Everything we do starts with positive relationships – building, maintaining, and repairing them. We believe that children deserve our time – time to talk, to explain and to find solutions.

At Glenfield Primary School, we believe in and practice a relationship-based and restorative approach to understanding behaviour. This approach is underpinned by three key principles:

1. 1. Unmet Needs: Behaviour often reflects unmet needs. Therefore, to change behaviour, we must respond to the unmet need e.g. the need to feel safe, hunger, positive self-esteem.
   2. Individual Influences: Children’s behaviour cannot be fully understood in isolation. It needs to be understood within the contexts or environments in which they develop e.g. their family, community, school.
   3. Relationships: Within trusted relationships, children can learn, accept their individual strengths, accept areas for development, and explore strong emotions and experiences.

 

As a school, we remember that discipline means to teach, not to punish. So, in order that we provide opportunities for children to learn positive behaviours, unconditional positive regard is central to our school ethos.

• • • We know that empathy is at the core of building positive relationships: the ability to share someone else’s feelings or experiences by imagining what it would be like to be in that person’s situation.
    • We also appreciate the gravity of acting ‘In Loco Parentis’ (in place of a parent). We have a duty of care towards your children, promoting safety and welfare. The level of this duty of care is measured as being that of a ‘reasonable parent.’
    • We know that, as adults, ‘we make the weather’ and it is up to us to ensure that all children feel safe and happy.

School Rules

Our “School Rules” are displayed in every classroom and around school. Our “School Rules” are as follows:

• Be Safe
• Be Ready
• Be Respectful

 

Be Safe

Within our school environment, we adhere to a set of expected behaviours to ensure safety and well-being for all. It is our practice to promptly follow instructions provided by school staff, seek assistance when needed, and refrain from physical interactions by keeping our hands and feet to ourselves. Moving around the school premises is done calmly and respectfully, showcasing responsible decision-making and proper handling of equipment. Moreover, we uphold a culture where any concerning behaviour observed is promptly reported to a supervising adult, reinforcing the importance of maintaining a safe and secure learning environment at all times.

 

Be Ready

In our school, readiness is reflected in every facet of our behaviour. This encompasses arriving promptly at school each day, demonstrating a sense of responsibility by wearing our correct uniforms and ensuring we have suitable attire for PE lessons. Following break and lunch times, we exhibit our readiness to learn by standing quietly behind our chairs. We approach learning with a positive mindset, displaying attentiveness by listening carefully and adhering to instructions promptly. Our demeanour is characterised by composure and focus, sitting upright and engaging fully with the lesson. Transitioning between tasks is conducted swiftly and silently, while lining up in an orderly fashion at all times. Above all, we strive to give our utmost effort, aiming for excellence with a dedicated 10/10 commitment in all our endeavours.

 

Be Respectful

In our school, being respectful is a key part of our behaviour curriculum. We instil in our pupils the importance of walking sensibly and silently around the school, ensuring they walk on the left-hand side in the corridors. It is essential that our students demonstrate fantastic listening skills when engaging in conversations, whether with adults or peers. Simple acts such as greeting with 'good morning' and 'good afternoon', holding doors open for others, and exhibiting politeness and good manners towards everyone are actively encouraged. We foster an inclusive environment where we celebrate the diversity and differences among our students. Additionally, we emphasise the responsibility of taking care of our classrooms, school equipment, and the environment. Encouraging kind and calm speech towards each other is fundamental to promoting a respectful school ethos.

 

Our school rules are underpinned by our school values. The rules will be woven through the values ensuring the values are rewarded and worked towards. The school values are as follows:

 

Teaching Behaviour Expectations

Our behaviour expectations are explicitly taught and reinforced through a range of approaches across the school.

Assemblies play an important role in this, where our school values, British Values, and the Protected Characteristics are regularly discussed to promote understanding, respect, and tolerance. These themes are further embedded within our PSHE curriculum: in the autumn term, all year groups complete a unit on Respecting Ourselves and Others, which focuses on positive relationships, mutual respect, and responsible behaviour; in the spring term, the Belonging to a Community unit reinforces our expectations of kindness and inclusion; and in the summer term, the Keeping Safe unit supports children's understanding of how to make safe and responsible choices. In addition, our Computing curriculum includes explicit teaching about safe and respectful behaviour online.

Where specific needs arise—for example, if particular behaviour issues occur within a class, teachers will tailor or deliver additional lessons to address these directly and constructively.

Together, these approaches ensure that the teaching of positive behaviour is ongoing, embedded, and responsive to the needs of all pupils.

 

Promoting good behaviour

Children learn best and behave best when they know what is expected of them and when they are positively encouraged to behave well. They need to have plenty of opportunities to experience success and also need to be aware that if they do not behave appropriately, they will be consistently and fairly treated. It is therefore important to focus on positive behaviour strategies and our policy and practice reflect this. It is inevitable that some instances of inappropriate behaviour will occur - no positive feedback system will be effective with all children all of the time. Sanctions do, therefore, have a place within the school’s behaviour policy, but they are most effective when used within an environment in which positive strategies are used as a first resort.

For more information, please see a copy of our school behaviour policy below. 

 

Anti-bullying policy 

At Glenfield Primary School, we aim to provide a supportive, caring, and friendly environment which allows all our pupils to learn in an atmosphere which is focussed on improving their life chances and helping them to maximise their potential. We expect our pupils to act safely, and feel safe, in and outside of school – we do not tolerate any form of bullying, and we are committed to preventing and tackling it. We recognise that as children learn and grow together, they may experience fallouts with their peers, but we are committed to supporting our pupils to resolve these ‘relational conflicts’ and stop them from progressing to bullying behaviours. If an incident of bullying does occur, we believe our pupils, parents/carers and staff should feel confident in reporting it and know that all incidents will be dealt with promptly and effectively. Bullying will never be tolerated at our school.

At Glenfield Primary School, we encourage open discussions around differences between people, we actively challenge prejudice, and we celebrate diversity. We adopt a contextual safeguarding, trauma-informed approach to bullying and child-on-child abuse, and we are committed to working with families and outside agencies where appropriate.

 

For more information, please see a copy of our anti-bullying policy below.