Behaviour and Attitudes

Introduction

At Kirton Primary School, we believe that excellent behaviour and positive attitudes are the foundation of effective learning, strong relationships and personal success. Our policy is rooted in respect, kindness and responsibility. We aim to create a safe, calm and purposeful environment in which all children can thrive, both academically and socially.

Our Behaviour and Attitudes Policy draws on best practice and reflects our core values. 

“There are high expectations of behaviour, to which pupils respond well. Classrooms are calm and purposeful.” – Ofsted 2025

Aims

To promote a positive school culture where every child feels valued, included and motivated to achieve.

To foster self-discipline, resilience, and a strong sense of personal responsibility.

To establish consistent expectations and routines across the school.

To ensure all pupils develop respectful relationships with adults, peers, and the wider community.

To use restorative practices to resolve conflict and support behaviour change.

Core Values

Our school values underpin all aspects of behaviour and attitudes:

Kindness – we care for others, the school and the place we live.

Perseverance – we try our best all of the time.

Self-Belief – we know we can achieve anything.

Respect – we have good manners and value everyone in our community.

These values are embedded in our curriculum through teaching, assemblies and daily interactions.

Expectations

We expect all members of our school community to be:

Ready – prepared to learn, focused and attentive

Respectful – to themselves, others and the environment

Safe – through actions, words and choices

Adults in our school commit to:

Being calm, consistent and fair

Being relentlessly bothered

Meeting and greeting pupils positively

Recognising effort and achievement

Giving first attention to the best conduct

Addressing issues with dignity and respect

Using adaptive strategies to meet the needs of every child

 Rewards

At Kirton Primary School, we place great importance on promoting intrinsic rewards so that children feel a genuine sense of pride in making positive choices. Staff regularly use specific praise to recognise and celebrate when children are doing the right thing, with a focus on ‘catching’ them making great choices throughout the day. This helps build self-belief and the understanding that doing the right thing is rewarding.

When children go ‘Above and Beyond’ our expectations, we use additional rewards to highlight their exceptional efforts and achievements. This may be recognised through:

• Stickers, house points or purple bands
• Star of the Week or Core Values Award
• Parent conversations and postcards

 Sanctions

When behaviour does not meet expectations, staff follow a clear, consistent process:

1. Reminder of the rule and the expectation e.g. “You are talking which means you are not ready to learn. Please show me you are ready by facing me without talking.”
2. Warning of a consequence if behaviour continues. I have reminded you of the rule. If you continue, you will be moved to another table.”
3. Sanction in place:
   • Be moved to another table
   • Miss part of your next break or lunchtime
   • Complete work in another classroom
   • Restorative conversation with a member of staff
   • Spend a period of time in reflection
   • Removal of privileges, i.e. after-school club