Everyone at Southover:
Achieves their potential,
is valued for who they are
and knows they belong
At Southover Church of England Primary school:
We all work together —children, parents, staff, Trinity Church and the community.
We inspire each other to learn through a vibrant curriculum, set within a safe environment that meets the needs of all children.
We gain strength from the love* of God and our love* for one another; we feel we belong to Trinity Church.
We value: Trust, Compassion, Friendship, Hope, Thankfulness and Fellowship.
We have a healthy mind, body and spirit to allow us to ‘Live, Love, Learn’.
*1 Corinthians 13
Love is patient, love is kind. It does not envy, it does not boast, it is not proud. It does not dishonour others, it is not self-seeking, it is not easily angered, it keeps no record of wrongs. Love does not delight in evil but rejoices with the truth. It always protects, always trusts, always hopes, always perseveres.
Our Behaviour Principles
The school will:
· Have a whole school approach to pupil discipline to ensure consistency
· Involve pupils in the creation and annual review of its code of conduct
· Have high expectations of behaviour from all pupils
· Set good examples to pupils in the way adults treat them and other adults
· Set good habits early with high expectation of cooperative behaviour from the start
· Provide an environment conducive to on task behaviour
· Minimise uncertainty and disruption in lessons
· Intervene promptly where there is poor behaviour so it is clear that it will not be tolerated
· Involve parents in the process by communicating policy and expectations and ensure their
support through a home school agreement
· Create a positive partnership with parents to encourage their support when dealing with
the difficult issue of unacceptable behaviour
· Make positive recognition of individual pupils or group achievements in good and
improved behaviour through Celebration Assemblies and House Points.
· Support behaviour management through circle time and individual counselling
· Attempt to identify and address any underlying causes of poor behaviour
· Avoid humiliating pupils and deal discretely with poor behaviour
· Criticism should focus on the behaviour not the child.
· Ensure that pupils are given opportunities to put things right.