“Do for others what you want them to do for you”

Matthew 7:12

Our expectations for good behaviour are embedded within our three whole school rules. 

These rules are reflected in our collective worships, displays around school and are modelled by all members of our school community.

We think about what each rule means and choose a focus every two weeks.  

Praise and rewards

Every Friday, we gather together for our whole school celebration collective worship. This special assembly is led by our worship team and it is an opportunity to celebrate our children's behaviour.  

If children have worked or behaved exceptionally well then they are given a green card and go into our school green book! All green cards are shared and celebrated during Friday's collective worship and children are presented with a certificate from the head teacher. 

Children also get house points and we are all excited to see which house has won each week. 

Behaviour curriculum

Positive behaviour is taught to all pupils as part of our behaviour curriculum, in order to enable them to understand what behaviour is expected and encouraged and what is unacceptable.

Positive reinforcement is used by staff where expectations are met to acknowledge good behaviour and encourage repetition.

Our behaviour curriculum focusses on defining positive behaviour and making it clear what this looks like, including the key habits and routines required by the school, e.g. lining up quietly outside the classroom before a lesson.

Routines are used to teach and reinforce the expected behaviours of all pupils. 

Our behaviour curriculum includes expectations of expectations inside school and on school visits, swimming and church visits.  It also includes how children should behave in the community.  

Behaviour is always be considered in relation to a pupil’s SEND. If it is deemed that a pupil’s SEND has contributed to their misbehaviour, the school will consider whether it is appropriate and lawful to sanction the pupil. 

Where a pupil is identified as having SEND, the graduated approach is used to assess, plan, deliver and review the impact of support being provided. 

The school aims to anticipate likely triggers of misbehaviour and put in place support to prevent these, taking into account the specific circumstances and requirements of the pupil concerned. Staff know children and families well and make appropriate adaptation for individuals.  

What do others say about our fantastic behaviour? 

'Pupils behave well. Older pupils play happily with the younger children at lunchtimes.' Ofsted 04.23

‘all feel safe, valued and equipped to release their full potential’ SIAMS 11.22

‘Leaders show boldness in applying the vision to those with additional needs. They are highly valued as unique individuals. High levels of nurture are shown by all adults.’ SIAMS 11.22

97% parents agree or strongly agree that the school makes sure its pupils are well behaved (03.22).