Behaviour expectations 

Our Character Curriculum

Staff consistently apply the school’s behaviour policy. Pupils listen attentively and work hard in lessons. Behaviour does not disrupt learning and pupils are keen to earn rewards for meeting teachers’ expectations.(Ofsted Report 2023)

Creating the best conditions for learning: Good Behaviour

Outstanding behaviour is essential at school, to enable children and their peers to learn effectively individually and collaboratively.We insist on high standards of behaviour so that all children come to school feeling happy, safe and ready to learn. This is achieved by a clear behaviour policy, the explicit teaching of the Bangabandhu Way, our Character Curriculum  while alongside that giving chidlren the tools to undertand and manage their emotions, through the teaching of the Zones of Regulation Curriculum. 

We always seek to promote excellent behaviour inside and outside the classroom to enable our children to be responsible, respectful and caring individuals who are ready and able to learn. 

Below you will find an explanation of both our behaviour curriculum and our zones of regulation curriculum which together form our character curriculum. 

Occasionally, a child may not adhere to these expectations. In order to develop a child’s learning behaviour or their understanding of responsibility to the school community, sanctions are given. If a child continues to misbehave repeatedly or if their behaviour is rather more serious, then a member of the Senior Leadership Team will ask parents to come to school to talk about ways of resolving the inappropriate behaviour. Additionally, in some circumstances the school will use outside agencies to support children, families and the school with behaviour issues. Finally, in extreme circumstances children may be excluded for a fixed number of days or permanently. 

Our Character Curriculum - The Bangabandhu Way

Pupils behave consistently sensibly. Leaders foster a positive and respectful school culture that encourages pupils to build strong, positive and professional relationships with staff. Pupils follow routines tightly.

(Ofsted Report 2023)

We explicitly teach good behaviour and character traits in the same way we teach other areas, through a curriculum.  We call our charcater curriculum 'The Bangabandhu Way'. 

The process we follow for teaching behaviour explicitly is: 

1. Identify the routines you want to see. 

2  Communicate in detail your expectations. 

3. Practise the routines until everyone can do them. 

4. Reinforce, maintain and patrol the routines constantly.

The Bangabandhu Way character curriculum is taught weekly in a planned and sequential manner througout each year from Nursery to Year 6. 

We expect all our pupils to be Good Bangabandhu Citizens and follow all of our Golden Rights. To be a Good Bangabandhu Citizen you must follow 3 overarching principles of behaviour. They are:

• Be Respectful
• Be Responsible
• Be Ready to Learn

What does being a Good Bangabandhu Citizen mean?

BE RESPECTFUL	BE RESPONSIBLE	BE READY TO LEARN
I show good manners This means: I say “please "when I would like something. I say “thank you” when someone gives me something or does something for me. I say “excuse me” if someone is in my way and I would like to pass. I hold doors open for others and use the silent “thank you” sign when others hold the door for me. If I accidentally knock into or hurt someone, I stop and speak with them, asking if they are ok and say sorry. If someone is hurt, I look after them. I say, “good morning” and ‘’good afternoon.” If someone speaks to me, I answer them.	I am honest This means: I always tell the truth. I tell the truth even if I am worried or scared. I do not take things that do not belong to me as that is stealing.	I show that I am ready to learn This means: I sit still. I listen carefully to the teacher – good listening. I give the teacher 100% of my attention. I look at the person who is talking to me (eye contact). I answer when I am spoken to. If I am not sure of what is being said to me, I say “I do not understand” or “I don’t know the answer.” I start my work straight away when asked to. I work hard on the tasks given.    Good Listening means: Face forward. Hands together. Sit up straight. Never interrupt. Track the speaker.
	I take responsibility for my own actions This means: I admit if I have done something wrong. I do no blame others for what I have done. If apologise if I have done something wrong. I am trusted to do things without being supervised.
I use a kind tone of voice to others This means: I speak calmly. I do not shout at people. I do not swear. I smile and am positive.	I take responsibility for my home learning This means: I complete my home learning tasks on time. I read at home. I bring my book bag to school each day. I make sure my reading journal is completed.
I ask before taking This means: I say “Please can I have … or “May I use … I do not snatch or grab things from others.	I look after school property and our school environment This means: If I see litter, I pick it up and put it in the correct bin. If a coat or bag is on the ground, I hang it up or put it away. I put fruit peel in the bin. I tidy up after I have used something. I keep my workspace tidy. I put playground equipment away.

The Zones of Regulation Curriculum 

We teach the Zones of Regulation as a progressive curriculum from Year 1 to Year 6. It is taught across each year group, year after year. Since the curriculum is built on a metacognitive framework that we want learners to internalise, it is important to revisit the curriculum to strengthen the development of regulation competencies.  

Our rationale is to provide a structured curriculum to explicitly teach children about their emotions, develop their understanding of emotions, and develop self-regulation skills. 

We want our children to develop empathy for others.

We want to ensure that there is a consistent and supportive approach to self-regulation throughout the school – regulation of emotions, energy, and behaviour. 

By developing skills for coping with strong emotions like frustration, anxiety, and anger, children become more resilient and less likely to give up when faced with a challenge. 

Children who can regulate their emotions are better positioned for overall academic success.  

We intend for our children to learn the following:

 - To explore feelings and build emotional awareness. 

- To recognise body signals related to our feelings. 

- To identify situations and triggers that impact our feelings. 

- To explore a variety of regulation tools. 

- To pause to problem-solve before acting on our impulses. 

Our goal is for our children to be able to recognise and regulate their own emotions, energy, and behaviours.  

Ways to support your child’s behaviour in school

• Become familiar with the behaviour policy and school values
• Listen to and ask for feedback from teachers
• Talk to us about anything in the policy you do not understand
• Be supportive of school decisions regarding your child’s behaviour
• Ensure that you have the same expecations as school - Children to be respectful, responsible and ready to learn.  Conisistency between home and school is essential.
• Talk to a member of staff if you have any concerns

Bangabandhu's Golden Rights

• We respect the right to feel safe in body and mind (Article 19).
• We respect the right to be treated fairly and are always honest (Article 2). 
• We respect everyone's right to be heard and listened to (Article 12).
• We respect everyone's right to join in (Article 15).
• We respect the right to be I n a safe, clean environment (Article 24 and 29).
• We respect the right to learn and let others enjoy their learning (Article 28).  

Our Behaviour Policy is available to view here.

Our Anti Bullying Policy is available here.