At Heage Primary School, we recognise that good behaviour is a necessary condition for learning that everyone stands to benefit from.

“For a person to grow, they need an environment which provides them with genuineness, acceptance and empathy. Without these, relationships and healthy personalities will not develop as they should, much like a tree will not grow without sunlight and water.” (Rogers, 2014).

Our behaviour policy is underpinned by our six school values and is focused on creating an environment of high-expectations where every child is valued and given the tools they need in order to help them develop intrinsic motivation and a love of learning, free from the fear of making mistakes.

It is based on the latest research in relational practice and attachment theory, and has been developed by our whole community in order to reflect the children which we welcome into our setting each day. Through a positive, relational approach to behaviour, we aim to create a safe, respectful ethos – for both staff and pupils - which teaches the behavioural skills our children need to help them grow and reflect on their own learning journey.

Emotional Check-in

The start of the day is organised in order to ensure that all children enjoy a calm entry into school. Children come straight into the classroom when the school gates open at 8:45am. A member of school staff (usually the Senior Leadership Team) will greet and guide children at the gate.  Each child is met and greeted by their class teacher/ teaching assistant and completes an “emotional check-in”.

This has been introduced through the use of the story The Colour Monster by Anna Llenas.

If a child has identified that they need emotional support, the teacher/ teaching assistant will make time to speak to them at some point in the day. There will also be a “Morning Task” for children to make a start on when they arrive which revisits previous learning and allows for teaching staff and teaching assistants to follow-up on any children from their emotional check-in.

Class Agreements

During transition arrangements and at the start of the year, class teachers and pupils will design their class agreements. This serves as a collaboratively designed set of behaviour expectations which upholds the values of our school community and makes the class a great place to learn and have fun.