At Greenhill Primary School, we want every child to feel safe, happy, included and ready to learn. Central to this is a strong sense of belonging. We want every child to know that they are a valued member of our school community, that they are known and cared for by the adults around them, and that they have an important part to play in making Greenhill a positive place for everyone.

We see belonging more widely too. Greenhill is a community of children, families, staff and governors, with strong links to the community around us. We want our families to feel welcomed, valued and part of school life, and our children to understand that belonging to a community brings both opportunities and responsibilities.

We believe that excellent behaviour grows from strong relationships, high expectations and consistent routines. Our approach is rooted in our school values of Resilience, Honesty, Engagement, Kindness and Respect. These values are taught, modelled and celebrated throughout school and help children understand not simply what we expect, but why their behaviour and choices matter.

Our expectations

At Greenhill, we have high expectations for every child. We explicitly teach the behaviours and routines we expect across every part of the school day, so that children understand what positive behaviour looks like and why it matters.

We aim to develop children who can increasingly regulate their own behaviour, make positive choices and take responsibility for their actions. As they move through school, we want pupils to become increasingly independent, considerate of others and confident in making the right choices, even when an adult is not there to remind them. Older pupils are encouraged to recognise their responsibility as role models for younger members of our school community.

Our expectations are about more than good behaviour. Through our school values and the fundamental British Values of democracy, the rule of law, individual liberty, mutual respect and tolerance, we aim to develop responsible, respectful citizens who understand that they are part of something bigger than themselves. Children learn that they belong to their class, their school, their local community and wider society; that everyone has rights and responsibilities; that their choices affect others; and that difference should be understood and respected.

Ultimately, we want children to leave Greenhill with the self-regulation, values and sense of responsibility they need to contribute positively to their communities and wider society.

Recognising positive behaviour

Positive behaviour, effort and attitudes to learning are noticed and celebrated throughout Greenhill.

Class Dojo points are one of the ways we recognise children who demonstrate our school values, make positive choices, show effort in their learning and contribute positively to our school community. Dojos sit alongside our Values Badges, House Points, certificates and celebration assemblies, helping children see that their everyday choices and efforts matter.

We want recognition to reinforce the behaviours and values we are developing, while building children’s sense of pride, responsibility and belonging within our school community.

When things go wrong

Children will sometimes make mistakes. When this happens, adults respond calmly, consistently and proportionately. Children are supported to reflect on what happened, understand the impact of their choices and consider what they can do to put things right. Our restorative Fix-It approach helps children learn from mistakes, repair relationships and reconnect positively with their school community.

Where behaviour is more serious or repeated, appropriate consequences are used alongside support and clear expectations. Children remain valued members of our community even when their behaviour has fallen below our expectations. Our role is to help them understand what has happened, repair where necessary and make better choices next time.

We also recognise that fair does not always mean everyone receiving exactly the same response. Where a child needs additional support, we work with the child, their family, our SENDCo and other professionals where appropriate to identify strategies, reasonable adjustments and targeted support.

This does not mean lowering expectations. It means identifying and removing barriers so that every child has the best possible opportunity to meet them, participate fully and experience a genuine sense of belonging at Greenhill.

See below for our full behaviour management policy.

Greenhill Behaviour management Policy 2026-7

Working together

Belonging at Greenhill extends to our families. We want parents and carers to feel welcomed, listened to and confident that they are important partners in their child’s education. Strong relationships between home and school help children feel secure, reinforce consistent expectations and allow us to address concerns early.

We also want children to recognise their place beyond the school gates. Through their experiences at Greenhill, we encourage them to value and contribute to their local community, respect people whose lives and experiences may be different from their own, and understand what it means to be a responsible citizen.

Above all, we want Greenhill to be a calm, purposeful and inclusive community where children and families feel that they belong; where everyone is known, valued and respected; and where our children develop the independence, self-regulation and values they need to make a positive contribution to Greenhill, their local community and the wider world.