Our pupils are typically well motivated to learn, as we have created a culture of high expectations regarding behaviour and attitudes to learning. Our "behaviour blueprint" provides a clear visual reminder of our policy.
This policy supports the rights respecting principles and is particularly applicable to the following articles:
Article 2
The Convention applies to everyone: whatever their race, religion or abilities, whatever they think or say, whatever type of family they come from.
Article 3
The best interests of the child must be a top priority in all things that affect children.
Article 12
Every child has the right to have a say in all matters affecting them, and to have their views taken seriously.
Article 13
Every child must be free to say what they think and to seek and receive all kinds of information, as long as it is within the law.
Article 19
Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them.
Article 24
Every child has the right to the best possible health. Governments must work to provide good quality health care, clean water, nutritious food and a clean environment so that children can stay healthy. Richer countries must help poorer countries achieve this.
Article 27
Every child has the right to a standard of living that is good enough to meet their physical, social and mental needs. Governments must help families who cannot afford to provide this.
Article 28
Every child has the right to an education. Primary education must be free. Secondary education must be available for every child. Discipline in schools must respect children’s
dignity. Richer countries must help poorer countries achieve this.
Article 32
Governments must protect children from work that is dangerous or might harm their health or education.
Article 37
No child shall be tortured or suffer other cruel treatment or punishment. A child should be arrested or put in prison only as a last resort and then for the shortest possible time. Children must not be in a prison with adults. Children who are locked up must be able to keep in contact with their family.
Article 39
Children neglected, abused, exploited, tortured or who are victims of war must receive special help to help them recover their health, dignity and self-respect.
“Every child deserves a champion – an adult who will never give up on them, who understands the power of connections and insists that they become the best they can possibly be.”
– Rita Pierson
At Lady Margaret Primary School, our approach to behaviour is relational, inclusive and evidence-informed. Grounded in Thrive, neuroscience, attachment theory and child development, we nurture pupils who are confident, resilient, respectful and ambitious.
We prioritise the whole child, recognising that behaviour is a form of communication. Staff are highly trained to identify both conscious and unconscious drivers of behaviour, respond with empathy and consistency and implement appropriate support. This ensures every adult contributes to a safe, calm and predictable culture where pupils feel a strong sense of belonging. As a result of our relational and restorative approach, pupil surveys consistently report that they feel safe in school and behaviour incidents are rare.
Our provision is holistic and inclusive, drawing on Maslow’s Hierarchy of Needs, the Equality Act and the SEND Code of Practice, we prioritise children’s wellbeing and inclusion alongside their academic growth. Pupils are explicitly taught to regulate emotions, connect thoughts with actions, develop empathy and take responsibility. These skills are integrated across the curriculum in developmentally appropriate ways, preparing pupils for success in learning and in life.
Through the curriculum and daily routines, pupils are taught to:
These essential skills are woven into the curriculum and wider school life, with learning experiences and expectations tailored to developmental readiness rather than chronological age. As a result, pupils not only reach their academic potential but also grow into compassionate, responsible citizens prepared for the challenges of modern society.
This policy aims to:
This policy is based on legislation and advice from the Department for Education (DfE) on:
Behaviour in schools: advice for headteachers and school staff 2024
Use of reasonable force in schools
In addition, this policy is based on:
Maintained schools, pupil referral units (PRUs) and non-maintained special schools insert:
Misbehaviour includes:
Serious misbehaviour includes:
We are firmly committed to providing a safe, caring and inclusive environment where every pupil can learn and flourish without fear of bullying, harassment or discrimination. Bullying in any form is never tolerated. All incidents are addressed swiftly, proportionately and restoratively, with the highest priority given to pupil safety and wellbeing.
Our ethos promotes respect, dignity and kindness. We expect exemplary conduct within school and hold pupils accountable for their actions in the wider community and online. Staff, pupils and parents work in partnership to prevent bullying, recognising that it can impact individuals differently and that tackling it requires collective responsibility.
This policy ensures that:
Definition of Bullying
Bullying is defined as the repetitive, intentional harm of one person or group by another, where there is an imbalance of power.
Bullying is therefore:
This definition includes bullying that is verbal, physical, emotional, discriminatory, sexual or online, ensuring a comprehensive safeguarding response.
Bullying can include:
| TYPE OF BULLYING | DEFINITION |
| Emotional | Excluding, ignoring, spreading rumours, intimidation, tormenting, threatening looks or gestures. |
| Physical | Hitting, kicking, pushing, biting, spitting, taking or damaging belongings, or use of violence. |
| Prejudice-based and discriminatory, including: | Any bullying linked to a protected characteristic: racial, religious or faith-based; sexist or gender based; homophobic, biphobic or transphobic; disability-related. Includes derogatory comments, slurs, graffiti or targeted exclusion. |
| Sexual Harassment / Child-on-Child Abuse | Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching. |
| Verbal | Name-calling, sarcasm, taunting, mocking, discriminatory comments, offensive “jokes”. |
| Cyber-bullying | Harm caused through online platforms, messaging apps, gaming, or image/video sharing, including AI generated content. May involve impersonation, humiliation, exclusion or threats. |
Bullying affects everyone – the target, the perpetrator, witnesses, friends and families. At Lady Margaret Primary School we are clear: bullying is never an acceptable part of school life or growing up. We take a proactive stance, addressing in-person and online bullying through whole-school education, staff training and parent partnership.
At Lady Margaret Primary School, prevention is built into our culture. We:
Responding to Bullying
Recording, analysis, and monitoring of bullying incidents
At Lady Margaret Primary School, all bullying incidents are systematically recorded with details of the incident, those involved, actions taken and outcomes. Records are regularly analysed to identify trends, patterns or disproportionality across pupil groups. This informs targeted interventions, policy adjustments and staff training.
Monitoring takes place termly and is reported to governors, ensuring accountability. This rigorous approach ensures that bullying is addressed effectively, preventative strategies remain responsive and our school remains a safe, respectful and inclusive environment for all pupils.
Support for pupils who have been bullied, and those vulnerable to bullying:
LMPS provides immediate emotional and practical support for pupils who have been bullied, as well as those identified as vulnerable. Parents and carers are engaged promptly and individualised support plans are implemented where needed to build resilience and restore wellbeing.
Our culture of empathy, inclusion and restorative practice ensures that pupils feel safe, regain confidence and are empowered to re-engage positively with school life thereby empowering pupils to overcome the effects of bullying and feel safe within the school community.
Training for staff and governors in preventing and handling bullying:
We prioritise ongoing professional development for all staff and governors to ensure a consistent, whole-school approach to preventing and addressing bullying. Staff receive regular training on recognising and responding to all forms of bullying, with specific focus on online safety, prejudice-based incidents and child-on-child abuse.
Governors are routinely briefed on anti-bullying policies, procedures and data trends, enabling them to provide effective challenge and support. Training emphasises proactive prevention, early intervention, and restorative strategies, alongside collaboration with parents, pupils and external agencies.
This ensures a coordinated safeguarding culture where all adults are confident, vigilant and equipped to protect the wellbeing of every pupil. As a result, staff and governors act swiftly and consistently, and pupils report high levels of confidence in adult support.
Approved by
Governing Body on 16th September 2025
Last reviewed on:
September 2025
Next review due by:
September 2026
This statement of behaviour principles is made by the governing board of the Ealing Bridges Federation and applies to Durdans Park and Lady Margaret schools in accordance with Section 88 (1) of the Education and Inspections Act 2006 (EIA).
The governors of Ealing Bridges Federation expect the headteacher to
The governors of Ealing Bridges Federation expect pupils in the school
The governors of Ealing Bridges Federation expect staff in the school
The governors of Ealing Bridges Federation expect parents and carers in the school
Additionally, the governors would expect the following:
Screening and searching pupils (including identifying in the school rules items which are banned and which may be searched for)
Pupils must not bring dangerous items e.g. knives etc. from home and if it is suspected that any dangerous item has been brought to school, the governors would expect the headteacher (or a senior leader) and one other person to take steps, including searching a pupil’s bag, to ensure that nothing unsafe is in school.
The power to use reasonable force or make other physical contact
If a member of staff, suitably trained, needs to use reasonable force to contain a child who may be a danger to him / herself or may be a danger to others, then reasonable force should be used. Staff are ‘team teach’ trained to restrain pupils and work in line with positive handling policy
The power to discipline beyond the school gate
Disciplining beyond the school gate covers the federation response to all non-criminal bad behaviour and bullying, including online, which occurs anywhere off the school premises and which is witnessed by a member of staff or reported to the school. The governing body must be satisfied that the measures proposed by the headteacher are lawful.
The governing body will need to ask the headteacher to consider what the school’s response should be to:
Any inappropriate behaviour when the child is:
Or, misbehaviour at any time, whether or not the conditions above apply, that:
In all of these circumstances, the headteacher (in consultation with EHT) should also consider whether it is appropriate to notify the police or anti-social behaviour coordinator in their local authority of the actions taken against a pupil. If the behaviour is criminal or poses a serious threat to a member of the public, the police will always be informed. In addition, school staff should consider whether the misbehaviour may be linked to the child suffering, or being likely to suffer, significant harm. In this case the school staff should follow its safeguarding policy.
A multi-agency assessment should be considered for pupils who display continuous disruptive behaviour
The governors expect the headteacher to consider a multi-agency assessment for those children who are displaying frequent disruptive behaviour.
The governors are aware that, when they give policy content guidance to the head of school, the governing body must not seek to hinder teachers’ powers by including ‘no searching’ or ‘no contact’ policies, or to restrict their power to discipline pupils for misbehaviour outside of school.
The governing board also emphasise that violence or threatening behaviour will not be tolerated in any circumstances.