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In Summary:
Respect and kindness sit at the very center of the opportunities at Heron Way. In our calm and ordered learning environment you will see that learning starts the moment school starts. Clear routines support the children to make good choices and approach school with the behaviours and attitudes that reflect our high and aspirational expectations.
The behaviour and attitudes of children is outstanding. A positive ethos permeates through every aspect of our school and our values underpin the attitudes we encourage children to take through their life.
The school has a core set of values and principles designed by all members of the school community. The school’s values and positive relationships with parents ensure that together we provide the children with the skills that they need to be an active citizen and take an interest in things beyond their own world.
Rules and routines are set at the threshold to the school. Leaders greet the children onto the school site and staff greet the children into the classrooms. This sets the tone for the day and establishes the expectations for the whole school.
The “Heron Way” environment encourages children to work hard, model strong character, be polite and attentive and strive to do their best.
We believe that we promote outstanding behaviour by creating a happy caring school environment where everyone feels valued, respected, secure and free from all forms of anti-social behaviour.
We believe behaviour improves, and children feel safer and happier at school, when school staff consistently apply this policy and maintain regular classroom routines.
At Heron Way Primary school we are committed to enabling all children to access education successfully. This is an “inclusive” process; part of this commitment is concerned with establishing a high standard of behaviour throughout the school. The way in which children and adults behave has a profound effect on all the work that is undertaken. Therefore, a well thought out approach contributes directly to both social and learning outcomes.
The aim of the school is:
To create an atmosphere where children are able to develop a moral awareness and are sensitive to the needs of others.
To praise and reward positive attitudes to behaviour and work to maintain fairness and consistency, whilst encouraging self-discipline.
To help children develop an understanding that change is possible and that there is no-fixed behaviour pattern.
We recognise that high standards are best promoted when everyone (staff, parents and children) has a shared understanding of what is acceptable and unacceptable behaviour. By promoting good behaviour we can build individual and collective esteem and encourage good personal relationships.
Ensuring a safe, caring and happy school
Promoting good citizenship, good self-esteem, self-discipline and emotional intelligence
Preventing bullying.
Our Behaviour Principles
At Heron Way, we want every child to belong, learn and thrive. We believe that children behave best when they feel safe, valued, understood and clear about what is expected of them.
We all have the right to learn. We help each other by making our classrooms calm, purposeful and ready for learning.
We treat everyone with kindness and respect. We listen to each other, value differences and make sure everyone feels that they belong.
We keep ourselves and others safe. Bullying, discrimination, harassment, hurtful language and behaviour that makes others feel unsafe are not acceptable.
We notice and celebrate positive behaviour. Children are recognised for making good choices, showing respect, persevering and contributing positively to our school.
Our expectations are clear and consistent. Children should know what good behaviour looks like in classrooms, around school and at playtimes.
We help children understand their choices. Children are supported to take responsibility for their actions, put things right and learn from mistakes.
Adults lead by example. Every adult in school models the calm, respectful and considerate behaviour that we expect from children.
We know that every child is different. Our expectations remain high, but our support and response may be adapted to take account of a child’s age, SEND, circumstances or individual needs.
We act early when a child needs help. We work with children and families to understand what may be behind changes in behaviour and put appropriate support in place.
We work together with families. When concerns arise, school and home work in partnership so that children receive clear and consistent support.
Consequences are fair and proportionate. They are used to help children understand boundaries, restore relationships and make better choices next time.
We keep learning too. Staff regularly review our approach so that our practice remains inclusive, effective and based on what works best for children.
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