Behaviour, Attitudes & Personal Development

Fulwood & Cadley School Improvement Priorities 2023-24

Behaviour, Attitudes & Personal Development

Target

Developing positive relationships across the school in order to identify needs early and overcome barriers to learning, supporting all children including the most vulnerable in fulfilling their potential through the development of self-regulation, emotional/mental resilience, and an understanding of themselves as a learner.

Focus Areas:

Staff, Pupil and Parent Mental Health and Well-being

Pupils actively support the well-being of themselves and other pupils, both physically and mentally. They understand the importance of physical activity and the positive impact it has on their body physically and emotionally

Emotional resilience & self-regulation

All children regardless of need are supporting in managing significant changes and transitions along their school journey, ensuring that they are prepared for their next steps. They are highly motivated and persistent in the face of difficulties. Pupils behave consistently well, demonstrating high levels of self-control and consistently positive attitudes to their education. If pupils struggle with this, the school takes intelligent, fair and highly effective action to support them to succeed in their education.

Behaviour support

Pupils demonstrate consistently high standards of respect for each other. They play a highly positive role in creating a school environment in which commonalities are identified and celebrated, difference is valued and nurtured, and bullying, harassment and violence are never tolerated. Pupils consistently have highly positive attitudes and commitment to their education.

Attendance

Pupils have high attendance, within the context of the pandemic. They come to school on time and are punctual to lessons. When this is not the case, the school takes appropriate, swift and effective action.

Safeguarding

Addressing the needs of families is often key to overcoming barriers to learning. Through the support systems in place and work with outside agencies individual and family needs can be addressed to ensure every child fulfils their potential and no one is disadvantaged, preventing an escalation to crisis point and safeguarding concerns.