Our school’s approach to supporting and encouraging positive behaviour is values based, not rules based. We are a Church of England School and our values and vision are rooted in Christian values and the values of other world religions. Our school values are: hope, friendship, courage, justice and forgiveness. Each one of these guides how we approach our relationships with each other. We teach children how to behave and respond to others through discussion and understanding of these values, and explanation of when these values have not been demonstrated.
In the same way that we support children if they have made mistakes in maths, or English, we support children who make mistakes in their behaviour. If behaviour has not been positive, we explain to a child why, and support them in understanding a better way to approach issues.
The Bourn Bees
How to live each value is explained to the children as follows. These are known as the ‘Bourn Bees’
- Be optimistic
- Be positive and have a growth mindset
- Be kind
- Be supportive
- Be able to stand up for what is right
- Be willing to have a go, and keep going
- Be fair
- Be concerned about others
- Be able to give and accept apologies and move on
- Be able to see every day as a fresh start
All children and adults in school are encouraged to refer to these values in order that there is a consistent approach to guiding behaviour.
We regularly talk to children, both as a class group, or individually as needed, about the kind of behaviour they should show in lessons, around school and towards others. We explain the impact of negative behaviour on others and ask children to imagine themselves on the receiving end of such behaviour.
Adults in school believe that any child demonstrating negative behaviour can and will change this behaviour with time and support. No child is labelled negatively.
The Restorative Approach
Bourn School follows Restorative practice, which is a set of principles and practice that encourages children to take responsibility for their behaviour by thinking through the causes and consequences, and what they can do to make it better. It does not excuse poor behaviour choices, but aims to stop repeated issues. Consequences of negative behaviour are always accompanied by a discussion with the child about the reason for this.
Where children fall out with each other, we spend time with them individually, and together wherever possible, to listen to what has happened and to help the children find a way forward with each other. Through these discussions, children recognise when they have done the wrong thing, and will willingly apologise to the other child. In these situations, our approach is never to encourage children to 'stay away from each other', but to facilitate the children spending time with each other (initially with an adult) to re-build their relationship.
The Positive Behaviour Policy is currently being reviewed.
As a result, we rarely have issues of bullying, because difficulties are identified and addressed at an early stage. We teach children how to recognise bullying behaviour by using the 5Ps.
If the behaviour is Pre-meditated; Personal; Painful (physically or emotionally): involves a Power imbalance; and Persistent, then it can be defined as bullying behaviour.