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Primary School

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Behaviour & Discipline

Dussindale believes that it is the development of self-discipline, empathy skills and ethical reasoning that children need in order to become co-operative citizens of our school and, later on, the wider community.

The Successful Learner Web helps the children to focus on these aspects of their personal development, as does our active curriculum which enables children to practise collaborating in their enquiries.

Provision for pupils' spiritual, moral, social and cultural development is good and pupils are helped to develop into caring and respondible individuals."

(Ofsted June 2016)


Through the use of verbal praise and discussion Dussindale hopes the children will be driven by an intrinsic motivation to succeed for their own satisfaction . Research shows that  intrinsically motivated children are more involved in their own learning and development. 

Dussindale finds that its pupils are very good at thinking about the kind of school community that they want to support them in their work and play. This is our School Code:

  • We care for each other and our school community.
  • We listen to each other.
  • We keep safe.
  • We are honest.
  • We are kind and respectful.
  • We look after the environment.
  • We are resilient in our learning.

Dealing with negative behaviour

In all the ways that we work and play with children, Dussindale aims to help children see and feel the benefits of being a part of a supportive community. Dussindale recognises that, for whatever reason, children cannot always respond positively and they may just need to talk to a trusted adult about something that is bothering them. Young children quite often find independent play time difficult to negotiate; they need plenty of opportunities to talk through playground events so that they can learn to tackle problems independently.

Persistent low-level negative behaviour may require a structured intervention.  It is made clear to children that they have a choice, and what the benefits are in making the right choice. Where a structured intervention is put in place, parents will be informed and will be asked to come into school to discuss the situation and to work with the school to solve the problem.