Behaviour at Moor End Community Primary School

At Moor End Community Primary School, we understand that positive behaviour is fundamental to creating a safe and supportive learning environment. As a maintained primary school serving a diverse community in Oswaldtwistle, we place behaviour at the heart of everything we do. Our approach aligns closely with our school vision and values: Ready, Respectful, Safe.

Our Approach to Behaviour

We recognise that behaviour can be one of the most significant barriers to learning, which is why we prioritise getting it right for every pupil. We understand that mistakes happen, and we use a restorative approach to help pupils understand the consequences of their actions. This approach supports pupils in taking responsibility, repairing harm, and learning from their experiences in a nurturing way.

Our three key rules for pupils are simple yet powerful:

• Be Ready – Prepared and engaged for learning
• Be Respectful – Kind and considerate towards others
• Be Safe – Taking care of themselves and the school community

These rules are embedded throughout our school day and form the foundation of our behaviour culture.

Supporting All Pupils

Moor End Community Primary School serves around 200 pupils, including a high proportion of children eligible for free school meals (45%) and a significant number with special educational needs and disabilities (SEND), many with Education, Health and Care Plans (EHCP). We also have an ASD unit within our school.

Our behaviour policies are designed to support all pupils, recognising different needs and challenges. We work closely with families and professionals to ensure that every child can thrive in a safe and respectful environment.

Policies and Procedures

To promote consistency and clarity, we have developed comprehensive behaviour policies, including:

• Adult and child-friendly behaviour policies – These explain our expectations and processes in language accessible to everyone.
• Relentless Routines – Clear daily routines that all staff and pupils follow to maintain a calm and focused atmosphere.

You can find these documents attached below for your reference.

How We Live Our Values Through Behaviour

Our vision of being Ready, Respectful, and Safe is reflected in every aspect of our behaviour management:

• Pupils learn to be Ready by developing self-discipline and resilience.
• Being Respectful is modelled by all staff and embedded in our restorative conversations.
• Safety is paramount, ensuring that children feel secure and cared for throughout their school day.

The Nest

Nest and sensory room- At Moor End Community Primary School, our vision to be Ready, Respectful, and Safe underpins every aspect of pupil support and wellbeing. The Nest is a vital provision within our school, designed to support pupils who need a calm, supportive environment to regulate their emotions and behaviours. The Nest is a calming area within school where pupils can take time away from the classroom environment when they are feeling dysregulated or overwhelmed. It provides a safe, nurturing space that supports emotional self-regulation and mental wellbeing. The Nest aligns with our school values by helping pupils become Ready to learn again, encouraging Respect for themselves and others through restorative practises, and ensuring they feel Safe both physically and emotionally.

When and How Pupils Use The Nest

• Pupils may be directed to The Nest by staff when they show signs of distress, anxiety, or dysregulation that prevent effective engagement in classroom learning.
• Pupils can also request time in The Nest as a proactive strategy to manage their emotions.
• Time spent in The Nest is intended to be short-term and purposeful, supporting pupils to regain composure and readiness to rejoin their class.

Supervision and Safety

• Pupils must not be left unoccupied in The Nest at any time. Staff supervision is mandatory to ensure safety, provide emotional support, and monitor wellbeing.
• Staff should maintain a calm, reassuring presence, using de-escalation techniques and encouraging pupils to engage with the resources available.
• The use of The Nest should be logged by staff, noting the reason for use, duration, and any follow-up actions required.

Facilities and Resources in The Nest

Safe Space to Work

• The Nest contains a designated safe workspace where pupils can complete age-appropriate tasks if they are able and willing.
• This space is intended to encourage a sense of achievement and normality while pupils self-regulate.

Age-Related Activities

• A selection of age-appropriate activities is stored in The Nest, designed to engage pupils constructively and support emotional regulation.
• Activities include puzzles, colouring materials, calming games, and sensory toys tailored to different developmental stages.

Mindfulness and Sensory Resources

• Mindfulness activities such as guided breathing exercises, visualisation cards, and calming audio tracks are available to help pupils develop self-regulation skills.
• Sensory resources are provided to support pupils with sensory processing needs, particularly those with ASD or other SEN.

The Sensory Room

• The school’s Sensory Room is a complementary facility available to all pupils who may benefit from sensory input or a quiet environment.
• Use of the Sensory Room must be supervised by an adult at all times to ensure safety and appropriate use.
• Staff should facilitate access to the Sensory Room in line with individual pupil needs, ensuring that time spent there supports emotional regulation and sensory integration.
• The Sensory Room is not a space for unsupervised time out and should be used as part of a planned support strategy.

Staff Responsibilities and Procedures

• Staff must be familiar with the purpose and protocols of The Nest and Sensory Room.
• Before directing a pupil to The Nest, staff should attempt to use classroom-based strategies for emotional regulation where appropriate.
• All use of The Nest and Sensory Room must be recorded and monitored by designated staff (e.g., SENCO or pastoral leads) to ensure consistent practice and identify any patterns requiring further intervention.
• Staff should communicate with parents/carers regarding significant or repeated use of The Nest to foster a partnership approach to pupil wellbeing.
• Staff must ensure that pupils’ dignity and confidentiality are maintained throughout.