Behaviour and Rules

We pride ourselves on the exceptional behaviour at Reedham Primary and Nursery School, as highlighted in our last Ofsted report. Positive recognition is used to motivate pupils to choose responsible behaviour. Rewards are consistently applied and not taken away as a sanction. We use an’, to track pupil behaviour during a lesson and over a series of lessons. All members of staff are involved with reinforcing the school rules and children are taught to respect themselves, each other and every adult in school.

Where children have completed an exceptional piece of work or gone above and beyond with caring for somebody in our community, they will be sent to the headteacher to share in their positive efforts. This allows the Headteacher an opportunity to reinforce and praise the excellent work and behaviour the child has demonstrated.

We celebrate all of our successes both individually and as a school team in Superstar Assembly, hosted by our year 6 children. This is another opportunity to praise good behaviour and hard work across the school day, in front of the whole school. If you wish to know more about details of the school policy we are more than happy to provide you with a copy.

Our school is committed to educational practices which Protect, Relate, Regulate and Reflect (TIS UK, 2020).

Protect:

• We work towards all children feeling safe, and happy. Our ethos is to establish trust with the children.

• We understand the impact of Adverse Childhood Experiences and Trauma.

• We build positive relationships between staff and children recognising that this is key to effective teaching and learning.

• Staff will be trained in ‘PACE’ modes of interaction (Hughes 2015); being warm emphatic, playful and curious.

• We work in partnership with parents and carers. The setting will report behaviour, positive or negative, and work alongside parents and carers to meet the individual needs of children.

• There will be consistent use of ‘safety cues’ throughout the school day starting with how we meet and greet each individual child

• We work together to promote and model positive behaviours. The emphasis is on using positive strategies to support the development of positive behaviours.

We recognise a child’s right to a broad, engaging and challenging curriculum, which is appropriate to their individual abilities, talents and qualities.

We ensure all classrooms have high but realistic and inclusive expectations with clear, consistent predictable boundaries using three focus words Ready, Respect, Safe
There is a Trust commitment to avoiding the use of harsh voices, shouting, put downs, criticism.
Settings will have safe spaces that a child can access when they are not coping. This may be a designated area of the school or open space
We ensure that all settings have a clear and consistent system of rewards and consequences in place. Consequences are fair, time-limited and focus on the future. Consequences should support the children to develop their ability to regulate their emotions and behaviours.

Relate:

We ensure that all staff receive appropriate training to ensure they have the knowledge, skills and understanding to support all children and their individual needs.
We recognise that there will be incidents where children are unable to regulate their emotions. Staff will respond to children using empathy and attunement. Time will be made available to enable key staff members to build trust and relationships. Regulate:
Staff recognise and acknowledge behaviour is a form of communication.
Staff will receive training on how to support pupils experiencing difficulties regulating their emotions, so pupils feel calmed, heard, connected with, and valued. • We will develop, implement and consistently review individual behaviour support plans.

Reflect:

Staff are educated to listen effectively to children.
Children are supported through the use of reflective practice.
Children will be provided with a range of resources to enable them to symbolise their emotions.
Staff will also reflect on the support provided to children and adapt behaviour plans based on these reflections.

Staff and visitors are supported and encouraged to consistently use the language: Ready, Respect, Safe, when praising and supporting behaviour, to minimise confusion. We explicitly teach what this looks like in school and revisit it throughout the year including assemblies.

Our School Rules

‘Ready’

This means being ready for learning, ready to listen, ready to go to break. We recognise being ‘ready’ might look different for individual pupils.

‘Respect’

This means showing respect to their peers, to adults, to their environment, and to themselves.

‘Safe’

This means supporting pupils to think about being safe in their learning environment, safe with the people around them, and safe in the activities in which they are taking part.

Rewards and Consequences

There is a culture of praise and positive reinforcement across the school. Staff and children are encouraged to share positive feelings and opinions with each other. We praise and reward children for their actions and their work in a variety of ways, these may include:

• Verbal feedback from staff to children;

• Giving of stickers or certificates

• Activities chosen by the children

• Communicating praise to parents/carers via a phone call or written correspondence

• Special assemblies

• Positions of responsibility such as library monitor

• Peer feedback

We celebrate all of our successes both individually and as a school team in Superstar Assembly. This is another opportunity to praise good behaviour and hard work across the school day in front of the whole school. If you wish to know more about details of the school policy we are more than happy to provide you with a copy. The electronic version can be found under Policies.

ReedhamPrimary School

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