Behaviour
Good behaviour in schools is central to a good education. Across the GLA, we understand that our schools and staff need to manage behaviour well to provide calm, safe, and supportive environments where children want to attend and where they can learn and thrive.
In our school we:
- have the highest expectations of pupil behaviour to maximise their opportunity to achieve
- ensure all pupils develop excellent learning habits that they need to be successful in school and in life
- realise and celebrate the potential of all pupils through promoting independence and high self-esteem, which enables students to reach their full potential
- create an environment in which students are enabled to become mature, self-disciplined, reflective and able to accept responsibility for their own actions
- have a zero-tolerance approach to bullying and work hard to create a positive and safe learning environment
- have robust systems in place to support, promote and reward positive behaviour
- form an active and positive partnership with parents and carers to support their child’s learning
To support these into action, our school has developed a set of behaviour standards which outline our beliefs, routines, communication strategies, rules and expectations surrounding behaviour at Rowanfield.
Our school behaviour standards and the GLA Behaviour Policy can be found here:
The team in school strive to ensure every pupil is treated as an individual – we get to know your child and what makes them tick. We use this understanding of them to empower them to achieve all that they are capable of and turn their potential into success. We view success itself as holistic – from scoring well in a spelling test to building positive friendships to having great manners. We love celebrating success in all shapes and forms!
How we celebrate
- Daily praise and classroom rewards – we like to catch the children being good!
- Weekly DAZZLE assembly: Drive, Duty and Dazzle Certificates
- Pink Step: Certificate, sticker and gift from the Headteacher / Deputy Headteacher / Assistant Headteacher to celebrate ‘the most dazzling in the school’ at that moment
- House points: creating a sense of community within school as children from different year groups come together to earn house points
**The Houses are named after local hills and the children are each allocated to a house when they join us in the EYFS. Siblings are allocated to the same house as their brother/s or sister/s.
Cleeve (Blue)
Painswick (Yellow)
Birdlip (Green)
Leckhampton (Red)
Mend It Meetings
If things go wrong, which they sometimes will, we coach the children through discussion and problem solving (Mend it Meetings) to solve the issues themselves with limited guidance. We teach the children to see all perspectives of an issue and what led up to a situation before finding a solution together.
The Colour Monster
At Rowanfield we take children’s mental health very seriously. We use self-regulation stations that children can access throughout the day to show us how they are feeling and support their own regulation.
To do this we use a story called The Colour Monster. This helps the children to identify, understand, and manage their emotions by associating them with colours. The story follows a mixed-up monster whose emotions are all stirred together, and with the help of a little girl, he learns to separate them into jars to achieve calm.
Yellow: Happiness (shining like the sun)
Blue: Sadness (gentle like a rainy day)
Red: Anger (burning like fire)
Black: Fear (hiding in the dark)
Green: Calm (quiet like trees)
Pink: Love (appears at the end of the book)
We help children recognise that these feelings are all okay and needed in order to be a healthy person. We teach them ways to display their emotions safely so that they can manage their feelings and what to do if they are not balanced.
