PB4L approaches provide a positive school climate and create a supportive environment for personal, social, and academic growth for students and staff.

The purpose of PB4L at Lyttelton School is to create a safe and supportive environment and to enhance learning by building positive and respectful relationships. PB4L school wide is an essential tool to enable the school to achieve this.

PB4L provides particular support for :

• The principles of high expectations and inclusion

• The New Zealand Curriculum values of equity, community, participation and integrity

• The key competencies of managing self, thinking, relating to others and participating and contributing.

PB4L directly supports the school to develop and maintain a culture and learning environment that maximise students’ opportunities to develop socially and academically.

PB4L at our school provides an effective, efficient, relevant, and durable framework that is:

• evidence-based using measurable academic and social achievement indicators
• founded on contributions from all stakeholders (whānau, students, staff and community)
• culturally responsive
• visible - an integral part of the school's daily operation
• maintaining of a safe learning culture and environment.

PB4L approaches develop the capacity for students, staff, parents and the school community to make our values come alive through everyday actions by:

• Manaakitanga / Respect: developing understanding and actions in our community which support the notion that everyone wants to be treated well and with kindness and that being responsible, trustworthy, using manners and caring are important aspects of respect. - “Treat each other as you would like to be treated”
• Ngākau Aroha / Empathy: We all belong and contribute to Lyttelton Primary School and we care for one another. This is demonstrated through consideration, respect for others, cooperation and communication. - “Walk in someone else’s shoes”
• Manawanui / Perseverance: helping all learners to achieve personal goals through a growth mindset and an attitude focused on keeping o trying - “I can do it!”

Tier 1 - PB4L - School-wide

Teachers maintain positive learning environments and relationships with students. Teacher strategies are implemented to support children’s learning of behaviour following the principles and practices of Positive Behaviour for Learning (PB4L).

Through modelling, teaching and acknowledging positive behaviours we provide a quality environment where the school community is focused on developing our Lyttel R.E.P's.

We recognise unacceptable behaviour as ‘being out of sorts’, ‘escalating’, or ‘out of control’ under the categories identified in our individual behaviour plans. Where there is evidence of regular escalation of behaviour these individualised behaviour plans support learner and teacher strategies to re-engage learning. Individual behaviour plans are developed in collaboration with student, teacher and parent.

For further information about PB4L School-wide

Creating Supportive Learning Environments

To further strengthen Tier 1 PB4L-SW @ LPS teachers understand and draw on effective practices that enhance students' behaviour, engagement, participation, and learning.

Classroom Practices Team

These teams are the heart and soul of the Tier 2 systems @ LPS. These teams are about teachers helping each other to address low-level problem behaviour by examining their own practice, striving to understand the reasons for problem behaviour & identifying strategies for changing it.

PB4L - Lighthouse School

LPS has been identified as a really good example of a PB4L-SW school that has strong PB4L-SW and whole school leadership, an effective and functional PB4L-SW team who are respected by their school staff, produced some valuable and practical PB4L-SW ‘product’, demonstrated evidence of positive outcomes - wellbeing, behaviour and learning and good data to support your PB4L-SW journey. Being a 'Lighthouse School' is an opportunity for the Ministry of Education to share our PB4L-SW story with other schools in ways that strengthen and maintain our PB4L-SW systems, but also support other schools who are at earlier stages of their implementation or perhaps struggling with some aspects of PB4L-SW.