At our school, Positive Behaviour for Learning (PB4L) is a key framework that supports our students in developing respectful, responsible, and safe behaviours. You may have heard your child talk about our behaviour expectations and acknowledgements, but you might wonder how we decide what areas to focus on.

PB4L targets are determined by carefully analysing behaviour data collected across the school. This includes information about the frequency, type, and location of behaviours that require support. We look for patterns in this data to identify where and when students need the most guidance, whether that’s during transitions, in the playground, or within specific year groups.

We also consider the social and emotional needs unique to our student community. Our fortnightly targets are shaped not just by numbers, but by what we know about our students’ experiences, strengths, and challenges. This helps us ensure our PB4L focus areas are relevant and meaningful.

Once a target area is identified, we design short, focused lessons to explicitly teach the expected behaviours in that setting or a variety of settings. These lessons are reinforced through consistent language, visual reminders, and a school-wide acknowledgement system.

By using data in this way, PB4L helps us make informed decisions that directly benefit our students and promote a positive school culture. 

For example, this fortnight our target has been walking quietly in lines when moving around the school.  Walking quietly in lines is part of how we support a calm, respectful, and safe learning environment.  Quiet transitions help prevent disruptions and show respect for others.

Walking in a calm, quiet line also supports students in regulating their energy and preparing to return to the classroom ready to learn. It allows staff to supervise effectively and ensures that all students move safely and smoothly through the school.