Skip to main content

Code of Conduct

STUDENT

Student conduct and expectations are defined through the school’s core values (ANI Āhua), the Student Profile, and the Schoolwide Positive Behaviour framework.

Core Values (ANI Āhua)

Student behaviour is underpinned by four key values refreshed in 2024:

  • Māramatanga: Taking responsibility for their own learning journey.
  • Manaakitanga: Taking care of themselves and others with empathy and kindness.
  • Rangatiratanga: Leading and growing themselves and others as “upstanders” who advocate for school values.
  • Whanaungatanga: Connecting and celebrating diversity while building healthy relationships.

The Student Profile

The school sets clear expectations for how students should embody these values:

  • Māramatanga: Students should know where they are in their learning, set goals, and have a growth mindset.
  • Rangatiratanga: Students are expected to be upstanders, communicate effectively, show agency in decision-making, and persevere through challenges.
  • Manaakitanga: Students should create warm and tidy environments, be empathetic, and celebrate achievements.
  • Whanaungatanga: Students must value their place in the community and celebrate diversity.

Behaviour Categories and Follow-Up

The school identifies eight key categories of behaviour to maintain a safe environment:

  1. Disruptive behaviour and disobedience.
  2. Inappropriate use of devices.
  3. Inappropriate language and gestures.
  4. Theft and damage.
  5. School and community conduct.
  6. Aggressive and violent behaviour.
  7. Substance use and dangerous items.
  8. Bullying.

Behaviours are classified into three levels to determine the appropriate response:

  • Minor (Teacher-led): Includes things like chewing gum, casual swearing, or incorrect uniform. These are recorded on Hero.
  • Major (Dean-led): Includes repeat device misuse, multiple incidents of discrimination or hate speech, and verified bullying. These involve whānau contact.
  • Critical Major (SLT-led): Includes violence towards adults, phone use at school, weapons, and substance use. These involve the Senior Leadership Team and whānau.

Restorative Practice and Logical Consequences

ANI uses a restorative practice model, which is a relational approach grounded in equality and dignity. The goal is to build and maintain positive relationships and repair harm when issues arise.

When behaviour does not align with expectations, teachers apply logical consequences designed to “repair the harm”. For example, if a student is disruptive in class, they may be moved to a different seat; if they damage property (like graffiti), they must assist in cleaning it up.

Specific Policies

  • Bullying: ANI defines bullying as targeted, deliberate, and consistent online, verbal, or physical abuse. It is considered unacceptable, and students can report it via their teacher or the school website.
  • Device Use: The school monitors device usage through “Filter Alerts.” Level 1 alerts for inappropriate language result in a teacher conversation, while Level 2 (searching adult or violent content) can lead to a suspension of the student’s school account.
  • Physical Restraint: Staff are trained to follow updated Ministry of Education guidelines regarding the physical restraint of students.

STAFF

Our staff are integral to our school community. To maintain a safe and professional environment, all team members must comply with relevant legal, statutory, and regulatory requirements.

The Teacher Profile (Core Values)

Staff are expected to embody the four core school values (ANI Āhua) in their daily practice:

  • Māramatanga: Taking responsibility for planning and designing robust learning opportunities and showing initiative to engage with diverse opportunities at the school.
  • Rangatiratanga: Acting as an “upstander” who advocates for and models school values, showing agency in decision-making, and being a good communicator.
  • Manaakitanga: Creating warm and welcoming environments, celebrating achievements, and approaching behaviour with an empathetic, positive, and strength-based attitude.
  • Whanaungatanga: Building healthy relationships, celebrating diversity, and engaging with the community in collaborative ways.

Collaborative Kawa (Professional Customs)

The school operates under a “Collaborative Kawa” that dictates how staff interact and work together:

  • Whole Staff Expectations: All staff are expected to join in shared Karakia at the start and end of the day, attend weekly Wednesday professional development meetings, and participate in Monday morning briefings.
  • Professional Conduct: Staff are required to communicate in solution-focused, non-judgmental ways grounded in trust and mutual respect.
  • Community Interaction: Staff must communicate professionally with external agencies and treat all adults in their space with manaakitanga.

PARENT/VOLUNTEER

Parents and volunteers are the heartbeat of our school community, and your contributions are deeply valued. To maintain a safe, supportive, and lawful environment for our students, all volunteers must adhere to standard legal and school requirements.

The following guidelines are designed to ensure that every interaction within our school community remains positive, constructive, and respectful:

  • Foster Mutual Respect: Treat all students, staff, and fellow parents with kindness and professional courtesy.

  • Prioritise Student Safety: Strict adherence to all legal requirements, background checks, and school safety protocols is mandatory.

  • Maintain Confidentiality: Respect the privacy of students and staff by keeping classroom observations and personal information confidential.

  • Support Constructive Communication: Address any concerns or disagreements directly with the appropriate staff member through the proper, positive channels.