At Edward Pauling Primary School, we strive to create a fully inclusive, nurturing environment where every member of our community feels happy, safe, and secure, enabling all children to thrive. Our school community is built on mutual trust, respect, and fairness, encouraging children to develop a strong sense of morality and positive relationships.

Our approach to behaviour places relationships at its core. Our Relationship Policy promotes a clear, consistent approach to building positive connections between children, staff, parents, and Governors. We recognise behaviour as a form of communication, often reflecting a child's emotions or feelings, and we support children in developing emotional regulation and meaningful connections.

If a child does something you feel is not appropriate, that does not make the child bad. We accept that the behaviour has crossed the boundaries of what is okay. Behaviour is communication. Behaviour adapts as a result of experience. Through accepting the child and dismissing shame, we build secure relationships with the child, and so increase children’s ability to stay regulated.

We are adults who want children to succeed.

We want children to feel safe and feel wanted, not filled with shame or anxiety.

We believe that through promoting mutual respect and consistent high expectations, children learn that their behaviour impacts others and that following routines is essential for a safe and productive environment. Our approach supports children’s emotional development at their individual levels, helping them to become more independent, resilient, and self-regulated learners.

We also recognise that some children may need tailored approaches to meet their specific needs, and our policy is flexible to accommodate this, ensuring all children can flourish academically, socially, and emotionally.

School Expectations

At Edward Pauling Primary we have 3 agreed expectations that have been devised by staff to ensure the smooth running of the school day, which are:

To be a friend: Being a friend means more than just knowing someone—it’s about building a relationship based on trust, care, and support. Therefore, here at Edward Pauling, we are open, caring, honest and our interactions are underpinned by love.

To be ready: Being ready for school means being prepared to learn- This means arriving on time, getting enough sleep the night before, and starting the day with a healthy breakfast. Being ready to learn also means to ensure that you take care of yourself, get along with others. Once in class, we expect students to sit up straight, ensure that any equipment needed is out, eyes and ears are ready to learn, and are actively participating in lessons. These simple habits help create a positive learning environment where every child can be successful.

To know the Adults are in charge:  When adults are in charge in primary school, they guide and teach pupils, help them learn new skills, and make sure everyone is safe and happy. They set rules to keep things fair and orderly, solve problems when they arise, and decide what happens during the day so school runs smoothly. We want children to understand that listening to and respecting adults is not only about following rules, but also about trusting that adults are here to support their growth and well-being.

Why the term expectations and not rules?

The term expectation focus on positive, proactive behaviour that builds character and a positive environment.

The term rules often address negative behaviour and are more concrete for specific situations. 

Shifting from rules to expectations encourages ownership and empowerment, fosters self-discipline, and promotes a growth mindset rather than mere compliance. While rules clarify expectations in specific contexts, expectations provide a broader framework for understanding desirable actions across different settings. 

What do our expectations look like in practice?