Our approach
At Great Sampford Primary every pupil is expected to be happy, confident, respectful, resilient and independent. Our behaviour approach is consistent, fair and rooted in those values so that all pupils are safe and ready to learn. We work closely with families and external partners where needed to support positive behaviour.

Documents on this page

• Behaviour Policy (full document)
• Behaviour Principles
• Suspension & Permanent Exclusion Policy (including internal suspension arrangements)
• Home–School Agreement 

If you would like a paper copy of any of these documents, contact the school office and we will provide one free of charge.

What we expect of pupils

• Be ready to learn: arrive on time, bring your equipment and engage in lessons.
• Be respectful: listen to others, use polite language and follow instructions.
• Be safe: keep hands, feet and belongings to yourself.
• Be resilient: take responsibility, learn from mistakes and try again.

How we promote positive behaviour

• Regular praise, values certificates and celebration in assembly.
• Roles of responsibility (play leaders, school council).
• Regular positive contact home to share achievements.
• Clear routines and taught classroom expectations.

How we respond to misbehaviour

• Staff use a staged, restorative approach emphasising reflection, repair and teaching better choices.
• Consequences are fair, proportionate and applied consistently. These include reminders, brief reflection time, supervised restorative tasks and, where appropriate, withdrawal from class with work provided.
• Serious incidents are dealt with by senior leaders and parents are contacted promptly.

Suspensions, internal suspensions and permanent exclusions

• Suspension (fixed‑term) and permanent exclusion are serious actions used only when necessary and in line with statutory guidance. The headteacher makes exclusion decisions after careful consideration of the circumstances.
• Where appropriate and possible we use supervised on‑site alternatives (internal suspensions) so pupils continue with learning and remain in a safe environment; schoolwork is set and supported.
• We will not exclude a pupil solely because of SEND; we make reasonable adjustments and consider individual circumstances, including any EHCP. Where a pupil has an EHCP we will inform the local authority and the pupil’s social worker where appropriate.

Reintegration after a suspension 
After any suspension the school will hold a Reintegration Support Partnership meeting with the pupil, parents/carers and relevant staff to:

• reflect on the incident;
• agree a short‑term support and behaviour plan; and
• record responsibilities for school and home to support a successful return to lessons.

Support for pupils with additional needs 
Where behaviour is linked to SEND, mental health or safeguarding concerns we use a needs‑led approach: individual behaviour support plans, reasonable adjustments and involvement of external professionals where required.

Parent partnership — how you can help

• Read and discuss the Home–School Agreement with your child.
• Support routines (bedtime, attendance, uniform, kit and punctuality).
• Praise resilience and effort; contact the school early with concerns.
• Attend reintegration or behaviour meetings and work with agreed strategies.

How we notify parents about exclusions 
We aim to contact parents in person or by telephone in the first instance so we can explain the incident and answer questions. A written notice with the reason for the suspension or permanent exclusion, relevant rights and information about representation will follow, in line with statutory guidance. Communications will be made in an accessible way (taking account of disability, EAL and other communication needs).

Complaints and parental rights 
If you are not satisfied with how a behaviour or exclusion issue is handled you may follow the school’s Complaints Policy (published on this site). Information about appeal rights and representation in relation to exclusions is available in our Exclusions Policy.