Over the years, I have reflected on the key factors that contribute to a successful and smoothly run school—one that fosters the right culture for all children to learn effectively. Among these factors, I believe that behaviour is one of the most critical. It underpins every aspect of a school’s foundation, and without appropriate behaviour for learning, a school can never reach its full potential.
Behaviour is defined as “the way in which one acts or conducts oneself, especially towards others.” In the context of a school, this applies to staff, pupils, and parents alike. When all these groups exhibit positive and constructive behaviour, the school thrives, children succeed, and parents are able to support the school in a meaningful way.
During my studies for the NPQ in Senior Leadership, I explored the concept of school culture. High expectations, a commitment to continuous improvement, and a foundation of trust and support are all essential elements that allow both staff and pupils to flourish together.
The Tony Blair Institute has suggested that “parents should face fines if they refuse to deal with their children’s bad behaviour in school.” However, punitive measures alone do not resolve behavioural issues; they merely serve as a temporary fix. Schools must work in partnership with parents, as they are vital contributors to their children’s educational journey.
Building trust and maintaining open lines of communication between school staff and parents is of the utmost importance. Establishing clear and accessible methods for parents to communicate with class teachers and senior leadership ensures that concerns are addressed before they escalate. In my experience, proactively engaging with parents—whether through additional meetings or regular check-ins—helps prevent issues from worsening. When both parents and children feel heard and supported, they are more likely to seek help sooner rather than later.
Encouraging and celebrating positive behaviour plays a crucial role in shaping a school’s culture. The way rules are framed can make a significant difference. For example, instead of saying, “Don’t run inside the building,” we can phrase it as, “Walk inside the building.” Positive language, whether spoken or written, clearly communicates expectations and reinforces desired behaviours.
These expectations should not only be introduced at the beginning of the school year but should be consistently reinforced throughout. Consistency is key to ensuring that behavioural norms become second nature to pupils.
Developing positive relationships within the school community has a significant impact on behaviour. Purposeful praise, celebrating effort, and acknowledging success foster a sense of achievement and belonging.
Additionally, establishing and reinforcing routines allows pupils to focus on learning rather than on what is expected of them. Routines must be practiced regularly, and it is important to recognise that children will not always get them right. This is why clarity, patience, and consistency are essential in helping pupils internalise these behaviours.
High expectations should be communicated clearly and consistently through positive language. By doing so, we create an environment that promotes challenge and aspiration for both pupils and staff. Embedding these expectations into the daily school routine demonstrates that effort and perseverance are integral to success and must be developed over time.
Encouraging pupils to self-manage their behaviour is also crucial. Explicitly modelling appropriate behaviour and teaching children to reflect on their actions enables them to self-regulate their emotions—an essential skill that directly impacts their ability to learn.
Ensuring that safeguarding and anti-bullying measures are a priority, fosters positive relationships between staff and pupils. A strong culture of vigilance allows staff to swiftly identify and address serious concerns, ensuring that all pupils feel safe and supported.
When staff cultivate a supportive and well-structured school culture, they empower pupils to achieve what may have once seemed impossible. By laying the foundation for positive behaviour, we create an environment where all children can thrive.
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Tamara Gordon is a Year 1 class teacher, KS1 phase leader, Humanities team leader, and History subject lead at Akiva Primary School. She is currently part of the Lira Winston Fellowship. Having been involved in Jewish education from a young age, she began her teaching journey at the age of 12 at Western Marble Arch Cheder, where she taught a nursery class. Over the past three decades, she has had the privilege of educating and inspiring many wonderful children.
