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Behaviour at St. Mary's

A quotation that underpins the behaviour policy at St. Mary's

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.”

Haim Ginnot

Behaviour Steps - A simple approach

We expect children to listen carefully to instructions at all times and to try their best in all activities. If children chose not to do so, a number of progressive sanctions are employed.

 

Children are warned about their escalating behaviour, and the consequences, at each stage to ensure that a restorative approach (i.e. “you can come back from this”) supports pupils to make the right decisions. Failure to amend behaviours invokes the ‘Four Step’ approach.

 

StepsWhat happens at this step?
Step 1

Those pupils who do not follow classroom rules and the behaviour expectations of the teacher are, in the first instance, given a warning about their behaviour (Step One).

Step 2

If the pupil continues to misbehave, they are then given time out in class (at a designated space within the classroom) for 5-10 minutes to allow them to calm and reflect on their behaviour (Step Two).

Step 3

If the behaviour persists, the pupil will then be sent to another class in the year group for a further ‘time out’ period (Step Three). 

Step 4

If the pupil returns after Step 3 and there is no improvement in their behaviour, a teacher will radio and they are sent to the Assistant Head Teacher or SLT member on call (Step Four). When a child reaches this stage, the teacher will inform his/her parents via telephone before the end of the school day.

 

Rewarding those who behave well

RewardsHow are these achieved?
Golden Book AwardEach week, on Friday, a member of the class is awarded 'the golden book' to recognise the contribution a child has made.
Praise Postcard - we think you are amazing!We send home postcards, via the post, to thank a child or to highlight something amazing they have done that week/month. Receiving this in the post is an exciting way to recognise a child's commitment.
Top Table - Dining experience.Those reaching the top of the behaviour diamond get to experience a more personalised dining offer with the Head, Deputy or another Senior Leader. 
Headteacher's AwardWhether demonstrating an act of remarkable courage, support for a peer in class or just help to another - it may just land you with the Headteacher's award!

 

Exclusions and Reframing Persistent Behaviours

Poor behaviour is a response to a situation, mental state of well-being or circumstance a child finds themselves in. Children are not inherently 'badly behaved'. Moreover, all children want to feel successful and praised. It is the relationship we build with the child that supports the deceleration of poor behaviour and helps them to refocus in that moment.

 

At St. Mary's we utilise a restorative approach to supporting pupils to reframe their behaviours. Our four steps, help to support the child to refocus and to get back on track - we never want children to be backed into a corner or reach the 'point of no return'.

 

It is our priority not to issue fixed term exclusions or suspensions. These are only ever used where a child's behaviour has been extreme and endangered themselves, staff or peers. We also have zero-tolerance on damage to our learning environment and the building. Instead, we utilise the experience of our ELSA learning mentors (see Pupil well-being) and aim to support the child with their needs, in the setting. 

Behaviour & Attitudes Policy

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