St Clare’s Catholic Primary School
BEHAVIOUR POLICY
‘I
have come that they may have life
and have it to the full’
John 10:10
ST. CLARE’S CATHOLIC PRIMARY SCHOOL
ST. CLARE'S CATHOLIC PRIMARY SCHOOL.
BEHAVIOUR AND DISCIPLINE POLICY.
SUMMARY OF MISSION STATEMENT.
At St. Clare's Catholic School we believe that every child is made in the image of
God, that every child is special, that all are equal regardless of ability, sex, race,
creed or colour.
It is our mission to create within this school a Christian community living together
in a happy, welcoming environment, in peace, justice and love.
EXTRACT FROM SCHOOL AIMS.
We aim to develop an understanding and knowledge of the teaching of the Catholic
Church and its ministry within society.
Through our Catholic beliefs, we aim to nurture within children a love of God and an
awareness of God's love for each one of us.
We will ensure that each child will have experience of forgiving and being forgiven.
We will encourage children to accept responsibility for their actions and to
apologise when necessary.
With the growing awareness of love for all, we will help children towards true
respect for the beliefs and cultures of others
RATIONALE
At St. Clare's we believe that the foundation of our Behaviour and Discipline Policy
is to bring children to a realisation and understanding of how being caring and
responsible individuals can enrich our lives.
When God created people He gave us many gifts including FREE WILL.
Through His teachings He gave us guidance on how to use this gift wisely. He
endowed each one of us with a conscience in order that we can rationalise our
choices.
It is the role of the school to assist young people in their understanding of right
and wrong and to guide them towards INFORMED CHOICES which will enrich their
lives and the lives of those they meet.
We hope to guide children towards SELF-DISCIPLINE as this is ultimately the
best form of discipline as it involves the child in thinking for themselves, making
choices and assessing the consequences.
We encourage in everyone an attitude of respect for themselves, for everyone
connected with the school and for those who visit the school.
We do this in the hope and understanding that this will become a code for all their
relationships.
Good discipline creates conditions for effective learning and helps to develop in
children responsible attitudes and values for life.
POSITIVE BEHAVIOUR
It has been agreed that at St. Clare's we will adopt a positive approach to
behaviour as a means of creating and maintaining a caring and effective learning
environment.
Children, from their earliest days in the school, will be taught that they can choose
to be good, that good behaviour is the norm and that good behaviour makes
everyone happy including themselves.
SPECIAL NEEDS - ADAPTED PROGRAMMES
Very few children should be entirely outside our Positive Behaviour Procedures
because of their additional needs. We acknowledge however that, despite our best
efforts, we occasionally encounter a child who still finds it very difficult to behave
in an acceptable manner. Such children need individual programmes which need to
include smaller steps and short term targets. These programmes are supported by
relevant outside agencies when necessary.
BULLYING AND RACIAL HARASSMENT
Incidents of Racism and Bullying, including alleged incidents, will always be
investigated and dealt with seriously as both are infringements of:a) an individual's rights
b) the high standards we expect
BULLYING
Bullying is any kind of behaviour that deliberately and repeatedly hurts, threatens
or frightens someone else.
We will deal with any bullying immediately.
 Children will be encouraged to talk about bullying openly. They must know
that it is important to always tell an adult if anyone is making them unhappy,
and they will be encouraged to do so.
 Parents are encouraged to inform school if they suspect that their child is
being bullied.
 Children involved in bullying will be seen by the class teacher and referred to
the Headteacher.
 The victim will only be named if they wish and they will be offered Learning
Mentor support to help them to deal with bullies.
 The child or children known to be bullying will also be offered support to help
them to think of how others feel when they are bullied
 Parents of both victim and perpetrator will be informed. Parents will be
asked to support the school in the handling of such incidents.
 Persistent bullying will be regarded as a serious breach of our school
behaviour code and will be responded to as outlined with below for all
persistently inappropriate behaviour
RACIAL HARASSMENT
We have agreed to adopt Bradford's Guidelines on Procedures for dealing with
Racial Harassment. The named person is Mrs M.Newsham.
All openly racist incidents or incidents deemed to cause any offence on race or
colour grounds will be reported to the Local Authority
LUNCHTIME PROCEDURES
 Each Lunchtime Supervisor will have responsibility for supervising in the
dining hall and also in the playground. This will be on a rota basis arranged by
the Senior Supervisor.
 Each class in Key Stage 2 has their own designated member of the lunch time
staff to whom they should direct all concerns during lunchtime.
 Our Behaviour Management system is also used fully during lunch times.
 Individual children may be awarded a smile by lunch time staff.
 Also, a whole class may be given a smile, which can be exchanged for a class
reward.
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All members of the dinner staff record incidents of misbehaviour in a
centrally accessible book which is monitored by the Head teacher.
If necessary, class teachers are notified of any inappropriate lunchtime
behaviour and of the choices given and any consequences accrued.
If necessary, children will be referred to the Learning Mentor by class
teachers when there are concerns about repeated misbehaviour
Alternative indoor lunchtime provision is offered to children who find it
difficult to adhere to behaviour expectations. This is largely provided by the
Learning Mentor. There is also teacher-supervised access to the school
library and ICT resources every lunch time for children who are given a pass
by their class teachers.
Lunchtime supervisors have access to CPD to enable development of
behaviour management skills.
Where there are regular and repeated infringements of the behaviour rules
during lunch times, parents may be asked to come into school to support
their child at this part of the day for an agreed fixed period.
Persistently inappropriate lunchtime behaviour may also result in parents
being asked to take their child home for lunch for an agreed period.(If the
children involved are entitled to free school meals they will be given a packed
lunch to take home.)
RECORDING BEHAVIOUR
The behaviour profile of each child is recorded in their personal Assertive
Mentoring file and is reported to parents half termly
PARENTAL INVOLVEMENT
The school sees behaviour education as a partnership between the child, the
parents and the school. We ask all to sign a Home/School Agreement and hope that
school and parents can work together in the best interests of the children’s
learning and understanding about appropriate behaviour.
Parents will be contacted when there are concerns about a child’s behaviour and
school expects that they will respond and will be prepared to engage in dialogue to
agree strategies to enable understanding of the need to behave in line with the
school expectations.
OUR BEHAVIOUR MANAGEMENT SYSTEM
Behaviour in school is managed in each class using our Assertive Mentoring system.
This is described as our ‘123,ABC’ system or also as our ‘Traffic Lights’ system.
It is imperative that all adults apply rules and sanctions consistently, whilst
ensuring flexibility to take account of individual circumstances.
ST. CLARE'S BEHAVIOUR CODE.
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We will show respect for each other at all times, at work and at play.
We will show respect for our school by helping to create a calm peaceful,
caring and safe environment.
We will show respect for ourselves by taking responsibility for our own
actions.
ST.CLARE'S SCHOOL RULES.
To put our Code in to practice we will follow these school rules:
 I will be safe and will allow other people to be safe at all times in school.
 I will have self respect and will show respect to all members of the school
community at all times.
 I will learn and will allow others the chance to learn in all lessons.
REWARDS
Children seen to be keeping these rules are to be PRAISED and ENCOURAGED
whenever possible.
Individual children may be rewarded by the class teacher or other adults in the
school. This is done through the award of smile cards, which build towards Bronze
INDIVIDUAL REWARDS
We have agreed that good behaviour should be rewarded. Such rewards will take
the form of: Affirmation, praise and encouragement.(KEY TO POSITIVE BEHAVIOUR)
 Smile cards which accumulate towards bronze, silver and gold awards.
 Head teacher stickers (only available from the Head) - for excellent
behaviour or setting a good example.
 Bronze, Silver, Gold awards
 Individual ‘Special Mention’ certificates.
Individual rewards may take the form of:-
Golden time
Badges, stickers, stamps.
Letters home from the class teacher for good behaviour..
CLASS REWARDS.
Rewards and encouragement will be given by the class teacher for good behaviour
from the whole class group. Reasons for the reward may be:The
The
The
The
The
The
whole
whole
whole
whole
whole
whole
class
class
class
class
class
class
working well all morning or afternoon.
being well behaved for a period of time e.g. on a school visit.
moving around the school quietly.
lining up calmly and quietly.
behaving well in assembly.
being involved in keeping the classroom tidy.
INAPPROPRIATE BEHAVIOUR
Where possible inappropriate behaviour should be dealt with quietly and quickly.
Where necessary, further discussion may be necessary to help children to
understand why their behaviour is not acceptable.
CONSEQUENCES
Unfortunately there are times when children do not work or behave as we would
wish. If a child chooses to break the rules then the consequences agreed under
the Assertive Mentoring programme will apply.
IMPLEMENTING CONSEQUENCES.
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Staff will be consistent. Consequences must be provided each time a child
chooses to break school rules.
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Staff will give consequences in a firm, calm manner. The positive effects of
consequences can be undermined when adults impose consequences in a
hostile manner.
After a child receives a consequence, adults will take the first opportunity
to recognise something positive the child is doing.
Provide an opportunity to talk to children who become upset about what has
happened.
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PERSISTENT MISBEHAVIOUR
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In instances where behaviour continues to cause significant concern a child
may be referred to the Social, Emotional and Behaviour Difficulties service.
This would involve full discussion between class teachers, parents and
SENCO
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Where school feels that all measures to secure good behaviour have been
exhausted, parents may be asked to meet with the Discipline Committee of
the school Governing Body to consider next steps.
EXCLUSION FROM SCHOOL
As a last resort, where behaviour is extreme and other agencies have been
involved, it may be necessary for children to be excluded on a temporary or
permanent basis. This can only happen with the agreement of the Governing Body
This policy was reviewed on
This policy was agreed on
Signed: Chair of Governors
Date
Signed: Headteacher
Date
and will be reviewed again in
.