Behaviour & Anti-bullying
Behaviour at Christleton Primary School
At Christleton Primary School, we believe that every child has the right to learn and every member of staff has the right to teach in a calm, safe and respectful environment.
We have high expectations of children's behaviour, attitudes and effort. Our aim is to create a culture of visible consistency and visible kindness, where children understand what is expected of them, feel safe and valued, and are supported to make positive choices.
Good behaviour does not happen by chance. We teach, model, practise and reinforce the behaviours and routines that help children to succeed. Adults apply our expectations calmly, fairly and consistently, while recognising that some children may need additional support or reasonable adjustments to meet them.
Our approach is based on three simple expectations:
Ready
We are ready to learn, listen and participate.
Responsible
We take responsibility for our choices, our learning, our belongings and our environment.
Respectful and Kind
We treat ourselves, other people and our school community with respect, consideration and kindness.
These expectations apply throughout the school day, including lessons, playtimes, lunchtimes, clubs, visits and residentials. Where appropriate, the school may also respond to behaviour outside school, including online behaviour, where it affects pupils, the orderly running of the school or the wider school community.
Our approach to behaviour
Our approach is built around high expectations, positive relationships and consistency.
We believe that children are most likely to behave well when:
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expectations are simple, clear and understood;
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adults model the behaviour they expect;
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routines are explicitly taught and regularly reinforced;
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positive behaviour is noticed and acknowledged;
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adults respond to difficulties calmly and predictably;
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consequences are fair, reasonable and proportionate;
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children are given opportunities to reflect, repair relationships and learn from mistakes; and
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additional support is provided when a child is finding it difficult to meet expectations.
We aim to give first attention to the behaviour we want to see. Children should regularly hear adults noticing kindness, effort, responsibility, resilience and positive attitudes to learning.
Formal recognition and rewards are used particularly to celebrate significant effort, achievement and behaviour that goes above and beyond our everyday expectations.
The role of the Governing Body
The Governing Body establishes the school's Statement of Behaviour Principles and supports and challenges school leaders to ensure that high standards of behaviour are maintained.
Governors monitor the effectiveness of the school's approach and ensure that it reflects the school's values and its legal responsibilities.
The Headteacher is responsible for
The Headteacher is responsible for:
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establishing and maintaining a positive culture of high expectations;
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determining and implementing the school's Behaviour Policy in accordance with the Governing Body's Statement of Behaviour Principles;
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ensuring that expectations, routines, recognition and consequences are clearly understood;
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ensuring that staff apply the policy consistently and fairly;
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ensuring appropriate support is available for pupils who find it difficult to meet behavioural expectations;
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ensuring that reasonable adjustments are considered where required;
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ensuring serious behaviour or safeguarding concerns are responded to appropriately;
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monitoring behaviour across the school and evaluating the effectiveness of the school's approach; and
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publicising the Behaviour Policy to pupils, parents and staff and ensuring that it is available on the school website.
Staff are responsible for
All staff have an important role in establishing our positive behaviour culture. Staff will:
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model calm, respectful and kind behaviour;
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explicitly teach and reinforce school expectations and routines;
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maintain high expectations for all pupils;
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develop positive relationships with children;
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recognise and reinforce positive behaviour;
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respond to inappropriate behaviour calmly, consistently and fairly;
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use consequences in accordance with the Behaviour Policy;
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seek to understand the reasons behind repeated or significant behaviour while maintaining appropriate expectations;
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recognise when a child may require additional support;
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consider SEND, disability and other individual circumstances when responding to behaviour;
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create classrooms and other environments in which children feel physically and emotionally safe;
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work constructively with parents and carers; and
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report safeguarding concerns in accordance with the school's safeguarding procedures.
Children are responsible for
We teach and support children to:
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follow our expectations of being Ready, Responsible, Respectful and Kind;
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work to the best of their ability and allow others to learn;
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follow agreed school routines;
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listen to and follow reasonable instructions from adults;
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treat children and adults with respect;
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look after school property and the environment;
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make safe and responsible choices;
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tell an adult when they are worried about their own or somebody else's safety;
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be honest when discussing incidents;
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take responsibility for their actions; and
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where appropriate, help to put things right when their actions have affected somebody else.
Parents and carers
A strong partnership between home and school helps children understand that the adults around them share the same high expectations.
We ask parents and carers to:
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support the school's Behaviour Policy and expectations;
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encourage their child to be Ready, Responsible, Respectful and Kind;
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model respectful behaviour and communication;
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work constructively with school when difficulties arise;
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share relevant information that may help us understand and support their child;
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support reasonable consequences applied by the school; and
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raise concerns directly with school so that they can be addressed appropriately.
Recognising positive behaviour
Praise and recognition are important parts of our approach.
We want children to understand that positive behaviour, effort and kindness matter. Staff therefore look deliberately for opportunities to notice children doing the right thing.
Recognition may be:
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verbal or written;
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individual or shared;
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public or private;
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spontaneous or part of a formal school reward; and
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linked to effort, progress, kindness, responsibility, resilience or achievement.
Recognition should always be sincere, fair and meaningful.
Every child should have opportunities to experience success and to know that their contribution to our school community is valued.
When behaviour does not meet our expectations
When behaviour falls below our expectations, staff respond calmly, consistently and proportionately.
Our purpose is not simply to punish. We want children to understand what has happened, recognise the effect of their behaviour, experience an appropriate consequence where necessary, and learn how to make a better choice next time.
Responses will take account of the circumstances of the incident and the child's age and individual needs.
High expectations apply to all pupils. However, equality does not always mean treating every child in exactly the same way. Where appropriate, we will consider a child's SEND, disability, communication needs, social or emotional needs and other relevant circumstances, and make reasonable adjustments where required.
A child's additional needs do not mean that inappropriate or unsafe behaviour is ignored. Instead, staff consider both appropriate support and an appropriate response.
Restorative conversations and repair
Following an incident, and when the child is calm and ready to reflect, an adult may use a short restorative conversation to help them understand what happened and how things can be put right.
Questions may include:
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What happened?
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What were you thinking or feeling at the time?
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Who has been affected, and how?
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What needs to happen to put things right?
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What could you do differently next time?
Restorative conversations do not replace appropriate consequences. They are used alongside them to help children learn, rebuild relationships and move forward successfully.
They will only be used where appropriate. Where an incident raises a safeguarding concern, safeguarding procedures take priority and children will not be placed in situations that could cause further harm or distress.
Anti-Bullying
At Christleton Primary School, every child has the right to feel safe, respected and included.
Bullying, discrimination, harassment, intimidation and deliberately hurtful behaviour are not accepted. When concerns arise, we take them seriously and respond promptly.
What is bullying?
Bullying is generally understood as behaviour by an individual or group, repeated over time, which intentionally hurts another person or group physically or emotionally.
Bullying often involves an imbalance of power, which can make it difficult for the child experiencing the bullying to stop it or defend themselves.
Bullying can take different forms, including:
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physical – for example hitting, kicking, pushing, damaging belongings or taking property;
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verbal – including name-calling, threats, insults or deliberately hurtful comments;
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relational or social – deliberately excluding someone, spreading rumours or manipulating friendships;
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online – including harmful messages, images, videos, posts, gaming or other online interactions; and
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prejudice-related or discriminatory bullying – including behaviour related to race, religion or belief, sex, disability, SEND, sexual orientation or other actual or perceived differences.
Not every disagreement, friendship difficulty or one-off incident is bullying. However, one-off harmful behaviour can still be serious and will be addressed appropriately.
Preventing bullying
Our work to prevent bullying is part of our wider culture of Ready, Responsible, Respectful and Kind.
Children learn about healthy relationships, respect, difference, online behaviour and how to seek help through:
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the RSHE curriculum;
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assemblies;
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class discussion;
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online-safety education;
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wider curriculum opportunities; and
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focused activities, including Anti-Bullying Week.
We teach children that they have an important role when they witness unkindness or bullying. Children should not put themselves at risk, but they should seek help from a trusted adult, offer appropriate support and avoid joining in or sharing harmful content.
If bullying is reported
We encourage children to tell an adult at school or at home if they are worried about bullying.
Staff will:
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listen carefully and take the concern seriously;
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establish what has happened;
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take immediate steps to keep children safe;
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record and monitor concerns appropriately;
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respond to the behaviour in accordance with school policy;
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provide support to the child experiencing the behaviour;
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work with the child or children responsible to address the behaviour and reduce the likelihood of recurrence; and
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involve parents and other professionals where appropriate.
Where bullying or another behaviour raises a safeguarding concern, it will be managed in accordance with our Child Protection and Safeguarding Policy.
