2.2 Explain strategies for promoting positive behaviour according to the policies and procedures of the setting

This guide will help you answer 2.2 Explain strategies for promoting positive behaviour according to the policies and procedures of the setting.

Promoting positive behaviour in a school or educational setting means creating an environment where pupils feel safe, respected, and motivated to learn. It involves encouraging actions that support learning and social interaction, while discouraging behaviours that are disruptive or harmful. The way this is done should always follow the policies and procedures set by the school or educational organisation.

Policies outline what the school expects from pupils and staff. Procedures explain how these expectations are put into practice. Strategies must match these rules for consistency and fairness.

Creating a Respectful Environment

A respectful environment helps pupils behave positively. Staff can do this by treating all pupils with kindness and fairness. This includes using polite language, listening to pupils’ views, and addressing them appropriately. When pupils see staff modelling respectful behaviour, they often copy it.

Examples include:

• Greeting pupils by name
• Listening without interruption
• Showing interest in the pupil’s well-being

Respect between staff and pupils creates trust. Pupils are more likely to follow rules when they feel valued.

Consistent Expectations

Consistency means that rules are applied in the same way for every pupil, every time. This helps pupils understand what is acceptable and what is not. If expectations change depending on the situation or the person enforcing them, pupils can become confused.

Ways to maintain consistency:

• Always follow the same procedure when dealing with unwanted behaviour
• Remind pupils of classroom rules regularly
• Use the same language and tone when giving instructions

Following school policies on rules and discipline ensures consistency across all classes and year groups.

Clear Communication of Rules

Pupils need to understand the rules of the setting. Rules should be explained in simple language so that they are easy to remember. Visual reminders, such as posters, help reinforce them. Some schools involve pupils in creating class rules, which can improve their commitment to following them.

Communication methods include:

• Displaying rules on the classroom wall
• Explaining rules at the start of term or when new pupils join
• Using visual symbols for younger children or those with special educational needs

Clear rules prevent misunderstandings and create clear boundaries.

Encouraging Positive Actions

Positive reinforcement means rewarding good behaviour so it is repeated. Rewards can be verbal praise, stickers, certificates, or extra responsibilities. Praise works best when it is specific so the pupil understands exactly what behaviour is being recognised.

Examples:

• “Well done for working quietly for the whole lesson.”
• “I like how you helped your classmate tidy up.”

School policies often include reward systems such as house points or merit marks. Staff should use these systems as instructed in the behaviour policy.

Using Sanctions Fairly

Sanctions discourage unwanted behaviour. They must match the severity of the action and follow the school’s procedure. Staff should never use sanctions as a punishment for mistakes in learning but only for behaviour choices.

Common sanctions include:

• Loss of break time for repeated disruption
• Sitting away from friends if talking during lessons
• A verbal warning followed by a written record for persistent issues

Sanctions should be explained so pupils understand the reason. They must be applied fairly to everyone. Following the setting’s behaviour policy avoids bias or inconsistency.

Promoting Self-Regulation

Self-regulation means pupils manage their own behaviour without constant reminders. Staff can help by teaching pupils to recognise and control feelings such as frustration or excitement. This reduces impulsive behaviour.

Strategies include:

• Giving pupils calming techniques such as deep breathing
• Providing quiet areas for reflection
• Asking pupils to think about consequences before acting

Self-regulation supports independence and improves future behaviour choices.

Building Relationships

Strong relationships between staff and pupils encourage positive behaviour. Pupils respond better to boundaries when they trust the person setting them.

Ways to build relationships:

• Spend time talking to pupils about their interests
• Show a genuine interest in their success
• Be approachable so pupils feel safe to share problems

Following safeguarding guidelines is important when building relationships. All interactions should remain professional.

Supporting Emotional Needs

Some pupils show unwanted behaviour because of unmet emotional needs. Staff should be aware of possible reasons behind actions, such as stress at home or learning difficulties. While behaviour policies must still be applied, additional support may be needed to help the pupil improve.

Support options:

• Talking with the pupil in a safe space
• Involving pastoral staff or SEN teams
• Offering mentoring or peer support

Behaviour strategies should match the procedures so pupils receive consistent guidance alongside emotional support.

Using Positive Language

Language affects how pupils respond. Instructions should be phrased in a positive way. Instead of saying “Stop talking” a teacher could say “Let’s focus on the lesson now.” Positive language encourages cooperation without confrontation.

Examples:

• “Please walk in the corridor” instead of “Don’t run.”
• “Remember to raise your hand” instead of “Stop shouting out.”

Positive language aligns with policies that promote respectful communication.

Classroom Management Techniques

Classroom layout and routines influence behaviour. A well-organised space reduces opportunities for disruption. Clear routines make pupils feel secure.

Techniques that help:

• Arranging desks so all pupils can see the teacher clearly
• Setting regular times for starting and ending activities
• Providing structured transitions between tasks

These techniques match policy aims for creating calm learning environments.

Conflict Resolution

Disagreements between pupils can lead to negative behaviour. Conflict resolution strategies help restore harmony without escalating the problem. Many schools have set procedures for handling disputes.

Steps often used:

• Listen to each person’s side without interruption
• Encourage pupils to suggest ways to solve the problem
• Support pupils in agreeing a fair solution

These actions promote cooperation and meet behaviour policy requirements for respectful problem solving.

Specific Strategies from School Policies

Each setting may have its own strategies written into the behaviour policy. Common examples include:

• Reward systems such as tokens or point charts
• Sanction ladders showing steps from verbal warning to serious consequence
• Parental involvement for ongoing behaviour concerns
• Restorative practice where pupils make amends after causing harm

Staff must know the details of their setting’s policy so that they use these strategies correctly.

Working with Colleagues

Positive behaviour strategies are more effective when all staff work together. That means discussing behaviour issues with colleagues, agreeing on actions, and sharing successes.

Ways to work together:

• Attending staff meetings on behaviour management
• Passing information to colleagues about specific pupil needs
• Supporting each other in following procedures

Consistency across the school increases the impact of strategies.

The Role of Record Keeping

Many settings require staff to record incidents of unwanted behaviour. Records help identify patterns and provide evidence if further action is needed.

Record keeping involves:

• Writing down what happened, where, and who was involved
• Noting actions taken and the pupil’s response
• Informing senior staff if required by policy

Accurate records help schools apply behaviour strategies effectively and fairly.

Involving Parents and Carers

Parents and carers influence pupil behaviour. Working with them can reinforce positive actions at home. This often forms part of the school’s procedures.

Ways to involve parents:

• Sharing achievements through newsletters or messages
• Discussing issues early to prevent escalation
• Encouraging consistent routines between school and home

When parents understand the behaviour policy, they can support the same strategies outside school.

Supporting Pupils with Additional Needs

Pupils with special educational needs or disabilities may require adjusted strategies. Policies often describe specific approaches for these pupils, such as extra prompts or personalised reward systems.

Examples:

• Using visual prompts for pupils with communication difficulties
• Allowing short breaks for pupils who struggle to focus for long periods
• Using quiet signals instead of verbal instructions for pupils sensitive to noise

The aim is to follow policies while meeting individual needs.

Training and Development

Staff should have regular training on the setting’s behaviour policies and strategies. This keeps everyone aware of expectations and methods.

Training can cover:

• Changes to policies
• New approaches to behaviour management
• Legal updates affecting discipline and safeguarding

Well-informed staff apply strategies more confidently and effectively.

Final Thoughts

Promoting positive behaviour means applying clear strategies that match school policies. It involves respect, consistency, positive reinforcement, and fair sanctions. By following agreed procedures, staff provide a stable environment where pupils know what is expected and feel encouraged to act well.

Strong relationships, understanding of emotional needs, and good communication all help pupils make better choices. Every member of staff plays a role in setting the tone for learning and social interaction. When strategies and policies work together, behaviour improves and pupils can focus on their education.