Our mission at Trinity Church  School, is to encourage highly motivated, caring and co-operative individuals who are well prepared to assume their role in society.  This policy is designed to promote and explicitly teach good behaviour.

Rationale
At Trinity Church School, behaviour  is communication which can sometimes indicate unmet needs or as an adapted, defensive stress response. The understanding that children learn best within positive, trusting relationships informs our approach to managing and changing behaviour and we work to identify the need and provide developmentally appropriate support to remove these barriers to successful engagement in school life and beyond. 

We expect the highest standards of behaviour and we make a point of acknowledging, praising and rewarding behaviour that is good. We understand the importance of ‘feeling safe’ in promoting social engagement and learning. Our focus is to ensure that all pupils feel safe within the school and develop positive, trusting relationships with all members of the school community.
Inappropriate behaviour and  attitudes are dealt with promptly, fairly and with concern for all parties. We expect parental support to ensure that all our children are well behaved and  polite. Where there is a concern over a child’s behaviour we always involve parents so  that we can work together to address and solve the problem.

The school rules are the same across the whole school and apply both within and beyond the classroom. These are referred to as the ‘Golden Rules’. The six rules are represented and constantly referred to within the schools ‘Trackit-Lights’ system. They are clearly displayed around the school and are taught in PSHE and through our worship themes, linking to Christian and British Values and Protected Characteristics. Our focus is on the behaviour of those children who are keeping to the rules. Everyone is expected to become a role model of the Golden Rules.

Recognition - Pride not Prizes

We use our team approach so our children and staff know that their positive attitude and behaviour is for more than individual recognition as it is for the good of all. Pupils are awarded House Points for demonstrating the Golden Rules. These house points are recorded and celebrated as part of our weekly celebration assembly. At the end of each term, the winning House has a day of non-school uniform.  

We anchor good behaviour through a range of reinforcements as represented in the flowchart.

Our first attention is for best conduct.

Our positive approaches are based on understanding that pupils are learning how to manage themselves with the added complexity that they are doing so within a community of other learners who might not yet be skilled; therefore triggers and challenges will arise, which will need to be managed. Children will be supported in self-regulation and as such will develop key skills.

Restorative Practice

We understand that children will, at times, make poor choices and our restorative approach gives children the opportunity to learn from these. Therefore, following a red card, the adult involved will have a restorative conversation with the child and their parents on the same day based around 6  key questions:

1. What happened?

2. What were you thinking or feeling?

3. Who has been affected?

4. What needs to happen to put it right?

5. How do you feel now?

6. Next time I could…

This process is scaffolded using pictorial boards for younger children and individuals to ensure all children can access. 

Exceptions and Personalisations

With guidance from our SENDCo, interventions are used to support children who are struggling to regulate their behaviour. These include ELSA, Thrive and the Zones of Regulation. We use a Thrive Approach when dealing with Meltdowns and Outbursts.

Major Incidents

Stealing, running out of school, fighting & intentional physical harm, serious challenge  to authority, verbal abuse to staff, vandalism, persistent  bullying can result in a straight to red warning on TrackItLight

Extreme danger or violence, very serious  challenge to authority,  verbal/physical abuse to  any staff can result in an internal suspension with a member of SLT If this continues, an external suspension can be given.

Children who have a difficulty, disability or special educational need that causes  a barrier to positive behaviour or a disturbance in behaviour, may have a specific  plan to support them. A Pastoral Support Plan and individual risk assessment is designed to help children make small steps to a long term goal of acceptable behaviour. We may also seek advice  from outside agencies, with parental consent, for guidance on tailoring behaviour plans to suit children’s  needs. 

For further details please see our Behaviour and Relationships Policy