Dartford Primary Academy has a positive and inclusive approach to managing behaviour. Staff model positive behaviour; students are encouraged to make responsible choices, enabling them to be safe and happy while at school. The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
At all times at Dartford Primary Academy we promote positive, collaborative behaviours through the use of praise and reward systems. These systems are based on celebrating examples of when the pupils demonstrate elements of the IB Learner Profile – identified by both staff and pupils.
• being effective communicators so that they can express themselves confidently and creatively;
• demonstrating critical thinking skills which enable them to make reasoned, ethical decisions about situations;
• being curious and inquiring in order to gain new knowledge;
• acting with integrity and honesty in all situations;
• being open-minded and appreciating their own cultures and histories as well as their peers’;
• showing empathy, compassion and respect;
• taking risks in their learning by positively approaching uncertainty with forethought and determination;
• caring for themselves, promoting their own well-being and that of others;
• reflect on their own ideas and experiences at all times.
In class, pupils are required to demonstrate positive learning attitudes and to allow others to learn free from disruption. In order to ensure active listening and participation, we utilise the SLANT process to emphasise behaviours that pupils should be performing as they are learning. Each classroom displays the following acronym as a clear expectation of behaviour and expectations of appropriate behaviour that can be readily adhered to.
For further information regarding the academy’s approaches, please read our behaviour policy.
Pupils are given many high quality opportunities to develop their curiosity and creativity. They are encouraged to use their imagination, for example when thinking of ways to praise a friend, and are taught to respect the feelings and viewpoints of others.
Pupils are engaged and motivated by the way teachers present and teach the well-planned curriculum. This not only ensures that good learning takes place but makes a strong contribution to pupils’ spiritual, moral, social and cultural development.
Teaching assistants make a strong contribution to the good learning taking place, especially when pupils with special educational needs are taught in small groups outside the classroom. They work in very close partnership with teachers and bring an additional range of helpful skills and experiences into the classrooms.