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At Drayton Park, we take good behaviour very seriously. In our last Ofsted, behaviour was judged to be good. We are working very hard to make it even better. Behaviour lies at the heart of good learning. We want our pupils to be happy, feel secure and feel confident in their friendships, so that they can focus on learning in class. We also expect there to be no disruption to learning in classes. Pupils attend our school to thrive as learners, and we expect behaviour that facilitates this.


Behaviour at Drayton Park is led by praise and positivity. We constantly praise pupils for doing the right thing and focusing well on learning. We reward good behaviour by giving children marbles, which fill up a jar in each class. When the jar is full, the class get 'marble time', during which they can choose the activities they want to do. Twice a week, we give individual rewards to pupils who earn lots of marbles. In our playgrounds and corridors, we give raffle tickets to pupils, which can lead to a special reward session on Fridays.


We also send home postcards for pupils who have demonstrated a particular aspect of the Drayton Park Way, through which we promote the attitudes and skills that underpin great learning. All these rewards are celebrated every Wednesday, in a special assembly, during which each teacher also chooses a 'star of the week'.


We address poor behaviour through a very clear system of sanctions. We take a 'zero tolerance' approach to misbehaviour in classes. We address every act of disruption, however small. We always give a verbal warning and a sanction follows immediately if pupils do not improve their behaviour.


We are an inclusive school and we do have a small number of pupils who present with behavioural difficulties. A member of staff at our school works as a 'Behaviour HLTA', able to provide quick support to pupils whose behaviour is difficult. We always involve parents in this process. The aim is both to help key children learn to behave more constructively and to ensure that their behaviour does not disrupt the learning of other pupils. This work is supported by a school counsellor, who provides play therapy sessions for key pupils, and an art therapist, who provides help to children and families from our school.