Behaviour

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 realise pupils behaviour improves and they feel safer and happier in school if school personnel 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.

PRINCIPLES of Behaviour:

Every child has the right to learn but no child has the right to disrupt the learning of others.
Everyone has a right to be listened to, to be valued, to feel and be safe. Everyone must be protected from disruption or abuse.
The fundamental approach is a positive one, drawing attention to, rewarding good behaviour and mutual respect
There is a whole school approach to discipline with a clearly defined code of conduct.
It is expected that all adults (staff and volunteers) will set excellent examples to the children in all their work.
We will seek to give every child a sense of personal responsibility for his/her own actions.
We will ensure effective communication systems, which minimise confusion, conflict or stress.
Where there are significant concerns over a pupil’s behavior, we will share the strategies we use with parents and staff; working on an active partnership to promote good behaviour.
We will use early support for developing problems, to try to minimise impact on future learning or before a pattern of behaviour becomes a habit.
Strategies may be recorded in an Individual Learning Plan.
Bad language is always considered to be unacceptable behaviour.
When appropriate we will seek advice and support from appropriate outside agencies.
Staff will keep abreast of current issues and initiatives through CPD, which is organised by the SENCO and SMT.
We will constantly seek to inform ourselves of good practice and strategies to further improve behaviour and attitudes. This may be through books, attendance on courses and advisory visits. It will be a high priority to disseminate such ideas to all staff.
There will be a whole school approach but with regard for individual circumstances.

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Behaviour

In Summary:

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.

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 realise pupils behaviour improves and they feel safer and happier in school if school personnel consistently apply this policy and maintain regular classroom routines.

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.

PRINCIPLES of Behaviour:

Every child has the right to learn but no child has the right to disrupt the learning of others.

Everyone has a right to be listened to, to be valued, to feel and be safe. Everyone must be protected from disruption or abuse.

The fundamental approach is a positive one, drawing attention to, rewarding good behaviour and mutual respect

There is a whole school approach to discipline with a clearly defined code of conduct.

It is expected that all adults (staff and volunteers) will set excellent examples to the children in all their work.

We will seek to give every child a sense of personal responsibility for his/her own actions.

We will ensure effective communication systems, which minimise confusion, conflict or stress.

Where there are significant concerns over a pupil’s behavior, we will share the strategies we use with parents and staff; working on an active partnership to promote good behaviour.

We will use early support for developing problems, to try to minimise impact on future learning or before a pattern of behaviour becomes a habit.

Strategies may be recorded in an Individual Learning Plan.

Bad language is always considered to be unacceptable behaviour.

When appropriate we will seek advice and support from appropriate outside agencies.

Staff will keep abreast of current issues and initiatives through CPD, which is organised by the SENCO and SMT.

We will constantly seek to inform ourselves of good practice and strategies to further improve behaviour and attitudes. This may be through books, attendance on courses and advisory visits. It will be a high priority to disseminate such ideas to all staff.

There will be a whole school approach but with regard for individual circumstances.