John Betts Primary School

Behaviour for Learning Policy

Signed: Date: June 2020

Review Date: June 2022

John Betts Primary School Behaviour for Learning Policy

Contents

1. Introduction

2. Context

3. Aims and Objectives

3.1 Aims

3.2 Objectives

4. Guidelines for the Implementation of the Behaviour for Learning Policy

4.1 Non-Negotiables at John Betts

4.2 Lunch Times

4.3 Teachers and Subject Leaders

4.4 SLT and Head Teacher

4.5 Governors

4.6 Parents/Carers

4.7 Children

5. Rewards

6. Sanctions

7. Routines

8. Bullying

9. Physical Restraint

10. Pupil Support

11. Exclusions

11.1 Exclusion Criteria

11.2 Reasons for a Fixed Term Exclusion

11.3 Reasons for a Permanent Exclusion

11.4 Appealing an Exclusion

12. Government Legislation Relating to Behaviour

12.1 Behaviour and Discipline in Schools Guidance

12.2 Screening, Searching and Confiscation Guidance

Appendix 1 – Written Statement of Behaviour Principles

John Betts Primary School

Behaviour for Learning Policy

1. Introduction

At John Betts Primary our aim and intention is to ensure every child is prepared not only for

secondary school but also for their future and the opportunities life has to offer. We have a vision

that we will prepare them to be independent, life-long learners who are motivated, self-regulated

and have the drive to achieve their best while upholding their personal values.

2. Context The policy outlines the school approach that behaviour both in and outside the classroom impacts

on children’s learning and ability to progress. We firmly believe that everyone in school is a learner

and can continue to progress in their knowledge and skills. Staff have the responsibility to model

positive learning behaviour to the children at all times and provide strategies to them where

necessary. Our teachers have a moral duty to ensure that children are achieving their full potential

and provide well-paced and meaningful lessons.

We must at all times provide a model which stands up to the highest scrutiny.

‘Mistakes are ok as long as you only make them once.’ Throughout the school we follow this rule.

When children repeatedly fail to meet school expectations there are clear consequences and

opportunities to consider the impact of their actions. When an incident occurs between children

with no adults present, children need to be provided with the opportunity to share their side of the

story and where appropriate or necessary ‘witnesses’ need to be spoken to. Honesty is highly valued

and if children take responsibility for their actions it is a reflection they have learnt from the

incident. Lying is considered a serious offence.

It is policy to praise, encourage and reward high standards of behaviour, work, manners and

politeness.

It is our policy that bullying will not be tolerated and that bullying will be dealt with swiftly

and effectively.

It is policy that behaviour of any kind which disrupts the learning of others is not acceptable. As

such, appropriate strategies will be applied to those who demonstrate such behaviours.

Please read this policy in tandem with the other, related policies which contribute to outstanding

care for our pupils and staff. The related policies are:

Safeguarding (including on-line safety, AUPs)

Anti-Bullying Policy

Equality Policy

Antibullying Policy

Relationships Education

SEND Policy

Attendance Guidance

Feedback and Marking Policy

Uniform Expectations - https://www.johnbetts.lbhf.sch.uk/school-uniform/

3. Aims and Objectives

Our strategy for behaviour for learning is based on positively rewarding, encouraging and

motivating our pupils. When necessary, a system of sanctions (as outlined in this document) are

used to effectively deal with any behaviour which disrupts learning or is classified as bullying.

This policy aims to:

• Provide a consistent approach to behaviour management

• Define what we consider to be unacceptable behaviour, including bullying

• Outline how pupils are expected to behave

• Summarise the roles and responsibilities of different people

• Outline our system of rewards and sanctions

3.1 Aims:

That children should be keen and eager to come to school each day.

Children exhibit socially acceptable behaviour at all times.

That staff should look forward to teaching and supporting children each day.

That systems be in place so that everyone knows the expectations of our community.

That parents can be assured their child is attending a school that aims for high

standards, is a happy place, cares for the children and has high expectations of all.

That all know the rewards and sanctions in operation.

That any reports of bullying will be responded to swiftly and fairly.

That a culture of encouraging lifelong learning prevails.

3.2 Objectives:

That children may gain in knowledge, skills and reach their potential in a well

ordered, positive, happy environment; free from fear of intimidation or threat.

That all staff may enjoy and gain satisfaction from being able to teach and support to

their fullest potential, giving quality teaching and encouragement to each child they

are responsible for.

That children receive a balanced and constructive curriculum and have opportunities

for extra-curricular activities.

That there be a calm, well-structured environment, conducive to enjoying productive work.

That everyone know the order of things; how to respond in different situations; has

the confidence to be truthful and knows how to behave in different circumstances.

That parents feel confident about sending their child to this school.

That all may look forward to receiving praise, support, encouragement and not wish to

be involved in negative or disruptive behaviour requiring the implementation of sanctions.

That identified bullying behaviours will be reprimanded and follow up action, to prevent

a reoccurrence, planned and implemented.

4. Guidelines for the Implementation of the Behaviour for Learning Policy

These guidelines are to assist in ensuring that the aims and objectives are met.

4.1 Non-Negotiables at John Betts

In every lesson at John Betts we agree and expect to see the following taking place:

Positive relationships are developed and nurtured both inside and outside of the classroom.

There are high expectations of learning and behaviour.

Use of learning systems.

Shared learning objective, use of challenge 1/2/3 and where appropriate success criteria

which is referred to throughout the lesson and in the plenary.

Evidence of differentiation matched to children’s ability level and therefore evidence of

progress over the lesson.

Robust teacher subject knowledge and next steps in learning.

The learning is regularly assessed with highly effective questioning used throughout the

lesson including mini plenaries.

Resources are effective and enhance the learning including the use of ICT.

Adults are deployed effectively to impact on children’s learning at all times.

Children are engaged and behaviour does not disrupt the learning. There are many examples

of positive behavior management.

Learning is inspiring, well-paced and takes account of the interests of the children with a

balance between teacher and pupil voice.

Consistency in the learning environment to fully support learning as agreed through policies.

Examples of assessment for learning strategies including opportunities for peer and self-

assessment.

Evidence of feedback and marking and opportunities for response dialogue which are based

on the John Betts Feedback Policy.

4.2 Lunch Times

The Midday Meal Supervisors are expected to:

• Remain up to date with all school policies and procedures around supervision and

safeguarding.

• Model positive behaviour and communication at all times.

• Move throughout spaces e.g. dining hall, playground to ensure all spaces are supervised.

• Engage and support pupils in positive play.

• Resolve conflict positively wherever possible.

• Intervene before any misbehavior escalates.

• Report any concerns to the class teachers/school leaders as appropriate.

A senior member of staff will be rostered in to oversee lunchtime behaviour. Incident forms should

be brought to that person as soon as possible so that any necessary follow-up actions can be carried

out. Incident forms are signed and files by the office staff. Senior Leaders review these forms

regularly to look for patterns of behaviour or other concerns.

4.3 Teachers and Subject Leaders

The Subject Leaders are expected to:

Model positive behaviour at all times.

Ensure that schemes of learning suggest a range of different activities designed to challenge

and suit different learning styles.

Ensure that children are adequately challenged.

Ensure a positive learning environment for both staff and children.

Ensure that the school’s Behaviour for Learning Policy is consistently implemented.

Ensure that there is a climate of reward and praise which outweighs sanctions.

Monitor the behaviour and learning of children.

Monitor the learning planned by colleagues.

Ensure events are accurately logged on behaviour management system e.g. Incident Forms,

SIMs.

Be self-motivated and actively seek professional development opportunities.

4.4 SLT and the Head Teacher

Members of the Senior Leadership Team are expected to:

Model positive behaviour at all times.

Provide clear leadership and support for the school’s Behaviour for Learning Policy.

Provide a visible presence and dependable support to staff throughout the day.

Support staff in managing student behaviour by ensuring that systems for managing and

monitoring behaviour and attendance exist and are consistently implemented.

Ensure that good practice is both developed and shared e.g. by observation of teachers who

are skilled in behaviour management.

Ensure that professional development opportunities are provided for staff that develops the

individual and supports school priorities.

Ensure that the school regularly communicates with parents, carers and governors.

Provide effective support for teachers presented with extremely challenging and

uncooperative pupil behaviour.

Ensure a curriculum is in place which is appropriate for all learners.

Oversee and implement exclusion procedures in line with local authority and national

guidelines.

4.5 Governors

The Governors are expected to:

Model positive behaviour at all times.

Support the Head teacher and the Senior Leadership Team in the monitoring of

attendance and exclusions of different groups of students.

Review this behaviour policy in conjunction with the headteacher and monitor the

policy’s effectiveness, holding the headteacher to account for its implementation.

4.6 Parents/Carers Parents are expected to:

Ensure their child’s regular attendance and punctuality.

Ensure their children bring the right equipment and wear full school uniform.

Cooperate with the school to ensure that their child follows the school’s Behaviour for

Learning Policy.

Keep the teacher aware of any circumstances which may affect their child’s learning and

behaviour.

Maintain regular contact with the school through attendance at parents’ evenings and

through.

Encourage and support their child in completion of home learning and adherence to the

school values

4.7 Children Children are expected to:

Strive towards positive behaviour at all time.

Be prepared to listen and learn.

Control their own behaviour.

Let others learn and make progress.

Sort out disagreements without resorting to physical/verbal aggression.

Respect property and not damage, take, or misuse the property of others or the school.

Work to the best of their ability.

Wear full school uniform correctly at all times.

Follow the rules by adhering to the school values.

Accept sanctions when given.

Adhere to the guidelines developed by the School Council pupil voice (see Appendix 2).

5. Rewards - Systems and Opportunities to Reinforce Good Behaviour/Attitudes Gold Award in each class (To be awarded each Friday in Celebration assembly): The class teacher

awards a Gold Award to a child in the class in recognition of a specific achievement, demonstrating

achievement at one of the school values or reaching a milestone in their learning.

Attendance cups (To be awarded each Friday in Celebration assembly):

The class from each Key Stage with the highest attendance over the week is given a trophy to

keep for the week. Both of these classes are awarded a point in an ongoing annual tally chart. At the

end of the year the class who have been awarded the most points are rewarded with a class trip. A

cup is also awarded each week for the most punctual classes.

100% Attendance Certificates

At the end of each term, children who have attended every session are given a 100% Certificate of

Attendance. At the end of the school year, children who have attended every session receive a

certificate and are reward in recognition of their achievement

House Points (Tallies to be announced each Friday in Celebration assembly):

Each week children collect house points in class and around the school for demonstrating excellent

manners and positive learning behaviour. Each week the house captains announce the weekly totals

for each house.

6. Sanctions - Systems to be applied at times of Demonstrated Unacceptable Behaviour

These are systems will be applied whenever the school values are not being demonstrated.

If lessons, and therefore learning, are being disrupted due to inappropriate behaviour, then the

adult(s) within the classroom need to promptly take control and re-establish discipline. This may

mean non-verbals e.g. eye contact/proximity, a quiet word or a short time-out period

within the class. Following this time out in another class.

Informal chat in playground/ phone call home

Depending on the nature and severity of the behaviour, leaders may suggest parents/carers are

phoned during break or lunch time and forewarned of any incidents that have occurred. Behaviour

incidents are to be communicated at the end of the day, but where possible a balanced account

should be given highlighting the positive behaviour throughout the day as well as the negative

actions.

Detention

‘Detention’ is not a word that we use within our school and although the Governors acknowledge

that teachers do have a legal power to put pupils under the age of 18 into detention we do not use

after school detentions. We do however, reserve the right to use our powers of detention in any

play or lunch time breaks as appropriate. The Head Teacher has designated that any members of

teaching or classroom support staff can place a pupil in such a detention. Any member of staff who

places a pupil in detention should allow reasonable time for the pupil to eat, drink and use the

toilet.

Formal meeting between the parent and class teacher, which may also include the involvement

of a School leader.

Meeting with Deputy Headteacher/Assistant Headteacher

Usually this will be followed by the introduction, if it is not already in place, of a Behaviour Targets

Chart alongside a positive reinforcement system.

Pastoral Support Plan Meeting

Permanent Exclusion criteria to be applied (if serious and/or persistent risk to health & safety, and

therefore the well-being, of school members, this stage will be applied ahead of previous stages.)

7. Routines

When the bell is rung, children walk to their class lines. Staff meet their class and escort them in

first thing in the morning and at the end of morning play. At the end of lunchtime staff go out to

collect their class. All collections must be PROMPT. Classes should not be left standing waiting

for a teacher this gets the lesson off to a bad start.

Staff on duty have a short break during assembly time. Staff on duty deal with complaints and

report to class teachers anything of a serious nature (using their professional judgment). Children

may be refused their playtime if they have disrupted lesson times. Children should be encouraged

to use the playground markings and other facilities to occupy themselves gainfully.

Children are expected to use the toilet during playtime, not immediately after they return to

their classroom. Staff will monitor any apparent excessive need for the toilet during lesson times

and parents will be advised in case of an unknown medical problem. Children should be encouraged

to wait until a break for the toilet but NO CHILD WILL BE REFUSED TO GO TO THE TOILET.

Children do not bring toys in to play with, nor must “swapping” take place.

During wet playtimes, duty staff supervise classrooms.

Lunch time equipment is provided for the children to play with and the MMS staff on duty

are encouraged to actively involve children in structured games using the equipment.

If an incident occurs then this must be recorded on an Incident Form. A copy of the completed

form goes to the Lunchtime leader and the class teacher must be noti f ied so they are

aware of the incident and can inform parents as necessary. The Deputy Head or another

member of SLT will decide if this incident needs to be logged onto SIMs.

All incident forms are compiled by Year Group and kept in the main office. They are reviewed

regularly by SLT in order to note any patterns or escalation of behaviour for particular children or

groups.

8. Bullying

Bullying is defined as the repetitive, intentional harming of one person or group by another person

or group, where the relationship involves an imbalance of power.

Bullying is, therefore:

• Deliberately hurtful.

• Repeated, often over a period of time.

• Difficult to defend against.

Bullying can include:

Emotional: Being unfriendly, excluding, tormenting.

Physical : Hitting, kicking, pushing, taking another’s belongings, any use of violence.

Racial: Racial taunts, graffiti, gestures.

Sexual: Explicit sexual remarks, display of sexual material, sexual gestures, unwanted

physical attention, comments about sexual reputation or performance, or inappropriate

touching.

Direct or indirect verbal: Name-calling, sarcasm, spreading rumours, teasing

Cyber-bullying: Bullying that takes place online, such as through social networking sites,

messaging apps or gaming sites

Any allegation of bullying will be investigated by a member of the Senior Leadership Team,

considering the testimonies of all involved. Any outcomes from an investigation will be

communicated with parents/carers.

The School also actively promotes anti-bullying through Anti-Bullying Week, special assemblies

around bullying and being a ‘bystander and regular PSHE lessons.

9. Physical Restraint

In some circumstances, staff may use reasonable force to restrain a pupil to prevent them:

• Causing disorder.

• Hurting themselves or others.

• Damaging property.

Incidents of physical restraint must:

• Always be used as a last resort.

• Be applied using the minimum amount of force and time possible.

• Be used in a way that maintains the safety and dignity of all concerned.

• Never be used as a form of punishment.

• Be recorded and reported to parents.

10. Pupil Support

The school recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected

characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour

may be differentiated to cater to the needs of the pupil.

The school’s special educational needs co-ordinator will evaluate a pupil who exhibits challenging

behaviour to determine whether they have any underlying needs that are not currently being met.

Where necessary, support and advice will also be sought from specialist teachers, an educational

psychologist, Behaviour Support Teams, medical practitioners and/or others, to identify or support

specific needs.

When acute needs are identified in a pupil, we will liaise with external agencies and plan support

programmes for that child. We will work with parents to create the plan and review it on a regular

basis.

11. Exclusions

11.1 Exclusion Criteria

At John Betts Primary we view exclusion as a VERY LAST RESORT and aim to work with parents

and external agencies to avoid this option as far as possible, whilst at the same time considering

and ensuring the safety and well-being physically, emotionally, mentally and spiritually the rest of

the school community.

Only the Head Teacher can exclude a child.

The reasons for exclusion have to be so serious that this merits the child being off-site for either a

fixed term exclusion or in very serious circumstances, permanent exclusion. Permanent exclusion

is usually a very last resort.

11.2 Reasons for a Fixed Term Exclusion may Include:

Physical harm to another child, which necessitates medical attention

Discriminatory conduct including sexual, racist or homophobic behaviour.

Actual serious damage to school property

Assault or verbal abuse to staff

Persistent disruptive behaviour to peers in class (preventing learning taking place), or

Persistent disruption at playtimes where all other methods of positive management have

been exhausted

Any involvement with drugs

Carrying or bringing into school what constitutes an offensive weapon, something which

can cause harm to another person (e.g. screwdrivers, knives/penknives, nails, baseball bats

etc.,) or other unsuitable materials e.g. inappropriate images.

11.3 Reasons for a Permanent Exclusion may include:

Repeated breaches of the school rules.

Any form of bullying.

Persistent or serious assault or harassment including sexual, racist, homophobic or

discriminatory behaviour.

Serious physical harm to another child, which necessitates medical attention.

Abusive, threatening or violent behaviour towards a member of staff.

Vandalism.

Continuous disruption to the learning of classmates, which seriously impinges upon the

learning of peers.

Uncontrollable rages which could, potentially, put others in danger.

There may be other instances in which this sanction becomes necessary but the schools would

undertake to have a dialogue with the Local Authority before taking any such action relating to

permanent exclusion.

11.4 Appealing an Exclusion

The Education Act 2002 dictates that a head teacher in a private or state school in England or Wales

has the power to exclude a pupil if their behaviour is inconsistent with the general standard of

conduct that is expected of students.

If a child is excluded, parents will be informed and provided with a written letter which will explain

the reasons for the exclusion and will also outline the steps for you to follow in challenging the

decision.

12. Government Legislation Relating to Behaviour

This policy is based on advice from the Department for Education (DfE) on:

Behaviour and discipline in schools:

https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools

Searching, screening and confiscation at school:

https://www.gov.uk/government/publications/searching-screening-and-confiscation

The Equality Act 2010:

https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools

Use of reasonable force in schools:

https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools

Supporting Pupils with Medical Conditions:

https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-

conditions--3

SEND Code of Practice:

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

Section 175 of the Education Act 2002, which outlines a school’s duty to safeguard and

promote the welfare of its pupils:

http://www.legislation.gov.uk/ukpga/2002/32/section/175

Sections 88-94 of the Education and Inspections Act 2006, which require schools to

regulate pupils’ behaviour and publish a behaviour policy and written statement of

behaviour principles, and give schools the authority to confiscate pupils’ property:

http://www.legislation.gov.uk/ukpga/2006/40/section/88

DfE Guidance which requires schools to publish their Behaviour Policy on the website:

https://www.gov.uk/guidance/what-maintained-schools-must-publish-online#behaviour-

policy

12.1 Behaviour and Discipline in Schools Guidance DFE-00058-2011

Pupils’ Conduct Outside the School Gates – Teachers’ Powers

What the law allows:

Teachers have a statutory power to discipline pupils for misbehaving outside of the school

premises. Section 89(5) of the Education and Inspections Act 2006 gives head teachers a

specific statutory power to regulate pupils’ behaviour in these circumstances ‘to such extent as

is reasonable’. A teacher may discipline a pupil for:

o any misbehaviour when the child is: taking part in any school-organised or school-related activity or inappropriate online behaviour or

travelling to or from school or

wearing school uniform or

in some other way identifiable as a pupil at the school.

o or misbehaviour at any time, whether or not the conditions above apply, that: could have repercussions for the orderly running of the school or

poses a threat to another pupil or member of the public or

could adversely affect the reputation of the school.

12.2 Screening, Searching and Confiscation DFE-00056-2011

No one policy can cover every eventuality. The relative recent inclusion of this section in our policy

reflects our change in society. We have included a section on screening, searching and confiscation

in order to ensure that all our pupils and our staff are adequately safeguarded.

School staff can seize any banned or prohibited item found as a result of a search or which

they consider harmful or detrimental to school discipline.

Any member of the senior leadership team can screen pupils but it must be in the

presence of another member of staff.

If a pupil refuses to be screened, the school may refuse to have the pupil on the premises.

School teaching staff can search pupils with their consent for any item which is banned by

the school rules.

For the purpose of this policy banned items include any equipment or resource (play thing

or stationery) that has not been requested or authorised by a teacher to be brought into

school.

Confiscation of Inappropriate Items

What the law allows:

There are two sets of legal provisions which enable school staff to confiscate items from pupils:

o The general power to discipline enables a member of staff to confiscate, retain or dispose

of a pupil’s property as a punishment and protects them from liability for damage to, or loss

of, any confiscated items. The legislation does not describe what must be done with the

confiscated item and the school behaviour policy may set this out.

o Power to search without consent for weapons, knives, alcohol, illegal drugs and stolen

items (‘prohibited items’). The legislation sets out what must be done with prohibited

items found as a result of a search and this is described in more detail in separate

guidance in ‘Screening, Searching and Confiscation – guidance for school leaders, staff and

governing bodies.’ Weapons and knives must always be handed over to the police otherwise it is for the teacher to

decide when and if to return a confiscated item.

Searching without Consent

What the law says

What can be searched for?

o Knives or weapons, alcohol, illegal drugs and stolen items (referred to in the legislation as

‘prohibited items’).

Can I search?

o Yes, if you are a head teacher or a member of school staff and authorised by the

head teacher. But:

• you must be the same sex as the pupil being searched; and

• there must be a witness (also a staff member) and, if at all possible, they

should be the same gender as the pupil being searched. For example, it is

possible for a female teacher to witness a search of a male pupil where there

is only one male member of staff in a school or taking part in a school trip.

When can I search?

o If you have reasonable grounds for suspecting that a pupil is in possession of a prohibited

item.

The law also says what must be done with prohibited items which are seized following a search.

Establishing Grounds for a Search

Teachers can only undertake a search without consent if they have reasonable grounds for

suspecting that a pupil may have in his or her possession a prohibited item. The teacher must

decide in each particular case what constitutes reasonable grounds for suspicion. For example,

they may have heard other pupils talking about the item or they might notice a pupil behaving

in a way that causes them to be suspicious.

Telling Parents and Dealing with Complaints

Schools are not required to inform parents before a search takes place or to seek their

consent to search their child.

o There is no legal requirement to make or keep a record of a search.

o Schools should inform the individual pupil’s parents or guardians where alcohol, illegal

drugs or potentially harmful substances are found, though there is no legal requirement to

do so.

o Complaints about screening or searching should be dealt with through the normal

school complaints procedure.

Appendix 1: Written Statement of Behaviour Principles Every pupil understands they have the right to feel safe, valued and respected, and learn free from the disruption of others. • All pupils, staff and visitors are free from any form of discrimination. • Staff and volunteers set an excellent example to pupils at all times. • Rewards, sanctions and reasonable force are used consistently by staff, in line

with the Behaviour For Learning Policy. • The Behaviour For Learning Policy is understood by pupils and staff. • Pupils are helped to take responsibility for their actions. • Families are involved in behaviour incidents to foster good relationships

between the school and pupils’ home life.

The governing board also emphasises that violence or threatening behaviour will not be tolerated in any circumstances. This written statement of behaviour principles is reviewed and approved by the Curriculum Committee every two years.

Appendix 2 – School Council Pupil Voice 2019 – 2020 John Betts Dining Hall Charter – Pupil Voice 2 Choose 5 rules that you think would best help behaviour in the playground:

We are kind to everyone. 92

We do not bring toys from home. 32

We follow the Pitch Rota. 33

We play safely and look after each other. 73

We don’t talk to people through the fence. 77

We listen to all of the adults and each other. 57

We are honest and truthful. 73

We take care of equipment. 37

We are respectful and polite. 42

We respect other people’s games. 29

We stop and stand still on the first bell, line up on the second bell. 30

We are helpful to the adults. 36

We put our litter in the bin. 62

We line up and walk quietly. 23

We will use the Friendship Bench if we are feeling sad or lonely. 64

We tell an adult if we are sad or angry. 19

We keep our hands and our feet to ourselves. 41

1. We are kind to everyone. 2. We play safely and look after each other. 3. We don’t talk to people through the fence. 4. We are honest and truthful. 5. We use the Friendship Bench if we are feeling sad or lonely.

Appendix 3 – School Council Pupil Voice 2019 – 2020 John Betts Dining Hall Charter – Pupil Voice 2 Choose 5 rules that you think would best help behaviour in the dining hall:

We line up calmly. 31

We walk sensibly. 30

We tidy up after ourselves. 78

We listen to all of the adults. 32

We use good table manners. 43

Once seated, we stay in our seats. 19

We put up our hands when we are finished. 5

We use our inside voices. 23

We are polite and respectful. 40

We help the adults. 13

We say please and thank you. 35

We try tasting new things. 23

We check on people who are sitting on their own. 33

We tell an adult if there is a problem. 20

1. We line up calmly and walk sensibly. 2. We use good table manners. 3. We are polite and respectful by saying ‘please’ and ‘thank you’. 4. We check on people who are sitting on their own. 5. We tidy up after ourselves.