This is a statement of principles, not practice. Practical applications of these principles and of the school policy are the responsibility of the  Headteacher and school staff. These applications are set out for Staff, Parents, Carers and Children in two documents: ‘Y2-6 Behaviour approaches’ and ‘EYFS-Y1 Behaviour approaches’ which sit alongside our whole school policy. This statement has been adopted by the Governing Board as a whole and will be reviewed annually. This written statement and the Behaviour and Positive Relationships policy are reviewed by the Governors, Senior Leadership and our Staff Team during our inset September.       The contents of both are shared in an appropriate way with children and families shortly afterwards to ensure there is clarity of expectations. 

Governor Written Statement of Principles

  The Governors of St Luke’s C of E believe that the children are at the heart of all that we do and every decision that we make. We have a nurturing, loving ethos where Christian values permeate through the life of the school. Every pupil understands that they have the right to feels safe, valued and respected and learn free from the disruption of others. 

At our school we value everyone as an individual, capable of growth, change and development. Our relationships are underpinned by the principles of equality, mutual respect, fairness and consistency. 

The purpose of this statement is to provide a basis for the positive relationships and behaviour policy and guidance for St Luke’s by stating  the principles that the Governors expect to be followed. These include

• All children, staff and visitors have the right to feel safe at all times at school. All pupils, staff and visitors are free from any form of discrimination
• Our St Luke’s Way ‘Ready, Respectful, Safe and Loving’ applies to different norms, different activities and situations within school life. Expectations of behaviour should be reasonable and provide a clear purpose in supporting pupils’ welfare and learning. They should be achievable by pupils and never set children up to fail.
• Our school is inclusive. No one is left out or left behind. All members of the schools’ communities should be free from discrimination of any sort. Measures to protect children should be set out in the Behaviour, Equality, Anti-bullying, Online Safety and Safeguarding policies
• Trauma-informed approach to behaviour in its schools as well as endorsing the five pillars of good practice advocated by Paul Dix. These include consistent, calm adult behaviour; first attention for best conduct; relentless routines; well-informed interventions as well as restorative follow-up
• Equity  Rewards and sanctions should be very fair and achievable by all pupils. The leadership team is expected to evaluate the application of their policy for bias over time and take action to address any that is identified. Staff are also expected to be conscious of the cultural norms of different pupils and parents and to account for these in their interactions. We refer to these as reasonable adjustments
• A positive approach to behaviour management, led by consistently and fairly applied rewards for good behaviour. Rewards should dominate over sanctions. The behaviour system in each school should strongly emphasise that attention is awarded for positive, not negative behaviour. Praise and reward should not simply be there to celebrate outstanding behaviour; it must be used very regularly to highlight and reinforce normative expectations. Regular rewards should be achievable for simply doing the right thing.
• Learning the skills of emotional self-regulation is key, as is the development of positive identity and character. Our curriculum and school policy should not simply be about managing existing behaviour. It should be about teaching good behaviour and positive identity.
• Expectations for ‘good’ behaviour should be clear, understood by pupils, staff and parents and consistently applied by all staff.  Pupils, parents and carers should be clear about the rewards and incentives that the school implements routinely. Both reward and sanction should be timely: both lose meaning rapidly if children have to wait too long to receive them. 
• Sanctions for poor behaviour should be known and understood by all staff and pupils and consistently applied. Staff are expected to address low-level disruption in class effectively, to ensure the best possible learning environment for all pupils.
• It is recognised that a general behaviour system may not be effective for some pupils, in which case reasonable adjustments and/or extra provision may need to be put in place. The school’s pastoral team are expected to use their discretion in approving bespoke approaches to the behaviour of individual pupils. In all circumstances, rewards and sanctions should be applied fairly, consistently, proportionally and reasonably, taking into account SEND, disability and the needs of vulnerable children, and offering support as necessary. 
• Exclusions, particularly those that are permanent, must only be used as the very last resort.
• Education is a partnership with parents/carers. Parents need to cooperate to maintain an orderly climate for learning. The governors endorse the rights and responsibilities of parents, pupils and staff summarised in the school’s behaviour guidance.
• Violence, threatening behaviour or abuse by pupils or parents towards the schools’ staff will not be tolerated. If a parent does not conduct themselves properly, the school may ban them from the school premises and if the parent continues to cause disturbance, they may be liable to prosecution. 
• School staff adhere to the guidance on the use of reasonable force within the Behaviour Policy and/or refer to this legislation accordingly. In school, Governors expect staff to apply the principles of ‘team teach’ and that key staff are routinely trained.
• The Headteacher and Senior Leadership team make good provision for effective record keeping and long-term monitoring of behaviour in each school. This is to give insight into behaviour patterns in individuals and across the school, enabling effective response. It is also to facilitate proper evaluation of the schools’ work on behaviour and inform planning for improvement.