Ashhurst School Behaviour Philosophy



Ashhurst School Behaviour Model

At Ashhurst School we have three values that we focus on. These are Whai Ngākau, Manawaroa and Tū Tangata. When children are acting within these values they will be achieving Eke Taumata, meaning them being the best they can be or "reaching for the highest peak".

We believe that behaviour is learned and it is our focus to teach and model positive behaviour at Ashhurst School. As part of this, Ashhurst School is recognised as a Positive Behaviour School for Learning or PB4L. 

We have extensively implemented our values here at Ashhurst School and we seek to reward all children who demonstrate them.

Further Detailed Information Here.


Ashhurst School Values

Act from the Heart

We show pride

We care for property ourselves and others

We interact positively with others

We respect that everyone is on their own learning journey

Lead from the Heart 

We are the best we can be

Show care for people and property

We are great Ashhurst Citizens

Strong of Heart

We make good choices and decisions

We seek support when challenged with a difficult situation

We persevere and understand that mistakes are part of learning


Explicit Teaching of Values - Keeping it SKY!

Values Specific Teaching Schedule  

Yearly Plan.




  • Contexts are based on data of referrals and problem behaviours and locations.
  • Daily lessons, activities, role plays, modelling sessions…. must occur every day around that value in the two week block. (flexibility here when specific issues arise and teaching around that needs to occur)
  • Extra lessons may be carried out on the same value within different, relevant contexts.
  • These are pre-teaching activities.
  • Where possible – teach lessons in the appropriate area relating to the context – eg in the hall for audience manners, on the field, sandpit etc when teaching playground manners…
  • Have lessons short and sharp (15 mins max) with oral review during the first and/or last few minutes of a session.
  • Continually review/revisit previously learnt values.
  • Involve those students struggling with behaviour more – eg tell them about the value/context prior to the lesson, ask them to help set up for the lesson, involve them as a key person in role plays etc, that way they will be hearing the message more than once.
  • Add plenty of the fun component to them – teams, surprise quizzes for points, ICT motivations, ‘positive comment’ charts up.
  • Be creative when planning and teaching.
  • Involve students –have them provide feedback on the positives – but these lessons are not to become telltale sessions!
  • Do not get children to act out/role play undesired behaviours. (this could be done by staff, or maybe a peer mediator/responsible senior, occasionally at assembly for a laugh for example but regularly not by students)
  • “Daily Teaching” starts from Day 1.
  • It is a non-negotiable. Once the time is decided, every class, every day will be teaching at that time, e.g. 12..45 to 1 =  eg school-wide.
  • Every Thursday we will carry out our values teaching with our buddy classes. This will be a 30 minutes.
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