Behaviour Curriculum

Curriculum Intent

At Kingsway Junior School, we recognise that positive behaviour, emotional regulation and personal development are foundational to learning, wellbeing and future success.

Our Behaviour Curriculum explicitly teaches pupils the knowledge, routines, behaviours and attitudes they need to regulate emotions, build positive relationships, stay safe and act responsibly within school and the wider community.

We believe behaviour is a learned skill, not an assumption. Through clear expectations, consistent routines and strong relationships, pupils are taught how to behave and why those behaviours matter. As a Rights Respecting School, our approach promotes dignity, fairness, inclusion and mutual respect for all.

 

Behaviour, wellbeing and personal development are woven coherently through:

• Our school pledge
• Daily routines and transitions
• Curriculum teaching
• Targeted pastoral provision
• Whole-school experiences, including leadership opportunities

This ensures pupils feel safe, supported and ready to learn throughout the school day.

Our aims are to:

• Create a calm, safe and purposeful learning environment
• Explicitly teach pupils how to behave
• Develop emotional literacy, self-regulation and independence
• Develop positive relationships built on respect
• Ensure consistency, fairness and inclusion for all pupils
• Prepare pupils for life beyond Kingsway Junior School

 

This policy should be read in conjunction with our behavioural policy.

Whole-School Behaviour Non-Negotiables

The following expectations apply in all areas of school and at all times:

1. Calm, responsible movement around the school building
2. Respectful language, manners and conduct
3. Readiness to learn and follow instructions first time
4. Responsibility for belongings, resources and the environment
5. Kindness, inclusion and respect for all

All routines, transitions and expectations reinforce these non-negotiables.

Teaching Behaviour at Kingsway Junior School

Behaviour is taught explicitly using a shared, whole-school approach:

1. Identify the pro-social behaviour we expect
2. Teach the behaviour explicitly
3. Model the behaviour consistently
4. Practise the behaviour regularly
5. Notice and reinforce positive behaviour
6. Create conditions for success

Expectations are predictable, clearly understood and embedded over time.

Behaviour Progression

Routines and expectations are consistent across the school. As pupils move through Kingsway Junior School, expectations for independence, responsibility and leadership increase, particularly in Years 5 and 6. Behaviour knowledge is revisited, refined and reinforced throughout pupils’ time at the school.

Adaptations & Inclusion

• High expectations apply to all pupils
• Adjustments remove barriers to success; they do not lower expectations
• Language, modelling and pacing are adapted as needed
• Visual prompts, pre-teaching and emotional regulation tools are used consistently
• Eye contact and communication expectations are adapted where appropriate
• Targeted pastoral and therapeutic support is provided when required

 

This ensures equity, dignity and fairness for all pupils.

Respectful Behaviour, Etiquette & Manners

Pupils are explicitly taught that respectful behaviour and social etiquette are essential life skills.

Pupils know that:

• We always say please and thank you
• We say good morning and good afternoon to adults and peers
• It is polite to hold doors open for others
• It is respectful to give eye contact when speaking or listening (unless adapted)
• Being responsible means being trusted to do the right thing without supervision
• We pick up litter, coats and resources and put them away
• We treat everyone with kindness, respect and dignity

Uniform & Personal Appearance

Pupils know that:

• Full school uniform must be worn correctly at all times
• Shirts are tucked in and uniform is worn smartly
• Outdoor clothing is removed once inside the building
• Coats are hung neatly on pegs
• Only a watch and stud earrings may be worn
• Correct PE kit must be brought and worn on PE days

Attendance & Punctuality

Pupils know that:

• We aim to attend school every day
• Arriving on time is essential for learning
• Good attendance supports success and wellbeing
• We take responsibility for being ready to learn each day

Behaviour Curriculum Provision – What We Provide

PSHE (Jigsaw)

• Weekly PSHE lessons following the Jigsaw mindfulness programme
• Explicit teaching of emotional literacy, relationships, self-regulation, rights and responsibilities

Impact: Pupils articulate emotions, manage conflict and make responsible choices.

Emotional Literacy & Regulation (Whole School)

A clearly sequenced emotional literacy curriculum ensures pupils develop the vocabulary and strategies needed to regulate emotions appropriately. Progression by year group is outlined in Appendix B.

• Weekly Reflection Time in every class
• Worry boxes visible and accessible
• Regular pupil check-ins
• Adapted emotional support where required

Impact: Improved regulation, reduced incidents, pupils feel listened to.

Targeted Pastoral & Therapeutic Support

• Weekly school counsellor (1:1 sessions) for pupils that require specialist, therapeutic support
• Lunchtime nurture provision
• Inside-Out Lunchtime Club (daily)
• Outdoor quiet area available daily with a range of activities for pupils to access
• Shine sessions*
• External mentors

Impact: Improved regulated behaviour, confidence and engagement.

*Children who need more support are offered personalised 1:1 and small group Shine sessions with our pastoral team. Through play, creative activities and sessions linked to Zones of Regulation and Protective Behaviours, children will:

 

• develop emotional literacy and regulation strategies so they are ready to learn and enjoy being part of our community
• feel safe, heard and valued through building a relationship with a trusted adult
• grow in confidence to express themselves
• build self-esteem and the resilience to overcome challenges

Character Education, Equality & Anti-Bullying

Character development, inclusion and anti-bullying are taught explicitly and reinforced consistently across the curriculum and wider school life.

What we provide

• Whole-school assemblies promoting key themes of kindness, respect, equality and inclusion
• Bigfoot Theatre Anti-bullying and Anti-racism workshops across every year group
• Year 5 ‘Mini Police’ talks (community safety)
• Year 6 Police sessions (knife crime, peer pressure, transition)
• Give, Help, Share workshops (Years 3 & 4)
• Healthy Heroes programme (Year 3)
• Leadership and responsibility opportunities
• Embedding of and continual reminders of our School Pledge
• Daily reinforcement of school values and Rights Respecting principles

What pupils learn

• Building positive relationships
• How to recognise and report bullying
• The impact of discrimination and prejudice
• How to show empathy, kindness and respect
• How to resolve conflict appropriately
• How to act as responsible citizens and role models

Impact

• Increased awareness of risk, responsibility and consequences.
• Pupils can clearly explain what bullying and discrimination are
• Strong pupil voice around fairness and inclusion
• Low tolerance of unkind or discriminatory behaviour
• Pupils demonstrate empathy, cooperation and resilience

Proactive Staff – Supporting Positive Behaviour

“When a member of school staff becomes aware of misbehaviour, they should respond predictably, promptly and assertively in accordance with the school behaviour policy.”
DfE Behaviour in Schools, 2022

All adults at Kingsway Junior School are behaviour teachers.

Staff are expected to:

• Build warm, respectful relationships
• Address low-level behaviour early
• Use calm, assertive language and separate behaviour from the child
• Understand and empathise with underlying needs while maintaining expectations
• Use preventative strategies and consistent routines
• Provide frequent, specific positive feedback
• Apply the behaviour policy fairly and consistently
• Co-construct and review Class Charters
• Work collaboratively with colleagues, pastoral staff and SLT
• Record and report concerns promptly

At Kingsway Junior School explicit teaching, consistent adult practice and strong pastoral support, pupils develop the skills, attitudes and character they need to thrive—now and in the future.

---

Appendix A

Whole-School Presentation Expectations (All Subjects)

These expectations apply across the curriculum.

Pupils will:

• Start a new page for each new piece of work
• Stick in the Key Question
• Present work neatly and with care
• Use a ruler for straight lines
• Stick sheets in neatly
• Edit and improve work when given feedback
• Use tools as directed (pencil/pen)
• Use blue ink pen for writing and a red pen for edits/response to verbal feedback from adults

Maths Presentation Expectations

• Start a new page for each piece of work.
• Use pencil only in maths books.
• Stick in the Key Question
• Draw a clear margin
• Write one digit per square.
• Write neatly through squares.
• Draw all straight lines with a ruler.
• Write down the left-hand side of the page, leaving two lines between questions.
• Label question numbers clearly in the margin.
• Ensure sheets are stuck in straight and are not folded.

English Presentation Expectations

• Start a new page for each piece of work.
• Stick in the Key Question
• Any drawing must be completed in pencil.
• Write neatly on the lines of your book, including when completing diagrams or mind maps.
• Always use your neatest handwriting.
• Draw all straight lines with a ruler and pencil.
• When making a mistake, cross it out neatly with a pencil and ruler, using one line only.
• Ensure all sentences start with a capital letter and end with appropriate punctuation.
• Label question numbers clearly in the margin.
• Ensure sheets are stuck in straight and are not folded.
• Use red pen for editing work.

---

Appendix B – Emotional Literacy

 

Year Group	Emotional Literacy & Regulation Curriculum Taught	Core Vocabulary Taught & Reinforced
Year 3	Recap KS1 foundations. • Identifying basic emotions in self and others • Understanding that emotions affect behaviour • Recognising how actions impact others • Beginning conflict resolution with adult support Emotions taught: recognising and naming emotions; understanding emotional triggers	Recap and extend: happy, sad, angry, worried, scared, calm, excited, proud New vocabulary: nervous, jealous, bored, motivated, grateful, valued
Year 4	Building emotional awareness and expression. • Reflecting on emotions using a wider vocabulary • Recognising mixed emotions • Understanding how different people may respond to the same situation • Using strategies to regulate emotions independently Emotions taught: recognising intensity and complexity of feelings	Recap previous and extend: thrilled, frustrated, anxious, confident New vocabulary: sympathetic, reflective, lonely, generous, tranquil, disappointed, emotional
Year 5	Managing emotional wellbeing and resilience. • Understanding positive and negative impacts on mental and emotional wellbeing • Identifying personal triggers and stressors • Using appropriate strategies to manage overwhelming emotions • Developing empathy and perspective-taking Emotions taught: emotional regulation and resilience	Recap previous and extend: inspired, worried, proud, anxious New vocabulary: overwhelmed, pessimistic, optimistic, grief, sorrow, exhilarated, heartbroken
Year 6	Emotional responsibility and leadership. • Managing conflict and peer pressure • Taking responsibility for emotions and their impact on others • Preparing emotionally for transition to secondary school • Using emotional regulation strategies independently and appropriately Emotions taught: emotional responsibility and self-awareness	Recap previous and extend: stress, anxiety, confidence, disappointment New vocabulary: apprehensive, humiliated, self-assured, modest, intimidated, homesick, euphoria