Spotlight on... our '2019 Behaviour Strategy'

Spotlight on...

our new 'Behaviour strategy' published in May 2019

 Chandag Junior School behaviour strategy

We were proud to publish our new Behaviour Strategy this year which followed over a year of work by our staff.

"Every one of our children is wonderful, every one of our children has tremendous potential and it is delightful to see our children attend school every day in order to celebrate this."

We accepted the need to adopt a positively focussed, pro-active and preventative approach to behaviour management as opposed to a reactive one. The emphasis of our previous framework and model was recognised as largely responding to the symptoms and effects of the complex behaviour rather than addressing the root causes of it – the needs of the child.

This previous model was a typical system of ‘external regulation’ where rewards and sanctions are applied to behaviour situations to help manage them. What is proven to be increasingly effective is a system which builds children’s self-regulation and resilience and increases the children’s capacity to ‘internally regulate’ their own behaviour based on the emotions they are experiencing. This requires significant time, teaching, empathy, patience, clarity and consistency by adults involved in the children’s development and is recognised to be improve outcomes over the long term – this is no quick fix.

On this basis throughout 2018 and 2019, we sought informed practice and research into neuroscience and behaviour models, alongside our belief, understanding and training in the embedded ‘Thrive’ approach which led to Chandag Junior School being classed as a ‘Thrive Aware School’.

Read the document here and follow our journey to a sustainable and life-long behaviour model.


Chandag Junior School’s behaviour standards

We expect everyone’s behaviour to always meet this high standard, and not because the there is an assumption of a reward if it does and a sanction if it doesn’t, but because this is simply ‘the right thing to do’.