Behaviour for Learning

We recognise behaviour as a form of communication and support all children in managing and self-regulating their learning behaviours through the use of Zones of Regulations.

“Life is 10% what happens to us and 90% how we react to it.”

Charles Swindoll

Positive Behaviour Management

Our expectations at Brodetsky can be described as firm but fair. Every pupil is special and we regularly identify, reward and celebrate their many successes. These successes can be in any aspect of school life. They include rewards for resilience, creativity, independence, outstanding achievement or making a good contribution to the local community.

We use a wide range of rewards, ranging from simply saying “Well done!” to issuing critter coins, stickers, certificates and prizes. We hold regular celebration assemblies and special events to celebrate the achievements of our pupils.

Restorative Practice

If a pupil displays behaviours that are not in line with our Brodetsky Commandments, pupils are given the opportunity to be reflective through our restorative approach.

If after this, behaviours continue, a firmer stance will be adopted.

In applying this consistently across our school, we make sure that disruptive behaviour by the few does not impact the achievements of the many.


Low-Level Disruption

Following on from our OFSTED inspection earlier this academic year we have been busy working away on the recommendations set out in the report. We are aware that on occasion, low-level disruption, in the way of shouting out, speaking over each other and talking when adults are asking for quiet, gets in the way of learning.
Following training sessions on behaviour management the teaching staff have met to discuss the best way forward to reduce this low-level disruption. We will be focusing on positive reinforcement of those making the right choices and will be rewarding them daily with the Brodetsky Critter Coin. However, we have also made the decision to adapt our ‘Stages of Behaviour’ procedure in relation to Low-Level Disruption, making it clearer to the children our higher expectations in this particular area.

For more information, please see the ‘Behaviour, Anti-Bullying and Trauma’ Policy by clicking here.