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.
| Steps | What 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
| Rewards | How are these achieved? |
| Golden Book Award | Each 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 Award | Whether 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 temporary 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.
Serious breaches of School Behaviour and Policy
In circumstances where a child's behaviour has grounds for a permanent exclusion, the school will seek to find alternatives to supporting a child's success. Under Section 29A of the Education Act 2002, it makes clear that governing bodies have the power to support a child moving to an educational establishment which is 'intended to improve the behaviour of a pupil'.
Further guidance can be found here: https://childlawadvice.org.uk/information-pages/direction-off-site-for-the-improvement-of-behaviour/
Whilst parental consent is not required for this form of redirection, the school seeks to involve parents in the process of consulting on such arrangements. Usually, if this is the case, your child would attend our sister school, Mason Moor.
Behaviour & Attitudes Policy
St. Mary's MANTRA
At St. Mary's we train and support staff in understanding the needs of pupils and how these may present in the classroom. As professionals, we sign up to a set of values and a mantra of personal behaviours that enable us to be the consistent role models our pupils need to be.
