Behaviour Policy

Bridgelea Behaviour Policy

• The policy is rooted in the UN Rights of the Child, highlighting children’s rights to be heard, safe, and respected.

• All adults within the school serve as Duty Bearers, responsible for upholding children’s rights and establishing consistent behavioural expectations.

• Behaviour is viewed through a nurturing, trauma-informed perspective, recognising that all behaviour serves as communication while focusing on understanding underlying needs.

• Positive relationships between staff, children, and parents/carers are essential, reinforced by transition programmes and daily positive interactions.

• Praise and positive reinforcement strategies (e.g., Class Dojo, certificates, verbal praise) are central to fostering pro-social behaviour.

• Consistency is maintained through staff training (Team Teach, Nurture, Restorative Approaches) and the use of agreed positive phrasing/scripts.

• Clear routines, visual timetables, and well-managed transitions ensure structure and predictability for children.

• The school employs Floor Charters, co-created with children, to outline rights and associated behaviours, which form the foundation for rewards and consequences.

• Unsocial behaviour is distinguished from antisocial behaviour, with tailored responses ranging from differentiation and support to restorative conversations and logical consequences.

• Serious misbehaviours (e.g., violence, bullying, sexual harassment) are addressed with clear sanctions, safeguarding procedures, and, when necessary, the involvement of external agencies.

• Reasonable force may be applied as a last resort to ensure safety, strictly adhering to guidelines and recording requirements.

• Searches and confiscations are conducted in accordance with statutory guidance, with parental involvement and safeguarding considerations taken into account.

• The policy encompasses procedures for off-site and online misbehaviour, suspected criminal behaviour, and maintains a zero tolerance for sexual harassment and violence.

• Removal from classrooms and internal exclusions are implemented only when essential, focusing on reintegration supported by plans developed in collaboration with families.

• Suspension and permanent exclusion are regarded as last-resort measures, with defined procedures and support for reintegration.

• Reduced timetables are employed only as short-term strategies, with parental consent and safeguarding considerations ensured.

• Protocols for absconding prioritise child safety, with dynamic risk assessments driving staff responses.

• Parental engagement is encouraged through regular communication, meetings, and collaborative behaviour planning.

• Restorative approaches and post-incident learning enable children to reflect on their behaviour and cultivate self-regulation strategies.

• The policy undergoes regular review with contributions from governors, staff, children, and parents to guarantee effectiveness and equity.

• The school embraces a graduated response to behaviour incidents, emphasising early intervention, de-escalation, and tailored support.

• Staff consistently model positive behaviour, fostering respect, empathy, and emotional literacy through Zones of Regulation and other initiatives.

• The document includes appendices detailing the school’s written behaviour principles, graduated response framework, and integration of nurturing, rights-respecting, and trauma-informed practices.