Aims and Values
Our school aims to provide a happy and secure environment for all those who visit or work here.
We believe that we should:
Provide opportunities for life-long learning.
Be learners together, on behalf of one another and for one another.
Be a fully inclusive learning centre where everyone’s learning styles and needs are catered for.
Provide a can do culture, where learners thrive on high self-esteem and confidence.
Have high expectations of all learners.
Facilitate learning which strives for excellence in enjoyment, achievement and attainment.
Provide an environment conducive to learning.
Provide a stimulating and broad and balanced curriculum.
Work in partnership with the community and integrated services.
Communicate and openly discuss with integrity and trust how we provide a quality learning service.
Provide extended learning provision.
Adhere to our code of conduct and code for learning.
Ensure a balanced work, school life for all.
Ensure the development of the whole individual.
“Learning is for everyone, we strive for excellence.”
We recognise the need for shared codes of conduct and expectations at whole school and classroom level. At Goldthorpe Primary School we adopt a set of Golden Rules which are displayed around school and are included in our Home/School Agreement.
We are gentle.
We are honest.
We are kind and respect others.
We are ready to learn and do our best.
We look after our school environment.
In addition we expect all children to display the following positive attitudes to earning in our school:
Sit on their seats
Ask for permission to leave their seats/classroom
Put their hands up to ask a question
Work co-operatively with peers/groups
Walk quietly through school
Enter and leave the hall silently
Walk in from the playground
Stop when asked
Look after resources
Keep their classroom clean and tidy
Arrive for lessons on time
Wear their school uniform with pride
At Goldthorpe Primary School, staff aim to minimise opportunities for negative behaviour by considering the following factors/strategies:
Being dynamic at the door
Layout of the classroom
Administration duties to be completed whilst children are on task (KS2)
Resources should be ready for learning, well organised and tidy
Work/learning should be ready for children to complete tasks
Maintain presence in the classroom (position yourself so children are in full view)
Use non-verbal cues
Give short, simple instructions
Act as a role model in dress and behaviour at all times
We believe that all adults are responsible for good behaviour in our school and adopt the same consistent approach. For example, to engage children in the classroom we use:
One – Stop what you are doing
Two – Equipment down
Three – Eyes on me
All low level negative behaviour is addressed immediately by using the following strategies:
Praising another child who is doing right
Making eye contact
Giving non-verbal directions
Moving places within the classroom
Spend time working in a partner class
Whenever possible ‘praise in public, reprimand in private.’
When necessary, the rule of choice is offered:
“You do this . . . or you will have a consequence . . .”
“You decide . . .” and walk away.
Children who do not respond appropriately to the rule of choice will be issued with a 5, 10 or 15 minutes loss of time during the next break or lunchtime. This time should be spent with the adult who administered the sanction in order to allow opportunities for repairing, rebuilding and resolution. Staff should not dwell on what children have done wrong, but the children will be informed what behaviour is expected in future.
If inappropriate behaviour continues, the Behaviour Lead/SLT should be involved. The Behaviour Lead or SLT should also be alerted immediately to behaviour which involves:
Deliberately damaging property
Putting others at risk
Time spent in isolation and loss of privileges are at the discretion of SLT/Behaviour Lead. Exclusion is at the discretion of the Head Teacher/SLT.
Through the use of effective behaviour management techniques, low level incidents which interrupt learning in the classroom, are dealt with by the teacher/HLTA. They follow the age-appropriate behaviour steps, rewards and sanctions agreed by staff and pupils within the team where they are consistently applied.