01904 555160 | robertwilkinsonacademy@robwilk.co.uk

Proud to work, learn and grow together

Our Aims, Values and Restorative Practice


Proud to work, learn and grow together.

Our belief is that all children should be given the opportunity to achieve their best within a safe and caring school community. When children leave Robert Wilkinson Primary Academy, we ensure that they have developed a range of qualities, attitudes and skills that will prepare them effectively for the future.

Our aims are to ensure all children learn how to:

  • Succeed and Enjoy
  • have Healthy Minds and Bodies
  • Consider And Respect Everyone. (Our CARE Code)


These were created with children firmly in mind. They are short and memorable and can be shortened too for easy reference (S&E, HMB & CARE).

They are referred to frequently along with the key life skills and characteristics we promote.

RWPA Behaviour, Wellbeing and Restorative Practice

Behaviour Expectations

During a pupil’s time with us, we try not only to provide them with high quality learning in all the core subjects, but we also look to educate them both socially and emotionally. We endeavour to develop in our pupils, valuable life skills and tools to help them overcome the challenges that they will face as they learn and grow over the years. We are proud to say that we use restorative practice. This means that we will proactively support the children in managing any conflicts that arise, this could be conflict in their learning it but it also may be conflict with their peers. As a restorative school we have some core values, these are based around three themes.

1. Being considerate and respectful to ourselves and others (CARE)
2. Always telling the truth
3. Working as part of a team

Our approach to behaviour and your child’s wellbeing has those values at the core. We believe in giving children the skills and techniques needed to talk about their feelings and to be able to express their views on issues that are important to them. Building resilience and tolerance in our young people is seen as an essential life skill and empowering the children to be able to communicate thoughts and feelings in a positive, honest way will help them to manage the challenges and triumphs that lie ahead.

The following document is vital to our practice at Robert Wilkinson Primary School. You can download a copy here Behaviourexpectations


‘Our Behaviour Expectations’ chart sets out a clear guide for all staff, pupils and parents at school. It supports everyone in understanding not only what the different behaviours are, but importantly how they make us feel. The desire to exhibit Good or even Wow behaviour is the aim for all pupils at all times, as this usually means they are doing their best and are happy with themselves and others. There are many ways that we celebrate and promote this in school. When exhibiting Wobbly or Unacceptable behaviour, restoration work begins around how the child can make better choices in order move back towards good, taking into account their feelings and those of others affected.
Rather than using the colour, we prefer to use the terms Wow, Good, Wobbly or Unacceptable. This highlights the behaviours and the words in the different sections, rather than ‘I am on green’

Restorative Practice


Alongside the behaviour chart, the above poster provides a guide for staff and pupils in restoring situations where there is conflict. (You can download a copy here Restorative Poster) It helps to move behaviour management on from the more traditional approaches of ‘Why did you do that?’, ‘Who is to blame?’ or ‘What punishment do I give?’ into a more resolution seeking ‘What has happened?, Who has been affected? and How can we begin to repair some of the harm caused?’ Pupils are praised for their honesty and often work together in ‘Solution Circles’ to seek the restoration needed, building trust and respect in each other over time.

With ‘Restorative’ approaches, pupils take more responsibility for behaviour the further they move through school. The aim is that pupil behaviours will develop, not to gain a reward or avoid punishment, but because the pupils understand the need to build a social community and to show others respect. It focuses on repairing harm rather than rule-breaking.

Morning check in.

As part of our daily routine, all pupils will be given the opportunity to ‘check in’ with staff to allow them the opportunity to express how they are feeling. This can be a rating or score up to 10, or a colour, which relates to a feeling. These two systems are both useful as one is a sliding scale that can be referred to during the day or act as something of a moderating influence eg: Are we really a 2, or are we just a bit tired? The colour system supports language development and the ability to express why we are a certain score. As they move through school, pupils are encouraged to develop their vocabulary further and learn how to support and help each other to be nearer a ten or yellow in colour. (A Copy can be downloaded here) Feelings board


Tree of Learning

Our Robert Wilkinson Tree of Learning shows the Ebor family of schools strapline at the top, our  3 whole school aims at the bottom and on the branches those key life skills and characteristics that we firmly believe we have a duty to develop in our pupils, in order to help them lead happy and successful lives in the future. Much of our work we do regarding behaviour, wellbeing and restorative practice supports the development of these life skills.