Going for Platinum!

Each year, school's implementing School Wide Positive Behaviour Support (SWPBS) need to provide detailed evidence of implementation for all of the essential features to demonstrate fidelity and to achieve the appropriate level recognition award. Up until this year, the highest achievement level has been Gold (which we have achieved 3 years running)! This year, the Department of Education has introduced the Platinum Award.

What is the Platinum Award?

The Platinum Award recognises schools that have sustained Tier 1 implementation with fidelity and demonstrated improved outcomes for staff, students, and/or the broader community. It reflects a strong, ongoing commitment to embedding SWPBS in school culture and systems. Schools must show long-term impact through systematic development and capacity-building, along with significant progress in establishing Tier 2 systems to extend and enhance support.

We are currently in the process of collating our evidence and would like to share some bits and pieces with you along the way.

Snippet of some Key Achievements, taken from a section of the Platinum Award Requirements:

In the last 12-24 months our implementation of the School-Wide Positive Behaviour Support (SWPBS) framework at Ashburton Primary School has highlighted some notable accomplishments.

Key achievements in the Staff Opinion Survey data include: 

Areas related to SWPBS implementation, with scores above similar schools and network-

‘Collective responsibility’ 90% (2024) 95% (2025)

‘Shielding and buffering’ 72% (2024) 91% (2025)

‘Build resilience and a resilient supportive environment’ 70% (2024) 75% (2025)

‘School support for staff physical safety’ 83% (2024) 88% (2025)

Guaranteed and visible curriculum also scored well above similar school, network and state - 92%

Key achievements in the Parent Opinion Survey data include:            

Above scores are all higher than Similar schools and Network and have increased year by year comparing against ourselves.

‘Student/School connectedness’ on the rise 89% (2024) to 93% (2025) compared with 82% a few years back.

‘Confidence and resilience skills’ 65% to 79% (2024) to 85% (2025)

Key achievements in AtoSS data include: 

‘Sense of Connectedness’ positive response has jumped from 67% to 73% (2024) and 76% (2025)

‘Effective classroom behaviour’ (positive) data has continued to increase over the past 5 years. Hence, as has ‘Effective teaching time’.

Within ‘Emotional and relational engagement’, ‘Community connections’, Emotional awareness and regulation’, and ‘Help seeking’ have all shown a slight increase from last year.

There was a significant jump in % for ‘I know what to do if I experience racism’ from 60% (2023 70% (2024) 82% (2025) reflecting or focus in this area.‘Self regulation and goal setting’ continue on the upward trajectory.

The percentage of students responding ‘no’  to ‘Not experiencing bullying’ remains consistent (85%) in the last 3 years which is on par with Similar and Network schools, and above State.

This data indicates that the SWPBS framework, complemented by our overarching SMILE Wellbeing approach, continues to make a positive impact on our school-wide culture. As well as celebrating these successes, we continue to create goals for ongoing improvement. 

SWPBS Tiered Fidelity Inventory

SWPBS Self-Assessment Survey

Attitudes to School Data Results

**Staff School Survey

                                                                                                                                                     Rachel Roberts

Assistant Principal