Hauora & Positive Behaviour

At Windy Ridge we believe strong, positive relationships build a respectful learning environment where every child's well being and behaviour are supported.

Hauora & Positive Behaviour for Learning

As part of our commitment to Hauora and well being, we prioritise respect for ourselves, others, and learning for all. Informed by Paul Dix’s ‘When the Adults Change, Everything Changes’, Russell Bishop’s ‘Teaching to the North-East: Relationship-based Learning in Practice’, and Melanie Riwai-Couch’s ‘Niho Taniwha’, we operate on the principle that strong, positive relationships are the foundation of a respectful learning environment.

Our relational approach is embedded in our daily routines through consistent, school-wide practices:

  • Morning Meet-and-Greets: Every learner is greeted individually to start the day with connection and belonging.

  • Restorative Practices: We hold private, constructive conversations to resolve challenges and support positive choices.

  • Positive Role Models: We regularly spotlight and celebrate students who exemplify our shared values.

Core Expectations

To ensure consistency across all learning spaces, our school expectations are anchored in three clear, memorable principles:

  • READY: We are ready for learning.

  • RESPECTFUL: We are respectful of ourselves, others, and the environment.

  • SAFE: We keep ourselves and others safe.

Positive Framing & Shared Language

Rather than relying on long lists of rules, we actively teach, highlight and praise positive behaviours. This helps learners understand exactly what our core expectations of Ready, Respectful, and Safe look like in action every day.

Staff use consistent, clear language to reinforce these expectations:

  • Positive Reinforcement: "I like how you are sitting on the mat ready for learning" or "We walk in the classroom to keep everyone safe."

  • Reflective Prompts: "Are you ready for learning right now?"

During restorative conversations, this same language provides a clear framework to help students reflect on their choices. For example, "When you call out, you are not being respectful of others' learning," or "When you push, you are not keeping others’ safe."

By grounding these discussions in shared expectations, students learn responsibility and self-regulation in a supportive environment.

We encourage you to use these words at home so that together, we can support our children in being the best they can be, both at school and at home.