At Cheetwood Primary School, we are committed to creating a safe, respectful and nurturing environment where all pupils feel valued and are supported to achieve their best academically, socially and emotionally.

Our approach to behaviour is underpinned by strong relationships, clear expectations and a commitment to supporting pupils’ emotional wellbeing. We believe that positive behaviour is best developed through understanding, consistency and partnership with families.

As a UNICEF Rights Respecting School, children’s rights, responsibilities and relationships underpin everything we do.

Our Approach to Behaviour

We recognise that behaviour is a form of communication. Our approach focusses on:

• Building positive, trusting relationships
• Teaching pupils to understand and regulate their emotions
• Supporting pupils to take responsibility for their choices
• Repairing relationships following conflict

We use restorative approaches to help pupils understand the impact of their behaviour, take accountability and rebuild relationships in a supportive and respectful way.

 

Rights, Rules and Expectations

Behaviour at Cheetwood is guided by:

• Class Charters, created and agreed by pupils and adults based on children’s rights
• A clear set of Golden Rules, displayed and reinforced across the school

These provide a shared language and consistent expectations, helping pupils feel safe, confident and ready to learn.

 

How Behaviour Is Supported Day to Day

Behaviour is supported consistently throughout the school day through proactive, relational approaches.

Day-to-day support includes:

• Adults modelling calm, respectful behaviour
• Clear routines and expectations
• Use of visual prompts and reminders to support understanding
• Explicit teaching of emotional regulation through PSHE and everyday interactions
• Opportunities for pupils to pause, reflect and make better choices
• Restorative conversations to resolve difficulties and repair relationships

Where pupils experience difficulties, staff respond calmly and proportionately, focusing on support rather than punishment. Pupils are always given the opportunity for a fresh start, with dignity and learning at the centre.

 

Promoting Emotional Regulation and Wellbeing

Supporting pupils’ emotional wellbeing is central to our pastoral approach. We support pupils to recognise, understand and regulate their emotions through:

• Weekly PSHE lessons
• Consistent use of the Zones of Regulation across school
• Access to pastoral interventions, including emotional literacy and therapeutic support
• Calm spaces and trusted adults to support regulation

This helps pupils develop the skills they need to manage feelings, build resilience and engage positively with learning.

 

Positive Behaviour and Recognition

We place strong emphasis on recognising and celebrating positive behaviour. Pupils are rewarded through:

• Verbal praise and acknowledgement
• House points and stickers
• Certificates and celebration assemblies
• Golden Tickets for positive behaviour during free time

Rewards are used to build confidence, self-esteem and a strong sense of belonging within the school community.

 

Supporting Pupils with Additional Needs

Where pupils experience ongoing or more complex difficulties with behaviour, support is carefully planned and adapted to meet individual needs. This may include:

• Additional pastoral or therapeutic support
• Individual behaviour or pastoral plans
• Use of calm or regulation spaces
• Close communication and partnership with families
• Support from the Inclusion Team and, where appropriate, external professionals

Behaviour support for pupils with SEND is aligned closely with our SEND and Inclusion approaches.

 

Working in Partnership with Families

We believe behaviour support is most effective when school and home work together. We prioritise open communication with families and work collaboratively to support pupils’ wellbeing and development.

Parents and carers are encouraged to contact school if they have any concerns about their child’s behaviour or emotional wellbeing.

 

Further Information and Contact

This page provides an overview of our behaviour and pastoral approach.
Full details, including procedures and guidance, can be found in our Behaviour Policy.

 

Pastoral and Behaviour Lead
Rachel Fisher
Head of Pastoral Care and Behaviour

 

For further support or to discuss concerns, please contact the school office to arrange a meeting.