Our Approach to Relationships and Behaviour

At Rose Hill Primary School, we believe that children learn best when they feel safe, calm, happy and valued. Our Relationships and Behaviour Policy sets out how we create a positive, inclusive culture where all pupils can thrive academically, socially and emotionally.

Our Shared Expectations

Everyone in our school community has the right to learn without disruption and to feel listened to, respected and safe. We expect all pupils and adults to:

• Be Kind
• Be Safe
• Be Ready to Learn

We actively promote the values of being Reflective, Resilient, Resourceful, Respectful, Responsible and Risk-taking, and we do not tolerate abuse, discrimination or behaviour that harms others.

A Therapeutic, Inclusive Approach

Our behaviour approach is underpinned by Therapeutic Thinking, recommended by Suffolk County Council. Rather than simply rewarding or sanctioning behaviour, we focus on understanding why behaviour happens and teaching children how to manage feelings, solve problems and build positive relationships.

We view behaviour as communication. Staff analyse behaviour to identify underlying needs, including emotional regulation, life experiences or unmet needs, and respond in ways that support long-term behaviour change.

Teaching Behaviour Explicitly

Good behaviour is taught just like reading or maths. Through our behaviour curriculum, pupils learn:

• What valued behaviour looks like and why it matters
• How to recognise and manage emotions
• How actions affect others

All pupils are taught Zones of Regulation as part of PSHE and assemblies to develop emotional literacy and self-regulation skills.

Supporting All Pupils

We believe in equity – giving every child the support they need, when they need it. Most pupils succeed through our universal expectations and teaching. Where children need extra help, we use a graduated approach, providing targeted and personalised support, including therapeutic plans if required.

Responding to Behaviour

• Valued behaviour is recognised and celebrated through certificates, house points and special awards.
• Detrimental behaviour is responded to with logical consequences that help children learn and repair harm.
• Protective consequences (such as increased supervision) are used only when necessary to keep everyone safe.

Serious or dangerous behaviour may result in suspension or, in rare cases, permanent exclusion, in line with national guidance.

Working in Partnership

Strong relationships between school and home are essential. We work closely with parents and carers to help children succeed and expect open, respectful communication.

This policy reflects our commitment to high expectations, inclusion, fairness and the emotional wellbeing of every child.