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North Farnborough

Infant School

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Behaviour

Behaviour & Relationships at North Farnborough Infant School

 

It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school policy is therefore designed to support the way in which all members of the school can live, learn and work together in a supportive way. It aims to promote an environment where everyone is happy and feels valued, safe and secure. 

 

Developing good relationships and positive behaviour in the classroom, playground and wider community is essential for creating the right environment for effective teaching and learning. Where children feel included, respected, safe and secure and when their achievements and contributions are valued and celebrated, they are more likely to develop self-confidence, resilience and positive views about themselves. This applies equally to all staff in the learning community. Staff at North Farnborough Infant School are proactive in promoting positive relationships and behaviour in the classroom, playground and wider school community.

 

This policy draws on current research and best practice relating to relationships and behaviour; a key factor in enabling children to achieve their best.

 

Within our school community, we aim:

    • To be welcoming and inclusive
    • To create a firm and consistent approach throughout the school
    • To maintain, encourage and promote positive behaviour, self-discipline and respect
    • To encourage independence and personal confidence
    • To respect the rights of all individuals
    • To encourage consideration for others in the community by promoting respect, courtesy, tolerance, teamwork,  trust and honesty
    • To support the development of self-esteem and self-respect by distinguishing between a child and that child’s behaviour
    • To develop pride in the school through learning, effort and achievement.

Zones of Regulation

More information to follow soon

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