At Kenton Bar Primary School, there is an expectation of good behaviour at all times, and we are committed to creating an environment where exemplary behaviour is at the heart of productive learning. Everyone is expected to maintain the highest standards of personal conduct, to accept responsibility for their behaviour and encourage others to do the same. 

Our Behaviour and Relationships policy, like all aspects of our school life, is underpinned by our whole school core values of;

Respect, Honesty, Kindness, Friendship, Teamwork and Perseverance

and our golden rule, Be kind, respectful and always try your best. 

Our core values and our golden rule are used to frame all our discussions around behaviour. 

The policy can be found in full in the policies section: Behaviour & Relationships Policy

Our school behaviour policy is underpinned by the relational and restorative approach. 

Restorative Practice 

Restorative practice ensures that every voice in school is heard.  It encourages pupils to treat others with respect and to understand why relationships are so important.  

We believe children should be given opportunities to work restoratively and be openly encouraged to support each other in the process of positive reinforcement and personal growth, learning and recognising good behaviour. Working restoratively is a whole school approach that places building, maintaining and repairing relationships at the centre of how our school works. It involves providing a culture of high challenge and high support throughout the whole school. Restorative practice ensures that every voice in school is heard. It encourages pupils to treat others with respect and to understand why relationships are important. 

Our restorative approach helps pupils: 

• Understand how their actions can affect others. 

• Develop positive characteristics they can use in and out of school. 

• Understand themselves and each other better. 

• Learn why it’s important to see another person’s point of view. 

• See that we all learn through making mistakes as well as through being successful.  

• Learn how to move through conflict creatively. 

• Repair relationships with pupils and staff following an incidence of poor behaviour or  

• relationship breakdown. 

• Restore working practices after resolving relationships. 

Where a child has behaved in a way which is counter to the school’s golden rule and core values, a restorative conversation may be held between the member of staff dealing with the incident and the pupil. It is important to note that not all incidents need to be resolved in this way. 

The atmosphere in a restorative conversation is supportive and reflective rather than a judgmental attack on a child’s behaviour. Restorative conversations follow a consistent approach which may include a selection of the following questions:  

The scripts are based on a selection of the following questions: 

1. What has happened? 

2. What were you thinking at the time? 

3. What have you thought since? 

4. How did this make people feel? 

5. Who has been affected? 

6. How were they affected? 

7. What should we do to put things right? 

8. How can we do things differently in the future? 

Depending on the child’s responses, there may be further supplementary questions. As part of the restorative conversation, the child is given the opportunity, and supported, to reflect on the impact of their behaviour and how they can make things right. 

Members of staff will use their own judgement about whether it is appropriate to hold the 

conversation immediately or if it is better to delay it. For example, the child and/or adult may 

require a short period of ‘cooling down’ time to ensure that the restorative conversation is held when all parties are best placed to benefit from it. Equally, it may not be possible to hold the conversation immediately if this will impact on lessons and learning opportunities. 

In some cases, and for a variety of reasons, the member of staff who has discovered the incident may feel it is more appropriate to refer the child to a colleague, such as the Pastoral Lead, SENDCo, Phase Leader, Deputy Head, Head of School or the Executive Head Teacher. In this case, the restorative conversation, following the same consistent script, would be held by the person to whom the incident was referred. 

Restorative Conversations where there has been a conflict 

Where there is conflict between two or more pupils: 

● This is investigated fully by a member of staff. 

● Children involved are given the opportunity to share their concerns and views about the 

conflict (including using the script above). 

● The member of staff acts as a facilitator to help resolve the conflict and supports and encourages all parties involved to seek a resolution. 

Additional Strategies to Support Self-Regulation 

We deploy physical strategies as self-regulation tools. These include: 

• Sensory tools suited to the different sensory needs of the children 

• Use of the Intervention space/sensory classroom 

• Visual cues to help identified children make the correct choices (now and next boards, visual timetables etc) 

• Calm Corner 

• Restorative Hub 

• Zones of Regulation Toolkits 

Addressing misbehaviour 

Staff will always respond to poor behaviour calmly and in private. These such incidents are viewed as an opportunity to help a child reflect on their choices and identify how they can learn from the situation.  

In order to promote positive learning behaviours, attitudes and effective learning environments, Kenton Bar Primary School promotes and prioritises our core values to support excellent behaviour in class.  Where a consequence needs to be applied, class teachers should record all behaviour incidents on CPOMS (the electronic safeguarding record keeping system that the school uses) and issue a white slip (appendix 3) to parents.   

White Slips 

A white slip will be issued to parents for any type 2 behaviour or for continuation of type 1 behaviour (see appendix 1).  The white slip will outline the reason for it being issued and what actions have been taken in school.  The slip should be signed by the staff member issuing it, handed to parents/carers in person and should be returned to school signed by a parent/career  

to confirm that behaviour choices and expectations have been discussed at home. 

Coaching Contract 

Where a build-up of low-level incidents has occurred, these should be recorded on CPOMS at the staff member’s discretion. Where patterns of negative behaviour are identified, parents will be involved in creating an individual plan (coaching contract) (appendix 4) which will then be implemented in the classroom.  

Suspensions and Permanent Exclusions  

Only the Executive Head Teacher or Head of School has the power to suspend or exclude a pupil from school. Any suspension or exclusion will made in line with the Smart Behaviour, Anti-bullying and Exclusion policy and DfE statutory guidance, Suspension and permanent exclusion from maintained schools, academies and pupil referral units in England, including pupil movement. The policy can be found in full here- Smart Behaviour, Anti-Bullying & Exclusion Policy

Out of school behaviour 

Where negative behaviour occurs, which goes against our core values, when a pupil is out of school and it is clear that they belong to the Kenton Bar Primary community, appropriate steps will be taken in line with this policy.