Our Approach to Behaviour
Written Statement of Behaviour Principles
As agreed by the Governing Board, at Wrockwardine Wood Infant School and Nursery, the governing board fully recognises that children need protection, connection, understanding and care. These are the cornerstones of our Relationships and Behaviour Policy.
The following principles guide our approach:
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We will create an ethos rooted in inclusive and compassionate principles, supporting the well-being of all children.
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We will model high levels of nurture and empathy, combined with clear structure and containment, to ensure children feel safe and secure.
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We will provide clear boundaries, predictable routines, and regulated adult responses to behaviour.
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Natural consequences will be made clear, rather than punitive sanctions that may shame or exclude children from their peers, school community or family.
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Our adult responses to behaviour will be rooted in connection and understanding, ensuring children's needs are met and they feel emotionally and physically safe.
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We acknowledge that behaviour is a form of communication, often indicating unmet emotional or developmental needs.
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Our curriculum and provision will be designed to offer personalised support for every child’s personal development and well-being.
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We understand that consistency is not sameness. Being consistent means responding in ways that are true to our values, while also being flexible to meet individual needs.
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Fairness means giving every child what they need, not necessarily the same as others.
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We will clearly communicate our expectations through regular updates via the school website, newsletters and parent communications, ensuring parents know how to support their child effectively.
Behaviour Expectations
All staff members are expected to implement our behaviour expectations consistently and compassionately. To support this:
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Staff carry visual prompts on their ID lanyards, which serve as clear, accessible reminders of the expectations for both adults and children.
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These visual cues promote clarity and understanding, especially for our younger learners and those with additional needs.
Behaviour Expectations
relationships and behaviour policy updated jan 25.pdf
