Behaviour

Behaviour is Communication

No Significant learning occurs without a significant relationship.

- James Comer

Our Relational Approach to Behaviour

At John Gulson Primary School, we take a relational, inclusive and restorative approach to behaviour. We believe that strong, respectful relationships are at the heart of learning, wellbeing and belonging.

We have high expectations for behaviour and conduct for every child. Our expectations are clear, consistent and purposeful, helping everyone to feel safe, valued, respected and ready to learn. We recognise that children need to be explicitly taught the skills they need to manage behaviour, develop positive relationships and participate successfully in school life.

We understand that behaviour can communicate a need, emotion, experience or barrier, particularly when a child is finding it difficult to communicate or regulate themselves. When behaviour presents a concern, we therefore seek to understand what may be contributing to it and consider what support, teaching or reasonable adjustments may help.

This does not mean lowering expectations or removing boundaries. Instead, we combine high expectations with appropriate support, helping children understand expectations, repair relationships, develop self-regulation and build the skills they need to make positive choices.

Our approach includes:

*building positive, trusting and respectful relationships;
*explicitly teaching behaviour, social and emotional skills;
*establishing clear, predictable rules and routines;
*recognising and celebrating positive behaviour and engagement;
*understanding individual needs and identifying barriers to participation;
*making appropriate adaptations and reasonable adjustments where needed;
*listening to children's views and helping them understand their own needs;
*working in partnership with parents and carers;
*using proportionate, consistent and fair responses when behaviour does not meet expectations;
*supporting children to reflect, repair relationships and learn from their experiences.

For children with SEND, we consider whether communication, sensory, emotional, social, learning or environmental factors may be creating barriers to successful participation. We work with children, families, class teachers and relevant professionals to understand these barriers and put appropriate support in place.

Our aim is not simply to manage behaviour in the moment. We want children to develop the skills, understanding, confidence and independence they need to navigate relationships, manage challenges and participate positively in their school and wider community.

We want every child to leave John Gulson feeling that they belong, are understood and are capable of success, while developing the empathy, respect and responsibility needed to contribute positively to the lives of others.

Our Rules

Ready

Respectful

Safe

Ready to learn, ready to take part, ready emotionally.

Respect yourself and others and the school building.

Be safe, feel safe, make safe choices.

Behaviour in lessons and at other times of the day is good. The school is calm and orderly. Pupils listen well to adults and each other.

- Ofsted March 2024

Pupils are very happy in school. They feel safe and are safe. They know that they can share any worries or questions with adults in school and they will help to put things right. Pupils do not see bullying as an issue in school. Pupils play happily together.

- Ofsted March 2024

A warm welcome awaits as you enter the school and happy, smiley faces everywhere. Pupils are very polite and eager to share their pride in the school. They have excellent manners.

- Ofsted March 2024

Zones of Regulation

As part of our approach to behaviour management at John Gulson we aim to teach the children skills which will benefit them now and in the future.

Using the zones of regulation framework we teach children about all of the many emotions and feelings they might have / feel / experience. It is made explicit that this is OK and normal – we all feel lots of different things but it is vital we can recognise these feelings and also learn strategies to support ourselves when we have more difficult feelings.

Children are guided by staff to recognise how they feel and also learn skills and strateges to support them through these feelings.

Children learn to listen to what their body is telling them (e.g. increased heart rate, restless, calm, excited) and to know what ‘tools’ work for them e.g. quiet time, exercise, drinking water, talking to a friend, laughing, problem solving etc.

The teaching of zones and our daily emotional check in’s is designed to help children navigate the complexities of emotions now and in the future to support task demands and equally importantly overall well-being.

Zones Parent Pack:

John Gulson Primary School