Behaviour Management

The programme is based on a set of underlying principles;

• 5R’s as a basis for management and discipline (rights, responsibilities, rules, relationships and routines) .
• Learning occurs most effectively through the application of positive means, such as rewarding desired behaviour. As desired behaviour increases in frequency, undesired behaviour reduces in frequency.
• Using a non-confrontational focus.
• Considerations of individual differences (abilities / needs / learning styles).
• Principles of aroha (understanding, warmth), pono (truth & integrity) and tika (fairness).
• An Emphasis on behaviour as a choice and on behaviour ownership.
• Use of the principle ‘least to most intrusive intervention’.
• Use of logical and natural consequences.
• Positive corrective styles / shaping new skills.
• Teaching and modelling new behaviours.
• Promoting and supporting positive behaviour.
• Use of coping plans and utilising time out and cool off time.
• Wide collegial support for staff.
• Antecedent management strategies to ensure the behaviour is avoided.

Children and adolescents have both a need and a right to feel secure. A feeling of security comes partly from knowing what is ahead. This is achieved by having a predictable environment.

An essential feature of the Behaviour Management Plan is to provide a high degree of consistency in the way students are managed in their interactions with all other students and adults in the whole school environment. This is particularly important when children are faced with different residential and school staff at different times of the day and different times of the week.

All staff are trained in Safe Crisis Management which is an effective tool to understand and manage challenging behaviours while maintaining students' care, welfare, safety and security. Regular upskilling of all staff occurs through Professional Development.