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Ready to Learn

Purpose Statement:

The purpose of Positive Behaviour for Learning-School Wide (referred to as Ready to Learn at Rolleston College) is to ensure the Rolleston Spirit is flourishing within our school.


What is Positive Behaviour for Learning?

Positive Behaviour for Learning: School-wide (PB4L) is a framework used by schools to develop initiatives that “support students to improve their behaviour, resilience and wellbeing. PB4L came out of the Taumata Whanonga behaviour summit in 2009. The summit recommended that the Ministry of Education look internationally for successful initiatives with a strong research and evidence base. These initiatives were then adapted to fit the culturally responsive context of New Zealand. (PB4L Overview 2015).

In November 2016, 100% of staff at Rolleston College voted to adopt the PB4L framework. The staff have a strong belief that learners need to be Ready to Learn and Ready to Flourish. If a learner performs poorly in a learning task we teach them what steps to take next, if they struggle at a particular sports skill, we teach them how to improve, if they can not play a musical instrument we teach them how to play, yet traditionally, if they behave differently to what we expect… we punish them. PB4L aims to use teaching behaviour as a tool for improving behaviour.  Click here for further information on PB4L.


Ready to Learn:

It is about:

  • Establishing a flourishing learning environment for all
  • Teaching desirable behaviours
  • Improving behaviour support systems for learners
  • Increasing positive interactions with learners
  • Using data for decision making
  • Decreasing reactive management
  • Expectations


School-wide expectations have been developed through consultation with staff and learners. A matrix of behaviours was created and posters are visual throughout the school to reinforce expected behaviour in the differing spaces (for example general learning spaces, library, gymnasium, on field trips and so on). Time is spent teaching expected behaviours and R2L expectations are also outlined at the start of each lesson.



Acknowledgement Systems:

Rolleston Spirit Card

A junior acknowledgement system was developed to acknowledge students who demonstrate the Rolleston Spirit and are R2L. Junior learners have a Rolleston Spirit card and staff will click the card when they see learners displaying the expected behaviours. The cards are linked to the school Whanau Competition as well as having individual incentives attached.

Per term:

  • 1x full card = Whanau points
  • 2x full card = $2 School Cafe voucher
  • 3x full card = $5 School Cafe voucher
  • 4x full card = Taken out for lunch with the Principal, Mrs Skelton.


Senior Spirit Badge

A senior acknowledgement system was developed to acknowledge students who demonstrate the Rolleston Spirit. This system was created in consultation with students and staff to reflect the school’s values and student voice. Senior learners apply for a badge by completing an application form that outlines evidence of their involvement in C.A.S.E.S (cultural/arts, academic, service, EOTC, and sport), how they have demonstrated the Rolleston Spirit and written endorsements from staff and peers. There are four badges that students can apply for in their senior years; bronze, silver, gold, and platinum.


Restorative Practices:

Restorative Practice is a relational approach to school life grounded in beliefs about equality, dignity, mana and the potential of all people. As outlined on the Ministry of Education PB4L site:

The Positive Behaviour for Learning (PB4L) Restorative Practice model focuses on building and maintaining positive, respectful relationships across the school community and offers school staff best-practice tools and techniques to restore relationships when things go wrong. By building and maintaining positive, respectful relationships within a school, staff to staff, staff to student and student to student, issues are more easily managed. Click here for further information.

Why Restorative? At Rolleston College the learner is at the centre and is at the heart of all that we do. Restorative Practices are about teaching learners the next step rather than punishing them without looking at how the behaviour occurred. Young people need help to learn social skills just as they need help with Maths and English. Restorative Practice is relationship based and removes barriers to learning. Ready to Learn, Ready to Flourish.