At Hall Meadow Primary School we, along with the parents/carers and wider community develop pupils character which we define as a set of positive personal traits, dispositions and virtues that informs their motivations and guides their conduct so that they reflect wisely , learn eagerly, behave with integrity and cooperate consistently well with others. This gives our pupils the qualities they need to flourish in our society. We aim to develop pupils confidence, resilience and knowledge so that they can keep themselves mentally healthy.

Our values of Respect, Responsibility and Resilience run through all we do and we encourage children to think; Is it kind? Is it safe? Is it right?

As well as our comprehensive PSHE curriculum we support children to explore their emotions, reflect on themselves, develop confidence, motivation and empathy through a wide range of programmes and experiences inc:

Zones of Regulation

The Zones of Regulation is an internationally renowned curriculum which helps children to manage difficult emotions, known as ‘self-regulation’. We will be introducing the Zones through discrete teaching lessons and through our PSHE curriculum. We will also be using the Zones language as part of daily school life so all staff will be referring to them, not just their class teacher.

Find out more under key information; Zones of Regulation

Behaviour Curriculum

At Hall Meadow Primary School, we believe that having high expectations of our children encourage good behaviour and therefore this policy is named as such to reflect. This policy took into account the views of staff, pupils, parents and the Local Academy Committee. All stakeholders agree that in order to enable effective teaching and learning to take place high expectations need to be visible in all aspects of school life. This includes:

• the promotion of good behaviour;
• the promotion of self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect;
• the ability to take responsibility
• the building of resilience
• the need to reflect
• ensuring fairness of treatment for all;
• encouraging consistency of response to both positive and negative behaviour;
• providing a safe environment free from disruption, violence, bullying and any form of harassment;
• encouraging a positive relationship with parents and carers to develop a shared approach, involving them in the implementation of the school’s policy and associated procedures.