Clayton Village Primary School is committed to creating an environment where exemplary behaviour is at the heart of productive learning. Everyone is expected to maintain the highest standards of personal conduct, to accept responsibility for their behaviour and encourage others to do the same. As members of our community, we adhere to the school aims: ‘Aim High, Be Respectful, Create Happy Memories.’
We strongly promote the key principle that:
“Every child has a right to learn and every teacher has a right to teach.”
We recognise that a clear structure of predictable outcomes has the best impact on behaviour. Our behaviour principles set out the rules, relentless routines and visible consistencies that all children and staff follow. This will help us create the right culture and promote the culture that we want in our school. It is based on the work of Paul Dix and his book ‘When the adults change, everything changes’. Good behaviour is recognised sincerely rather than just rewarded. Children are praised publicly and reminded in private.
‘’When people talk about behaviour, they obsessively search for the instant solution. Some peddle magic dust or ‘behaviour systems’ that glisten yet quickly fade. Others relentlessly scream for a bigger stick to beat children down with. Both extremes harbour an irresistible idea that there is a short cut to changing behaviour. They sell the lie that you can provoke sustained behavioural change in others without doing much hard work yourself. The truth is that there is no alternative to the hard work: building relationships with those who would rather not, resetting expectations with those who trample them, being relentlessly positive and sustaining a poker face when confronted with challenging behaviour.’’
Paul Dix, Pivotal Education
The school has 3 simple rules which can be applied to a variety of situations and are taught and modelled explicitly. The rules are:
- Be Ready
- Be Respectful
- Be Responsible
We also understand that for some children following our behaviour expectations are beyond their developmental level. In this case, these children will have bespoke positive behaviour plans which may include rewards to reinforce positive behaviour.