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Our therapeutic approach to behaviour management has been inspired by the Step On training we received from Cambridgeshire Steps in the academic year 2022-2023. This policy outlines the purpose, nature and management of behaviour in our school in line with Cambridgeshire Steps.  


At Glebelands, we want the children to be the best they can be and fulfil their potential in an environment that fosters learning, respect, responsibility, laughter and friendship. To help us do this, we follow the 5 Rs.  

We strive to be:  

  • Ready 
  • Resilient 
  • Respectful 
  • Reflective 
  • Responsible 


Our behaviour policy will enable us:  


• To create an enriched emotionally literate environment that is safe and secure.  

• To create calm and purposeful learning environments where children can learn with confidence.  

• To foster and maintain respect for ourselves and others, our cultures and backgrounds, well-being and property.  

• To encourage all children to take responsibility for their own choices, develop self-discipline, self-control and independence.  

• To celebrate diversity, promote inclusion and enhance positive relationships in school.  

• To enhance the quality of the learning and teaching through positive behaviour management and equality of access.  

• To encourage children to reach their full potential by recognising their achievements and scaffolding their learning.  

• To work in partnership with parents through effective communication to establish high expectation of behaviour and celebrate achievements.  

• To support children with their behaviour using the resources within the school. 

• To support children to develop their own strategies to manage a variety of situations. 

It is our belief that good behaviour stems from excellent relationships, clear expectations that have been communicated effectively and are modelled and challenged by all and by recognising and valuing achievement. It is also important to understand that we all make mistakes and that we can move forward without carrying our mistakes with us. There are many complex reasons why behaviour expectations are not met and it is the duty of every adult to look carefully behind the behaviour to identify the underlying causes and support and tackle these hidden issues.