Behaviour & Relationships

At our school, we have high expectations of behaviour whilst recognising that every child is unique and that behaviour is often a form of communication. We believe that positive, trusting relationships are the foundation for excellent behaviour, wellbeing and learning. Our approach is nurturing, inclusive and consistent: adults take time to understand children’s needs, support them to regulate their emotions, and help them make positive choices. Clear routines, high expectations and calm, respectful adult responses help every child feel safe, valued and ready to learn. When things go wrong, we focus on reflection, repair and restoration so that children learn from their choices and continue to feel a strong sense of belonging.

You can read our full Behaviour Policy here: Behaviour Policy

Our Four Golden Rules

Our behaviour expectations are built around four simple Golden Rules: Be Ready, Be Respectful, Be Responsible and Be Safe. These rules are displayed in classrooms and used consistently across the school so that children understand what positive behaviour looks like.

Be Ready means being prepared to learn, following instructions and trying our best.
Be Respectful means treating others with kindness, listening carefully and valuing everyone.
Be Responsible means taking responsibility for our learning and actions, and making choices that show we can be trusted.
Be Safe means making choices that keep ourselves and others physically and emotionally safe.

Together, these rules give our whole school community a shared language for behaviour, helping children to thrive as learners and as members of our school family.

Zones of Regulation

We use the Zones of Regulation across the school to help children understand, name and manage their emotions. Children are taught to recognise how they are feeling and to identify strategies that will help them regulate and return to learning. Staff use the language of the Zones in everyday conversations, helping pupils to reflect on their emotions in a calm and supportive way. Some children may also receive additional support to develop their own regulation toolkit, so they know what helps them when they are finding things difficult.