Behaviour Policy

Promoting Good Behaviour

How to behave at Broughton Fields is taught explicitly and reinforced continuously. Our Values are a key part of our behaviour expectations and are these are constantly referred to. Children are taught that they should follow the values and expectations through interactions in class and during assembles. They are encouraged to “do what is right” even when no-one is looking. Some key habits are reinforced and expected:

Broughton sitting – when seated on the floor (in the hall or classroom), children sit with their legs crossed, looking at the teacher, hands still and ears listening, ready to participate. When seated at a table, the children will face the front (moving their chair if necessary)
Broughton lining up – when preparing to move from one location to another e.g. to assembly, to the library or coming in from the playground, they will line up one behind the other in a specific order. In most cases, this will be alphabetical order but in some cases, teachers will identify a different order.
Broughton walking – when moving around the school as a class e.g. to assembly, to the library or coming in from the playground, children will remain in their designated order, face the front and walk in a straight line away from the walls without talking.
Talking Partners – when talking to a partner in class, children will turn to face each other, listen to each other and discuss what has been asked of them ready to feedback if asked.
Valued Pupils – all pupils are valued at Broughton Fields. If they are walking around school e.g. at break or lunchtime, to find an adult, collect something or take a message, they are expected to demonstrate responsibility by walking quietly and sensibly.

Pupils are expected to be:
Ready
- Wearing the correct uniform at all times
- Making it possible for all pupils to learn by allowing the adults to teach
Respectful
- Behave in an orderly and self-controlled way
- Show respect to members of staff and each other by listening to them and following instructions
- Treat the school buildings and school property with respect
- Walk at all times when inside the school building (unless in a PE lesson in the hall)
Safe
- Keep their actions kind so no-one gets hurt
- Keep their actions calm so nothing gets damaged

We promote the use of Zones of Regulation across school as a means of the children communicating how they are feeling and a means of identifying ways they can regulate themselves to ensure they are ready to learn as soon as possible. 

Teaching and support staff are responsible for setting the tone and context for positive behaviour within the school. They will:
- Create and maintain a stimulating environment that encourages pupils to be engaged
- Develop a positive relationship with pupils, which will include:

• Greeting pupils in the morning/at the start of lessons
• Establishing clear routines and applying them consistently
• Communicating expectations of behaviour and expecting these consistently
• Highlighting and promoting good behaviour

At Broughton Fields, we know that some of these rewards will function as extrinsic motivation which, while often positive and successful, can make children aim for the reward and not think deeply about their learning. In order to mitigate this, and avoid children solely associating learning with transactions, we aim to praise and focus on:
Kindness and Empathy: Highlight instances where pupils have shown kindness or helped their peers.
Effort and Perseverance: Acknowledge students who have put in extra effort or shown determination in their tasks.
Teamwork and Collaboration: Recognise pupils who work well in groups and contribute positively to team activities.
Respect and Responsibility: Spot students who are respectful to others and take responsibility for their actions.
Creativity and Innovation: Celebrate creative thinking and innovative solutions to problems.

Responding to behaviour which falls below expectations

When a pupil’s behaviour falls below the standard that can reasonably be expected of them, staff will respond in order to restore a calm and safe learning environment, and to prevent recurrence of misbehaviour.

Staff will endeavour to create a predictable environment by always challenging behaviour that falls short of the standards, and by responding in a consistent, fair and proportionate manner, so pupils know with certainty that misbehaviour will always be addressed.

When giving behaviour sanctions, staff will also consider what support could be offered to a pupil to help them to meet behaviour standards in the future.

Sanctions and consequences may not be public. The child receiving the sanction or consequence will know that this has happened but other children may not be aware. This may happen for a variety of reasons but pupils must be assured that incidents will be dealt with in the most appropriate manner and with consistency and fairness at the forefront.

De-escalation techniques, including the use of pre-arranged scripts and phrases, can be used to help prevent further behaviour issues arising. There is not a ‘one size fits all’ approach to consequences for misbehaviour. However, it is important that the children are provided with the skills and incentives to behave differently if faced with the same set of circumstances recurring.

Consequences for behaviour which falls below expectations can vary from a short 1:1 discussion/intervention within the classroom, a child missing some of their break or lunchtime with their class teacher or a member of the leadership team to a child being removed from the classroom for an extended period of time. In the worst cases, a child may be suspended from school. School based community service might also be eomplyed such as litter picking, withdrawl of a privilege or option to attend an extra-curricular event or activity. 

We believe that parents & carers are partners in all aspects of school and, where a child is repeatedly exhibting behaviour which falls below expectations, we expect families to work alongside school and support us. We are also very happy to offer support for children exhibting challenging behaviour at home. 

More detailed information about our approach to behaviour, including our response to instances of bullying can be found within the policy below. 

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