Please click on the links below to read these policies. If you have any queries about these policies please do not hesitate to contact the school office to ask a question or alternatively arrange an appointment to discuss your query.

Behaviour Regulation

At Beckbury CE Primary School we firmly believe that all behaviours are a means of communication so our approach to behaviour management has evolved over time, increasingly moving away from a traditional behaviourist approach to a more humanist, relational and universal approach which is inclusive for all, and can benefit the whole school community.

Thinking of a child as behaving badly disposes you to think of punishment. Thinking of a child as struggling to handle something difficult encourages you to help them through their distress.

The schools in The Trinity Federation participated in the Alex Timpson Attachment and Trauma Aware Programme (Rees Centre Research Project) which actively supported the development of our Behaviour Regulation Policy.

We are an Attachment Aware School!

Shropshire Attachment Aware Schools Pledge  

The schools within the Trinity Federation sign up to the following Attachment Aware principles:  

• Attachment is ‘everybody’s business’ and underpins all our practice. We will endeavour to train most of our staff in the Level 1 training.
• We recognise that all our behaviour is a communication and respond accordingly, with awareness of our own attachment styles. 
• We use our Attachment Aware Self Evaluation Form as a working tool to guide our whole school practice.   
• We know that our school will succeed, and achieve good attendance and results, when the Social, Emotional and Mental Health (SEMH) needs of staff, children/young people and families is prioritised. 
• We recognise the importance of reflective practice, and support staff to build this into their everyday work, to effectively manage their roles. 
• We will do all we can to enable children and young people to remain securely based in our school, through the vehicle of positive relationships.
• We know that children and young people do best when professionals work collaboratively and harmoniously together with families/the wider community to address their needs. 
• We recognise that good leadership in schools will achieve these principles of inclusion. 

Supported by Shropshire Virtual School  

Safeguarding

The school aims to help parents understand that the school, like all others, has a duty to safeguard and promote the welfare of all pupils. The school may need to share information and work in partnership with other agencies when there are concerns about a pupil's welfare.

“Children want to be respected, their views to be heard, to have stable relationships with professionals built on trust and for consistent support provided for their individual needs. This should guide the behaviour of professionals. Anyone working with children should see and speak to the child; listen to what they say; take their views seriously; and work with them collaboratively when deciding how to support their needs”. Working Together to Safeguard Children, 2015

School Development Plan

The School Development Plan enables the school’s vision to be shared and understood by the whole school community. Our aim is to work and learn together as a community in order to further improve our school and be the best that we can be. The School Development Plan is designed to give a clear focus to those aspects of our work which we believe to be key priorities for the school.

The School Development Plan should give everyone an understanding of where the school is going and what actions will be taken to ensure we achieve our objectives. We set clear timescales for implementation and determine how to effectively use both human and physical resources to support specific objectives. It also helps us plan and prioritise our budget and guides how we plan and organise staff training.