Positive Behaviour for Learning (PB4L)

At Kaikohe Christian School, we believe every student is created in the image of God with unique value and purpose. Our Positive Behaviour for Learning (PB4L) framework is a systematic, Christ-centred approach focused on modelling, coaching, and rewarding conduct that reflects the heart of Jesus. We use Restorative Practices to resolve issues our tamariki may have from time to time. We also partner with parents in hui to work at promptly restoring tamariki to continue on their learning journey.

Our goal is to equip this generation to transform the world through the power of the Gospel, preparing students for effective, Godly leadership and service.

The C.A.R.E. Framework

We utilise the C.A.R.E. framework to define our behavioural expectations. These values shape our school culture and guide how we interact in the classroom, on the playground, and within our wider community.

Courage (Kaha): Standing firm in faith and character. Students are encouraged to do what is right, even when it is difficult, and to take brave steps in their learning journey.
Aroha (Love in Action & Attitude): Reflecting Christ’s love through service and kindness. Aroha is an active choice to care for others, include everyone, and demonstrate patience, kindness, and gentleness.
Respect (Whakaute): Honouring God, ourselves, others, and the environment. This includes following instructions with a willing heart and valuing the worth of every individual.
Excellence (Hiranga): Striving to do our best in all areas. Students are encouraged to work with integrity, maintain a positive attitude, and lead by example.

Tiered Management & Support

To maintain a safe and focused learning environment, we use a clear, tiered approach to behaviour support in partnership with parents and caregivers:

Low-level: Managed through gentle redirection and quiet reminders to help students get back on track.
Mid-level: May involve a Daily Report system or an Appropriate Behaviour Plan, developed collaboratively between staff and parents.
Serious: Managed through formal processes such as positive behavioural time at breaks with the Deputy Principal, or referral to the Principal to ensure the safety and wellbeing of the school community.

Parent Concerns

We follow the guidance of Matthew 18:15–17 when addressing concerns:

Discuss the concern directly with the person involved, outside of class time.
If unresolved, escalate the matter to the Principal.
If still unresolved, refer the matter to the Board Chairperson.