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Sherwell Valley Primary School

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Our Behaviour Principles

Sherwell Valley Primary School Governors’ Written Statement of Behaviour Principles


Safeguarding Statement

At Sherwell Valley Primary School we respect and value all children and are committed to providing a caring, friendly and safe environment for all our pupils so they can learn in a stimulating, purposeful and secure atmosphere. We believe every pupil should be able to participate in all school activities in an enjoyable and safe environment and be protected from harm. This is the responsibility of every adult employed by, or invited to deliver services at Sherwell Valley Primary School. We recognise our responsibility to safeguard all those who access school and promote the welfare of all our pupils by protecting them from physical, sexual and emotional abuse, neglect and bullying.


Governors’ Written Statement of Behaviour Principles

Under the Education and Inspections Act, 2006, the Governing Body is charged with the duty to set the framework of the school's policy by providing a written statement of general principles relating to behaviour and discipline, taking into account the needs of all pupils.


The purpose of this statement is to give guidance to the Headteacher in drawing up the Behaviour and Discipline Policy by stating the principles, which governors would expect to be followed.


The policy aims to underpin the Governors’ duty of care to pupils and employees, promote teaching and learning and high standards of attainment and preserve the reputation of the school. The statement is available upon request from the school and can be found on the school’s website. It is also held in the School Office.


This statement and the Behaviour & Discipline Policy will be reviewed on a two yearly basis, unless changes at national or local level necessitate an exceptional review. This statement is informed by our mission and value statements: Cooperation, confidence, enjoyment and respect.


We value the development of strong, positive and appropriate relationships among all members of our school community so that everyone feels welcome and included. We have high expectations of everyone and we will actively promote equality of value whether race, gender, age, sexuality, religion or disability.


The policy will be applied with consistency and fairness, with regard to each individual situation. The emphasis will be on encouraging positive behaviour through high expectations; a focus on learning; appropriate praise and celebration of outcomes. It is recognised however, that on occasions sanctions are necessary to demonstrate that challenging behaviour is not acceptable; to provide boundaries and make our expectations clear.


When children do not meet our expectations, either through consistent low level disruption or more severe incidences, we will always try to teach the child what is expected, without humiliation or in public view.


There will be times when children do not fulfil our expectations. At these points, we will enable the child to reflect on, and learn from, their behaviour and to make reparation wherever possible. Because of our focus on positive behaviours and the opportunities for pupils to learn from their mistakes, we expect lower than the national average rates of exclusion.


Some children, for example those with special educational needs, physical or mental health needs, and looked after pupils can experience particular difficulties with behaviour and the school will seek to ensure that such pupils receive behavioural support according to their need. The school will always be responsive to the needs of children and will make its expectations of behaviour clear to staff and children.


We will always work with parents and carers to understand their children and their circumstances and believe this relationship is an important part of building a strong learning community.



Behaviour and Discipline in schools: a guide for Head Teachers and school staff. DfE 2012 Dealing with Allegations of Abuse Against Teachers and Other Staff. DfE, 2012

Exclusion from maintained schools, Academies and Pupil Referral Units in England: A guide for those with legal responsibilities in relation to exclusion, DfE 2012


Review Frequency – 2 years

Review date July 2021

Full Governing Body