Behaviour and Relationships Curriculum

Developing Future Citizens’

‘At Shefford Lower we aim to develop the whole child by teaching them to hold themselves to high standards of behaviour and individual values, meaning they are always respectful, responsible and ready to learn.’

Statement of Intent

We recognise that achieving good behaviour takes constant and consistent effort and know that ensuring good behaviour in a classroom is an act of maintenance that only exists as long as you put effort into it. Therefore, to ensure high levels of consistency across the school, we ensure that we constantly review our curriculum with the children so that our good habits don’t slip. Our philosophy is to teach behaviour and values.

Introduction

Behaviour can be defined as any action performed by pupils or staff. It includes conduct in class and all public areas, how members work, communicate, relax and interact, how they study, how they greet others, how they arrive in school, transition from one activity to another and all other areas of conduct. This curriculum has been designed to show the beliefs and values we want from all members of our school community.

We develop children’s character through our behaviour curriculum ‘Developing Future Citizens’. In order to build character and develop the whole child, we define the behaviours and habits that we expect students to demonstrate. We want to support our pupils to grow into adults who are polite, respectful and who put others before themselves. We believe that, as our children practise these behaviours over time, they become habits and social norms that positively shape how they feel about themselves and how other people perceive them.

Teaching the behaviour and relationships curriculum

The curriculum is taught explicitly alongside the traditional National Curriculum subjects. Children should learn the content of the curriculum so that they can recall the information and act upon it. At the start of each term, the behaviour curriculum is revisited with pupils and will continue to be reinforced throughout the year. As with other curriculum content, this should be taught using explicit teaching. Teachers, teaching assistants and all adults based within our school community will also demonstrate these behaviours and ensure pupils have many opportunities to practise these (particularly in the first few days of each term). For example, a lining up order should be taught in the classroom but must be reinforced in different locations and times throughout the school day e.g. at lunchtime or playtime. It is expected that all pupils will know this content and it will be used by all adults across the school.

As Tom Bennett describes in ‘Running The Room’, the process for teaching behaviour explicitly is as follows -

Identify the routines you want to see
Communicate in detail your expectations
Practise the routines until everyone can do them
Reinforce, maintain and patrol the routines constantly

It is important that all staff know the details of this curriculum, teach it explicitly to pupils and continuously maintain these high standards. By doing so we support each other to create a culture where pupils feel safe and can learn in an optimised and supported environment, where teachers are free to teach and all children can be ready to learn.

As a ‘Walkthrus’ school we use techniques for Behaviour and Relationships that underpin positive routines for behaviour.

All members of our organisation understand that deciding on and enforcing our expectations for the classroom does not just apply at the start of the year. Sometimes, pupils need reminding of those expectations and through positive framing, we can reinforce our expectations and by rehearsing routines we ensure that they are known, understood and enacted consistently.

Start of the day

Children know that we greet the member of staff, using eye contact, as we walk through the gate/classroom door and sat hello, good morning. Children know that we dismount bikes or scooters once we reach the perimeter boundary of the school, and push them through the gate, putting them into the bike racks neatly.
Children know that mobile phones are not permitted and are to be left at home.
Children know that we walk into school and to our classroom door.
Children know that we cannot leave the school premises once we have come through the gate.
Children know that we cannot play on the climbing or play equipment when we enter school.
Children know that we put our book bags away in our drawers, hang coats up and get out our home-school books.
Know that when the register is taken, we stop talking, say good morning Mr / Mrs… and engage.

Moving around school

Children know that we walk around school using Wonderful Walking – this is as a class, pair or individual.

Children know that Wonderful Walking means:

Facing forwards,
Walking at a steady pace,
In a straight line,
With hands to yourself,
Quiet voices
Children know that when we move around school or wait to enter a classroom, we don’t lean on or touch walls / displays
Children know that we use Wonderful Walking to keep everyone safe in school and to make sure the learning of other children is not disrupted as people move around school.
Children know that we don’t enter a classroom unless there is an adult in there.

Classroom routines

Children know that we use Active Listening in class. This means that we:

Face forwards, hands still
Put everything down
Track and focus on the speaker
Children know that we all use Active Listening to ensure everybody can learn without distractions.
Children know that when the teacher has stopped the class, we must put everything down and listen.
Children know the order that you always line up in.

Children know who you stand in front of and who is behind you.
Children know that you should line up without leaning against the walls when waiting to enter a classroom.
Children know where you sit in class during lessons (including ‘carpet places’).
Children know that when working at tables we sit up straight, chair legs on the floor and feet on the floor.

Children know that you should try go to the toilet at playtime or lunchtime (NB: adaptions may be needed to meet need).
Children know that if you do need to go to the toilet during transitions between lessons, it will be one at a time.
Children know that you need to get equipment out ready for the lesson, look after it, put it away at the end of the lesson.
Children know how to put your hand up quietly to answer a question or participate in discussion.
Children know that when you want help from an adult you raise your hand and wait quietly unless the teacher has indicated otherwise.
Children know that we transition between lessons and areas of the classroom, quickly and quietly.
Children know the process for celebrating expected behaviour such as house points, values stamps, subject postcards home, headteacher awards.

Routines that need scripts / establishing on a class level: Children must know your script.

Children know the routine for stopping and listening – signal, pause, insist.
Children know the routine for entering the classroom and getting ready to work.
Children know the routine for handing out and collecting exercise books in the classroom.
Children know where to hang up your coat in the cloakroom and the expectation to keep this area tidy.
Children know that everything needs to be brought into the classroom on entry (spellings, times tables, reading records, snacks and water bottles…) and that we will not be allowed to access bags during lesson times.
Children know that water bottles are placed by the sink.
Children know when it is an appropriate time to have a drink.

Completing work in books

Children know that our books are a snapshot of our learning journey, we give 100% effort and our presentation is always the best we can do
Children know that our books represent our best work and we look after them.
Children know how to set out work in books neatly.
Children know that each piece of work needs a date and title/’I Will’.
Children know that you must use ‘one digit per square’ when writing in maths books.
Children know that you must write the calculation, show working and then write the answer in maths books.
Children know how to underline titles/subheadings using a ruler.
Children know how to correct mistakes by drawing a straight line through your work and/or using their purple pen neatly.

Playtime

Children know that you must walk from your classroom to the playground using ‘Wonderful Walking’.
Children know that you must play safely without hurting anyone.
Children know that we do not ‘play fight’ because we may hurt someone y accident.
Children know that you must be kind by including people in your games and sharing equipment.
Children know that someone who is kind behaves in a gentle, caring and helpful way towards other people.
Children know that the fencing is not for sitting / playing on as we may get hurt when people are using that area.
Children know that we play on the playground, not the paths because they are for walking on.
Children know that the areas where they can run and areas where they can’t.
Children know that the friendship signs are where we wait if we have nobody to play with and that adults/friends will support me if I am sitting there.
Children know that we play on the main area of the playground and not behind the sheds or in the fenced off areas.
Children know that we walk along the paths back to our classroom / into school and we don’t play on these areas.
Children know that we wipe our feet on the mat before entering the classroom. We remove our wellies and leave them neatly on the wellie racks.
Children know that when the first bell rings everyone helps to tidy. When the second bell goes, you must walk to your classroom quietly. Your teacher will greet you and walk/welcome you inside.
Children know that you need to ask to enter the school during break or lunchtime and that we shouldn’t be in a classroom without an adult.
Children know the routines for re-entry to the classroom after break. A task/activity or instructions will be given on return to class.

Lunchtime

Children know that we greet our lunchtime supervisor and adults with manners e.g. “Good afternoon Mrs ???”
Children know where to line up for lunchtime when you are called and line up in your lining up order.
Children know where to sit in the dinner hall during lunchtime.
Children know you should use a quiet voice in the dinner hall.
Children know you should always try to use a knife and fork correctly (this will be explicitly taught in EYFS and KS1)
Children know that you should finish eating before leaving your seat and check with an adult before leaving.
Children know that you should clear up after yourself and leave the table and floor how you would want to find it.
Children know how to use good manners during lunchtime, particularly when receiving food from the school kitchen and talking to lunch time supervisors.
Children know that ‘good manners’ means saying ‘please’ when you ask for something and ‘thank you’ when you receive it.
Children know that the toilets we use at lunchtime are kept tidy and are left as we would want them to be found.
Children know that if you need to go into the building for any reason, you must ask an adult.
Children know that the first bell means that all equipment must be taken back to the shed and we all work together to tidy up.
Children know you must walk to your classroom quietly and your teacher will greet you and walk you inside/into the classroom.

School uniform

Children know that school uniform consists of:
Black / grey trousers or skirt, white shirt / blouse / white polo shirt, school sweatshirt / cardigan and black shoes.
Dark shorts can be worn in the warmer weather as can summer check dresses.
Children know that, on health and safety grounds, we do not allow pupils to wear jewellery in school except for earring studs in pierced ears and a watch (not a smart watch).
Children know that PE uniform consists of:
A plain white or house colour polo or round necked t-shirt. T-shirts with large logos or football tops should not be worn.
Plain black, navy or grey P.E. shorts, leggings, joggers or tracksuit trousers. Items with large logos should not be worn.
Trainers – these should be plain black, navy, grey or white.
School sweatshirt. In very cold weather, children may bring an additional plain fleece to school, but this should not be worn in lessons.
Children know that long hair should be tied back and earrings should be removed for PE. Staff should not assist with the removal of earrings and plasters should not cover them. Know that if I am not participating in PE, I will be assisting with the lesson.

Assemblies

Children know that you walk into the hall silently in your lining up order, using Wonderful Walking.
Children know that you sit down carefully so that we all have enough space to be comfortable.
Children know that you wait silently for other classes, listening to the music.
Children know that we engage in discussions to learn about differing opinions.
Children know that we exit the hall silently using wonderful walking and walk back to class in our class lines.

Using the library

Children know the system for taking out books. Children are supported with this if they need to be.
Children know that books are to be returned before taking out a new one.
Children know that we walk through the library using wonderful walking so that we don’t disturb learning taking place in there.
Children know that class library time is for selecting books, we do this quietly, scan the book out and find a quiet space to read the book whilst waiting for the rest of the class.
Children know that my teacher may be listening to readers, giving book recommendations etc. If I need help, I can still ask when an adult is free

End of the day routine

Children know the end of the day routine for their class.
Children know that you must not go home until the adult has checked that the correct adult is picking you up.
Children know that you must wait in your space until your teacher dismisses you.
Children know the routine for going to after school clubs.
Children know that we leave the school site using our wonderful walking.
Children know that we collect bikes / scooters from the bike shed on the way out of the gate and do not ride them until you are clear of the school site and it is safe to do so.
Children know that it is polite to say goodbye to adults on the way out of school.
Children know that these procedures are put in place to keep all children safe at home time.

Attendance and Punctuality

Children know that you must try to attend school every day and that their attendance is important.
Children know that you must try to arrive at school on time every day to do our best learning.
Children know that attending school on time every day is important so that you don’t miss important learning.
Children know that punctuality is a life skill and that we are preparing you for the rest of your life.

Behaviour outside school

Children know that when you are wearing your school uniform you are representing the school community and must always behave responsibly and respectfully.
Children know that you should be considerate of other people arriving and leaving school.
Children know that being considerate means thinking about other people’s needs, wishes and feelings.
Children know that examples of being considerate on the way home include walking not running, giving people plenty of space, using a quiet voice (not shouting).
Children know that we should take care when crossing roads and use the green, cross, code to stay safe.

Summary

Know that our Behaviour Curriculum must be followed at all times and will help them develop their values to be a good future citizen.
Know that all pupils and staff follow the curriculum to become better learners and to build positive habits which will help everyone to be successful throughout life.

NOTE: We do not have different class charters or individual class rules but a set of consistent systems across school. Individual behaviour systems may be in place for children with an area of individual need and these will be agreed, reviewed and supported by SLT and parents/carers.