Children at Tattershall Primary School behave exceptionally well. Their conduct around school and within lessons is very good. We are extremely proud of the kindness and consideration they show others and the positive learning behaviours they demonstrate. As a result, pupils are able to access a full and vibrant educational experience at our school.
We understand that children are learners; socially, personally and academically. We recognise that all behaviour is communication, and take into account the functions of the behaviours, the observable and hidden aspects of behaviour as well as the behaviour cycle. With respect to these, we seek to be proactive rather than reactive in our approach. At every point we always see behaviour (wanted or unwanted) as a learning point. Behaviour is also inextricably linked to relationships, and so nurturing and fostering our relationships with each and every child, and between children, is fundamental in enabling children to develop their ability to self-regulate, to manage their own relationships and to become responsible and self-assured learners.
In order to achieve this, we teach the children about managing their own behaviour, feelings, conduct, relationships and learning behaviours. We emphasise the value of certain behaviours and attitudes through our three simple Behaviour Expectations:
We are kind. We are respectful. We do our best.
To read more about how we tackle bullying at Tattershall Primary School, click here.
Restorative Approaches (RA)
At Tattershall Primary School we use restorative approaches as a way to teach children about the impact of their actions on others and how to navigate conflict resolution.
Restorative Approaches relies on an understanding that we work best when part of a community and that to do so we need an understanding of how a community works, self awareness of our responsibilities to that community and shared communication skills.
RA is a process that resolves conflict. It promotes telling the truth, taking responsibility, acknowledging harm as appropriate responses to conflict and in doing so creates accountability.
It is a very valuable tool as it not only allows the "harmer" to see the impact of their behaviour but also allows the "harmed" person the opportunity to see if they contributed to the conflict in anyway by their own behaviour. Both participants are then able to agree their own resolution regarding how they are going to treat each other in the future. This gives both a personal stake in the success of the contract. By looking at what harm has been caused it brings the participants together to develop a solution.
Watoto katika Shule ya Msingi ya Tattershall hujiendesha vizuri sana. Mwenendo wao shuleni na katika masomo ni mzuri sana. Tunajivunia sana fadhili na kujali wanaowaonyesha wengine na tabia nzuri za kujifunza wanazoonyesha. Matokeo yake, wanafunzi wanaweza kupata uzoefu kamili na wenye nguvu wa elimu katika shule yetu. Tunaelewa kwamba watoto ni wanafunzi; kijamii, kibinafsi na kitaaluma. Tunafahamu kwamba tabia zote ni mawasiliano, na kuzingatia kazi ya tabia, kuonekana na siri mambo ya tabia kama vile mzunguko wa tabia. Kuhusiana na haya, tunatafuta kuwa proactive badala ya reactive katika mbinu yetu. Katika kila hatua sisi daima kuona tabia (kutaka au kutotaka) kama hatua ya kujifunza. Utendaji pia unahusiana sana na mahusiano, na hivyo kukuza na kukuza mahusiano yetu na kila mtoto, na kati ya watoto, ni muhimu katika kuwezesha watoto kuendeleza uwezo wao wa kujidhibiti, kusimamia mahusiano yao na kuwa wanafunzi wenye wajibu na kujiamini. Ili kufikia hili, tunawafundisha watoto kuhusu kusimamia tabia zao wenyewe, hisia, mwenendo, mahusiano na tabia za kujifunza. "Tunasisitiza thamani ya tabia na mitazamo fulani kupitia matarajio yetu matatu rahisi ya tabia: ""Tuko wema.""" Sisi ni wenye kuheshimu. Tunafanya yote tunayoweza. Ili kusoma zaidi juu ya jinsi tunavyoshughulikia unyanyasaji katika Shule ya Msingi ya Tattershall, bonyeza hapa. Katika shule ya msingi ya Tattershall, sisi hutumia mbinu za kurudisha kama njia ya kuwafundisha watoto kuhusu athari za vitendo vyao kwa wengine na jinsi ya kusafiri katika utatuzi wa migogoro. Njia za Kurudisha zinategemea uelewa kwamba tunafanya kazi bora wakati wa kuwa sehemu ya jamii na kwamba kufanya hivyo tunahitaji uelewa wa jinsi jamii inafanya kazi, ufahamu wa wajibu wetu kwa jamii hiyo na ujuzi wa mawasiliano wa pamoja. RA ni mchakato wa kutatua migogoro. Inakuza kusema ukweli, kuchukua jukumu, kutambua madhara kama majibu sahihi kwa mgogoro na kwa kufanya hivyo huunda uwajibikaji. Ni chombo muhimu sana kwani hairuhusu tu "mdhuru" kuona athari za tabia yake, lakini pia inaruhusu mtu aliyeathiriwa kuona ikiwa alichangia mgogoro kwa tabia yake mwenyewe. Kisha washiriki wote wawili wanaweza kukubaliana juu ya azimio lao wenyewe kuhusu jinsi watakavyotendeana katika wakati ujao. Hii inatoa wote wawili hisa binafsi katika mafanikio ya mkataba. Kwa kuangalia ni nini madhara imesababishwa inaleta washiriki pamoja kuendeleza suluhisho.