Be Ready, Be Respectful, Be Safe

Why do we need this?

Good behaviour in schools is central to a good education. Schools need to manage behaviour well so they can provide calm, safe and supportive environments which children and young people want to attend and where they can learn and thrive. Being taught how to behave well and appropriately within the context they're in is vital for all pupils to succeed personally.

All pupils deserve to learn in an environment that is calm, safe, supportive and where they are treated with dignity.

How are we teaching this?

  • Daily assemblies
  • Weekly focus
  • Daily PSHE lessons
  • Celebrating successes
  • Zones of Regulation

Teaching the curriculum 

  • Good behaviours are explicitly taught and regularly refreshed to ensure all pupils understand the expectations of them.  The Lime Trust learning behaviour and expectations set out clear parameters for behaviours for learning, standards and routines so that we have a shared and consistent language of expectations across the school. 
  • The curriculum is taught explicitly during the first week in Autumn term alongside the traditional National Curriculum subjects. 
  • Children should learn the content of the curriculum so that they can recall the information and act upon it.  At the start of each term, the Lime Trust Behaviour Curriculum is revisited with pupils with pupils and will continue to be reinforced throughout the year.  As with other curriculum content, this should be taught using explicit teaching based on the 6-part pedagogical approach and the ten ‘Principles of Instruction’ set out by Rosenshine, including regular quizzing to check and strengthen retention. 
  • Teachers will also demonstrate these behaviours and ensure pupils have many opportunities to practise these (particularly in the first few days of term).  It is expected that all pupils will know this content. 


While this curriculum is for all pupils it will be applied differently in different year groups depending on pupils’ ages and may be applied differently depending on individual pupils’ SEND needs. For example, pupils who have autistic spectrum conditions may find it very uncomfortable to maintain eye-contact with adults. Sensitivity must be applied at all times when teaching the curriculum unimpeded. The following programmes are used to provide additional support when necessary. 

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