Behaviour In Our School

Behaviour at Wadebridge Primary Academy

We follow our Trust wide Behaviour Policy (please see the policy section of our website for this), but have our own strategies in place here.
These have been designed in line with the Education Endowment Fund guidance.

We follow the 6 main principles:

1. Know and understand our children and their influences

2. Teach learning behaviours alongside managing misbehaviour

3. Use classroom management strategies to support good classroom behaviour

4. Use simple approaches as part of our regular routine

5. Use targeted approaches to meet the needs of our individuals

6. Consistency

Here are some of our proactive strategies:

• Our high expectations underline our understanding that positive, trusting relationships enable learning.

• Through staff training, we understand that behaviour is a form of communication and that poor behaviour is understood to result from an unmet need or as an adapted, defensive, stress response.

• A calm, consistent and orderly environment to support children to learn and manager their feelings and behaviour.

• Consistent routines and calm transitions.

• Assemblies provide an opportunity to reflect, learn, celebrate and explore behaviour.

• We communicate effectively with parents to both celebrate positive behaviour choices (see below for examples), along with any needs identified.

• Staff ‘look for the good’ to create an atmosphere of positivity, kindness and cooperation.

• Transparent school rules and ‘stepped boundaries’ that are explained regularly.

• Circle Times and PSHE Jigsaw lessons are opportunities to discuss appropriate and inappropriate behaviour, along with responsibilities and consequences.

Here are some of our reactive strategies:

• Even when behaviour has become challenging, the adult/child relationship is of a paramount importance and needs to be maintained through ‘time in’ with calm and consistent reflection to allow for repair and understanding, rather than ‘time out’ methods of distance and chastisement.

• We use developmentally appropriate sanctions in order to address the reasons for and outcomes of behaviour displayed.

• We have a progressive procedure for dealing with disruptive behaviour, please see the ‘Behaviour Steps’ document below.

Staff have a script that can be used to ensure we have a consistent, school-wide approach to these discussions.

• Sanctions can include moving to another part of the classroom, time in another room, missing a small amount of play time, visiting the ‘Duty Teacher’ at lunchtime.

• A restorative discussion is held for all of those involved, which may also involve parents/carers.

• We record incidents on Arbor (our Management Information System), so that we can track patterns, improvements and to ensure that the best provision is in place for all children.

This is how we implement them:

• We have three consistent rules across the school, which sets the expectations of all members of the school community. These are ‘Be Ready, Be Safe, and Be Respectful’.

• Rewards include strategies such as: house points, positive phone calls home, postcards home, showing learning to other classes/adults in the school and verbal praise.

• Across the school, we use ‘Recognition Boards’. Any child showing application of an expectation (be ready, be safe, be respectful) is added to the board as a celebratory occasion. Children can nominate their peers to be added to the boards.

• Based on personal knowledge of their pupils, class teachers will also introduce specific reward systems in their own classrooms, for example through the use of strategies such as ‘marbles in the jar’.