Providing a safe and stable learning environment in primary years involves “consistency over a period of time” (Tymms 2013). Towards this goal, the Government developed the Early Years Foundation Stage (EYFS) Framework and Teachers’ Standards. EYFS focuses on providing a consistent learning environment for all children by adapting lessons to their individual needs: “Identify as early as possible any additional needs a child may have and strengthen links with colleagues who can support these needs”. The Teachers’ Standards build on this. Standard 1 is about providing a safe, stimulating environment and setting challenging goals for all children of all backgrounds and abilities; we do this by consistent management of classroom behaviour and appropriate application of authority (Standard 7). I will discuss relevant research on the Standards and demonstrate their practical impact by reporting observations I made in class. The first aspect of Standard 1 is “establish[ing] a safe and stimulating environment for pupils, rooted in mutual respect”. This is the foundation of all other aspects of successful teaching. A safe environment is conducive to learning; conversely, if a child feels unsafe or not respected, that can inhibit learning. Students learn better when the environment is positive and supportive (Dorman, Aldridge and Fraser 2006). A positive environment helps students belong, trust others, tackle challenges, take risks, and ask questions (Bucholz and Sheffler 2009). Such an environment provides relevant content, clear learning goals and feedback, opportunities to build social skills, and strategies to help students succeed (Weimer 2009). Safety comprises emotional and physical security. Savage and Savage (2009) state that children who feel physically unsafe “[divert] their attention and their energies to things that increase their feelings of safety”. Therefore, in an environment where a child feels physically unsafe, learning is hindered. I observed a teacher in class using a robust safeguarding policy conforming to OFSTED requirements, which was explained to the children in age-appropriate terms: the teacher explained what the children should do if they had any worries about their safety. There was also a poster prominently displayed in the clas>