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Behaviour Principles
The exceptionally positive behaviour of our pupils enables the school to operate as harmoniously and happily as it does.
We have very high expectations of both our children and ourselves in term of how we act and interact with each other; from the start of their time with us, self-regulation and making good personal choices is at the heart of our work. At the same time, we recognise that part of children’s development and growth is the ability to reflect upon, and learn from, their mistakes and we have a strong culture of forgiveness and restorative practice.
We have very few ‘rules’ across the school. Instead, we stress to the children the importance of personal responsibility and behaving appropriately in the great many different situations they find themselves in each week. They all recognise that the more responsible they are, the more rights and freedoms they will be granted, and how this translates into being positive citizens in later life.
For the past decade, the school has never received anything other than the highest grade for behaviour, attitudes and personal development, which is a source of tremendous pride to us all. Staff, along with the older children, constantly act as positive role models and set the tone for how we wish our school to feel every single day.
Given the rapidly changing world in which we live, our work around behaviour and attitudes is constantly under review. The governing body have produced a statement of principles to help guide this work, which can be found attached below:
“Pupils behave well and are polite, articulate and respectful.”
“Leaders are well trained and use their knowledge of special educational needs to identify specific requirements at an early stage and provide timely support.”
“By the end of Year 6, outcomes are high in reading and writing. In reading, they are
particularly high.”
“Pupils listen to the opinions of others and are keen to offer their views considerately and respectfully.”
“Good teaching through early years and in key stage 1 ensures that the proportion of pupils passing the Year 1 phonics screening check is consistently above average.”
“The school’s work to promote pupils’ personal development and welfare is outstanding.”
“Older pupils develop a good understanding of what they read. Leaders promote a love of reading and pupils say the school provides them with high-quality texts.”
“The quality of teaching at Walkington Primary is underpinned by warm and caring
relationships between staff and pupils.”
“In all key stages, pupils are now making good progress from their starting points in reading, writing and mathematics.”
“Staff welcome the professional development they receive and say that this makes a real difference to the quality of their teaching.”
“The school’s welcoming and caring ethos is central to its work in raising standards for
pupils.”
“The passionate and effective leadership of senior leaders and the commitment of the staff have sustained the good quality of education at the school.”
“The school is a calm, orderly and purposeful place for pupils to make the most of their learning.”
“In mathematics lessons, resources are used well to enable pupils to visualise abstract ideas and to get a more secure understanding of number.”
“Parents and carers who offered their views to inspectors were overwhelmingly positive about the experiences of their children.”
“Teachers plan interesting activities that motivate the pupils. Staff ensure that all pupils are valued and included in learning.”
“Teachers use their good subject knowledge to plan interesting tasks that engage
pupils.”
“The teaching of reading is good. There is a consistent approach to the teaching of
phonics.”
“The broad curriculum provides a wide range of enriching experiences for pupils.”
“Effective safeguarding procedures are in place. All staff have a clear understanding of how to keep pupils safe.”
“Governors are ambitious for the school. They challenge and support leaders effectively.”
“The profile of sport has been raised and more pupils now compete in sporting
activities.”
“Learning in early years gets off to a good start. As a result of effective teaching and provision, children progress well from their starting points.”
“Improvements in the teaching of mathematics have helped to increase pupils’ progress and improve pupils’ ability to solve mathematical
problems.”
“Governors have a good understanding of the school’s strengths and weaknesses and
are clear about priorities and plans for improvement.”
“Exciting activities, such as visits to places of worship, generate high levels of
interest and curiosity about the themes that pupils are studying.”
“From the moment pupils enter the school each day, they are greeted with respect and a genuine sense of care from the adults in the building.”
“Adults give pupils
opportunities to share ideas and challenge their own thinking and this helps them to articulate their opinions with confidence.”
“Staff encourage pupils to be resilient and take risks. Pupils know it is all right to get things wrong and that this is part of the process of learning.”
