Relational Behaviour policy

Vision and Rationale

At Farsley Springbank we are committed to building a safe, nurturing, and inclusive learning environment where behaviour is understood as communication, and emotional development is prioritised.  We adopt a relational and restorative approach that is trauma-informed and follows an emotion coaching structure but is underpinned by clear and consistent rules, routines and boundaries. We believe that consistency and relational connection are the most effective ways to support children in developing self-regulation, empathy, and accountability.

Aims

• To establish clear, consistent routines and boundaries that help children feel safe and supported, while guiding them to take ownership of their behaviour and understand its impact on themselves and others
• To create a culture that promotes positive behaviour through consistent approaches and emotionally responsive practice.
• To use trauma-informed and emotion coaching strategies to support all children, particularly those with additional needs.
• To ensure that we have the highest expectations so that everyone can learn in a safe, nurturing and inclusive environment.

Our policy is built on respect earned through trust—not compliance through fear.  You can read the full policy below.

Our Behaviour Principles

Our Behaviour Principles can be found on the page below.
These principles are reviewed annually by governors and are published on the school website, in accordance with DfE guidance.