BEHAVIOUR
The Widden Window to Success
The Widden Window to Success is a snapshot of how adults at Widden approach incidents where children's behaviour does not meet the school's expectations of Ready, Respectful and Safe. We use a graduated approach towards incidents, giving children every opportunity and the time necessary to reflect on their choices.
Restorative Practice
Restorative practice is a way of working with conflict that puts the focus on repairing the harm that has been done. It is an approach to conflict resolution that includes all of the parties involved. At Widden we invite children to reflect on their own behaviour choices and how those choices have affected those around them.
Behaviour Routines
Here at Widden we lessen the cognitive load on all our pupils by having set routines in place, so that our children can then focus on their learning, routines which help ensure that our children are ready, respectful and safe.
Ready, Respectful, Safe.
We have three abiding principles which underpin our time at school. Below are some examples of what those expectations look like:
Ready
- Arrive to school on time
- Arrive back in class promptly after lunch and break
- Lining up on time after break / lunch
- Knowing that being ready to learn is essential
- Having access to the equipment needed
- Tidying up your own workspace and the classroom
- Accepting responsibility if you make a mistake and saying sorry
- Focused on task
Respectful
- Respect others right to learn by not disturbing them whilst they are listening
- Respect school property by looking after it
- Use a calm and polite tone of voice
- Respect the cultures, views and religions of others
- Follow adult instruction promptly
- Celebrate other achievements as well as being proud of your own
- Talk kindly to others
- Be honest
Safe
- Sitting safely
- Walking through corridors
- Playing games that do not become too physical
- Using calm and respectful tones when we communicate
- Understanding how my actions can impact others
- Responding appropriately to others thoughts, feelings and actions
- Tell an adult when we are feeling worried (including feeling worried about others)
- Tell adults when we see or hear something that could harm others