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 framework has been adopted the Positive Behavioural Interventions and Support (PBIS) framework from the United States.

We are a PB4L School

Just like we teach all curriculum areas we also teach behaviour and this is where we teach the values associated with our CAP - Caring, Actively Participating and Problem Solving.  This way of being is from the Board of Trustees to Management, staff and students.  We pride ourselves on creating a postive learning envrionment where care for others is taught and praised in all areas.

PB4L Student Handbook

PB4L

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.

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. 

Reading Recovery is for students, who, close to their 6th birthday, are experiencing difficulties in literacy acquisition. 

Students who have not made satisfactory progress in their first year of literacy instruction are selected for this intervention, and accelerated for a short time to be able to fully participate in the classroom curriculum.  

Who are RTLB?

The Resource Teachers: Learning and Behaviour (RTLB) Service are available to work alongside schools and kura to provide learning support when it is needed. They are specialist, itinerant kaiako or teachers who work across a number of schools and kura. 

RTLB work with education providers and other agencies and service providers to identify local needs and resources, and plan support based on the evidence of what works, to best support children and young people to learn.

Support includes system wide, targeted or individual support so that children and young people with learning support needs, including disabilities are welcome and where their achievement, progress, wellbeing and participation is valued.

Talk to your school about whether a request for support is right for your child.

Who are the RTM ?

The Resource Teachers of Māori provide :

• Support for bilingual and immersion programmes in schools

• Assist teachers with curriculum planning and implementation

• Provide teacher education in Te Reo me ōna Tikanga

• Provide PLD for staff.

• Production of quality resources and activities to support programmes

• In school support

• Assist with student assessment and programme evaluation