Grangehurst Primary School

Behaviour Principles Statement

Agreed by Governors 2024/25

The Education and Inspections Act 2006 and DfE guidance document for governing bodies (Behaviour and Discipline in Schools, 2016) requires the governing body to make and frequently review a written statement of general behaviour principles to guide the Headteacher in determining measures to promote good behaviour.

This is a statement of principles, not practice.

Rationale and Purpose

Grangehurst Primary School is committed to ensuring high behavioural standards for all pupils, and this statement sets out the broad values and principles with regard to behaviours that are expected and promoted. This statement has been approved by the headteacher and the governing board, believing it accurately reflects the school’s ethos and that effective learning and development relies on good standards of behaviour.

This is a statement of principles, not a detailed policy.

The practical implementation of these principles is the responsibility of the Headteacher. This statement has been adopted by the Governing Body after consultation with the Headteacher, staff, parents, and pupils.

At Grangehurst Primary School, we believe that high standards of behaviour are fundamental to creating a successful learning environment where children can make the best possible progress in all areas of their education and development.

We value every individual in our school community, recognising each child’s potential for growth, change, and development. Our relationships are grounded in the principles of justice, equality, respect, fairness, and consistency.

We have high expectations for our pupils to develop into responsible and respectful citizens, both within the school and beyond.

This statement provides guidance for the Headteacher when developing the Relationships Policy (also known as the Behaviour Policy), by outlining the principles that the Governors expect to be followed.

The Governors also expect all policies and practices to comply with relevant equality legislation.

Principles

• We believe that all members of our school community should be able to work, learn and achieve in a safe, secure and purposeful environment.
• We value the development of strong, positive and appropriate relationships among all members of our school community so that everyone feels welcome and included.
• We have high expectations of everyone and we will actively promote equality regardless of race, gender, age, sexuality, religion or disability.
• The behaviour policy is based on our belief in, and respect for, the value and contribution of all members of our community and their right to succeed.
• We seek to eliminate all forms of discrimination, harassment and bullying.
• The policy will be applied with consistency and fairness, with regard to each individual situation. The emphasis will be on encouraging positive behaviour through high expectations; a focus on learning; appropriate praise and celebration of outcomes.
• When children do not meet the expectations, either through consistent low-level disruption or more severe incidences, we will always try to teach the child what is expected, without humiliation or in public view. At these points, we will enable the child to reflect on, and learn from, their behaviour and to make reparation wherever possible.
• On occasions sanctions may be necessary to demonstrate that challenging behaviour is not acceptable; to provide boundaries and make our expectations clear. Sanctions should be known and understood by all staff and pupils and applied fairly, consistently, proportionally and reasonably. It is recognised that the use of rewards and sanctions must have regard to the individual situation and the individual student.
• The Governors expect the Head teacher to use his discretion in the use of sanctions and to balance the needs of staff, children and parents when considering measures to manage unacceptable/challenging behaviour.
• For those children who may experience particular difficulties with behaviour, due to additional needs, the school will seek to ensure that they receive behavioural support according to their need. However, when making decisions the school must balance the needs of the individual with those of the school community and where pupil behaviour places others at risk, the safety of the pupil body as a whole is paramount.
• The Governing body support the school’s authority to consider exclusions, particularly those that are permanent, as the very last resort and expect pupils and parents to cooperate to maintain an orderly climate for learning.
• Given the overriding need to keep children safe, the school will utilise its powers to search and to use reasonable force in order to keep individuals from harming, or further harming, themselves or others. All such difficult situations will be handled with utmost respect of all the individuals involved, including children, their families and staff.
• The Governors wish to emphasise that violence, threatening behaviour or abuse by pupils or parents towards the school’s staff will not be tolerated. If a parent does not conduct himself/herself properly, the school may ban them from the school premises and, if the parent continues to cause disturbance, he or she may be liable to prosecution.

• We will always work with parents and carers to understand their children and their circumstances and believe this relationship is an important part of building a strong learning community. Similarly, given our duty of care to the pupils, this written statement and the policies that both stem from it and are influenced by it, applies to all pupils when in school and when engaged in extra-curricular activities such as educational trips and visits (residential and non- residential).