Behaviour and Relationship Curriculum

Relationship and Behaviour Curriculum

The Behaviour and Relationships Curriculum at Redfield Educate Together aims to teach children our core expectations To prepare them to be good citizens of the future.

Exemplary behaviour is one of our expectations and at Redfield, we make it easy for children to show expected behaviour through 'The Redfield Way' and our taught whole school routines. 

 
*We have clear and concise routines, rewards and consequences that everyone follows.
*We explicitly teach, rather than tell, children how to behave
*We ensure all adults are calm, consistent and fair in their response to behaviour
*We focus explicitly on positive behaviour. We recognise, describe and explain what we want to see.
*We adapt our approaches, where needed, for specific children with additional needs.

Our Behaviour Curriculum is driven by:

Ambition: Providing an education for all children, free from disruption, that enables us to focus on raising academic standards and whole school continuous improvement.

Equity: Ensuring all children in our school receive the same opportunities and support as those in highest performing schools across the country and that excellent child behaviour is central to achieving this aim.
 

We develop children’s character through our carefully curated Behaviour and Relationships Curriculum. To build character, we define the behaviours and habits that we expect our children to demonstrate. We want to support our children to grow into adults who are respectful, resilient, collaborative, independent, ambitious, and who always consider others. We believe that as children practise these behaviours, over time they become automatic routines that positively shape how they feel about themselves and how other people perceive them. Our behaviour curriculum is:

Taught - explicit teaching, whole-school routines, assemblies, rewards and consequences, behaviour curriculum, parental support

Caught - opportunities for children to show the behaviour and character habits we expect and observe others and through staff modelling

Sought - ambassadors, child societies, wider opportunities