Behaviour expectations

Creating the best conditions for learning: Good Behaviour

Outstanding behaviour is essential at school, to enable children and their peers to learn effectively individually and collaboratively.

We insist on high standards of behaviour so that all children come to school feeling happy, safe and ready to learn. This is achieved by a clear behaviour policy, the explicit teaching of the Globe Way, our Character Curriculum  while alongside that giving chidlren the tools to undertand and manage their emotions, through the teaching of the Zones of Regulation Curriculum.

We always seek to promote excellent behaviour inside and outside the classroom to enable our children to be responsible, respectful and caring individuals who are ready and able to learn. 

Below you will find an explanation of both our behaviour curriculum and our zones of regulation curriculum which together form our character curriculum. 

Our Character Curriculum - The Globe Way

We explicitly teach good behaviour and character building behaviour in the same way we teach other areas, through a curriculum.  We call our curriculum 'The Globe Way'. 

The process we follow for teaching behaviour and specific character traits explicitly is: 

• 1. Identify the routines you want to see 

2  Communicate in detail your expectations 

3. Practise the routines until everyone can do them 

4. Reinforce, maintain and patrol the routines constantly.

The Globe Way character curriculum content is taught in a planned weekly sequence throughout the academic year and in all year groups. 

We expect all our pupils to be good Globe Citizens and follow all the Globe Values. To be a Good Globe Citizen you must follow 3 overarching principles of behaviour. They are: 

•      be respectful, 
•      be responsible, 
•      be ready to learn

What does being a Good Globe Citizen mean?

To foster positive behaviour and character traits children are commended through Good News certificates, Globe Award Cards, special privileges and having responsibilities within the school community.

Occasionally, a child may not adhere to these behaviour expectations. In order to develop a child’s learning behaviour or their understanding of responsibility to the school community, sanctions are given. If a child continues to misbehave repeatedly or if their behaviour is rather more serious, then a member of the Senior Leadership team will ask parents to come to school to talk about the inappropriate behaviour and how it can be resolved. Additionally, in some circumstances the school will use outside agencies to support children, families and the school with behaviour issues. Finally, in extreme circumstances children may be excluded for a fixed number of days or permanently. 

Click here to read our Behaviour Policy.

Zones of Regulation Curriculum 

We teach the Zones of Regulation as a progressive curriculum from Year 1 to Year 6. It is taught across each year group, year after year. Since the curriculum is built on a metacognitive framework that we want learners to internalise, it is important to revisit the curriculum to strengthen the development of regulation competencies.  

Our rationale is to provide a structured curriculum to explicitly teach children about their emotions, develop their understanding of emotions, and develop self-regulation skills. 

We want to ensure that there is a consistent and supportive approach to self-regulation throughout the school – regulation of emotions, energy, and behaviour. 

By developing skills for coping with strong emotions like frustration, anxiety, and anger, children become more resilient and less likely to give up when faced with a challenge. 

Children who can regulate their emotions are better positioned for overall academic success.  

We intend for our children to learn the following:  

- To explore feelings and build emotional awareness. 

- To recognise body signals related to our feelings. 

- To identify situations and triggers that impact our feelings. 

- To explore a variety of regulation tools. 

- To pause to problem-solve before acting on our impulses. 

Our goal is for our children to be able to recognise and regulate their own emotions, energy, and behaviours.  

Ways to support your child’s behaviour in school

• Become familiar with the behaviour policy and school values
• Listen to and ask for feedback from teachers
• Talk to us about anything in the policy you do not understand
• Be supportive of school decisions regarding your child’s behaviour
• Ensure that you have the same expecations as school - Children to be respectful, responsible and ready to learn.  Conisistency between home and school is essential.
• Talk to a member of staff if you have any concerns