Behaviour & Relationships

At Kells Lane, we believe that behaviour is communication.

Our approach to behaviour is rooted in the work of behaviour expert Paul Dix, whose influential book When the Adults Change, Everything Changes underpins how we think and act as a school community. Paul Dix’s central message is simple but profound: sustainable change in children’s behaviour begins with the consistent, calm and compassionate behaviour of the adults around them. At Kells Lane, this means every member of staff — in every classroom, corridor and conversation — models the standards we expect from our pupils.

Central to our approach is Positive Noticing — the deliberate and consistent practice of catching children doing the right thing and naming it out loud. Rather than waiting for behaviour to go wrong, we actively look for and celebrate the moments when children are trying, persevering, being kind, or making good choices. This builds confidence, reinforces our values, and creates a culture where children feel seen and appreciated for who they are.

When a child is struggling to behave, they are telling us something. Our job is to listen, understand and respond — not simply to manage or correct. This belief sits at the heart of everything we do.

We have high expectations for all of our children, and we hold those expectations with warmth. Our approach is built on strong relationships between staff and pupils, a deep understanding of child development, and a commitment to helping every child feel safe, valued and ready to learn.

Our approach in practice

We teach children the skills they need to regulate their emotions, manage challenge and treat others with respect. We do not simply expect these skills — we actively develop them, every day, across every classroom and every corridor.

Our staff are trained to understand the reasons behind behaviour and to respond in ways that are consistent, calm and restorative. When things go wrong — as they sometimes do for all children — we focus on repairing relationships and rebuilding trust, not just on consequences.

We work closely with families, because we know that consistent messages between home and school make the biggest difference. If you have concerns about your child’s behaviour or wellbeing, we want to hear from you.

Celebrating positive choices - Class Dojo

We use ClassDojo across the whole school to recognise and celebrate positive behaviour in real time. ClassDojo is a digital rewards system that allows every teacher to notice and record the good choices children make every day in lessons, in the stairwell, at lunch and beyond.

ClassDojo Points are used to recognise and reward positive behaviours and achievements in school. Children earn points throughout the year and can choose to either save them or spend them in the ClassDojo Shop, which opens at the end of each half-term. Any points that are not spent can be carried forward and saved for future visits to the shop. Children can also earn team points by demonstrating positive behaviours during breaktimes and lunchtimes, such as teamwork, sharing, kindness, and cooperative play. At the end of each half-term, the team with the highest number of points across the school will be rewarded with an additional playtime for every child in that team.

The Friday Remarkable Reward

Every Friday, we recognise children from across the school who have demonstrated something truly remarkable whether that is outstanding effort, exceptional kindness, perseverance through challenge, or simply being a brilliant member of our community. 

The Friday Remarkable Reward is not just about achievement. It is about character. It reflects our belief that the moments that matter most are often the quietest ones: the child who holds a door open, who encourages a friend, or who keeps trying even when something feels hard. These are the children we celebrate.

Restorative practice

We use restorative approaches to resolve conflict and repair relationships. This means helping children to understand the impact of their actions, take responsibility, and make things right — skills that will serve them well beyond the school gates.

Working together

Our behaviour approach is a whole-school commitment. From the way we greet children at the door each morning to the way we end the day, we are intentional about creating an environment where children feel known and safe.

Behaviour & Attitudes Further Information Behaviour Principles Written StatementPromoting Positive Attitudes and Behaviour for Learning Policy