Promoting Good Behaviour
developing independent life-long learnersThe TMPA Way
At Tinsley Meadows Primary Academy, we believe that positive behaviour is essential to creating a school where every child feels safe, valued, respected and ready to learn.
Our approach to behaviour is built around positive relationships, high expectations and consistency. We recognise that behaviour is something that needs be taught and developed, just like any other aspect of learning. Through The TMPA Way, we explicitly teach children the behaviours, routines and attitudes that help everyone to learn and thrive.
Our Core Values
Our behaviour is underpinned by four core values:
We are Team Players
We work together, support one another and treat others with kindness and respect.
We are Motivated
We try our best, persevere when things are difficult and take responsibility for our choices.
We are Proud
We take pride in ourselves, our learning, our school and our community.
We Achieve
We have high expectations of ourselves, overcome challenges and strive to reach our potential.
Our core values are explicitly taught, modelled and celebrated throughout school. They provide a shared language for recognising and reinforcing the positive behaviours we want to see.
Relationships at the Heart of Tinsley Meadows
We believe that strong, positive relationships are the foundation of good behaviour.
Our staff work hard to build respectful relationships with children and use a relational approach when responding to behaviour. This includes positive praise, emotion coaching, calm and consistent responses, and opportunities for children to reflect and learn from their experiences.
Being relational does not mean lowering our expectations. We believe children need both warmth and high expectations. We care about children while also helping them understand the importance of their choices and the impact these can have on others.
The TMPA Way Behaviour Curriculum
We do not assume that children automatically know how to behave in every situation.
We explicitly teach expectations and routines across the school day, including in classrooms, corridors, assemblies, playtimes and lunchtimes. We model what good behaviour looks like, practise expectations and revisit them when needed.
Our aim is to help children develop the skills and understanding they need to make positive choices independently.
Understanding Behaviour
We recognise that behaviour is a form of communication.
When a child’s behaviour does not meet our expectations, we consider what may be behind it and what the behaviour might be communicating. We think about the situation, what happened beforehand, the child’s emotions and whether they have the skills needed to meet the expectation.
Understanding behaviour does not mean excusing it. We maintain clear boundaries and high expectations while providing children with the support they need to succeed.
Responding to Behaviour
When behaviour falls below our expectations, adults respond calmly, consistently and fairly.
We use restorative conversations to help children reflect on what happened, understand the impact of their actions and repair relationships.
Where a consequence is needed, we use logical consequences that are proportionate and related to the behaviour. The purpose is to help children take responsibility, understand the impact of their choices and learn from their mistakes.
We believe that mistakes are opportunities for learning. A poor choice does not define a child, and we support children to make better choices next time.
Celebrating Positive Behaviour
Positive behaviour is noticed, valued and celebrated across our school.
Staff use specific praise and recognition to help children understand what they have done well and why it matters. Children are celebrated when they demonstrate our core values, show kindness, persevere, make positive choices or contribute positively to our school community.
We celebrate positive behaviour in a variety of ways:
- Positive Behaviour Points – recorded on Arbor when children demonstrate positive behaviours, make good choices and show our core values. These points help us to recognise and celebrate positive contributions across school.
- Weekly Core Values Certificates – awarded in our weekly assemblies to children who have demonstrated one of our four core values in a particularly positive way.
- Postcards Home – sent to parents and carers to celebrate children’s achievements, positive choices and contributions to school life.
- Core Values Badges – awarded each term to children who consistently demonstrate our core values and make a positive contribution to our school community.
House Teams
Our House Teams are an important part of building a strong sense of belonging, teamwork and community across Tinsley Meadows.
Every child is a member of one of our houses (Rivelin, Loxley, Porter, Don and Sheaf) and has regular opportunities to contribute to their team’s success. Children can earn House Points by demonstrating our core values, making positive choices, showing kindness, persevering with challenges and contributing positively to school life.
Throughout the year, children also work together with others in their House to take part in half-termly House Challenges. These challenges provide opportunities for children from different year groups to work collaboratively, develop teamwork and problem-solving skills, and put our core values into action.
