At Florence Melly Community Primary School, we believe that positive behaviour is an essential condition for effective learning and teaching. We also believe that pupils and staff have the right to learn and teach in an environment which is safe, friendly and fair. Our school has defined a very clear set of non-negotiable standards of personal behaviour, which are based on respect for each individual in our community and their individual needs. Positive behaviour must be carefully developed and supported. Appropriate high self-esteem promotes good behaviour, effective learning and positive relationships. Put simply, we believe pupils learn best when they feel safe and happy in school.
The best results in terms of promoting positive behaviour arise from emphasising potential, rewarding success and giving praise for effort and achievement. We also know it is important to strike a balance between recognising positive behaviour and having appropriate consequences which are seen by all to be fair and just and applied consistently when standards are not maintained. Through positive role-modelling, by adults who care for them in school, and through well developed planned and stimulating learning opportunities, we believe that children can accept learning challenges and develop self-discipline. It is the responsibility of parents and carers to work with the school in helping to foster positive attitudes and behaviour.
Equal opportunities are central to all aspects of life at our school. At our school we aim to provide equality regardless of age, disability, gender reassignment, pregnancy and maternity, race (this includes ethnic or national origins, colour or nationality), religion or belief (this includes lack of belief), sex and/or sexual orientation. We recognise all of the above as protective characteristics. We acknowledge our legal duties under the Equality Act 2010 and consider this when managing behaviour, recognising our duty to make reasonable adjustments for all stakeholders. Our school will always take such steps as it is reasonable to avoid disadvantage.
For our children, we seek to provide the same quality and breadth of opportunity for all, regardless of age, race, religion or belief, colour, gender, sexual orientation, social background, special physical or educational needs. We recognise that many pupils, at some time during their time at school, will require extra support in managing their behaviour and emotions. At these times, the behaviour strategy may need to be adapted to support vulnerable pupils.
For more information or support, please reach out to our Behaviour Lead: Mr Derbyshire. He can be contacted on 0151 226 1929 or via email at: s.derbyshire@fmp.liverpool.sch.uk .
Download our Behaviour and Relationship Policy (PDF)
Please click the link below to access our comprehensive behaviour policy. This policy was updated in July 2025.
Behaviour and Relationships Policy – July 2025
Class Dojo Reward System
We currently use the Class Dojo platform to encourage and reward positive behaviour in school. Children can earn Dojo points by demonstrating positive behaviour such as helping others, working hard, being kind to others and making good progress during lessons. Details of how Dojo points can be earned can be found below.
Managing Behaviour – Actions and Consequences
At Florence Melly we believe that children have a right to learn, free from disruption and interruption from others. Our children have a responsibility to behave well in class and be good citizens. For behaviour to be managed effectively it is really important for teachers and parents to work together. Please find below guidance and the procedures we use to manage incidents of poor behaviour.
Expectations for Behaviour
Working alongside all of our stakeholders, we have developed a new infographic to outline our expectations for behaviour. The intention of this document is to create a framework so that we have a consistent approach for behaviour expectations across the school. It cover a range of different situations and scenarios. These expectations have been shared with the whole-school community.
Download our Suspensions and Permanent Exclusions Policy (PDF)
This policy sets out the school’s approach to the use of suspensions and permanent exclusions. It ensures that any decision to suspend or permanently exclude a pupil is lawful, reasonable, fair and proportionate, and is made in accordance with statutory guidance.
Suspensions and permanent exclusions are last-resort sanctions, used only when other strategies and interventions have been unsuccessful or where the seriousness of the incident warrants immediate action.
This policy is to be read in conjunction with our school’s Behaviour and Relationships policy.
This updated version of the policy is due to be ratified by the FGB at their next meeting in February 2026.
A Parent/Carer Guide to Suspensions and Permanent Exclusions
At Florence Melly Community Primary School, we are committed to creating a safe, inclusive and supportive environment where all children can learn and thrive. Positive behaviour is promoted through clear expectations, strong relationships and early support.
Our approach
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Suspensions and permanent exclusions are used only as a last resort
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We work closely with pupils and families to support behaviour and address underlying needs
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Decisions are always fair, reasonable and proportionate
Suspensions
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A suspension is a temporary removal from school
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It may be used for a serious incident or persistent behaviour that has not improved despite support
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No pupil can be suspended for more than 45 school days in one academic year
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Work will be provided for the first five school days
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For longer suspensions, alternative education is arranged from day six by the Local Authority.
Permanent exclusions
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A permanent exclusion means a child will no longer attend the school, unless reinstated
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This is only used in exceptional circumstances, where behaviour seriously harms the education or welfare of others
Parents and carers
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Parents/carers are informed immediately of any suspension or permanent exclusion
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Written information will explain the decision, next steps, and parents’ rights
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Parents have the right to make representations to the governing board
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There is a right to request an independent review following a permanent exclusion
Inclusion and support
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We carefully consider SEND, safeguarding concerns, and individual circumstances
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We do not use informal or unofficial exclusions
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Exclusions are never used as a response to unmet needs
If you have any questions or concerns about behaviour or exclusions, we encourage you to speak to the school so we can work together to support your child.
Download our Restrictive Interventions (including Reasonable Force) Policy (PDF)
At Florence Melly Community Primary School, our priority is always to keep children and staff safe, supported and well cared for. Most behaviour concerns are managed through positive relationships, clear expectations and calm de-escalation strategies.
Very occasionally, when there is an immediate risk of harm, staff may need to step in physically to keep a child or others safe. This is known as a restrictive intervention. These situations are rare and are never used as a punishment or to force a child to comply with instructions.
Any intervention will:
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Be used only when necessary
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Be reasonable and proportionate
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Last for the shortest possible time
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Be followed by support for the child involved
If a significant incident occurs, parents/carers will be informed promptly, and staff will reflect on what happened to help reduce the chance of it happening again. We work closely with families, especially where children have additional needs, to ensure the right support is in place. Our approach reflects our commitment to safety, dignity and care for every child.
