Lyndhurst’s School Values are:  advocacy, free thinking, global citizenship, courteousness & resilience.  

Our values underpin our approach to behaviour. Conversations about behaviour with children and staff should always refer back to the values. We focus our communication on efforts and values shown as opposed to achievements. 

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Positive relationships are key. Staff must be a constant presence around the school, in-between classes, during breaks in the school day, and at lunch times in order to ensure that children are using the school grounds respectfully and behaving appropriately. This will also support the building of positive relationships outside the classroom. 

When dealing with poor behaviour, we keep relationships intact by focussing on the behaviour and not the child. 

Consistent adult behaviours will lead to pupils consistently conforming to our expectations.

A truly sustainable consistent approach does not come from a toolkit of strategies but in the determination of every member of staff to hold firm. It is hard fought and easily lost. The key is to develop a consistency that ripples through every interaction on behaviour. Where learners feel treated and valued as individuals, they respect adults and accept their authority.

At Lyndhurst Primary School we model consistency through:

• Language and response: Referring to the agreement made between staff and learners, simple and clear expectations reflected in all conversations about behaviour 
• Follow up: Ensuring ‘certainty’ at the classroom, leadership and whole school level. Never passing problems up the line, teachers taking responsibility for behaviour interventions, seeking support but never delegating. 
• Consequences: Defined, agreed and applied at the classroom level as well as established structures for more serious behaviours. This also reduces the risk of bias being applied.

The use of praise in developing a positive atmosphere in the classroom cannot be underestimated. It is the key to developing good relationships, including with those learners who are hardest to reach. We praise the behaviours we want to see. The more we notice good behaviour/celebrate success the less we need to extrinsically reward it. It becomes just the way that we do things. We value the effort pupils put into demonstrating good behaviour and developing good relationships. 

Ways in which we recognise positive behaviour include:

• Weekly Golden Tickets – for behaviours linked to our values (3 golden tickets in an academic year result in a prize) 
• Star Chart- 20/30 stars results in a Purple Merit and 10 Purple Merits result in a Golden Merit
• Class Points- awarded during transitions around school and break times by SLT or in class by CLT. 30 points results in a class reward (at the phase leaders’ discretion – no food).
• Phone calls home 
• Sharing excellent learning with others 
• Good news postcards 
• Lunch with SLT