It is a primary aim of our school that every member of the school community feels valued, safe and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school behaviour and relationships policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure.

A Relational Approach:

At Comberton, we recognise that relationships are vital for all children in school. It is through relationships that children learn to feel safe, belong, and understand themselves, others and the world. We recognise that behaviour is a form of communication, and believe that getting to know children well and understanding their motivations, triggers and needs paves the way to forming positive relationships, and is the best pre-curser for promoting positive behaviour rooted in intrinsic motivation.

• The school expects every member of the school community to behave in a considerate way towards others.

• We aim to treat all children fairly and apply this behaviour & relationships policy in a consistent way.

• Our policy aims to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.

• We will develop the skills of self-discipline, social acceptance, co-operation, respect and tolerance as part of our curriculum in order to achieve our academic objectives.

• We work together with parents, pupils, staff and outside agencies to achieve our goals.

• We share our behaviour expectations with the pupils and use supportive feedback and corrective actions systems appropriate to the age group.

• We ensure the system of supportive feedback and corrective actions apply to all children regardless of gender, ability, disability, race or religion.

• We continually reflect on our procedures to ensure teaching and learning styles are appropriate and match the requirements of the curriculum, teaching behaviour and self-management skills in PSHRE lessons.

• We aim to create a classroom ethos where pupils feel safe, accepted, can focus on learning and positive relationships are formed.