Our Expectations of Behaviour

At Delta, we strive to provide an exceptional, safe and inspirational environment where children are able to achieve their full potential in all aspects of their learning underpinned by high expectations for all. We expect our children to be polite, courteous and kind - showing consideration and respect for others.

We will achieve this by creating a learning environment which is stimulating and challenging, inclusive and enjoyable. Delta is a wonderfully diverse school, and we promote a sense of belonging to our school and local community, encouraging a shared sense of responsibility from everyone for making Delta a happy and safe place to learn.

The purpose of our behaviour policy is to:

• Provide an environment in which children feel safe, secure and respected
• Promote good behaviours for learning
• Enable children to develop a sense of self-worth and respect and tolerance for others
• Develop a moral framework in order to promote responsibility and acceptance of all people
• To establish and maintain consistent approaches to behaviour management across the school
• To encourage increasing independence and self-discipline so that each child learns to accept responsibility for their own behaviour

At Delta, we strongly believe in the power of giving children choices and consequences and allowing children time to make the right choice. Children are encouraged to make positive choices which benefit their learning and development, and are supported to understand and learn from the times when they make poorer choices. 

Praise and Reward

We believe the most effective way of achieving our aims is through highlighting the behaviours and values we expect and using positive praise and encouragement to ensure children make good choices.

Positive behaviours, choices and attitudes to learning are celebrated through the use of verbal praise, stickers, certificates and achievement assemblies. We use Class Dojo as our whole-school reward system to encourage and reward positive choices. Children collect Dojo points and work towards rewards for the number of points they gain.

Positive behaviour choices are also celebrated with parents/carers who are informed through positive notes home, phone calls or even a catch-up at the end of the day if their child has behaved in a significantly positive manner either in relation to their learning or social interaction.

Kindness is our Superpower and children receive special mention certificates and stickers in assembly for showing kindness on the playground at break and lunch times.

Choices and consequences

Parents/carers will be informed if their child has received a consequence in response to poor choices in the classroom or outside.

If a serious problem occurs with regard to behaviour, a member of the senior leadership team will be informed.

Persistent misbehaviour and poor behaviour choices may be dealt with in the following ways:

• A personalised behaviour plan may be implemented in agreement with parents to encourage improvements in behaviour
• Support from outside agencies may be sought, such as an educational psychologist
• In those cases where persistently poor behaviour choices have not improved through support, the headteacher may impose a fixed-term suspension (refer to school behaviour policy)

Learning and Teaching

There is a very strong relationship between behaviour and learning, children learn better in an ordered and positive environment.  Equally, children who are stimulated and engaged in their learning through high quality, effective teaching, and children who have their progress and achievements recognised will feel valued and motivated to achieve more.

In class activities, including PSHRE and circle time, and through assemblies and smaller group work where appropriate, we teach children:

• Responsible behaviour and that their feelings and reactions can be affected by what is happening within and around individuals
• Relationships with others and that friendships, kindness and respect for self and others are important in maintaining positive relationships
• Responsible citizenship, including opportunities to discuss issues and views and influence positive change in the school

Social and Emotional Learning

“Social & emotional learning (SEL) is the process through which children learn to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”

^{Weissberg et al, 2015}

To support children to develop their social and emotional literacy, we have trained adults in school who can help children understand and manage their emotions to improve behaviour – Child Mental Health Champions.