Positive Behaviour & Guidance Policy

Information for Parents & Caregivers

Parent Information Summary

(This page is for families. The full policy follows.)

Supporting Positive Behaviour at RASCALS

At RASCALS, we want tamariki to feel safe, respected, and supported after the school day. We focus on positive guidance, clear expectations, and helping children build social and self-regulation skills in a fun, caring environment.

What this looks like

• Clear routines and expectations

• Kind, calm, and respectful interactions

• Encouragement and positive reinforcement

• Restorative conversations when things go wrong

• Extra support for children who need it

What we don’t do

• Physical punishment

• Shaming or humiliation

• Harsh or unfair consequences

Working with whānau

We believe the best outcomes happen when whānau and RASCALS work together. We communicate openly about behaviour when needed and focus on solutions that support children’s wellbeing.

The full Positive Behaviour & Guidance Policy begins below.

Full Positive Behaviour & Guidance Policy

1. Purpose

RASCALS aims to provide a safe, respectful, and enjoyable environment where tamariki can build friendships, develop social skills, and feel supported.

This policy outlines how staff prevent, guide, and respond to behaviour in ways that:

• Protect emotional and physical safety

• Support self-regulation and learning

• Align with the values, expectations, and restorative practices used at Raglan Area School

2. Guiding Principles (Aligned with Raglan Area School)

RASCALS follows Raglan Area School’s behaviour approach by:

• Using positive reinforcement

• Maintaining mana-enhancing interactions

• Addressing issues through restorative conversations

• Prioritising relationships, respect, and responsibility

• Supporting tamariki to develop self-regulation skills

• Ensuring responses are calm, fair, and connected to behaviour

• Keeping safety at the centre of all decisions

Physical or verbal punishment is never used.

3. Tamariki Expectations (RAS-Consistent)

Children attending RASCALS are expected to:

• Be Kind – treat others with respect

• Be Safe – follow staff instructions and use equipment appropriately

• Be Responsible – look after belongings and shared spaces

• Be Inclusive – include others and show care

These expectations align with Raglan Area School’s PB4L framework and values:

• Manaakitanga – respect, kindness, empathy

• Whanaungatanga – inclusion and connection

• Kaitiakitanga – care for others and our environment

• Poutama – resilience and striving to do our best

4. Staff Responsibilities

All staff must:

• Model calm, respectful behaviour

• Use warm, clear communication

• Offer guidance and choices rather than commands

• Use positive language (e.g. “walking feet”, “gentle hands”)

• Maintain visibility and proximity to support behaviour

• Intervene early before issues escalate

• Use restorative practices after incidents

• Record significant behaviour incidents

• Inform whānau when appropriate

• Seek support from the Supervisor for ongoing concerns

5. Prevention Strategies

To minimise behaviour issues, staff will:

• Greet children warmly at sign-in

• Establish predictable routines

• Provide a balance of structured and unstructured activities

• Set clear boundaries and expectations

• Check in with children needing extra support

• Manage transitions calmly

• Offer choices to support autonomy

• Actively scan, move, and supervise

• Adjust environments (e.g. quiet spaces) when needed

6. Low-Level Behaviour: Guidance Steps

For minor behaviours (e.g. not listening, running indoors, rough play), staff use a stepped approach:

Step 1: Non-verbal cue
Proximity, eye contact, or gesture

Step 2: Simple, positive reminder
“Remember our safe play rule.”

Step 3: Clear instruction with choice
“You can keep playing if you use gentle hands, or choose another activity.”

Step 4: Brief pause or redirection
Child moves to a nearby supervised space to reset

Step 5: Restorative mini-conversation

• What happened?

• Who was affected?

• How can we put this right?

• What will you do next time?

This approach reflects Raglan Area School’s restorative practice.

7. Moderate Behaviour or Recurring Patterns

Examples include:

• Disrespectful language

• Ongoing disruption

• Unsafe play despite reminders

• Excluding others

• Minor physical conflict

Supervisor response may include:

• Supporting a restorative conversation

• Short, supported break from an activity

• Informing whānau at pickup

• Monitoring behaviour patterns

• Considering triggers (fatigue, hunger, overstimulation)

• Temporary restriction from specific activities where safety is impacted

8. Serious or High-Risk Behaviour

Examples include:

• Hitting, kicking, or intentional harm

• Bullying or intimidation

• Running away from staff

• Property damage

• Sexualised behaviour

• Any behaviour creating immediate danger

Procedure:

• Ensure safety of all children and staff

• Remove child to a supervised calm space

• Inform Supervisor immediately

• Supervisor leads restorative process when appropriate

• Inform whānau

• Complete incident documentation

Possible responses may include:

• Temporary withdrawal from specific activities

• Increased supervision plans

• Individual Behaviour Support Plan

• Meeting with whānau

• Collaboration with RAS teachers or SENCO

• OSCAR consultation if health and safety is impacted

9. Physical Restraint

Physical restraint may only be used when:

• A child is at immediate risk of harming themselves or others

• No other option will prevent imminent harm

Restraint must follow Ministry of Education guidelines:

• Minimum force necessary

• Shortest time possible

• Supervisor notified immediately

• Incident fully documented

• Whānau informed as soon as safe

• Raglan Area School leadership notified

10. Individual Behaviour Support Plans

For children requiring ongoing support:

• Plans are developed collaboratively with whānau

• Input from RAS teachers or SENCO is sought where appropriate

• Strategies are shared with relevant RASCALS staff

• Plans are reviewed regularly

• Focus remains on strengths, triggers, coping tools, and safety

11. Communication with Whānau

RASCALS communicates in a respectful, supportive way:

• Minor issues may be shared informally at pickup

• Significant incidents are shared promptly

• Patterns are discussed early

• Whānau are invited to contribute to strategies

Child protection concerns follow the Child Protection Policy.

12. Record Keeping

RASCALS maintains:

• Behaviour Incident Forms

• Behaviour Support Plans

• Restorative records where appropriate

All records are confidential and stored securely.

13. Staff Training

Staff receive training in:

• RAS-aligned restorative practices

• De-escalation strategies

• Trauma-informed responses

• Positive behaviour guidance

• Behaviour scenario practice

• Safe physical intervention guidelines

Training occurs at induction and annually.