Behaviour for Learning

The school recognises that effective Teaching and Learning can only take place in an atmosphere where there is a clear understanding of what is and what is not acceptable behaviour. Actions which prevent teachers from teaching and students from learning are not acceptable.

In summary, the three sets of relationships which contribute to a culture/ethos of 'learning behaviour' are:

  • Relationship with Self: a student who does not feel confident as a learner and who has 'internalised' a view that she is unable to succeed as a` learner will be less likely to engage in the challenge of learning and (in consequence) may be more inclined to present 'unwanted behaviours'
  • Relationship with Others: all 'behaviour' needs to be understood as 'behaviour in context'. Behaviour by students is triggered as much by their interactions with others (students, teachers or other adults in schools/settings) as it is by factors internal to the child.
  • Relationship with the Curriculum: student behaviour and curriculum progress are inextricably linked. Teachers who promote a sense of meaningful curriculum progress in learning for each student will be more likely to create a positive behavioural environment

Good behaviour will be promoted through the establishment of good relationships within the school community built upon mutual respect. At CCHSG Assemblies play an important role in promoting the ethos of the school where courtesy, respect and good behaviour are the expected norm. The school curriculum also provides opportunities for consideration of behavioural issues; in particular through the PSHCE programme, where issues such as tolerance, honesty, bullying, rights and responsibilities are addressed.  Additionally concepts such as Carol Dweck’s  growth mindset are taught.

 The school will seek to provide a relevant curriculum for all students.