At Alderman Payne, we aim to support our pupils to behave with integrity in line with our school values. Alderman Payne has a therapeutic rather than punitive approach to behaviour. As such, we have a behaviour curriculum which works alongside our behaviour policy. Whilst the behaviour policy outlines how behaviour is managed, the curriculum outlines how behaviour is taught. This enables the establishment of a school culture where all pupils and staff flourish.

Children are taught:

• School rules and expectations
• Routines and expectations
• Development of learning pedagogy, the behaviours for learning

The behaviour curriculum has been created to incorporate the DFE (2019) Guidance for Character Education which identifies four important aspects for character development: motivation, moral attributes, social confidence and long-term commitment, and states that these are underpinned by specific character traits: self-efficacy, intrinsic motivation, self control and coping skills. Using learning pedagogy influenced by Guy Claxton and Shirley Clarke’s Learning Powers, the curriculum aims to support the development of these skills and traits.

Teachers ensure that core knowledge is taught progressively and that all pupils know what valued behaviour looks like. Some pupils may need additional support to reach the expected standard of behaviour. As stated within the behaviour policy, these children should be identified and offered additional intervention and support. Some children will have an individualised behaviour plan which outlines their personal behaviours and strategies that should be applied to support them. Targets are developed and built upon progressively from their starting points. Therefore, individual targets are developed using this curriculum.

Intent

1. Creation of school culture where staff and children flourish safely and with dignity

2. All children are aware of what valued behaviour looks like and the expectations in school

3. Pupils are supported to be self-reflective of their own behaviours and have strategies to recognise and regulate emotions and behaviours

4. All staff are confident to teach the valued behaviours to children and respond to detrimental behaviours in a manner that provides learning opportunities whilst maintaining a calm and safe learning environment.