Behaviour for Learning
Behaviour for Learning: Active, Engaged and Independent Learners
What is ‘Behaviour for Learning’?
Whilst it may look slightly different across the different phases, ‘behaviour for learning’ is about the choices you make to help yourself and others to learn well in school. It means listening carefully, joining in, trying your best and staying focused, even when learning feels tricky.
It also means working kindly with others, sharing ideas, taking turns and talking about your learning. When you show good behaviour for learning, you are being an active learner, helping your class and giving yourself the best chance to learn, grow and be the best that you can be.
In order for behaviour for learning to happen there are 5 key areas that lie at the heart of everything we do at Barnsole, to promote behaviour for learning and to support children in becoming more confident learners, which are:
- Relationships built on trust and honesty
- Consistency and strong routines
- Learning that is pitched accurately and includes adaptations where needed
- High expectations for all
- Positive reinforcement
Why is Behaviour for Learning so important?
At Barnsole school, we believe that positive behaviour for learning is created when children are actively engaged, confident and motivated to learn. We place a strong emphasis on teaching children how to learn, as well as what to learn, so that they develop skills that will support them throughout their education and beyond.
Behaviour for learning is important because it creates the right conditions for children to succeed, not just at Barnsole, but also in life beyond Barnsole. When children understand how to listen, concentrate, collaborate and take responsibility for their learning, they are able to make the most of every lesson.
In Barnsole Primary School, strong behaviour for learning helps children feel safe, confident and ready to learn. It allows lessons to run smoothly, supports positive relationships with adults and peers, and encourages children to become independent, resilient learners. These skills not only improve academic outcomes, but also help children develop social skills, self-confidence and a positive attitude to learning that will stay with them for life.
How do we promote good behaviour for learning?
Our eleven school values play an integral role at Barnsole. They support the personal, social and emotional development of everyone, British values and being a great citizen, following rules, making positive choices and treating people fairly, even when no one is watching.
There are many initiatives across the school which actively acknowledge and promote a consistent approach to relationships built on trust and honesty, strong routines, learning that is pitched accurately and includes adaptations where needed, high expectations for all and positive reinforcement. The initiatives across the school are:
- Emerald Ladder
- Champions Club (KS2)
- Barnsole Bistro
- Golden Award
- Bear in Reception
- Bookmarks
- Sharing of good learning/work
- Weekly class attendance
- Termly individual attendance recognition
At Barnsole Primary School, we aim to establish a whole school approach in creating and maintaining a positive culture with parents that promotes excellent behaviour, ensuring all pupils have the opportunity to learn in a calm, safe, supportive and inclusive environment. We consider what extra support can be offered to groups of pupils who are at a higher risk of exclusion, or pupils who are particularly vulnerable through identifying safeguarding concerns that may be the root of any unacceptable behaviour. Good behaviour is expected in every aspect of school life: in the classroom, on the playground, during extracurricular activities, on educational visits and in the way the children move around the school site.
We recognise that good behaviour and good behaviour for learning has to be worked at, and that it does not simply happen. ‘Situations’ are normal when children are learning and testing boundaries of acceptable behaviour. This is a daily, on-going process.
How do Kagan strategies promote behaviour for learning?
The use of Kagan structures in another approach to offer opportunities to develop behaviour for learning through carefully planned activities that encourages children to work collaboratively, share ideas and learn from one another in a purposeful and respectful way. Through structured partner and group work, pupils develop positive interactions, listen attentively and contribute confidently, all while remaining focused on their learning.
Children are encouraged to become independent learners. They are supported to think for themselves, make choices, solve problems and take responsibility for their own learning. This builds resilience, confidence and a strong sense of achievement, helping children to persevere even when learning feels challenging.
We also believe that children learn best when they are active participants in lessons. Talking about learning is a powerful tool, so pupils are regularly given opportunities to explain their thinking, discuss ideas and reflect on what they have learned. This purposeful talk helps embed understanding, strengthens memory and ensures learning is meaningful and long-lasting.
What do our classrooms look and feel like?
Our calm, inclusive classrooms are built on high expectations, mutual respect and a shared commitment to learning. By combining clear routines with engaging, collaborative learning experiences, we create an environment where children feel safe, valued and eager to succeed.
Through this approach, behaviour for learning is not just about rules, but about developing confident, capable learners who enjoy learning and are well prepared for the future.
‘Aspirations are high for all.’