Our Behaviour Principles

This is a statement of principles, not practice. Practical applications of these principles are the responsibility of the Headteacher, who will develop the Behaviour Policy in line with these principles. These principles are reviewed annually by governors and are published on the school website, in accordance with DfE guidance.

Our Children

At Farsley Springbank, we believe every child has:

• The right to be seen, heard, valued and safe, both emotionally and physically.
• The right to learn in a calm, predictable and respectful environment, free from disruption.
• The ability to develop responsibility for their actions through support, reflection, and connection.
• The right to a fresh start, knowing that mistakes are part of learning and relationships can be repaired.

Our Approach

We take a relational and restorative approach to behaviour, rooted in trauma-informed practice and emotion coaching. We aim to guide children in building self-awareness, emotional regulation, and strong, respectful relationships with others.

• We focus on proactive, positive relationships, where connection and consistency form the foundation for positive behaviour.
• We recognise and reinforce emotionally healthy behaviours, with a focus on effort, kindness and self-regulation.
• We apply our policy consistently, while making reasonable adjustments for children with SEND, emotional needs or vulnerabilities.
• We listen to understand, not simply to respond — and support children to reflect on their behaviour with empathy and guidance.
• We prioritise early help and emotional support for children who find behaviour more difficult, offering time-in rather than time-out.
• We work in partnership with parents and carers, sharing strategies and maintaining trust and open communication.
• For children needing more, we co-create Personalised Plans and seek advice from external professionals as appropriate.

Adults in School

The adults in our school community model the behaviour we expect from our children.

• We model calm, respectful and consistent behaviour at all times.
• We use relational language and respond to behaviour using emotion coaching and restorative conversations.
• We recognise that every behaviour is a form of communication, especially for children with unmet emotional or developmental needs.
• All staff receive ongoing training in trauma-informed practice, emotion coaching, and restorative approaches.
• We apply responses to behaviour that are proportionate, supportive and focused on reflection and repair, rather than punishment.
• Where physical intervention is absolutely necessary to keep someone safe, it is used as a last resort, in line with our Care and Control Policy and Team Teach training.
• We have a shared commitment to fairness, dignity and inclusion, and do not tolerate discrimination, harassment or bullying in any form, including online.

Governors’ principles

The Governing Body of Farsley Springbank expects the following overarching principles to guide practice:

• All children, staff and visitors have the right to feel safe at all times. Safeguarding and promoting welfare are paramount.
• Farsley Springbank is an inclusive school. Bullying, harassment or discrimination of any description is not tolerated. These expectations are outlined in the Behaviour Policy and Equality Policy in line with the Equality Act 2010.
• Children should be actively involved in developing and reviewing school rules. These should be simple, consistent and clearly communicated.
• High standards of behaviour are expected and the Behaviour Policy should be applied fairly and consistently by all staff.
• The use of positive praise should be used to recognise effort, kindness, and self-regulation, not just compliance.
• Consequences must be clearly understood by staff and pupils and be applied fairly, proportionately and reflectively, considering individual needs.
• The school will work in partnership with parents and carers, and use a graduated response to behaviour that considers unmet needs.
• Children should be given regular opportunities to support each other’s learning and behaviour through peer relationships and group responsibilities.
• Exclusion, particularly permanent exclusion, should only ever be used as a last resort when all other strategies and support have been exhausted, or where there is serious risk to safety.
• Where a pupil may be placed in alternative provision or removed from roll, the school must demonstrate that this decision is in the child’s best interest and based on thorough consultation, planning, and review.
• The school does not tolerate violence, abuse or threatening behaviour towards staff from any member of the community. Governors support appropriate action to maintain a safe working environment for staff.
• The Headteacher must ensure staff understand their powers with regard to searching pupils for prohibited items, using reasonable force when absolutely necessary, and managing behaviour outside of school hours or off-site.
• In accordance with DfE guidance, the school prohibits the use of mobile phones and smart technology during the school day to support focus, wellbeing, and safeguarding.

Relational Behaviour policy

You can find our Relational Behaviour policy on the page below.