From vision to behaviour
This isn’t a page about our behaviour policy, though you can find that policy here. This is about the way in which we take our vision and make it come alive in the way in which we live and learn together.
We have a vision in which our school will be a place where everyone is known and everyone matters. We try to be a school which feels like an extended family. We’re a small school, so that helps; but we’re also a school in which the atmosphere, the quality of relationships, and the love and respect people have for one another is really important. We believe that people learn best where they feel safe, welcomed, and heard.
In line with our school vision and values, we never draw a hard line between children and adults. At Bayford children learn to take responsibility for their own behaviour and also to care for others. Pupil voice is strong with older children leading the forum meetings and sharing in the interview process for new staff. A number of children are also trained to be play-leaders, running games and activities for their fellow pupils during playtimes and lunchtimes.
We’re not saying we always get it right. We’re not saying that nothing ever goes wrong. What we are saying is that we try very hard to respond to challenges with compassion, understanding, and tolerance. We all try to look after one another. If you have any concerns about behaviour, bullying, or anything else which might be making any child or adult in our community feel anxious, scared, unvalued, or not heard, please talk to us as soon as possible. You can find out more information on our ‘raising a concern’ page.
In all that we do, we strive to share, encourage, and demonstrate positive values with our children, in order that they understand them and strive to live by them. Our school rules are for the whole school community, not just the children.
We believe it is our duty to promote and encourage positive behaviour, not just react to that which is unacceptable.
We believe that when a child demonstrates unacceptable behaviour, it is the behaviour which is unacceptable never the child.
We teach and model pro-social behaviour through our core Christian values and golden rules.
- We listen and use kind words
- We respect adults, property, and each other
- We treat others as we would like to be treated ourselves
Bayford is a happy, pleasant, secure and stimulating learning environment where everyone will be encouraged and inspired to do their very best. We believe that high-quality teaching promotes effective learning and good behaviour. Our emphasis will be on recognising and celebrating effort and success, so that all pupils feel valued. We will teach pupils to take responsibility for their own actions, to understand the consequences of their choices and to become responsible citizens for the future. We will adopt a zero-tolerance approach to bullying, racism and all other forms of discrimination by adults or pupils, and any such incidents will be dealt with promptly and firmly.
Policies and practice
It is a government requirement that all schools have an anti-bullying policy. We have one and you can read it by following the link below.
Bullying is wrong and damages individual children. We therefore do all we can to prevent it, by developing a school ethos in which bullying is regarded as unacceptable.
We aim, as a school to produce a safe and secure environment where all can learn without anxiety, and measures are in place to reduce the likelihood of bullying.
We aim to make all those connected with the school aware of our opposition to bullying, and we make clear each person’s responsibilities with regard to the eradication of bullying in our school.
The policy aims to produce a consistent school response to any bullying incidents that may occur.
The anti-bullying policy sits in the wider context of our approach to behaviour and the process by which, in exceptional circumstances, we would handle an exclusion.
We follow the Hertfordshire Steps approach to managing behaviour, which emphasises the importance of consistency and teaching internal, rather than imposing external, discipline. It focuses on care and control, not punishment. It uses techniques to de-escalate a situation before a crisis occurs and, where a crisis does occur, it adopts techniques to reduce the risk of harm. Our behaviour policy supports these principles.
This page was last updated on 16th July 2022