We hope that you enjoy your visit to our website, and that you find any information you are looking for. Please feel free to contact the school direct with any queries you may have. Thank you for visiting!
We hope that you enjoy your visit to our website, and that you find any information you are looking for. Please feel free to contact the school direct with any queries you may have. Thank you for visiting!
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Aim High, Inspire, Make a Difference
At our Spring Meadow Primary School and School House Nursery, we believe in the importance of relationships to ensure that children feel valued, safe and secure. Relationships also provide a sense of connection with members of staff and of belonging to the whole school community.
Our school reflects the values of the Essex Approach to understanding behaviour and supporting emotional wellbeing known as Trauma Perceptive Practice (TPP). The TPP values are:
We endeavour to make sure that at our school these values run through all the school policies and practice. Our own values of Aspiration, Social Justice, Perseverance, Inclusion, Resilience and Equity support the principles of TPP.
Our practice is also underpinned by the Local Authority ‘Ordinarily Available’ Strategy that defines the provision that should be in place for ALL pupils in our school.
It is a core aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. This Relationships and Behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe, secure and able to learn.
We value each individual child and work with families, the community and beyond to offer diverse experiences and support for pupils and families in a caring and safe environment. We develop children to be confident, life-long learners and compassionate, respectful members of their community and the world.
We always prioritise the safety of our children and staff. Everything we do in school is underpinned by our safeguarding procedures.
Strong relationships between staff and pupils are vital. Our staff are fair and consistent with our children, (considering individual needs), enabling pupils to feel safe. Equally, our staff are approachable and curious to learn each child as an individual and there to help first and we help our children to understand this. It is also recognised that for some children and young people, variance on these processes will be made in order to meet any specific social, emotional, learning or other needs which require a personalised approach.
Our Statement of Behaviour Principles
We believe that:
A Relational Behaviour Model
At our school we have adopted and use the relational behaviour model which is the approach from TPP.
Behaviour is something to
Children and young people
are prone to make mistakes and highly responsive to the environment and the context
Behaviour management is predominantly through
Children who don’t manage should be
understood and included
Boundaries and limits are to
keep everyone safe and to meet everyone’s needs
Rules should be
developed together and adapted where needed
only used within a process of restore and repair
‘Inappropriate’ behaviour is
a sign of unmet need, stress (difficulty in coping), lack of understanding and skills
The causes of the difficulties are
mostly in the environment and within the context of relationships
The solutions lie in
understanding what the behaviour tells us about the child and their need
Practice and policy effectiveness is measured by
wellbeing and the capacity to adapt and make reasonable adjustments to meet the needs
‘Stress regulators not behaviour managers’
Taken from ‘Know Me to Teach Me’ Louise Michelle Bomber‘
We have high expectations for our children, while recognising many children have specific and individual needs. The following expectations cover all times of the school day and where children are representing the school out of hours or off site. This means we:
It is everyone’s responsibility to remind and support children when these expectations are not met, whatever the reason. Equally it is important to comment positively when they are being met. Staff model expected behaviours, attitudes and habits.
Any behaviour that falls below the expectations of our school (e.g., disruption to learning, unkind, disrespectful, unsafe, or inconsiderate actions), will require some level of intervention. Remembering that every interaction is an intervention, it is important to remember that the strongest approach to support a child is through their relationship with the familiar adults in their class. At all points we try to ensure we keep a strong connection with the child having difficulties. We use positive recognition, as appropriate, to ensure the child knows we are still there, and that we recognise their effort and any changes they have made.
At our school, staff ensure clear expectations and good routines are in place for:
Under no circumstances will illegal or inappropriate items be brought into school, and all children will respect and look after the school premises and environment. The following behaviour is regarded as completely unacceptable and will result in serious action and possibly in exclusion, depending on the circumstances:
What do we do to teach and promote positive management of behaviour?
At Spring Meadow, we want to develop intrinsic motivation in our children i.e. we want them to display positive behaviours because they understand that this is the right thing to do, not because they are promised a reward or are afraid of sanctions or consequences.
All classrooms at Spring Meadow Primary School & ‘School House’ Nursery have an Appreciation board. This is used to celebrate behaviour and attitudes which go ‘above and beyond’ for each individual child. Once earned, this recognition cannot be withdrawn.
‘Hot Chocolate Friday’ is a weekly reward for children who have gone consistently ‘above and beyond’ throughout the week.
In addition, we anchor expected good behaviour through a range of reinforcements such as:
Viewing behaviour as a learning process
At our school we accept and understand that behaviour is a learning process. Children will push limits, boundaries, and societal norms as part of their development. They may also react in different ways to stress, boredom, lack of understanding, over-excitement, and disappointment. We also consider that past trauma and / or emotional stress may impact and result in their reactions to certain situations, words, smells etc. At our school staff view poor behaviour choices as inevitable. This means that we offer support, help and guidance to the children so that they can learn from their behaviour responses and aim to make adjustments next time and to reduce the number of times the unwanted responses are seen.. It is our role, as fully developed adults, to help guide children and young people, to make helpful and positive choices when they can, by listening to them and explaining the impact their behaviour has on others (known as co-regulation). We know that this is the best way to respond to our children’s behaviour and maintain our relationship with them. The approach we strive for is based on the premise of ‘connection before correction’.
Our general responses to mistakes and incidents
Our school believes in the power of using restorative approaches. Such processes do not shy away from using consequences, such as loss of privileges where logical, they also focus on the need to take responsibility for finding a constructive way forward for all concerned. This might mean a sincere apology followed by an act of kindness. Such approaches encourage the children of our school to think not only of the consequences of their behaviour on themselves, but also to consider the impact of their actions on others.
In using this process at our school, we use four questions:
• What do you think happened?
• What were you feeling or thinking at the time?
• Who has been affected?
• What can we do to make things right? (What should happen next?)
Using this approach, children have the opportunity to reflect on what’s happened and the impact this may have had on others. They can have the chance to show the person that has been affected by their action that they are sorry. This can be in the form of verbal, written, picture, or an action. Important to have in here that this process cannot be started until the child has had time and input to get pace to a state of self regulation and I think also important to state this must not be done the day after where at all possible this needs to be completed on the day nothing should mean the child goes home with this still ongoing the following day as this drastically increases anxiety and sets them up for the following day to already be of a heightened dysregulated state.
Where possible, a logical consequence (natural reparation) is used e.g., clean graffiti off the door, clean up the mess, or pay for replacement of items. Where this is not possible a close alternative should be used. Again this should happen on the day they need to know the next day is a fresh start.
At our school the staff work with the child to ensure that they have learnt from an incident so that they can be successful next time. Teaching of the skills required may be necessary to enable a different outcome next time. The impact of our approach is evident in the relationships forged throughout the school. The strategies involved, which include active listening, respectful discussion and taking ownership of issues, result in a positive ethos. We are aware as a staff that this takes time and repetition to achieve a long term positive change in behaviour patterns.
Using logical consequences
The use of consequences
Consequences can be a useful response to behaviours, remembering that some behaviours result in positive consequences. When responding to unwanted behaviour, the consequences we use in our school always have a clear link to the incident and help the child or young person to learn how to behave more appropriately should a similar situation occur, tailoring this to the needs of the individual.
It is helpful to view consequences as protective and / or educational. Best practice suggests that all protective consequences should run alongside educational consequences, as it is unlikely that long-term behavioural change will occur without this. These consequences must be acted upon on the day not held over. It is good practice for the child to know when this is ended so a fresh start can be clear.
Protective consequences: these are required to protect the rights of others and keep a child or young person safe. At our school this may include:
Educational consequences: at our school we use these to teach, encourage, support and motivate the child or young person to behave differently next time through better understanding. Examples include:
Relatively low impact
• Calling out
• Distracting others
• Refusal to complete assigned activity
• Disrespectful comments
Verbal Interventions– e.g.
I know you (use the child’s name here) can behave better than this. I’d really like to see that.
Thank you (child’s name) could you just (give the child a job to do to distract).
Reflection support during break time or lunchtime with
I can see there’s something wrong (use their name) (acknowledge their right to their feelings)
I’m here to help and listen. Tell me what happened
Talk and I’ll listen (it may be possible for staff to find out how the situation has developed, or how it may be resolved)
Resolutions take place in class, by class adults and DO NOT need to be recorded on CPOMS
Relatively higher impact
1. SLT notified.
2. Opportunity for reflection.
3. Restorative approach followed. Including social and emotional package of work led by the Inclusion Team
Inclusion Leader to set an individualised programme to support the pupil.
4. Incident form completed for discriminatory incidents.
5. Incident recorded.
6. Parents notified by telephone by SLT member.
7. Outcome will be personalised based on previous behaviour, severity, response from pupil(s) this will be led by the Inclusion Leader
8. Withdrawn or changes to timetable. Parents/carers to be informed of decisions via phone or face to face.
9. If response leads to Fixed-term exclusion – parents/carers also notified in writing. Re-integration meeting to be held directly after fixed-term exclusion.
Ways to Record Incidents of Concern
We have a clear process and system in place to record incidents that occur. We use the information effectively to enable strategic oversight and to influence and review practice. We use the online system CPOMS to record behaviour and safeguarding concerns and actions.
How to record incidents using CPOMS
CPOMS is the electronic management system that Spring Meadow Primary School uses to record, action and monitor safeguarding and behaviour concerns.
Every staff member has their own personal login which can be accessed at the following web address. https://springmeadow.cpoms.net/ This means that all staff, whatever their role in school, are able to record and alert the relevant safeguarding staff and school leaders to any incident of concern. In order that incidents can be clearly tracked, all staff should use their own logins to record incidents and not record the reports of others under their name. Please ensure that each incident is recorded separately so that numbers and types of incidents can be accurately tracked. It is important that the date and time of the incident is recorded accurately, by changing the date of the report. Otherwise, the chronology of incidents cannot be tracked.
Staff will be able to view incidents that they have reported and any other incidents that they have been alerted to.
Senior Leaders and the Inclusion Team have additional permissions which allow them to see and act on all reported incidents and undertake analysis of the information stored. Their logins are protected by two-factor authentication to ensure confidentiality.
If you have a concern with safeguarding or behaviour you must update CPOMS as soon as possible after the event and at least by the end of the next day. If you do not have time to make the report on the same day, please ensure that you have verbally updated the relevant people or sent a short email to alert them to an incident. It is always advisable to complete CPOMS as soon as you can while events are fresh in your mind.
The table below shows who should be assigned to an incident (i.e. they need to take action / responsibility) and who should be alerted (i.e. those who need to be aware of the situation but do not necessarily need to act).
Kind of Concern
Safeguarding Concern (low level)
Safeguarding Concern (high level)
Behaviour (high level)
All safeguarding concerns (however small) should be logged as they may be part of a bigger picture. Low level concerns should be flagged to the classteacher, but serious concerns should not as a matter of course. Mandy Theobald will consult with Nicky to agree who else needs to be made aware of serious concerns and referrals.
It is important that high level or persistent behaviour concerns are recorded so that an accurate picture can be built up over time to inform support requirements. The Inclusion Team may well be involved in dealing with high level incidents but they should also be alerted to reports on CPOMS. Minor behaviour issues such as refusal to complete work, or low level disruption in class does not need to be recorded on CPOMS (although you may wish to keep your own records in class).
Each incident will need to be assigned to one or more predefined categories within the system. Again, the accurate assignment of categories will support accurate tracking and analysis.
When reporting incidents of any kind, please make sure that reports are accurate and factual. You should avoid the use of emotive language such as ‘kicked off’ or ‘trashed the room’, instead please describe the behaviours themselves e.g. he then shouted “xxxxx” at Mrs X and ran out of the door throwing two chairs at the cupboard and overturning a table. Please also ensure that any adults involved are named and their involvement is accurately recorded. So ‘the incident was witnessed by 2 other adults’, please state for example, ‘ the incident was witnessed by Miss X and Mr Y. Miss X was standing next to the tree and Mr Y was observing from a distance’.
It is also really important to make sure that any actions that you take following any incident are recorded including whether parents have been informed.
Further support and training can be provided if needed.
How we support children and young people with additional Social, Emotional and Mental Health needs
At our school, we acknowledge that some children will have additional needs. We recognise that children may experience a range of social, emotional, mental health needs which present themselves in many ways. These may lead to children displaying challenging, disruptive or stress related behaviours. These behaviours may also reflect underlying social interaction difficulties, developmental trauma, sensory or medical needs or clinically diagnosed needs such as autisic spectrum disorder, attention deficit hyperactivity disorder, foetal alcohol disorder or attachment difficulties.
We will always endeavour to understand behaviour, support emotional wellbeing and make reasonable adjustments to our provision to support progress and engagement using a variety of strategies developed with key adults within the child’s life (these may include staff, family and /or professionals) in order to best meet their needs. In Essex, this is done in the context of the Ordinarily Available Strategy, supported by One Planning and an Educational Health and Care Plan where appropriate. We also recognise the needs of children and young people with Special Educational Needs and Disabilities (SEND) and follow the policies and procedures associated with supporting these children, including but not limited to, the SEND code of practice, Equal Opportunities and Disability Act.
We understand that the behaviour(s) most likely comes from a place of stress which may come from anxiety, fear or as a result of a barrier to learning or past trauma. We have a duty to strive to help children return to a place of regulation, within their ‘Window of Tolerance’, as only then will the child be in a place to learn, connect and thrive.
Ways to Support Understanding
At our school we believe that understanding what the behaviour is communicating to us is the first part for planning a response.
Our Principles - the things we will do as adults
The Head Teacher:
Other Senior Leaders:
Classroom Staff (teachers and LSAs):
Harm from dysregulated (stressed) behaviour
Our school always prioritises the safety and welfare of all staff and children, recognising that everyone is entitled to a safe and supportive environment. Any incident (verbal or physical) which compromises safety can be perceived as harmful. Our staff understand through training that this behaviour is not necessarily deliberate, rather it is often due to a stress response, however it is never acceptable for a child or adult to be physically or emotionally hurt.
Supporting those who have been harmed
Our staff and children receive the individual support they need in response to any incident where the behaviour has compromised the wellbeing of someone else, causing harm. Occasionally there may be times, despite all reasonably practicable measures being taken, when prevention is unsuccessful, and someone is harmed. At these times our school ensures that this person (adult or child) is fully supported.
We always consider the following:
Our school recognises that some people are more at risk than others in their work, and where this is the case, we ensure there is appropriate support available.
Risk Assessment Process
In our school we use a risk assessment process as the starting point for preventing harm for identified vulnerable children. It identifies what is likely to cause stress to them, using all the information known about the child. Once all this information is at hand, a strategy for supporting a situation appropriately and keeping everyone safe can be developed. An example of information to be included in the risk assessment can be found in the appendices.
Physical intervention (control and restraint) - the use of reasonable force
At our school we make sure we are aware of our duties of care and follow the law. The law states that it is permissible to use reasonable force to prevent pupils committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom.
The use of physical intervention techniques is only one aspect of co-regulation and is the last resort when it is deemed absolutely necessary. It may resolve a short-term situation, but the long-term aim must be to help the child or young person to be able to self-regulate during times of stress.
If such actions are necessary, the actions that we take aim to use the minimum amount of force necessary for the minimum amount of time necessary. Where physical intervention is needed, this is recorded and reported immediately to the head teacher.
Our school follows this Essex Guidance ‘Understanding and Supporting Behaviour - Safe Practice for Schools and Educational Settings (Including the use of restrictive / non-restrictive physical intervention)’
It can be found here
Social, Emotional and Mental Health Portal for Schools, Colleges and Settings - Essex Guidance and Let's Talk Resources
Within this guidance, it is regarded as best practice to record every incident where the use of restraint has been deemed absolutely necessary and to follow the other recommendations set out in this document.
This includes reporting to ECC via MySafety.
Where it has been deemed necessary to use a restrictive physical intervention, the detail of this should be accurately recorded and the incident communicated to parents. Parents should be informed of the incident initially by phone and it should then be followed up in writing.
Screening and searching pupils
At our school we are all aware that there are two sets of legal provisions which enable school staff to confiscate items from pupils:
‘The general power to discipline’ and the ‘Power to search without consent’; from the ‘Behaviour and discipline in Schools - Advice for headteachers and school staff’ (January 2016)
Behaviour and Discipline in Schools - A guide for headteachers and school staff final draft.docx (publishing.service.gov.uk)
From this guidance our staff understand that they may confiscate items that are of high value, deemed inappropriate and are against the school policies or are causing concern. Where a specific policy about the item does not exist, the teacher should use their discretion about whether the item is returned to the child or to their parent/guardian. Items returned to the child should usually be returned no later than the end of that school day. If the item needs collecting by a parent/guardian, the teacher should ensure that the parent/guardian is made aware that an item has been confiscated – either through the child or via text/phone call. Where the item is of high value or deemed inappropriate, contact should be made directly with the parent/guardian.
Staff do have the power to search without consent for “prohibited items” including:
Keeping Children Safe (DfE, 2021)
Reducing the Need for Restraint and Restrictive Intervention (DfE, 2019)
Use of Reasonable Force (DfE, 2013)
Behaviour and Discipline in Schools (DfE, 2016)
Exclusion from maintained schools, academies and PRUs in England (DfE, 2017)
Searching. screening and confiscation (DfE, 2018)
Positive environments where children can flourish (Ofsted 2018, updated 2021)
Creating a Culture: how school leaders can optimise behaviour (DfE, 2017)
Reviewed: Summer 2022
Next Review: Summer 2023