Inclusion & Behaviour
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inclusion
At Rowledge Primary School, we are committed to inclusion and believe that all children deserve a broad, balanced academic and social curriculum. This curriculum is designed to be accessible to every child, ensuring they are fully included in all aspects of school life.
Inclusion is central to our belief in equality of opportunity for all learners, regardless of age, gender, sexual orientation, ethnicity, disability, attainment or background. We are proud to value and celebrate the diversity of our school community and are an active member of the Hampshire Inclusion and Diversity Partnership (IDP).
As a school, we are committed to:
- Creating an inclusive environment, culture and curriculum where everyone has a voice and feels heard, understood and valued
- Developing inclusive pedagogies that meet the needs of all learners
- Promoting critical thinking among staff, governors and children
- Delivering a curriculum that challenges misinformation and propaganda, offering accurate, balanced content from a wide range of perspectives
- Challenging stereotypes and unconscious bias
- Providing positive role models from across all sections of society
- Ensuring all children have high aspirations for their futures and understand the value of their contribution to society
- Interrogating data with a focus on equity and equality
- Measuring attitudes towards difference to establish a baseline and track change over time
- Working in partnership with parents, carers, governors and the wider community
Behaviour
At Rowledge Primary School, we are deeply committed to the personal, social and educational development of every child. Positive behaviour is essential to successful teaching and learning, and we promote high standards of behaviour in school, on trips and events, and within our wider community.
Children’s behaviour is influenced by many factors, including:
- Relationships at school and at home
- Clear expectations from teachers and parents
- Consistency in adult responses and strategies
- An appropriate, engaging curriculum
- A nurturing and supportive environment
- An understanding of the Christian values that underpin our school ethos
We recognise that children bring different experiences and needs to school. Our responses are guided by these needs, using the Six Strands, the Thrive Approach, adult role modelling and positive reinforcement.
We understand that some behaviours communicate unmet needs. Children may need attention, struggle with friendships or be affected by life experiences or trauma. We validate children’s feelings and emotions, using language such as “I can see that this is really hard for you”, while also being clear and explicit in our feedback and expectations.
Expectations & Consistency
At the start of each academic year, every class creates a Class Charter, setting shared expectations linked to our core values of honesty, kindness and respect.
All staff:
- Consistently reinforce expectations
- Model respectful behaviour
- Reward positive choices using Dojo points
- Support children in understanding the impact of their words and actions
Children are expected to speak respectfully to all adults and peers. If behaviour falls below expectations, adults will remind children of our values and support them to make better choices.
Clear guidance, including classroom posters and our behaviour policy, helps children understand expectations and consequences. If behaviour does not improve, children may lose a short portion of playtime. Persistent or escalating behaviour is supported through collaboration with other staff members, senior leaders and parents, ensuring children receive appropriate help and messaging to regulate and succeed.
All behaviour incidents are recorded on CPOMS, and parents are informed when necessary, particularly if senior leadership are involved.
Rewards & Celebrating Success
We place a strong emphasis on recognising and celebrating positive behaviour through explicit teaching, encouragement and praise.
- Positive behaviour expectations are taught at the start of each year and revisited regularly
- Children earn Dojo points for positive behaviour and high-quality work - recognising that success can look different for different people
- Dojos are totalled termly and the house with the most Dojos earns a non-school uniform day
Additional rewards include:
- Golden Time on Friday afternoons in Reception and Key Stage 1
- Weekly, half-termly or termly class rewards in Key Stage 2
- Extra playtime on Fridays to celebrate positive behaviour or academic achievements
Each week, one child per class receives a certificate linked to our Behaviour Mascots. These mascots help children reflect on how they learn and encourage the development of positive learning behaviours across the school.
At Rowledge Primary School, our inclusive approach and clear behaviour expectations ensure that every child feels safe, valued and supported to thrive—academically, socially and emotionally.