St Mary’s CE
Combined School
Behaviour Policy
Adopted: September 2016
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The School Policy for Behaviour
Everyone at St. Mary’s CE Combined School is expected to act with courtesy and
consideration to others at all times.
It is the responsibility of all the teaching and non-teaching staff of the school to
maintain high standards of behaviour at all times. The class teacher has a key role in
developing good relationships with children based on mutual respect and it is the
development of this mutual respect, trust and confidence that helps to discourage
negative and promote positive behaviour. The Headteacher is fully supportive of the
staff in their encouragement of good behaviour and has a crucial role in promoting
the positive ethos of the school.
Aims of this policy
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provide a uniformed framework within which all members of staff work to
ensure understanding, fairness and a consistent approach across the School.
To provide a secure, caring and positive atmosphere to support high
standards of
behaviour
To work in partnership with parents to promote the highest standards of
behaviour.
To foster self-discipline, honesty and a conscientious attitude and respect for
others.
To ensure that any sanction or reward is applied with justice and consistency.
To ensure that bullying of any kind is thoroughly investigated, acted upon and
followed up.
To ensure that correct procedures are followed when managing racist
incidents.
Expected Standards of Behaviour
At all times children are expected to follow our Golden Rules which are linked to the
School’s Christian Values of:-
Love, Truth, Hope, Compassion, Respect and Forgiveness.
Our Golden Rules are:
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We are gentle
We are kind and helpful
We listen
We are honest
We work hard
We look after property
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1. Around the School:
Children are expected to:
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walk about school in an orderly manner without running, barging or shouting
be ready to help by opening doors, standing back to let people pass and
helping to carry things
be polite and courteous to children and adults at all times and to use a quiet
voice when speaking.
keep the school tidy and clean so that it is a welcoming place that we can all
be proud of. This means using the toilet and cloakroom appropriately, putting
litter in bins, not dropping things on the floor, keeping walls, furniture and
books clean and unmarked, taking care of displays and other people’s
belongings.
2. In the Classroom:
 enter the classroom in a quiet and orderly manner
 if appropriate get out any pencils, books or other equipment they may need
and start their work (teachers should make the expectations clear to pupils
every morning)
 remain silent when the register is called except to answer their name
 remain silent and alert when the teacher, Teaching Assistant or another pupil
talks to the whole class
 wait to be asked to answer questions and not call out
 take care of classroom equipment and keep the classroom tidy
 tidy the classroom at the end of the day making sure tables are clear and
there is nothing on the floor
 work sensibly with their classmates by not distracting or annoying them so
that the teacher can teach effectively and everyone can learn
3. At lunch times
 Our behaviour policy applies at all times of the school day and our Midday
Supervisors will expect the same standard of behaviour from everyone.
 Children should behave in an orderly manner and observe our Golden Rules
during lunchtime just as they would in lessons.
 Midday supervisors should have the same expectations and standards as all
other staff. All children should show respectful behaviour to the adults who
supervise them at lunchtime.
 Children are trusted to behave in a polite and orderly way at lunchtime and
there are rewards and sanctions in place to support those supervising at
lunchtime.
4. Outside School:
 Remember that they are representatives of our school and behave according
to the Golden Rules when away from school premises.
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Encouraging Good Behaviour
Teachers should:
 Draw pupils’ attentions to the Golden Rules and refer to them when
discussing positive and negative behaviour.
 Use Circle Time and PSHE for pupils to discuss behaviour and contribute to
exploration of standards and values in behaviour.
 Know their pupils as individuals.
 Plan and organise both the learning environment and lessons so that pupils
are actively engaged in learning so as minimise the opportunities for
disruption. This requires attention to such basics as furniture layout, grouping
of pupils, matching work to pupils’ abilities, pacing lessons well, and being
enthusiastic and using humour to create a positive classroom atmosphere.
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Continually observe children’s behaviour.
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Be aware of, and control their own behaviour, including stance and tone of
voice.
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Model the standards of courtesy that they expect from pupils.
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Emphasise the positive, including praise for good behaviour as well as good
learning.
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Make the rules for behaviour clear to pupils and explain why they are
necessary.
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Be consistent and fair, criticising the behaviour and not the person.
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Be sparing and consistent in their use of punishments.
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Review their own classroom management and learn from it.
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Ensure that any adult working in the classroom is aware of these expected
high standards of behaviour.
It is the responsibility of the Headteacher to ensure that all members of staff, helpers
and students are aware of this policy.
Rewards for Good Behaviour
Praise
 Good behaviour is praised in the classroom, around the school, on outside
visits and during Collective Worship. Emphasis is placed on how desirable
such behaviour is both for the individual and also for the ethos of the school.
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The Golden Rules provide a framework for positive behaviour supported by
the half termly Golden Rules awards, by House Points, stickers, raffle tickets
at lunchtime, positive behaviour charts- both individual and whole class.
Praise and encouragement form the basis of all rewards and should follow
immediately wherever possible.
Praise can be given everywhere, anytime and by anyone to anyone!
Praise may be shown in many ways such as:
 A warm smile or nod of appreciation
 A quiet word of encouragement
 Being given a responsible job
 Being given a house point for following the Golden Rules
 A comment in a book
 Receiving a sticker from an adult
 Receiving a raffle ticket at lunchtime from a midday supervisor for making a
 good behaviour choice and “telling a good tale”.
Sanctions for Poor Behaviour
 If a pupil shows unacceptable behaviour he/she is immediately reprimanded
by the responsible adult. A discussion follows when it is explained to the child
why the behaviour shown is unacceptable. The adult should refer where
appropriate to the Golden Rules.
 Pupils who misbehave will be reprimanded and may lose privileges.
 If a child is persistently disruptive in a lesson will be given time out in another
class (parallel class, team leader’s class, AHT KS2)
 More serious incidents involving physical or verbal aggression should be
recorded on a Pupil Incident Form - see Appendix A and B- given to the
Headteacher so that behaviour across the school and over time can be
monitored. Parents will be notified where necessary.
 Racist incidents should always be referred to the Headteacher immediately.
 Incidents of bullying are dealt with under our Anti-Bullying Policy.
 If the unacceptable behaviour recurs a more senior member of staff is
involved. (Team Leader, then Assistant Headteacher, then Headteacher.)
Parents will be notified.
 Pupils may be put on a behaviour chart and given clear targets to improve
their behaviour. In more serious and persistent cases a senior member of staff
may be involved in monitoring progress.
 If behaviour continues to cause concern the Inclusion Manager will request
the advice of outside agencies.
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 Extreme behaviour or persistently unacceptable behaviour or bullying may
result in exclusion although this is always a last resort.
Bullying
The school adopts a preventative approach to bullying. It recognises the need to
work as a whole school community to stop bullying occurring. The school
communicates a strong antibullying message to children through the school ethos.
Our separate Anti Bullying Policy should be read in conjunction with the Behaviour
Policy Bullying behaviour will occur. It is difficult for the child being bullied to defend
him/herself. However, if two pupils have an occasional quarrel or falling out, this is
not bullying. The antisocial behaviour of bullying conflicts with our Christian Values
and our Golden Rules and will not be tolerated.
Racism
We at St Mary’s believe that any form of racism or religious discrimination is
abhorrent. Racist behaviour is not tolerated and is dealt with following the
procedures outlined in the Anti-Racism and Anti-Bullying Policies which should be
read in conjunction with this policy.
Equal Opportunities
St Mary’s School promotes equal and fair treatment of all irrespective of gender,
ethnicity, culture, sexuality,belief or ability. Behavioural expectations are the same
for all children, as are the rewards and consequences used to promote positive
behaviour. But, it is recognised that some children may require additional support.
Responsibility for monitoring and reviewing
The SLT will monitor behaviour incidents at the end of each term using the School’s
electronic tracking system. (see Appendix A). The results of this analysis are shared
in anonymous format with the Governing Body.
All staff and Governors have a responsibility to monitor and review the Behaviour
Policy. It will be evaluated and revised annually if necessary to ensure its continued
relevance to the life and values of the school.
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Appendix A Behaviour Policy
Reporting Incidents
1. All incidents of the nature listed as ‘Behaviour that needs to be reported’
should be recorded on an incident form.
2. Where incidents are recorded by lunch-time supervisors or members of staff
on playground duty, they must always be passed directly to the class teacher.
3. For all incidents that are listed as ‘Behaviour that needs to be reported’ the
class teacher needs to initial the form and record any action that was taken
including any sanctions that were used. The class teacher may decide that it is
necessary to inform the parents. If this happens it must be reported on the
form with a brief outline of the outcome of this conversation. If the class
teacher feels that the matter has been fully dealt with the form should be
placed in the appropriate incident box - held in 4T Class for KS2(Louise Thomas)
or in 1K Class for KS1(Heidi King) and by Tracy Long in Early Years.
4. If the class teacher feels that the matter needs to be brought to the attention of
a more senior member of staff, the form should then be handed to:
Tracy Long
Heidi King
Louise Thomas
Katie McGovern
Early Years
KS1
Lower KS2
Upper KS2
Any action taken at this stage needs to be recorded on the form and then the
form needs to be placed in the appropriate box as above.
5. If the matter is not resolved at Stage 4, it then needs to be passed to a member
of SLT. The form should be filled in appropriately at this stage. Once the
matter is resolved the form needs to be placed in the appropriate box.
6. ANY INCIDENTS OF AN EXTREME VIOLENT NATURE OR THAT INVOLVE
RACIST OR HOMOPHOBIC BEHAVIOUR MUST BE RECORDED ON AN
INCIDENT FORM AND HANDED STRAIGHT TO A MEMBER OF SLT.
7. The forms should be reviewed weekly (by LT in KS2 and HK in KS1/EY) to ensure
that the above steps are being adhered to.
8. Half-termly, serious incidents will be recorded on SIMMS by the Deputy
Headteacher so that any emerging patterns can be identified and addressed quickly.
Racist incidents are recorded on the ANT reporting system and the number of racist
incidents each term are reported to Governors termly.
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Appendix B
St Mary’s C of E Combined School
Incident Form
Name of Pupil: ______________________________________
Date and Time: _____________________________________
Details of Incident:
Person who has reported incident (Please Print): ____________________________
The incident was reported to
ClassTeacher
Member of Extended
Leadership Team
Member of SLT
Parents
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Please
initial
Action taken including sanctions