Behaviour

“You can’t teach children to behave better by making them feel worse. When children feel better, they behave better.” - Pam Leo

At Myton Gardens, we believe that strong relationships are the foundation of a safe, happy and successful school. We use a restorative approach to behaviour, ensuring every child feels valued, listened to and respected. Taking a non-judgemental, curious and empathic attitude towards behaviour is vital. We recognise that all behaviour is a form of communication. Our role is to help children understand their feelings, regulate their emotions and learn how to repair relationships when things go wrong.

Our school rules are simple: 

Be Respectful

Be Safe

•Relationships and Behaviour Policy is available on school website under 'Policies'.

•Positive behaviours are encouraged by all staff.

•Praise is given regularly and attributed to specific behaviours (e.g. ‘Thank you for listening and showing respect whilst I am talking.’)

•Staff ‘positively notice’ and choose to highlight positive behaviours (in an attempt for these to be copied by others).

•Staff are constant role models - offering stability, by being measured and consistent, to create a calm, safe and supportive environment.

•Natural consequences and restorative conversations when rules are not followed.

•The school’s values play an integral role in promoting positive behaviour choices in school. They are referred to when offering praise; children are rewarded with stickers and certificates related to the values – and the values are directly referenced when having restorative conversations with children.

•The school’s restorative approach encourages pupils to take responsibility for their actions and understand the consequences of their behaviour on others. ‘Repair’ may be through actions or an apology (sometimes this is supported/facilitated by an adult).

•As well as the relationships that staff build with children, the relationship between teachers and parents/carers is equally as important. Just as parents/carers may look to the school for support, the school may also reach out to parents. Having an open relationship, where any issue can be discussed, is key to a successful year.

•All staff offer the same consistent messages to children – so that children know that all staff have the same expectations of behaviour and that behaviour choices are dealt with in the same way.

•The use of ‘Zones of Regulation’, and other self-regulation strategies, are explicitly discussed with children to help children regulate their emotions (with the support from adults), so they are ready to learn.