Routines are explicit and directly taught. If students are having difficulty with a routine, it is modelled
and immediately re-taught in a simplified way.
Schedules and routines for handling transitions are predictable.
Students spend most of the time engaged in active learning.
Attention, encouragement, and praise
The teacher uses at least four positive interactions for each instance of corrective feedback.
The teacher gives children and young people who are engaged and following directions frequent
attention, praise, and encouragement.Incentives are earned by children and young people to motivate them and increase positive,
appropriate behaviours.
Consequences
The teacher reminds students about the behaviour expectations when incidents occur.
Consequences are pre-planned and posted.
Consequences are delivered in a clam, matter-of-fact manner.
Students are reminded of their choices in a calm, positive manner before behaviour escalates.
The physical Space
The room has sufficient space and access to materials to support teaching activities and smooth
transitions.
Instructional areas have clear, visual boundaries for students.
The teacher(s) can see all students when scanning the room.
inattentive and easily distractible students are close to the teachers desk/near the teacher(s)
The teacher is visible to the students and moves throughout the room.
The classroom programme
The curriculum programme provides opportunities for learners to engage in tasks likely to enhance
their self-awareness, interpersonal and social awareness, self-regulation and management,
relationship skills and responsible decision making.
The classroom programme supports social relationships through shared activities, peer tutoring,
cooperative learning, while acknowledging the accomplishments and cultures of all learners.
Transitions
The teacher(s) greet each child by name when they arrive.
The teacher (s) gets attention before giving instructions.
Transitions between activities or rooms are directly taught and are practised.You can also read
