Positive Behaviour Management


Ethos of behaviour management

We aim to support children develop the social, emotional, behavioural and learning skills necessary for them to be successful in school.  We actively promote and support their inclusion back into mainstream education or an alternative provision where appropriate.  

This is achieved thought the provision of a coherent and high quality curriculum, which stretches and challenges all our learners, as well as having a strong focus on developing emotional literacy skills underpinned by positive behaviour management.

Positive behaviour management

We work alongside parents and pupils to support them to positively manage their behaviour:

  • Praise/stickers/certificates for good behaviour and effort in their learning.
  • We will often choose to ignore low-level, inappropriate behaviour.
  • All adults who work at The Primary Centre will model good behaviour.
  • Children will be encouraged to take responsibility for their own behaviour by making good choices and accepting that consequences may be positive or negative.
  • Children will be reminded and guided to make positive behaviour choices.
  • Students’ behaviour and learning is tracked lesson by lesson on a specialised system called Go4Schools.  It sets the students targets and at the end of the week a report is produced which shows their progress. Rewards are issued on a weekly basis.
  • Students are tracked and monitored regularly with relation to their IEP (Individual Education Plan) targets taken from the students Statement of SEN (Special Educational Needs).

Whenever possible, confrontation will be avoided.  However, if physical intervention or restraint is deemed necessary, staff will follow safe handling (Team Teacher) guidance.

There is a withdrawal room in the Primary Centre.  This facility is used to isolate unsafe behaviour and to allow other children to continue engaging with their learning opportunities.  Use of this facility is logged and recorded, as well as monitored to see if patterns in their behaviour emerge.

Reflection time is used by the adult and child after the incident or later in the day whichever is the most appropriate.

We have strong links with all parents/carers of students at the Aspire Academy and this helps to achieve consistency in all aspects of behaviour management.