Expectations of Behaviour at Wantage CE Primary School

These expectations go alongside the VAT Behaviour Policy, which can be accessed on the Policies section of this website.

Standards of Behaviour:

The school has a central role in the children’s social and moral development as well as their academic development.  Therefore, we must work towards standards of behaviour based on our core values of love, respect, hope, forgiveness and courage.  It follows that acceptable standards of behaviour are those which reflect these values.

At Wantage CE Primary School we aim:

• To create an environment which encourages and reinforces good behaviour based on mutual respect across the school community
• To promote high self-esteem, self-discipline and positive relationships
• To define acceptable standards of behaviour
• To encourage consistency of response to both positive and negative behaviour.
• To lead, guide and direct our pupils to own and be responsible for their own behaviour in the context of respecting the rights of others
• To ensure that all children and adults feel safe
• To ensure that the school’s expectations and strategies are widely known and understood.

Whole School Rules

We have three simple rules that all children need to follow which are “Ready, Respectful and Safe”. Our emphasis is on the positive reinforcement of good behaviour. This is achieved through:

• Praise; informal and formal, public and private, to individuals and groups
• Postcards home
• Individual class systems such as golden time, marbles in a jar, stickers etc.

Sanctions

Although rewards are central to the encouragement of good behaviour, realistically there is a need for sanctions to register the acknowledgement of unacceptable behaviour and to protect the safety and stability of the school community.

The system is as follows:

Stage 1: An informal reminder of behaviours we expect with some take up time

Stage 2: A reminder of behaviours we expect with some take up time

Stage 3: A final reminder with some take up time and the statement that there are no more chances

Stage 4: An informal internal exclusion outside of the classroom. This could be outside another classroom in a different year group and would last up to an hour

Stage 5: A formal internal exclusion for a morning, afternoon or whole day

Stage 6: An external exclusion where the child would be excluded from the school for a fixed period of time.