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Pukekohe High School is committed to ensuring a safe learning environment for all students.  The behaviour expectations and behaviour management systems outlined in this brochure are aimed at providing such an environment.  A condition of enrolment at Pukekohe High School is that parents and guardians will assist the school in maintaining expected standards of conduct, and accept the rules of the school.

Pukekohe High School Student Expectations
Our core business is learning – in the classroom, on the school grounds and in the community.  To do this effectively students have to be CLEAR about how our values impact on our learning.

Community     Love of Learning    Excellence    Accountability        Respect

    In the classroom, on the school grounds and in the community

A sense of COMMUNITY is  …  
  • To encourage and support others to learn and do well
  • To listen when others are speaking
  • To allow others to feel safe
  • To represent the school in clubs, groups or teams
  • To look after school property
  • To participate in community projects
  • Learning more about the district I live in and how I can make it a better place

A LOVE OF LEARNING means ...    
  • Knowing the learning intention in each lesson
  • Having the right equipment
  • Using feedback from teachers to improve
  • Finding out about careers I could pursue
  • Visiting the library to broaden my knowledge

EXCELLENCE is  …    
  • Being the best student I can be
  • Wearing a tidy uniform
  • Being punctual to all classes
  • Attending school regularly
  • Taking on leadership opportunities

  • I set goals for myself  
  • I check the progress of my goals
  • I review my goals
  • I meet deadlines
  • I ensure that I have listened to or read the Daily Notices
  • I tell a teacher if I sense/know that there is trouble
  • I am responsible for my actions
  • I give my parents letters, newsletters, reports and all other messages from school

RESPECT is shown when …    
  • This is a put-down free place
  • This is a safe to be me place
  • This is a kind language place
  • This is a co-operative place    
  • This is a place where all cultures are respected

Our school behaviour management practices are based on restorative principles.  This approach to harmful behaviour and conflict views wrong-doing as essentially a violation of people and relationships.  Individually and collectively people address the causes of the harm, the impact of the harm on those affected and investigate ways to make amends and minimise future wrongdoing.  Victims and offenders are active participants in processes that ensure equal justice and fairness.

A message from the 2011 Head Students:

“Our School, Our Community, Our Success”
We as head students created this statement as the driving force behind all activities for 2011 and it is something we strongly believe in. We are Jemma, Cosette, Lewis and David and we are four highly motivated and success driven students. We are working closely with prefects and the six student councils to make sure that this year is the best year Pukekohe High School has ever seen. After a very successful forum which we hosted, we touched base with many other head students from around the community and are now ready to implement everything that we have learned in school life here.  We are currently producing a presentation informing younger NCEA students on the importance of succeeding to their personal best.  We are looking forward to continuing and celebrating the success of Pukekohe High School in 2011.
David Mountfort, Jemma Brackebush, Cosette Saville, Lewis Dean.

The Year 13 leadership camp held in the last week of January gives Year 13 students the opportunity to look at themselves as leaders and to consider ways that they can provide leadership around the school.  The expectation of all Year 13 students is that they accept their responsibilities as a school leader and act as a role model to other students.  Leadership roles include:

Head Students:  The role of the head students is to have oversight of school councils and to support student leadership activities.

Student Councils:  Six councils have been established: Academic, Arts, Sports, Environment, Social and Cultural.  Each council is headed by two prefects and comprises of 6 to 10 students from different year levels.  They have the task of developing a programme of activities that “promote positive relations” among students.

Student Leaders:  Year 13 students are included on a roster to assist teachers in supervising the school and its surrounding areas before and after school, and at intervals and lunchtimes.   They do this by being visible, by encouraging positive behaviours among other students and being able to step in and dissolve incidents of inappropriate behaviour.

House Leaders:  Twelve leaders are appointed by each of the houses to lead their students in house activities.

Peer Support Leaders:  Each vertical form has 2 senior students who are Peer Support Leaders whose main role is to assist new students and especially the new Year 9 students as they adjust to the high school.

Peer Mediators:  Mediators are trained and appointed by the school’s counsellors to act as mediators in disputes between students.  They participate in the “Cool Schools Peer Mediation” training programme.   This programme has run extensively in New Zealand schools for over a decade.

Peer Tutors:  Some senior students volunteer to use a non-contact period to provide tuition assistance (e.g. reading) to a student identified by the learning support teachers.

Tuakana Teina Mentoring Programme
All students are mentored by an older student and / or their vertical form teacher.  Students are supported in setting and achieving their academic, personal and future goals through a mentoring cycle which involves each student meeting with his/her mentor at least once a term.

Wahine Toa
Our female Māori students are offered an opportunity to strengthen themselves as young Māori women through eh Wahine Toa Programme.  Small groups meet during lunchtimes and, using a Tuakana Teina relationship, issues are addressed and support and sharing occurs.

Student Librarians
Students from all year levels offer up their intervals and lunchtimes to assist in the service provided in the library.

Bus prefects
Some senior students who travel on buses are appointed as prefects who help to maintain safety on the buses.

Our aim is to provide a safe and caring school community that encourages our students to achieve their educational, social and career goals.  The student support network is an integral part of our school.

Support Personnel

Personnel include personal and careers counsellors, deans and the leadership team.  There are also careers and transition teachers as well as a Gateway Co-ordinator.  The public health nurse and family planning nurse also visit our school on a regular basis.  The dean of international students is responsible for the pastoral care of all foreign fee paying students.


Confidential personal, family, careers and academic counselling is offered, with referrals made within the school and to various community agencies as the need arises.  Students may self-refer or be referred by members of the teaching staff.  If parents/caregivers believe learning is being impacted by issues of grief, loss, family relationship disruption or sudden changes in behaviour and personality, they may contact a counsellor.  It is important to understand that counsellors are bound by strict codes of confidentiality and details cannot be shared with staff, parents/caregivers or other students unless the safety of a student is at risk.


Referrals to the RTLB (resource teacher learning and behaviour) are made by the leadership team and deans in consultation with whanau and family when there are concerns about learning and behaviour issues related to specific students


Students are encouraged to think about career choices early in their secondary education.  Career Education begins in Year 9 and continues with a specific focus at each year level to the end of Year 13.  All students, whanau and families can access careers information through the careers staff who consist of: a teacher, an administrator and the guidance and careers counsellors.  Regular visits by tertiary education providers and our annual careers evening provide further opportunities for gathering information on specific careers.  The Gateway and Transition Studies programmes also provide students with work experience opportunities.  

House System

Students are placed into one of five houses, Blake, Day, Jellicoe, Massey or Perkins.  The houses form the basis of our pastoral care structure and provide a focus for competition.

House Vertical Forms - Each house is divided into vertical forms which include students from all year levels.  Vertical form classes meet each morning with their vertical form teacher (who is also a member of the same house).  The vertical form teacher has responsibility for the care and overview of the students in their form.  Students and vertical form teachers will remain in the same vertical form as they move through the school from year to year.  The vertical form teacher keeps in touch with parents through reports; academic goal setting conferences held during the year and may also make contact at other times, if there is a need.  

House Deans - Each house is led by a dean who monitors student achievement and conduct; responds to student and staff concerns as they arise; and is responsible for the administrative requirements of students.  They coordinate the work of the vertical form teachers and have an overview of the performance of students within their house.  We invite parents to contact the house dean or vertical form teachers if they have a concern.

House placement - Students are placed into a house after enrolment.  If the student has a brother or sister attending the school at the time of entry, they will be placed in the same house, unless there are particular reasons otherwise.

Leadership Team - The principal, deputy principal and assistant principals will become involved when particular difficulties arise.  Each member of the leadership team has responsibility for a particular house.