At Hopping Hill Primary School, we believe that positive behaviour grows from strong relationships, mutual respect and a shared sense of belonging. We want every child to feel safe, valued, included and supported to thrive.

Our Behaviour and Belonging Curriculum provides a planned, taught and inclusive approach to developing positive behaviour across our school. We recognise that behaviour is learned and shaped through relationships, clear expectations, consistent routines and positive adult role models.  

The curriculum goes beyond rules and consequences. It explicitly teaches children the knowledge, skills and habits they need to:

• Develop positive relationships.
• Feel that they belong and matter.
• Understand and manage their emotions.
• Be ready to learn.
• Make responsible choices.
• Resolve difficulties and repair relationships.
• Become increasingly independent, resilient and ambitious.

We have high expectations for every child’s behaviour. These expectations are clear, consistent and ambitious, while taking account of each child’s age, stage of development and individual needs. We support children to understand, practise and meet these expectations so that everyone can learn, feel safe and flourish.

We recognise that behaviour is a form of communication. Adults respond with curiosity, consistency and care, adapting expectations and support to reflect each child’s age, stage of development and individual needs.

 

 

Our Behaviour Promise

Our Behaviour Promise provides children, staff and families with clear and consistent expectations:

• Be Kind
• Be Safe
• Be Respectful
• Always try our best

These shared commitments guide how we treat one another, how we learn and how we contribute to our school community.

Our Values

Our six school values are woven throughout the Behaviour and Belonging Curriculum:

Respect

Respect is the foundation of positive relationships and a strong sense of belonging. Children learn how their words, actions and attitudes affect others and how respectful behaviour supports a calm, safe and inclusive learning environment.

Inclusion

Inclusion ensures that everyone feels safe, valued and able to belong. Children learn to recognise and celebrate differences, remove barriers and help create an environment in which everyone can participate and succeed.

Kindness

Kindness helps children build positive relationships. They learn to recognise feelings in themselves and others, act with empathy and use kind words and actions throughout school life.

Integrity

Integrity means doing the right thing, even when it is difficult or when no one is watching. Children learn to be honest, take responsibility for their actions and understand how their choices affect themselves and others.

Teamwork

Teamwork helps children learn with and from others. They develop the skills needed to collaborate, communicate, contribute positively and recognise that everyone has a valuable role to play.

Ambition

Ambition brings together confidence, resilience and a strong sense of self. Children learn to believe in themselves, embrace challenge, persevere and strive to improve.

How We Teach Behaviour and Belonging

Positive behaviour is taught deliberately, modelled consistently and revisited regularly. Children are given opportunities to practise expected behaviours during lessons, transitions, assemblies, social times and wider school experiences.

Each term, the whole school focuses on one value:

• Term 1: Respect
• Term 2: Inclusion
• Term 3: Kindness
• Term 4: Integrity
• Term 5: Teamwork
• Term 6: Ambition

The values are introduced through whole-school assemblies and reinforced through class assemblies, PSHE, routines, relationships and everyday learning. They are also recognised and celebrated throughout the year.

Emotional Literacy and Restorative Practice

We explicitly teach children to recognise, name and understand their feelings. Emotion coaching and the Zones of Regulation give children a shared language to help them identify how they feel and what they need to become calm, safe and ready to learn.

Our adult responses are guided by:

• Regulate: helping the child feel calm and safe.
• Relate: reconnecting and strengthening relationships.
• Reason: supporting reflection and understanding.
• Repair: helping the child put things right and restore relationships.

This approach helps children understand the impact of their actions, make positive changes and move forward successfully.

An Inclusive Approach

Our curriculum is for every child. Teaching and expectations are adapted appropriately according to children’s ages, stages of development and individual needs.

For pupils with SEND, this may include:

• Visual supports.
• Adapted language and pacing.
• Additional modelling.
• Pre-teaching.
• Scaffolding.
• Repetition and over-learning.
• Personalised support.

Consistent routines and shared approaches help children feel secure, understood and able to participate successfully in school life.

Working Together

We believe that relationships and connection are at the heart of positive behaviour. By working in partnership with children and families, we aim to create a calm, caring and inclusive school where everyone feels that they belong and every child is supported to thrive.