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Primary School

Resilience to Achieve - Aspiration to Succeed

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Statement of Behaviour Principles:


The Education and Inspectors Act 2006 and DfE guidance (Behaviour and discipline in schools, January 2016) requires the Governors to make and frequently, review a written statement of general behaviour principles to guide the Head teacher in determining measures to promote good behaviour.   Practical applications of these principles are the responsibility of the Head teacher and co-ordinated by the school’s Behaviour Lead, Mrs P. Gough.


The Behaviour and Anti-bullying Policy During Covid-19, and associated documentation such as Parent & Carer / Visitor Code of Conduct, Home School Agreement in relation to central governments 'full opening guidance for schools' - their response to Covid-19 have been reviewed and are agreed by the Governing Body; these documents are available via our policy page or Covid-19 tab of this website.



Excellent standards of behaviour are key features of our successful school; they encourage children’s sense of security and well-being as well as facilitate effective teaching and learning and enable children to make the best possible progress in all aspects of their school life.


We base our Behaviour and Anti-Bullying Policy During Covid-19, upon a clear set of principles and values with every member of the school community agreeing what is acceptable and unacceptable behaviour and what the consequences of that behaviour will be. 


Good behaviour is expected, and praised at all times.  It is our aim that children develop self-discipline, and they must be in no doubt there is a strict framework of control supporting our positive approach.  All pupils, parents, staff and visitors to school MUST understand there is a heightened need for good behaviour as we all manage the health and safety requirements to assuage the risks of the Coronavirus pandemic for the school community.  


Children learn best when they feel secure are respected and trusted.  Each child has an entitlement to learning experiences (pastoral and academic) which offer the maximum opportunity for development


Our ambitious and broad curriculum promotes the well-being of all the children in our care and determines to prepare them for the opportunities, responsibilities and experiences of not only their current and subsequent key stage, but with a long view of adult life to come, by insisting upon mutually respectful, equitable, progressively positive, learning behaviours.  


Children are required to demonstrate excellent behaviours for learning in order to gain the maximum from the Recovery curriculum and catch-up with work they have, through not fault of their own, missed due to the restrictions of Coronavirus.  


We recognise that good learning behaviour is far more than compliance.  Good learning behaviours include high levels of engagement and focus, and long term personal development in line with our personal development goals of Resilience, Aspiration, Morality, Co-operation, Adaptability and Respect. During September and ongoing, children will be reminded what good learning behaviours look like and praised for trying to use them on a regular basis.  


To embed this effort, our PSHE curriculum (which uses resources accredited by the PSHE Association) underpins the teaching of positive behaviours across the school community.  To this end, as our pupils return to school,  children from Nursery to Year 6 inclusive, will study a single text to support a transition curriculum.  The text, Here We Are: Notes for Living on Planet Earth by Oliver Jeffers, addresses the following themes: 

  • Earth’s place in the wider universe  
  • The Earth’s environment
  • Our place on the planet as humans 
  • How we, as humans, relate to each other 
  • Other species and our responsibility towards them 
  • Belonging and community 
  • Our responsibility as world citizens

The units of work, devised by the Centre for Literacy in Primary Education, CLPE, is intended to be a unifying mechanism to bring us back together (albeit in bubbles) as a school community and will reinforce behaviour expectations as well as key objectives of the PSHE and English curriculum. 


We discuss, share and agree behaviour expectations at the start of each academic year and throughout the year at appropriate times. This ensures that children and staff recognise the importance of consistency in approach and actions, so the agreed expectations continue to be displayed, positively modelled and praised throughout the academic year. We are continuing to use the 'Stay on Green' behaviour system as per the Addendum to Behaviour Policy, 01.06.2020.  


Pupils must act responsibly, and conduct themselves in and out of school in a thoughtful and polite manner, in order to ensure the reputation of Leys Primary School as a safe, and supportive community, is sustained. 


Behaviour by all members of our school community will always adhere to fundamental British Values. We insist that all parents and visitors abide by the Parent / Visitor Code of Conduct (see Policy section of the website or enquire at the school office) and show consideration, tolerance and respect for the rights and needs of others in and around our school. 


We teach children about positive relationships and how the behaviours associated with this endeavour helps them to keep safe.  At the start of each academic year, children are reminded of the members of the Keeping Safe Team: the members of staff and governors whom children can speak to if anything is troubling them. 



Principles in summary:

• All children, staff and visitors have the right to feel safe at all times at school

• Leys Primary is an inclusive school. All members of the school community should be free from discrimination of any sort. Measures to protect children MUST be set out in the Behaviour for Learning, Anti-bullying and Safeguarding policies

• The school rules should be clearly set out in the Behaviour for Learning and Anti-bullying Policy and displayed around school.  Governors expect these rules to be consistently applied by all staff

• Governors would like to see a wide range of rewards, consistently and fairly applied in such a way as to encourage and reward good behaviour around school

• Sanctions for unacceptable/poor behaviour should be known and understood by all staff and pupils and consistently applied

• It is recognised that the use of rewards and sanctions must have regard to the individual situation and the individual student and the Headteacher is expected to use his discretion in their use. Sanctions should however be applied fairly, consistently, proportionally and reasonably, taking into account SEND, disability and the needs of vulnerable children, and offering support as necessary

• The Governors strongly feel, that exclusions, particularly those that are permanent, must only be used as the very last resort

• The Governors expect pupils and parents to cooperate to maintain an orderly climate for learning

• 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 according to the Parent / Visitor Code of Conduct or the Home School Agreement, 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

• The Governors expect the Headteacher to include guidance on the use of reasonable force, within the Behaviour Policy.



Mrs P J Gough

July, 2020

  • “I am very happy with Leys. My daughter’s progress at this school is amazing, I think the teachers are amazing.” (Parent)
  • “I’m starting to love this school! You all have made such great progress and I urge you: Keep up the great work!” (Parent)
  • “All pupils, whatever their different needs or abilities, make good progress.” (OFSTED)
  • “The school has improved considerably since its last inspection.” (OFSTED)
  • An outstanding learning environment. All the children were engaged with their learning. A very friendly staff. (Borough Adviser)
  • “Teachers have high expectations. They know what pupils can do and what they need to learn next.” (OFSTED)