Nurture, Flourish, Succeed...Together

We believe that positive reinforcement of acceptable behaviour, in the form of praise and encouragement, is the preferable way to support and encourage children and young people to express their emotions. We promote positive acceptable behaviours with children across school on a day-to-day basis, which helps them be ready to learn.

Acceptable behaviours are:

•  Co-operation

•  Respect

•  Achievement

• Friendship

•  Trust

We encourage these behaviours through the use of a positive framework through which behaviours are rewarded and shared with parents and carers.

Our strategies for promoting acceptable behaviour

• To maintain a caring, orderly community in which effective learning can take place and where there is mutual respect between all within the school and the wider school community.
• To help children develop a sense of worth, identity and achievement.
• To help children to form positive internal working models of self, others and the world.
• To help all children to accept responsibility for their own actions and to consider the impact of their behaviour upon relationships through the use of restorative approaches.
• To develop in all children the ability to listen to others; cooperate and to appreciate other ways of thinking and behaving.
• Communicating expectations of behaviour in ways other than verbally.
• Highlighting and promoting positive, acceptable behaviour.
• Concluding the day positively and starting the next day afresh.
• Having a plan for dealing with low-level disruption.
• Using positive reinforcement.

Our aims, we believe, are achieved when:

• We create a positive school culture and climate which is consistently safe and caring that fosters connection, inclusion, respect and value for all members of the school community, promoting strong relationships between staff, pupils and their parents and carers.
• We recognise that being ‘fair’ is not about everyone getting the same (equality) but about everyone getting what they need (equity) through appropriate support.
• Not all behaviours are a ‘choice’ and not all factors linked to the behaviour of children and young people are within their control, especially for those who have experienced trauma past and current.
• Staff understand that behaviour is a form of communication of an emotional need (whether conscious or unconscious). With support with unconditional positive regard, pupils can be helped to behave in more socially acceptable/appropriate ways. That relationships are key and that there is “connection before correction”.
• Pupils are provided with excellent role models. 
• Staff have high expectations and maintain boundaries at all times to ensure pupil needs for consistency, predictability and security are met. There will be times when we need to be flexible around boundaries depending on pupil needs. We always make reasonable adjustments.