Rodmersham School Behaviour Policy  

At Rodmersham, we set high expectations for behaviour because we believe this creates the best environment for learning. Our whole staff team follows the same consistent approach so that children always know what to expect and feel supported to make good choices. We want pupils to take responsibility for their actions, repair relationships where needed, and move forward positively.

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Our Core Belief

We maintain high expectations for behaviour because a calm, consistent environment helps every child learn and thrive. Staff work together to apply the policy reliably so pupils always know what is expected of them.

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Our Behaviour Approach

1. Positive Language & Responsibility

• Model calm, respectful communication.

• Encourage children to take responsibility for their choices.

• Recognise effort – not perfection.

2. Focused Praise

• Praise is specific and meaningful.

• We highlight positive choices to help children repeat them.

3. Restorative Practice

• Conversations help pupils understand feelings, repair harm, and rebuild trust.

• Not every restorative conversation is shared with parents; staff decide case by case.

4. Clear, Fair Consequences

• Consequences are consistent and proportionate.

• They sit alongside restorative work, not instead of it.

5. Communication with Families

• Class Dojo is used to share behaviour information with parents.

• This promotes accountability and strengthens home–school partnerships.

6. Tiered Behaviour System

Children move through tiers depending on the level of support or intervention needed.
This includes:

• reminders and reflection

• restorative conversations

• targeted support

• senior leader involvement where needed

The aim at each tier is repair, reflection, responsibility and re-engagement with learning.

7. Supporting Children with Emotional Dysregulation

Some pupils experience strong emotions they struggle to manage. Signs may include:

• anger, frustration or sudden outbursts

• crying, withdrawal or shutdown

• difficulty coping with everyday situations

Every child who needs it has a Behaviour Profile Plan so staff respond consistently with:

• co-regulation

• calm, low-demand language

• use of safe spaces

• planned de-escalation strategies

8. Restorative Tools: Comic Strip Conversations & SOCS

We use visual tools to help children understand situations and learn from them.

9. SOCS Framework

• Situation – What happened?

• Options – What choices were available?

• Consequences – What followed each choice?

• Solutions – How can we fix it and do better next time?

These tools support emotional understanding, perspective-taking and relationship repair.

10. Recording Behaviour

We record incidents when there is:

• a pattern, escalation or repeated dysregulation

• aggression or unsafe behaviour

• damage to property

• concerns about attendance, punctuality or wellbeing

• safeguarding concerns

• communication with external agencies

Recording helps us track patterns and put early support in place.

11. ABC Charts (Antecedent–Behaviour–Consequence)

Used to identify triggers and patterns:

• A – Antecedent: what happened before

• B – Behaviour: what the child did

• C – Consequence: what happened after

This informs targeted support and consistency across staff.

12. Physical Intervention (Last Resort Only)

Physical intervention is:

• never used as punishment

• used only when a child is at immediate risk of harming themselves, others, or property

• carried out by trained staff

• the minimum force necessary, for the shortest time

• accompanied by de-escalation strategies and follow-up support

Staff are not permitted to use any action that may cause harm or restrict breathing.

 

Our Commitment

Rodmersham School is dedicated to:

• a safe, calm environment

• respectful relationships

• teaching pupils to self-regulate

• consistency and fairness

• working closely with families

Our approach ensures that every child feels supported, understood and ready to learn.