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Behaviour for learning and life

At Fishbourne CE Primary, we have spent time developing our approach to understanding behaviour. Staff have engaged in extensive professional development through training from both Beacon House on adverse childhood experiences and Releasing Potential in developing positive behaviour strategies.

In collaboration with staff and children, we have explored the concept of rules and agreed that it is important that we have simple rules in place to behave well as learners and in life! During a whole school learning experience, we shared our thoughts about rules and ensured all voices were heard before coming together as a school family to decide on our three umbrella rules!

Our behaviour for learning and life policy has been co-written and co-produced by everyone it impacts which results in consistency in its approach and delivery. The primary aim of our behaviour policy is not a system to enforce rules. It is a means of promoting positive relationships, so that people can work together with the common purpose of helping everyone to learn.

Ultimately we know:

*Meaningful learning takes place when we have meaningful relationships.
*Each young person is a part of a wider social system inside and outside Fishbourne Primary
*Each individual is unique and it is essential to support them to develop a strong self-concept through an understanding of strengths, areas for development and a core belief that one can improve.
*We can modify unacceptable behaviours by understanding the cause and providing appropriate support.

You can read a copy of our Behaviour for Learning and Life policy here:

While supporting our children to behave well, we also nurture all our learners, adults and children alike, to be courageous, determined, positive, collaborative and reflective and these behaviours underpin our approach to learning in school. We celebrate when we see these behaviours in school in our weekly Golden Learner assembly.

Our home-school agreement was written during 2018 in partnership with our children, staff and parents. Each of our stakeholders have ownership of the agreement and have had a voice in its development. The agreement centres around our core learning behaviours of courage, determination, positivity, reflection and collaboration. These behaviours underpin our curriculum and support our children to to become efficient and effective learners. We celebrate these behaviours in action in and beyond school through our Golden Learner assembly each Monday and they are integral to every day life in the classroom.

We revisit the agreement regularly with staff, parents and children - reminding ourselves of the high aspirations we have for each other.

Feedback from the staff survey showed overwhelmingly positive support for the policy and the impact it was having in school. Their reflections were that the new policy and approach actively values individuality, is simple to follow, focuses on the why, is restorative, is solution focused and develops strong relationships and attachments.  Most of all staff recognise the long lasting impact of the approach. Feedback on the parent survey showed 67% of parents strongly agreed that the school makes sure children understand the expectations around behaviour and a further 30% of parents agreed. Comments from parents included: * I feel that the school genuinely cares and is extremely child focussed. *Every child is valued as an individual. Understanding we are all different! *The nurturing learning environment is exceptional. ! *Staff communicate really well with parents. *It’s clear to see how committed staff are to the children and care for them with such kindness.

A copy of our Home-School agreement can be found here: