Expectations/ Strategies used by all staff:

• Develop strong individual relationships with children
• Use calm voices at all times
• Develop a learning environment which is calm, engaging and orderly with systems in place to reduce behaviour incidents e.g. lining up at the classroom door or leaving the carpet in a systematic and calm way
• Actively support the Behaviour Policy through implementation and discussion with pupils
• Listen to pupils, making it clear through their response that pupils’ comments are heard, taken seriously and are of importance
• Teach strategies for self-regulation
• Use the ‘Zones of regulation’ to support children to manage their emotions
• Seek to de-escalate a situation before a crisis occurs
• Seek to understand the reason behind problem behaviour
• Set high standards of professional behaviour, politeness, self-discipline and respect to all
• Treat each situation and child as unique and deploy appropriate behaviour strategies
• Seek advice from senior leaders and report any concerns regarding the implementation of the behaviour policy
• Speak professionally and with respect when discussing pupils, behaviour and stakeholders
• Implement individual strategies, outlined in a behaviour plan and on 2PP, to support those children with SEND who have specific needs the impact on their behaviour
• Report behaviour, appropriate and inappropriate, to parents/carers regularly

Pupils are expected to:

• Know, understand and follow the class rules
• Demonstrate positive behaviour for learning
• Follow our school’s expectations, including during off-site visits and when travelling to and from school
• Support other members of our school community in promoting the expectations of good behaviour
• If dysregulated, engage with trusted adults and try to use skills modelled to them

Parents and carers are expected to:

• Read the Behaviour Policy and actively support it through discussions with their child
• Support and encourage their child to uphold the class rules
• Where problems arise, work with us to minimise the risk of this happening again, first raising concerns with the class teacher

Senior Leadership in school is expected to:

• Support staff to create a positive learning environment where all children can flourish
• Support staff to confidently implement the behaviour policy
• Monitor trends in behaviour
• Show a commitment to continuing professional development in management of behaviour
• Ensure volunteers are briefed on our behaviour policy and that they must report negative behaviour to a paid member of staff in the event a child should receive a consequence for their behaviour.
• Place school expectations in prominent places
• Review the policy annually to ensure that all staff and pupils are fully aware of its contents and are implementing it consistently
• Hold all staff to account with implementing the agreed behaviour policy

Governors are expected to:

• Refer all matters regarding discipline to the Headteacher who, in consultation with relevant parties, will investigate
• Know, support and promote our behaviour policy; including implementation and maintenance of Hertfordshire Steps
• At St. Peter’s, we use the following document to help support governors in holding senior leaders to account regarding behaviour.

https://assets.publishing.service.gov.uk/media/5a8079b4ed915d74e622eaaa/Behaviour_and_discipline_in_schools_guidance_for_governing_bodies.pdf