Trehopcyn Primary School

Positive Relationship Policy

Date: January 2025

Review Date: January 2026

This policy is to be reviewed annually.

INTRODUCTION

At Trehopcyn Primary School, we believe that positive behaviour is essential for creating a safe, happy, and effective learning environment. Our positive relationship policy is rooted in respect, resilience, and responsibility, which we see as the foundations for nurturing confident, well-rounded pupils. We aim to cultivate a sense of community where every child feels valued, motivated, and encouraged to take responsibility for their actions. By promoting positive relationships, high expectations, and a shared sense of belonging, we support pupils in becoming respectful and compassionate individuals, both inside and outside of school.

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AIMS

At Trehopcyn Primary School, we aim to:

• Create an Ethos of Value and Respect: Build a school community where everyone feels valued, respected, and part of a supportive environment.
• Embed Core Values: Ensure that our core values underpin everything we do, guiding both behaviour and learning.
• Promote Positive Behaviour: Foster a culture of respect, self-discipline, and collaboration by building strong working relationships with all members of the school community.
• Encourage Responsibility: Help learners understand that they are responsible for their behaviour and the consequences of their actions, while fostering an awareness of how their behaviour impacts others.
• Ensure Safety and Wellbeing: Create a safe, inclusive space where all members of the school can thrive emotionally, socially, and academically, ensuring safety both in and out of class, including during transitions around the school.
• Celebrate Success: Recognise and reward positive behaviour to encourage consistency, making positive reinforcement simple and consistent through clear procedures for celebrating excellent behaviour.
• Understand Behaviour as Communication: Recognise that behaviour is a form of communication, often signifying a learning or emotional need. We respond in a non-judgemental and empathetic manner to address the root cause of the behaviour.
• Foster Parental Involvement: Encourage and foster active support from parents and carers in achieving these aims, building a partnership that supports pupils' personal growth.
• Ensure Inclusivity: Provide an environment that is fully inclusive and responsive to the diverse needs of all pupils and staff, promoting an equitable learning environment for everyone.

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By embedding these principles, we strive to create a community where positive behaviour and mutual respect drive success and wellbeing for all.

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OUR EXPECTATIONS

At Trehopcyn Primary School, we believe that both children and adults play a vital role in creating a positive, respectful, and effective learning environment. Our expectations are designed to support the development of responsible, empathetic individuals who contribute positively to the school community.

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We expect children to:

• Learn well and to the best of their ability: Engage fully in their learning and strive for personal improvement.
• Communicate politely and courteously: Use kind and respectful language when talking to others.
• Show respect for others: Value personal space and differences, treating everyone with kindness and consideration.
• Accept responsibility for their behaviour: Understand that they are accountable for their actions and decisions.
• Support the learning of others: Behave in ways that contribute to a positive learning environment for all.
• Care for the environment and property: Respect and look after school property and the environment.
• Be honest: Always tell the truth and admit to mistakes.
• Respect diversity: Be understanding and accepting of each other's culture, behaviour, and differences.
• Listen effectively: Pay attention when others are speaking and consider their viewpoints.

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We expect adults to:

• Greet children warmly each morning: Welcome children with a positive, friendly attitude to start their day well.
• Use trauma-informed protective practices: Apply practices that are sensitive to the emotional needs of all children, particularly those who may have experienced trauma.
• Be fair and consistent: Treat all pupils equally and fairly, providing clear boundaries and expectations.
• Model positive relationships and behaviour: Lead by example, demonstrating respectful, caring, and responsible behaviour in all interactions.
• Follow school policies and procedures: Uphold and implement the policies and guidelines of the school consistently.
• Support and listen to children: Provide a safe space for children to express themselves, and help them reflect on their behaviour in a constructive and supportive manner.

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By fostering mutual respect and accountability, we aim to create a harmonious and supportive environment where all members of our school community can flourish.

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STRATEGIES FOR PROMOTING POSITIVE BEHAVIOUR

• Clear Expectations: Behaviour expectations are consistently communicated to pupils in an age-appropriate manner. Each classroom displays the school’s core expectations, and teachers regularly discuss them.
• Modelling Positive Behaviour: All staff model respectful, responsible, and ready behaviour in their interactions with pupils, colleagues, and the school community.
• Positive Reinforcement:
• Verbal Praise: Immediate and specific praise for good behaviour.
• Recognition: Class awards, Dojo points, and certificates for pupils who demonstrate excellent behaviour.
• Celebration Assemblies: Weekly assemblies to celebrate pupils' contributions to the school community, effort in learning, and personal growth. Certificates for #TeamTrehopcyn Award (Respectful, Resilient, Responsible) and OSCAR Award (Class Achievement) as well as celebrating out of school achievements.
• Restorative Practices: When behaviour falls short, we aim to use restorative approaches that help children reflect on their actions and understand how they can make amends.
• Inclusive Environment: Ensuring that all children feel included and that individual needs are met. This includes working closely with parents, carers, and external agencies where necessary.

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PRAISE AND RECOGNITION

At Trehopcyn Primary School, regular praise and positive attention are integral to our ethos. We believe that recognising and promoting behaviour that goes ‘above and beyond’ encourages a positive, motivated school culture. All staff are committed to celebrating achievements and excellent behaviour in ways that are meaningful to each child.

Our staff understand that sometimes a quiet word of personal praise can be just as powerful as a public acknowledgment. We actively notice good behaviour, comment on it, and share it with others when appropriate, ensuring that children feel valued and supported.

�Forms of praise we use are:

• Verbal Feedback: Immediate and personal praise given directly to the child.
• Class Dojo Points: Pupils earn dojo points for good behaviour, hard work, out of school work
• OSCAR Award: A child from each class is recognised for outstanding work or effort and awarded in assembly.
• #TeamTrehopcyn: For showing respectfulness, resilience and responsible behaviour.
• Stickers and Notes Home: Positive behaviour recognised with a sticker or note to share with parents.
• Teacher Speaks to Parents/Carers via Class Dojo or in person at the school gate: A personal conversation with parents or carers to celebrate a child’s success.
• Sent to Another Member of Staff to Share Good News: Allowing children to share their achievement with another member of staff for added recognition.

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By consistently recognising and celebrating positive behaviour, we create an environment where all children feel motivated to do their best and support one another.

SCHOOL RULES

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At Trehopcyn Primary School, we are:

RESPECTFUL

• We respect ourselves, our school and our community.
• We show kindness to one another.
• We think before we act.

RESILIENT

• We have the courage to keep trying, even when things are challenging.
• We try to be as independent as possible, even if we think we won't succeed.
• We reflect on our work and behaviour, even when times are tough.

RESPONSIBLE

• We make the right choices to keep us safe and are honest when things go wrong.
• We are trustworthy and dependable, and accountable for the way we act.
• We look after our property.

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ADDRESSING INAPPROPRIATE BEHAVIOUR

While our focus is on positivity and celebrating good behaviour, we recognise that there are times when inappropriate or disruptive behaviour must be addressed to maintain a safe and supportive learning environment. Our approach is rooted in clear communication, reflection, and restorative practices to help pupils understand the impact of their behaviour and encourage positive change.

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Strategies for Managing Behaviour:

• Verbal Reminders: Children are given verbal cues to correct their behaviour and are reminded of the school rules and expectations.
• Reflection Time: Pupils may be asked to take a moment to reflect on their behaviour either in the classroom or another supervised space. This allows them to think about their actions and consider the consequences.
• Restorative Conversations: After a reflection period, children are encouraged to discuss their behaviour, its impact on others, and what they can do differently in the future. This helps foster accountability and empathy.
• Behaviour Logs: Repeated or serious behaviours are logged, and parents/carers are informed. This ensures that patterns are identified early and addressed appropriately.
• Individual Support Plans: Where necessary, personalised behaviour plans are created for pupils who need extra support in managing their behaviour, ensuring they receive the guidance and strategies needed to succeed.

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When Behaviour is Inappropriate or Disrespectful, Adults Will:

• Remind Children of School Rules: Reinforce the expectations and rules that guide positive behaviour.
• Discuss Behaviour and Its Impact: Talk to the child about their behaviour, how it affects others, the class environment, and what the consequences of their actions may be.
• Seek Support from Senior Management: If necessary, staff may ask a senior management team (SMT) member for assistance in dealing with the behaviour.

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• Remove the Child from Class: In situations where behaviour is disruptive to the rest of the class, the child may be temporarily removed, or in certain situations, the class may be relocated to ensure learning can continue (this will only be used in an extreme case, where the adult feels that the child may cause harm to themselves or others).
• Use the Interventions Room: Remind pupils of the option to visit the intervention room, providing a calming space for self-regulation if needed.
• Involve Parents/Carers: Behaviour concerns are discussed with parents or carers to ensure a unified approach in supporting the child’s behavioural development.

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By addressing behaviour in a consistent, thoughtful, and empathetic way, we aim to guide children towards making better choices, helping them grow into responsible and reflective individuals.

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RESTORATIVE BEHAVIOUR MANAGEMENT

Throughout the school day, conflicts or behaviour incidents can arise. When they do, our staff are committed to resolving these issues through restorative practices, which focus on understanding the root causes of behaviour rather than resorting to punishment. Staff engage in thorough investigations and detailed enquiries to gain insight into the situation. This process allows children to explore their emotions, understand the impact of their actions, and reflect on how others may feel.

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By encouraging pupils to take responsibility for their behaviour, we provide them with the opportunity to learn from their experiences and make better choices in the future. Through this approach, staff work closely with pupils, using routine and structure to prevent future incidents and promote a harmonious learning environment.

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ANTI-BULLYING

At Trehopcyn Primary School, we strongly believe that every child has the right to feel safe and secure, both physically and emotionally. We maintain a zero-tolerance approach to bullying in any form. Our goal is to foster a climate of respect where bullying and anti-social behaviours are not accepted or tolerated.

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Bullying is defined as “deliberate hurtful behaviour” that is repeated over a period of time and can take many forms, including:

• Physical: Hitting, kicking, or other physical harm
• Verbal: Name-calling, insults, or threats
• Exclusion: Purposefully isolating someone from a group or activity
• Indirect: Spreading rumours or gossiping
• Cyberbullying: Using technology to harm or intimidate others

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Staff take all reports of bullying seriously and act promptly to address the issue. Victims are offered support through our ELSA (Emotional Literacy Support Assistant) practitioner, their class teacher, or another emotionally available adult. Our Senior Management Team (SMT) is involved in handling bullying cases to ensure a coordinated and effective response.

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To help prevent bullying, we regularly hold assemblies and lessons on the topic, including participation in Anti-Bullying Week, teaching pupils the importance of kindness, inclusion, and respect.

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TRAUMA-INFORMED SCHOOL

We are committed to supporting the mental health and wellbeing of all pupils, ensuring that emotional challenges do not become barriers to learning. Our staff have been trained in understanding Adverse Childhood Experiences (ACEs), and we aim to incorporate trauma-informed practices into every aspect of school life.

Our ELSA worker, who leads this initiative, provides guidance and support to staff as they implement trauma-sensitive approaches in their daily interactions with children. By fostering a nurturing and understanding environment, we aim to meet the emotional needs of our pupils and help them thrive academically, socially, and emotionally.

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PARTNERSHIP WITH PARENTS AND CARERS

We believe that behaviour management is most effective when there is a strong partnership between school and home. We regularly communicate with parents about their child’s behaviour, both positive and areas of concern, and invite collaboration in supporting their child’s development.

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OUR CURRICULUM

At Trehopcyn Primary School, we actively support our children’s behavioural and emotional development through various aspects of our curriculum and school practices. We believe that by fostering self-awareness, respect, and empathy, children will not only excel academically but also grow into responsible and emotionally intelligent individuals. We help children make progress with their behaviour and emotional development by:

• Promoting UNICEF Rights of the Child: Embedding these rights into our lessons and weekly assemblies to instill a sense of global citizenship and respect for others.
• PSHE (Personal, Social, Health, and Economic Education) Sessions: Focusing on emotional and social development, helping children build resilience and positive relationships through the “Jigsaw” PSHE Scheme.
• ELSA Interventions: Providing support from our Emotional Literacy Support Assistant (ELSA) or another practitioner to address specific emotional needs.
• Un Llais (Pupil Voice): Encouraging children to take an active role in supporting their classmates through peer support and leadership initiatives.
• Intervetion / ELSA Classroom: Considering the use of a nurturing class environment for children who may need additional support to regulate their emotions and behaviour.

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MONITORING AND RECORDING

To ensure that all behavioural and safeguarding concerns are addressed effectively, we have clear procedures for monitoring and recording incidents:

All staff are required to record safeguarding concerns using ‘MyConcern’, ensuring that any issues are logged and acted upon appropriately.

A home-school communication book / regular Class Dojo messages may be used to improve the connection between home and school, supporting the child in both environments.

For repeated behaviour concerns, a behaviour log is kept in a secure folder on the server/school Drive, where SMT can monitor patterns and provide additional support.

If TeamTeach strategies (positive handling) have been used, a detailed log is completed to ensure transparency and accountability.

When a child attends a partner school as part of a behaviour intervention, regular communication between both schools is maintained to track progress and ensure consistency.

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EXCLUSION

At Trehopcyn Primary School, our priority is to work with children to build trusting relationships, helping them to understand and manage their behaviour so that they can be successful and enjoy school. Exclusion is only considered as a last resort when other strategies have been exhausted. If a fixed or permanent exclusion becomes necessary, we follow the latest guidance from the Local Authority to ensure fair and consistent practice.

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RESPONSIBILITIES

Creating a harmonious school environment where children can reach their full potential is the shared responsibility of all stakeholders. Each group plays a crucial role in promoting positive behaviour:

• Children: Take responsibility for their own behaviour, understanding its impact on themselves and others.
• Teachers and Practitioners: Encourage, model, and address behaviour, providing clear boundaries and nurturing positive relationships.
• Senior Management Team (SMT): Guide and support staff in managing behaviour effectively, offering strategies and interventions when needed.
• Governing Body: Oversee the conduct and ethos of the school, ensuring that policies are adhered to and that the school environment supports positive behaviour.
• Parents/Carers: Support their children to behave in the best way possible, reinforcing the values of respect and responsibility at home.

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By working together, we create a positive, respectful, and supportive environment where every child can thrive academically and socially.

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CONCLUSION

At Trehopcyn Primary School, we are committed to creating a positive and nurturing environment where every child is respected, valued, and encouraged to reach their full potential. By focusing on positive behaviour, we ensure that our school is a place where everyone can enjoy learning and growing together.

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