Relationships and Behaviour
As an Inclusive Learning Community, rooted in God, we firmly believe that approaches to behaviour are most effective when rooted in relational approaches. In our school, all staff understand that behaviour is everyone's responsibility and time is given to ensure that all stakeholder build strong, positive trusting relationships, rooted in Nurture and Trauma Informed Practice, the PACE approach and Emotion Coaching.
Goodnestone is a happy, friendly little school. It has a strong sense of togetherness. Staff are warm and friendly. Pupils are understanding and accepting of others’ differences.
As one parent aptly put it, ‘It is a real community and everyone supports each other.’
The development of our approaches towards managing behaviour are defined in the School's Behaviour Principles Written Statement (The full document can be found within the school's policies section of the website)
Behaviour Principles
- Every pupil understands they have the right to feel safe, valued and respected, and learn free from the disruption of others
- All pupils, staff and visitors are free from any form of discrimination
- Staff and volunteers set an excellent example to pupils at all times
- Rewards and sanctions are used consistently by staff, in line with the behaviour policy
- The behaviour policy is understood by pupils and staff
- Pupils are helped to take responsibility for their actions
- Families are involved in behaviour incidents to foster good relationships between the school and pupils’ home life
The governing board also emphasises that violence or threatening behaviour will not be tolerated in any circumstances.