Behaviour at Bolsover

It is a primary aim of our school that every member of the school community feels valued and respected. Our aims and values are built on mutual respect and trust for all, in order to promote an environment where everyone feels happy, safe, secure, and ready to learn. Building positive working relationships is paramount to this in our school, especially between child, parents and the school community.

We strive to help children manage their own behaviour by establishing a clear set of rules and expectations that clearly define limits of acceptable and unacceptable behaviour and implementing these consistently. Positive relationships and encouragement will be used to motivate the children to behave well, we are aiming for children to behave well because that is the ‘right’ thing to do. We feel all acts of inappropriate behaviour must be understood, by both the child and the adult, dealt with swiftly, sensitivity and calmly, with the clear aim of learning what is and isn’t acceptable in school and society.

School staff and the child themselves are primarily responsible for managing the behaviour of all pupils and identify problems, but this becomes more effective if it is a shared responsibility between parents, the child and school to ensure that children are taught how to behave. Parental support and understanding of the aims and principles will be encouraged through regular meetings / newsletters, good work assemblies etc.

At Bolsover, we aspire to create an environment where children can self-regulate their behaviour, behave very well every day, and never need reminding about how to behave appropriately. We want to encourage these children to manage their behaviour positively.

At Bolsover School, we have the following underpinning principles:

• Positive relationships are imperative to our practice between all members of our school community.
• Children and adults have a sense of belonging, feeling safe, secure and valued.
• People learn to cope with all aspects of their lives with support from others.
• The importance of fostering social relationships in a school community of mutual engagement.
• Everyone is responsibility and accountability for one’s own actions and their impact on others.
• Respect for other people, their views and feelings and circumstances.
• Empathy with the feelings of others affected by one’s own actions.
• Fairness.
• Commitment to an equitable process.
• Active involvement of everyone in school with decisions about their own lives.
• A willingness to create opportunities for reflective change in pupils and staff.
• Everyone can learn from their own mistakes