St Edward’s Catholic Primary School
Behaviour Policy
Approved by
Chair of Governors
Head Teacher Pauline Cuddihy
Review Date:
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BEHAVIOUR POLICY
Philosophy
At St Edward's School we aim to bring the children to an understanding that we
are all members of God's family and as such we must have respect for ourselves,
for other people and their property and for all living things.
We believe that it is essential that the example set to children by all the adults
with whom they are in contact is one which demonstrates mutual respect.
We also believe that all adults who are connected with the school must
share the responsibility for establishing and maintaining the values that we wish
to see reflected in the children's behaviour.
Expectations
As a Catholic School we have expectations that every child will try to live
according to the Gospel teaching. At all times we will try to foster values in our
pupils. We expect pupils to be:
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Kind
Polite
Honest
Helpful
Gentle
Patient
A friend
And the best they can be in everything they do and say.
Rewards
We firmly believe that children learn when they feel valued and are praised for
their achievements. This system of rewards provides a systematic, consistent
and motivating approach. In brief:
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Praise
Stickers
Friday celebration assembly will award pupils who have:
1. shown the “Bee-attitudes”
2. tried their best in English and in maths
3. achieved in an activity they have attended either in school or outside.
Pupil of the term – selected by Governor from a list presented by class
teachers. This award is presented 3 times per year and awarded in our
end of term assembly.
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Table of the week - chosen by lunchtime supervisors on a Friday. “The
table of the week” will sit at a special table which has a special table
cloth and trophy.
Golden Day – this will occur on a morning or afternoon each term for
children who have been consistently good throughout the term. There
will be a variety of different events on offer that children can choose to
attend. Children need to be in the golden zone to attend. Children who
are not in the Golden Zone will spend this time with the Head Teacher
completing some work.
Individual class rewards chosen by each class teacher
WOW wall for displaying excellent examples of work
House points in KS1
Value Jars in KS1
If children do not follow these expectations these sanctions follow:
Sanctions
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Red, amber green, gold visual display to reward appropriate behaviour
Warning
5 minutes ‘Time Out’ within class
5 minutes ‘Time Out’ with linked class
Lose 5 minutes break time
Sent to do their work for whole session with Phase Leader
Parents will be contacted by class teacher if there is felt to be a
particular issue, or low level behaviour becomes prolonged or persistent
Miss break time and or lunch time play
Occasionally a pupil’s behaviour goes ‘beyond’ that which can be dealt with using
the above strategies and we call this ‘severe behaviour’. Anything that is
deemed severe behaviour should be recorded immediately on the appropriate
Behaviour Incident report and passed to the Phase Leader who will then forward
to the Head Teacher.
Severe unacceptable behaviour includes:
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Refusing to carry out any adult instruction
Answering an adult back – including giving inappropriate noises or
gestures
Spoiling own or other’s work
Wilful destruction of property
Hurting others – physically and/or emotionally
Acting in a manner which puts their own or other’s safety at risk
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Unacceptable language or behaviour
Severe behavior Sanctions
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Send to Head Teacher or Deputy/Assistant Head Teacher
Completed forms added to behaviour log including actions to be taken.
Exclusion from break/lunch times
If a second severe behaviour incident by the same child is logged in the
behaviour log within the same term a letter will be sent to parents
detailing the behaviour. On a third occasion a formal meeting will be
arranged with parents.
Fixed Term Internal exclusion for a set time and discussion with parents
before child rejoining the class
If Severe Behaviour continues during internal exclusion ‘next steps’
immediately follow
Fixed Term External provision at an alternative educational
establishment
Fixed Term Exclusion
Permanent Exclusion
Inclusion
Inclusion of all children of any race, or disability whose special needs we are
able to be meet and give appropriate access to the curriculum, is the heart of
our foundation. To this end we:
 regularly address appropriate curricular provision through audit and
subsequent revised provision to meet the needs of our children
 work with outside agencies to effectively inform staff about individual
and group needs
 secure appropriate resources for all properly identified needs
 make real and sustained efforts to enlist support and establish
partnership with all parents recognising the needs of the marginalised
 regularly review the effects of behaviour strategies and induct staff
into their use
 use key stage and supervisor meetings to regularly discuss concerns, lift
awareness and build staff confidence and expertise in dealing with
different and challenging children
 play situations appropriately resourced and used to extend socialisation
and positive interaction and independent self management for all
children
 use of outside agencies and in-service training to provide ongoing
support to the above
Exclusion
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Exclusion is a very extreme measure and every step should be taken through the
code of practice and application of strategies and sanctions to avoid exclusion
and permanent exclusion.
 We accept that it can be necessary because of the level of violence or
other harmful behaviour towards children or adults to resort to
exclusion strictly following LA advice and guidelines.
 In that event, having taken advice, the Head Teacher will consult with
the Chair of Governors before the action of exclusion is taken.
 Exclusion should be for a minimum period to ensure maximum access to
the curriculum.
 The school will provide and mark work for the child.
 With the inclusion officer every effort will be made to get appropriate
support for the child and the family.
 An extreme act can result in an immediate permanent exclusion.
 Permanent exclusion can also come as a result of a series of damaging
acts, self -harm or non-compliance.
Racist Incidents
It is a requirement that any incident with racist overtones must be recorded as
a racist incident and immediately reported to the Head Teacher, with details
noted down so that official recording can be made and appropriate action taken.
There is a detailed Policy for ‘Dealing with Racist Incidents’.
Definition of a racist incident
Any incident that is perceived to be racist by those involved or by an observer
of the incident or a parent and must be investigated and recorded as such by
the school.
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