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We have a proactive approach called "Butterflies" which focusses on making explicit what good behaviour is, noticing it and rewarding it. This way children know exactly what is expected of them and know that they will gain positive attention for behaving well.

In the majority of cases this, combined with an engaging curriculum and a strong emphasis on developing Personal and Social skills is very successful. However we have many other strategies in place to promote good behaviour. These include:

  • children taking an active part in drawing up and reviewing school rules
  • listening to children's views through the school council
  • rewarding a desired behaviour for the week through "Behaviour Bugs"
  • weekly good behaviour awards for individuals and classes
  • lunchtime games groups
  • nurture groups to develop social communication and empathy skills
  • "Take Ten" dancing and movement at the end of lunchtime playtimes
  • children acting as corridor monitors to ensure children remember to walking safely through school
  • a consistent approach throughout school
  • knowing our children well
  • encouraging children to reflect on the consequences of their actions if they misbehave
  • implemeting sanctions

In May 2012 Ofsted judged behaviour to be outstanding and wrote:

"Scrutiny of behavioural records and discussions demonstrate that pupils’ excellent standard of behaviour has been sustained since the previous inspection. Pupils are polite and courteous. They work and play together harmoniously and display a clear understanding of the school’s positive approach to managing behaviour. Pupils are excited to get a ‘jewel’ which is placed in a jar for a class reward, or a sticker or certificate rewarding positive behaviour. Very rare incidences of inappropriate behaviour are skilfully managed and used to ensure that pupils learn to manage their own behaviour well. The school manages the behaviour of a small number of pupils with behavioural, emotional and social difficulties very well. Committed and effective adult support minimises disruption to learning. This approach has a positive impact on the progress pupils make