We believe that Crossdale should be a caring and happy community which models positive behaviour and fairness and within which everyone feels safe, valued and respected.
At Crossdale, the management of behaviour is acknowledged as a core part of the responsibilities of all adults who work with children.
We believe that we have a responsibility to support children as they develop self-discipline - the ability to regulate their own behaviour and to control their emotional responses to everyday situations. For some children this means that we will need to provide additional support.
We believe that it is important for us to help children understand the choices they make about behaviour; the model of behaviour which we use for these conversations considers the causes (antecedents) and consequences of behaviour. We recognise that negative behaviours may be a way for a child to communicate their needs or anxieties and that we have a responsibility to try to understand the reasons why a child may choose undesirable behaviours.
We acknowledge our responsibility to promote positive behaviour and manage negative behaviour in the classroom so that all children can learn in a calm and purposeful atmosphere.
At Crossdale, we believe that we should all have consistently high expectations of the behaviour of others and that these high expectations will help children develop their ability to manage their own behaviour.
At Crossdale we have a small number of school wide rules which we call the Crossdale Way. These four rules allow us to involve children of all ages (in groups or individually) in discussions about their behavioural choices. This approach encourages children to develop their ability to reflect on their behaviour. We expect older children to remember what these four rules are.
In addition to the Crossdale Way, class teachers and their classes will agree a small number of key rules for their own classroom at the start of each academic year. These rules and the Crossdale Way will form part of a display in every classroom.