Behaviour

Vision, Mission and Values

We share an ambitious vision that “Each child, regardless of background, will receive a world-class education and be nurtured, challenged and inspired to aim high”. To ensure that this is realised and in supporting our students to be the best that they can be, we explicitly teach, and support them, in how to behave. We do this through the values of Kindness, Ambition and Respect, which underpin our praise and consequence systems. We know and understand that this is a process and know that students will need support along the way and will sometimes get things wrong. This is why we describe our expectations around behaviour as ‘Together on the Journey to Exceptional’. We are always working together to be the best that we can be, to be exceptional.

Arbor App:

Families should monitor behaviour using the Arbor App. The app allows families to track their child’s praise and consequences. Families can see behaviour that has occurred and will be notified if a ‘consequence’ is set. This could be a:

  • • A 30-minute same day consequence;
    • A 60-minute same day consequence;
    • Time in our ReDirect room.

Praise:

When students’ behaviour is kind, ambitious, or respectful, we will praise them. This could be verbal praise or other methods depending on the level to which students have gone above and beyond. We will use emails or calls to families, write positive postcards, display exceptional work, celebrate success in assemblies, and take students on specially designed trips

Consequences:

We set high expectations of behaviour and if a student does not behave as taught, we may need to issue a consequence. This allows students to reflect on their behaviour and prevent the unwanted behaviour happening again. We want students to learn and be equipped with the skills that will help them to succeed when they leave The Wren. We will reiterate and remind students of how to be exceptional by using verbal reminders, emails or calls to families, behaviour contracts, removal from classrooms, putting a student ‘on report,’ and setting an appropriate consequence.

Inclusive approach:

The school recognises its legal duty under the Equality Act 2010 to prevent students with a protected characterised from being at a disadvantage. Consequently, our approach to challenge behaviour may be differentiated to cater to the needs of the student.

The school’s student support team, which includes the special educational needs coordinator, will evaluate a student who exhibits challenging behaviours 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, medical practitioners and/or others, to identify or support specific needs.

When acute needs are identified in a student, we will liaise with external agencies and plan support programs for that individual. We will work with families to create the plan and review it on a regular basis.

The school recognises that changes in behaviour may be an indicator that a student needs help or protection. We will consider whether a student’s behaviour may be linked to them suffering, or being likely to suffer, significant harm. Where this may be the case, we will follow our Safeguarding and Child Protection Policy.

Full behaviour information:

Further information can be found in our Behaviour Policy. Please click here for The Wren School Behaviour Policy for September 2024-2025.