If you wish to view our Behaviour Policy, please see our policy page, under ‘Statutory Information’.

At Roskear Primary and Nursery School we work hard together to ensure our school is a harmonious and safe place for everyone, where each person is valued and feels that they belong. We achieve this through having a restorative approach to managing behaviour.

Pinehurst Primary School : Behaviour

A Restorative Approach

We believe that by using a Restorative Approach we are giving pupils the skills to independently take responsibility for their behaviour and make more informed choices in the future. Restorative approaches encourage pupils to think about how their behaviour affects others, both pupils and staff. It helps children to develop the values of respect, responsibility, thoughtfulness, friendship, empathy, fairness and love.

If a pupil in our school has been negatively affected by someone’s behaviour, adults will ensure that each child’s right to be heard is respected and the situation has been resolved fairly. If a child has done something wrong, they will be asked to recognise the impact their behaviour has had on others and suggest a solution to resolve the situation and prevent reoccurrence in the future.

Our pupils understand that the Restorative Approach allows ALL parties to have their right to be heard respected.

About Restorative Language:

When our pupils find themselves in conflict or upset we will ask them:

  • What happened?
  • What were you thinking or feeling when it happened?
  • What needs to happen to put this right?
  • What would you do differently next time?

Most situations can be dealt with by working through these questions. The aim here is that the outcome is fair for everyone. If somebody is upset, we aim to resolve the situation fairly. If someone has done something wrong, we expect them to take responsibility for their actions.

At Roskear we expect everyone to endeavour to follow our four golden rules.

Golden Rules

  • Respect everyone and everything.
  • Show good manners at all times.
  • Follow instructions with thought and care.
  • Try our very best in all we do.

Behaviour for Learning

We want children to leave our school as lifelong learners. Everything we do is built around developing a growth mind-set, reinforcing positive learning habits and allowing children to take ownership for their learning. Pupil voice is highly regarded here at our school and we always endeavour to see learning opportunities through their eyes – adapting and tailoring lessons accordingly to best suit each and every individual learner.

Trauma Informed Schools

What does it take to develop healthy, happy, confident children who are ready and open to learning? Recent advances in neuroscience, attachment theory and child development have provided some of the answers to this question. The approach provides a powerful way of working with children and young people that supports optimal social and emotional development. In particular, the approach equips us to work in a targeted way with children and young people who have or are struggling with difficult life events to help them re-engage with life and learning. If children have been emotionally thrown off track, either temporarily or over longer periods, Trauma Informed Schools (TIS) helps us understand the needs being signalled by their behaviour and gives us targeted strategies and activities to help. This ensures we help all children develop into well rounded, happy, confident and emotionally resilient young people.