In these ways we will always try to make the right behaviour choices, whatever the situation and be a good ambassador for our school.
We have a high expectation of behaviour here at Harewood. Children are taught to see the link between personal control and good learning.
We have a restorative approach in which children are encouraged to ‘be responsible’ for their own behaviour and be active in apologising and ‘making it right’. This can take many forms: apology letters, undertaking a task to improve the school in some way, having a discussion about the impact of their behaviour and sometimes a little time out is needed for children to review their behaviour.
This is usually enough and we enjoy a high level of positive behaviour. Our children are always praised highly when they are out on school visits for their manner and attentiveness. This is something we celebrate in assemblies and in weekly newsletters.
We also use mentoring, small group sessions of PSHE and meetings to help children address any low level behaviours before they become anything more significant.
Click the links below for copies of our policies
Both the above policies were developed with the children. Their input was important to us and has given ownership of the policies.
We believe that children have the right to work through their difficulties in privacy and have the opportunity to repair their reputation. We therefore deal only with the children involved and staff are discrete about sanctions being imposed. We believe that anyone can have a bad day and make a poor choice, but they should not be hampered
We feel that good behaviour is at the root of all learning and we are active in addressing low level behaviours as they occur. I would therefore like to remind parents, that no problem is too small and no question is too silly. Just pop in and we can work through it together.
In simple terms:
Children need to be happy and emotionally balanced if they are to enjoy their time at school. Friendships are key to this development.
Every class is taught PSED which gives children opportunities to develop their communication and empathy skills. They are supported in building new friendships and in resolving day to day issues. We have small cohorts and so group dynamics is essential for good learning.
We would ask that any low level issues are brought to our attention as soon as they happen to allow us to support children in resolving problems quickly before they grow.