Positive Relationships and Behaviour Policy

As a Rights Respecting School our philosophy and ambition for our pupils is underpinned by our four Core Values and the values and principles of the United Nation’s Convention on the Rights of the Child (UNCRC).

Article 3: Everyone who works with children should do what is best for each child.

Article 19: You should not be harmed and should be looked after and kept safe.

Article 28: School discipline should respect children’s dignity and rights.

Article 37: If you do the wrong thing, you have a right to be treated fairly.

Pupils at JCP demonstrate positive attitudes towards their learning and behaviour. We aim to create an ethos where children’s strengths, attitudes and positive behaviours are nurtured, acknowledged and reinforced through effective strategies.

At the heart of our school ethos are our College Values, Aspire, Inquire, Excel and Belong. These form the foundations of school life and are at the heart of all we do. ‘Belong’ is our most important value and places key importance on building positive relationships across the whole school community.

Our ambition for all pupils at JCP:

At JCP we will develop happy, confident, caring pupils, who enjoy positive relationships and show compassion and respect for others. 

Pupils will grow as individuals and feel valued. We will strive to forge a strong and supportive community that reaches out around the world. 

Pupils will demonstrate a growing awareness about the choices they make and the impact these have on their environment. We want to develop hardworking, independent learners and creative thinkers.

Our Pupils will be encouraged to take full advantage of opportunities and to aspire to the highest standards. We aim for our pupils to be inquisitive, ambitious and motivated in their approach to learning. 

Pupils will grow in independence, be reflective in their thinking, be eager for challenges and be resilient enough to cope with any setbacks they may face. 

This policy is written with the value of Belonging as central to our core purpose and how we manage our relationships, emotional safety, well- being and behaviour. We value pupils, parents, staff and governors as important members of our School Community.

Responsibilities  

All Staff have responsibility to:

• Prioritise the safety and wellbeing of all pupils at all times.

• Consistently communicate and model high expectations for behaviour and learning, encouraging pupils to make positive choices.

• Actively promote the Positive Behaviours Code and integrate it into daily school life and the curriculum.

• Reinforce the attitudes and dispositions of Successful Learners to nurture a growth mindset.

• Use the language of our Core Values - Aspire, Inquire, Excel and Belong

• Praise and reinforce positive relationships and behaviour using House Points.

• Be consistent with praise and consequences.

• Listen and offer constructive solutions.

• Offer support to address unacceptable behaviour and avoid escalation.

• Use a serious but calm tone when managing behaviour.

• Pro-actively monitor the playground, corridors and shared areas.

• Follow the management structure to ensure effective communication/action.

• Record and report wellbeing concerns, behavioural issues, and bullying incidents promptly.

• Act safely and responsibly in accordance with the Behaviour Policy and Restrictive Physical Intervention Policy.

• Always challenge unacceptable behaviour – Ignoring is Condoning

Class Teachers have responsibility to:

• Actively develop pupils’ understanding and engagement with the Positive Behaviour Code, integrating it into classroom routines and learning.

• Liaise regularly with lunchtime staff to share playtime focuses and address any behaviour concerns, ensuring consistency across the school day.

• Assess pupil behaviour, create targeted action plans where necessary, and monitor progress to support positive outcomes

• Communicate effectively with parents and carers to share behaviour updates, celebrate successes, and collaborate on strategies for improvement.

Key Stage Leaders have responsibility to:

• Support and advise colleagues who are concerned about individuals or groups of children.

• Ensure the recording of incidents, actions and reviews are in place.

• Evaluate behaviours, develop action plans and monitor behaviour.

• Involve the Deputy Head, SENCO, Counter Bullying Lead, Headteacher where appropriate.

• Liaise with parents and other support agencies.

• Address focuses and issues in Key Stage assemblies.

Deputy Head teacher and SENCO have responsibility to:

• Support pupils, staff, and parents by coordinating appropriate interventions in response to serious behaviour incidents or ongoing concerns.

• Work closely with Class Teachers to develop, implement, and monitor individual behaviour action plans.

• Maintain effective communication with parents and external support agencies to ensure a cohesive approach to pupil wellbeing.

• Oversee the implementation of the Positive Relationships and Behaviour Policy and report regularly to the Governors’ Safeguarding and Wellbeing Committee.

• Lead the review and revision of the Positive Relationships and Behaviour Policy to ensure it remains effective and up to date.

• Regularly monitor Class Charts and other tracking systems to identify patterns of negative behaviour and ensure timely, data-informed interventions or classroom support.

The Headteacher has responsibility to:

• Support pupils, staff, and parents by coordinating appropriate interventions in response to serious behaviour incidents or ongoing concerns.

• Work closely with Class Teachers to develop, implement, and monitor individual behaviour action plans.

• Maintain effective communication with parents and external support agencies to ensure a cohesive approach to pupil wellbeing.

• Report to the Governing Body any suspensions and exclusions of pupils.

Parents have responsibility to:

• Support and uphold the school’s Positive Relationships and Behaviour Policy to ensure consistency between home and school.

• Communicate promptly with the school regarding any concerns about their child’s wellbeing or behaviour.

• Engage actively in home-school programmes and initiatives designed to promote positive behaviour and strengthen relationships

PSHE Co-ordinator has responsibility to:

• Support the wellbeing and safety of all pupils and staff.

• Develop key themes and values in assemblies to create whole school focuses.

• Develop, support and monitor the development of PSHE curriculum and circle time.

• Review and revise the Positive Relationships and Behaviour Policy.

The Governing body is responsible for:

• Supporting the application of the school's policy on behaviour.

Our Positive Behaviours Code

All staff will communicate high, consistent expectations of positive behaviour and learning attitudes, encouraging ‘good choices’ and giving positive verbal feedback. The ‘Positive Behaviours Code’ will be clearly displayed in all classrooms, and staff will plan for and regularly communicate them in the day-to-day life of the school and curriculum.

Reinforcement of Positive Attitudes and Behaviours

House Points will be awarded to recognise and encourage positive behaviours. Staff will actively plan for and promote attitudes and dispositions that build children’s confidence, independence, resilience, and a growth mind-set across all aspects of learning.

 We work closely with parents so that children receive consistent messages about how to behave at home and at school. We expect parents to support their child’s learning and to co-operate with us. We try to build a supportive dialogue between home and school, and we inform parents if we have concerns about their child’s welfare or behaviour. As part of our behaviour policy, we recognise that parents should be fully informed about their child’s behaviour. Every effort is made to ensure that there is good communication between home and school. Should a child’s behaviour be cause for concern then parents will be contacted and the matter discussed.

 It is our job to deal with incidents that arise in school. We ask parents not to intervene with another child’s parents or with another child, but to report the matter to us in school. If a parent would like to discuss an issue about their child’s behaviour or that of another child, we would ask that they contact their child’s class teacher in the first instance.

Positive Behaviour Management 

The school bases its principles and values on positive behaviour support and endeavours to create an environment where pupils feel safe, secure and valued. Our philosophy is based on one of prevention as opposed to reactive management.

 Any pupils who present a known risk as a result of their behaviour towards themselves or others will have a Behaviour Support Plan. The support plan will be written by the class teacher and a member of the senior leadership team and will detail the target behaviours that are of critical risk. This may be accompanied by an individual risk assessment that will detail the behaviours of risk and risk reduction strategies. See Positive Behaviour, Exclusions & Part-Time Timetables Policy and Practice (CYPES)

Restrictive Intervention 

There are occasions when restrictive physical intervention (RPI) is an appropriate response to the risks presented in a particular situation. However, the scale and nature of any physical intervention must be proportionate to both the behaviour of the individual to be controlled, and the nature of the harm they might cause. See Positive Behaviour, Exclusions & Part-Time Timetables Policy and Practice (CYPES)

Behaviour Management Structure

Most behaviour incidents are effectively managed by Class Teachers, Learning Support Assistants or Playtime Supervisors. However, when additional support is required, incidents are escalated through the following structured pathway to ensure appropriate intervention and resolution.

1. Class Teacher

   • Manages and supports day-to-day behaviour and relationships.

   • Assesses behaviour concerns, plans and implements interventions, and monitors progress.

   • Reviews development regularly and maintains communication with TAs/Lunchtime Staff/Parents/Carers.

2. Key Stage Leader (SLT)

   • Provides guidance and support to staff regarding individual pupils or groups.

   • Coordinates with the SENCO and Counter Bullying Lead to assess needs and develop action plans.

   • Oversees the implementation and monitoring of interventions.

   • Maintains regular communication with parents/carers.

3. Deputy Headteacher / SENCO

   • Offers strategic support and advice to staff, pupils, and parents.

   • Coordinates assessments and interventions, including referrals to external agencies.

   • Monitors and responds to serious or persistent behaviour concerns.

   • Maintains close liaison with parents/carers.

4. Headteacher

   • Provides leadership and oversight for the most serious or complex behaviour cases.

   • Supports staff, pupils, and families through high-level behaviour concerns.

   • Maintains overall responsibility for behaviour policy implementation and parental engagement.

Rewards and Consequences

Rewards  

Most children at JCP behave well and respond to positive encouragement. We aim to create an ethos where children’s strengths and positive behaviour are continually acknowledged and reinforced by praise. In addition to class teacher praise, we also reward by giving a House Point, and adding a House point to a chart. Children earn a House Point by displaying behaviours from our Positive Behaviours Code which reflect our Core Values.

Specific observable behaviours which might be acknowledged include:

In addition to House Points, we reward in the following ways:

• Showing work to other staff or the Headteacher/Deputy Headteacher.

• Members of staff letting parents know about their child’s positive behaviour.

• Classes and Year groups will have their own stickers, stamps, good choice tickets, certificates, praise pads etc. to celebrate positive attitudes and behaviours.

• Additional points awarded for House events.

• Celebration Assemblies focus on our Positive Behaviours Code.

Consequences 

Most pupils respond well to a friendly reminder. However, for those who struggle to meet behaviour expectations or repeatedly challenge school rules, a structured framework of consequences is in place. Each incident is treated individually, taking into account the pupil’s history and context. The steps below are not sequential and staff should use professional judgment and escalate appropriately.

Playground consequences

Importance of Playtime and the use of ‘Time Out’.

It is crucial to recognise the importance of playtime for all children, especially those who may exhibit challenging behaviours. Playtime provides an essential opportunity for children to release energy, develop social skills, and engage in physical activity, which can significantly impact their overall well-being and ability to focus in the classroom.

Withdrawing playtime completely can be counterproductive, as it often affects those children who need it the most to self-regulate and manage their emotions. Instead, we should aim to use playtime constructively, offering supervised and structured activities that help children learn positive behaviours and interact appropriately with their peers. By maintaining playtime, we support the holistic development of every child, ensuring they have the necessary breaks to thrive both academically and socially.

As part of children’s emotional and social development and learning, children will have regular focus on appropriate, safe play, creative games and how to play collaboratively. However, if an occasion occurs where staff on duty in the playground have an immediate concern about the nature of play, ‘Time Out’ may be used as a strategy for a child or group of children. This is a time for a child to have some calm, reflective time away from the situation that has resulted in inappropriate play. The duty member of staff will identify a bench/area away from others or walk with them whilst they reflect on their behaviour.

After an agreed period, a discussion will be had and the child will be reminded about safe, appropriate play. Play suggestions/reminders will be given, the member of staff may initiate an appropriate game, or the child will be integrated into a different game with other children. Duty staff will then monitor the play.

Monitoring Behaviour

To support the monitoring of behaviour management, we use Class Charts, an online platform, that enables real-time tracking of pupil behaviour to log and record negative behaviours. This system allows staff to:

• Record negative behaviours consistently.

• Monitor individual and class-wide behaviour patterns.

• Identify emerging concerns early and respond with timely interventions.

• Share relevant behaviour data with senior leaders to support decision-making and planning.

Class Charts provides a clear, consistent overview of each pupil’s behaviour journey, helping us to maintain high expectations and ensure every child receives the support they need.

Support for Persistent Behaviour Concerns

When a pupil displays ongoing or repeated negative behaviours, Class Teachers are encouraged to seek support from senior staff. In such cases, Key Stage Leaders, the Deputy Headteacher, or the SENCO will provide tailored advice and guidance. This may include reviewing current behaviour management strategies, suggesting modifications to classroom routines, and implementing additional structures to support positive behaviour. The aim is to work collaboratively to create a consistent, supportive environment that meets the needs of the pupil and promotes positive change.

If inappropriate behaviour persists or becomes a regular concern, the Class Teacher may recommend the development of a Behaviour Support Plan and Chart. Behaviour Support Plans will be used when there are persistent or repeated behaviour incidents. They will be written with the Key Stage Lead or SENCo and recorded in Provision Map. This will be reviewed half-termly and shared with parents.

Before implementation, all Behaviour Support Plans must be reviewed and approved by the Key Stage Leader, Deputy Headteacher, or SENCO to ensure consistency and appropriate support.

Once agreed, the plan will be:

• Shared with the pupil’s parents/carers.

• Monitored regularly by staff.

• Reviewed and adjusted as needed to support the pupil’s progress.

For more serious or repeated behaviours, the Behaviour Support Plan will be developed in close collaboration with the Deputy Headteacher/Headteacher, and may involve additional support strategies or referrals to external agencies.

Restrictive Physical Intervention 

Sudden or uncontrolled behaviour is very rare, and should be avoided through a proactive, rather than a reactive approach. In this situation, the Headteacher/Deputy Headteacher should be called, and the parents informed that the child has been removed from class.

Use of restraint is not used unless the child is a danger to themselves or others. We will ensure we have members of staff that are trained in physical restraint techniques.

In cases of extremely poor behaviour or if there are no responses to all our previous strategies, children may be excluded from school. This is in accordance with the CYPES Suspension Policy. Any type of exclusion is made known to CYPES and it is recorded in the child’s file. Parents have the right to appeal against an exclusion. We will also exclude children from outings if this is where the problem lies.

It is our job to support children’s behaviour in school. We would ask parents not to intervene with another child’s parents or with another child, but to report the matter to us in school.

Children with Specific Needs  

Some children with very specific difficulties find it hard to behave appropriately. If a child’s behaviour gives cause for serious concern, we can give additional support in school to try to support. We can also, but only with the agreement of parents, seek the assistance of, for example, the Behaviour Support Team or an Educational Psychologist.

Record Keeping and Monitoring 

The Headship team and Senior staff will monitor the effectiveness of the policy on a regular basis and, if necessary, will make recommendations for further improvements. The school keeps updated records on our SIMs school database, Class Charts, Provision Map and My Concern of:

• Wellbeing concerns and actions

• Behaviour/Serious behaviour incidents, actions and reviews

• Behaviour Support Plans

• Bullying incidents, actions and reviews (See Counter Bullying Policy)

• Any pupil who is suspended for a fixed term or who is permanently excluded.

SLT will monitor Class Charts regularly and report figures termly to Governors. The findings will be taken into consideration when prioritising whole school developments.

Related Policies:  

School 

Counter Bullying Policy

SEN Policy 

Child Protection Policy

Safeguarding Policy

PSHE Policy  

CYPES 

Positive Behaviour, Exclusions & Part-Time Timetables Policy and Practice  

Appendix 1 - Behaviour Chart/Play Plan

• JCP Behaviour Chart/Play Plan