We are proud of our pupils: behaviour highlights from this term
We’re delighted to share that pupils' behaviour across the school continues to be very positive. This term, classrooms have felt calm and purposeful, and children are showing growing confidence in managing routines, transitions and challenges throughout the day. Staff have worked hard to keep expectations consistent, and pupils are responding with maturity, kindness and resilience. We are especially proud of how children are living out our school values, and of the thoughtful recognition staff give for genuine moments of kindness, effort and good choices.
Our teams across the school continue to support pupils quickly and effectively whenever extra guidance is needed, ensuring everyone has the chance to succeed and feel safe.
Alongside this, we are continuing to monitor patterns in behaviour so that we can provide support when pupils need extra guidance, whether that’s help with emotional regulation, navigating friendships, or managing busy social times. Early identification of need is making a real difference, ensuring pupils get the right support at the right time.
As always, our partnership with families is essential. Class teachers and Year Leaders will be continuing conversations with parents where additional support or next steps are helpful. Thank you for everything you do to reinforce our shared expectations at home; together we keep Fielding Primary a safe, welcoming and respectful place for every child.
Quick guide to our approach to managing behaviour
Our values drive behaviour
We teach and celebrate four core values across the school:
Respect – Resilience – Empathy – Reflection.
These guide our expectations and help children understand what positive behaviour looks like in action.. A consistent,
A whole‑school approach
All staff follow the same routines, prompts and scripts so that behaviour expectations are predictable for children in every classroom and every part of the school day.
Recognition for positive choices
Children are celebrated for showing our values through:
- verbal praise
- classroom recognition
- values notes
- teacher awards
- termly constellation treat
Recognition is purposeful and linked to genuine effort, kindness or improvement.
Clear responses when behaviour slips
When behaviour disrupts learning or affects others, staff use a stepped approach that may include:
- a reminder or reset
- a consequence, which might be a 5, 10 or 15 minute sanction with a reflection task
- a restorative conversation
- a class teacher support plan
- Year Leader or Assistant Headteacher involvement and support plan
- Deputy or headteacher involvement and support plan
- additional pastoral/SEND support
This ensures fairness and support, not punishment.
Working together with families
Parents are contacted when a child needs extra support. We share strategies, agree next steps and keep communication open so children feel supported both at home and at school.
Support for emotional or additional needs
We track wellbeing, emotional regulation and additional needs carefully. Where patterns emerge, pupils may receive additional support to help them make good choices and regulate behaviour.
Find out more here.
Clare Haines