Positive Behaviour Policy

Through our daily school life at Mary’s Church of England Primary School we encourage our children to build respectful friendships and demonstrate compassion towards others. Through this we build a strong community spirit, as together we are a family. Our teaching and learning provides the children with the wisdom and endurance they need to expand their minds socially, morally and academically so allowing them to achieve and flourish and fulfil ‘Life in all its fullness.’ (John 10:10). We encourage our children to demonstrate and develop a dignity in their work and themselves which enables them to hope to aspire to be the best they can possibly be.


Our Vision Statement
As we love, we flourish
As we flourish, we aspire
As we aspire, we achieve
Together, we area family

At St Mary’s CE Primary, our Vision places our Christian values of ‘Friendship, Compassion, Hope, Wisdom, Community and Endurance’ at the core of everything we do.

These Christian values are embedded into the fabric of every aspect of school life, creating a clear and distinctive Christian ethos that underpins every thought, decision and action. Each value is modelled and demonstrated by staff through the way they act, speak to and behave towards every member of the St Mary’s family. Our expectation is that our children and wider school community demonstrate our Christian values which are common to all faiths and none.

At our school, we are committed to enabling all children tohave equal and a successfulaccessto a good qualityeducation. Part of this commitment is about establishinghigh standardsof behaviour at all levels throughout the school. Through our daily school life, we encourage our children to build respectful friendships and demonstrate compassion and a sense of community towards others.

We also promote and encourage our children to develop and demonstrate a sense of pride in all that they do, to treat and love eachotheras Jesus loved themand to uphold the values that are important to our school community. This we believe will enable our children to become the best they can be.

Our Positive Behaviour Approach

The way in which adults and children conduct themselves has a profound effect on all the work that is undertaken. Therefore a well thought out approach to promoting positive behaviour is essential and will impact successfully on the social, emotional and learning aspects of our school.

At our school, promoting positive behaviour is a collective responsibility between parents, staff, the governing body, children and wider school agencies. It is vital that our Positive
Behaviour Policy is:

  • clear
  • well understoodand
  • consistently applied.

It is important that we create an atmosphere where childrendevelop social and moral awareness, are sensitive to the needs of others and demonstraterespect and consideration for other people and property.

It is also important that we praise and reward positive behaviour and work hardto maintain fairness and a consistent approach, whilst promoting and encouraging our children to be self-disciplined and to self-regulate.By promoting positivebehavior, we build children’s self-esteem and help develop secure personal relationships.

Key Positive Behaviour Principles:

  • Our behavior approach is a positive one, drawing attention to, rewardinggood behaviour and mutual respect
  • All adults will set excellent examples to all of our children
  • Children will be givena sense of personal responsibility for theirown actions.
  • Effective communicationat all levels throughout the school are vital
  • Individual Education Plans (IEPs) or Pastoral Support Plans (PSPs) will be developed in conjunction with the Inclusion Manager as required.
  • We will work in partnership with parents todevelop effective strategies thatpromote good behaviour.
  • Additional advice and support from external agencies will be sought as required.
  • We will stay a breast of training and newly developed initiatives and strategies that impact positively on children’s behaviour and attitudes and apply these as appropriate to the needs of our school.


We all have the right to:
– feel safe in our school in order to promote effective learning.-work and learn together to the best of our ability.
– be treated with dignity and respect.-access our rights as laid out in the UNCRC


We all have the responsibility to:-
look after, listen to and make time for each other
-be honest -help and encourage each other
-try our bestand have a go-be polite and courteous
-resolve conflict promptly and peacefully
-be punctual-respect each otherand their rights
-work and play safely
-ask for help-be inclusive

Our school rules help protect our rights and encourage responsibility. We have agreed school rules negotiated with teachers, the school council and staff. These operate inside and outside the classroom and in accordance with our class charters.

Children will also be expected to:

  • move in an orderly manner around school
  • demonstrate appropriate levels of concentration and self-discipline
  • take responsibility for their own actions
  • be polite, considerate and caring

The desired outcome is that children will be motivated and enthusiastic and take pride in themselves, their workand our school.

Class Charters:
As well as our main school rules, teachers will draw up individual class charters with their children. This is developed at the beginning of the year. The children agree to abide by these rules and understand that if they do not adhere to them,there is a procedure, in line with this policy, and which is followed fairly and consistently for everyone.

The class charter should show how the class will:
-talk and communicate with each other
-learn together
-move around the class
-treat each other.

This covers strategies to help deal with verbal insults, racist & sexist comments and poor manners-resolve problems-behave safely-demonstrate British Values.

To reinforce our rights and responsibilities, children are also given opportunities to discuss them through Personal, Social and Health Education (PSHE), Philosophy for Children (P4C) lessons as well as Circle Time and Collective Worship

It is the responsibility of school staff to ensure that these school rules are enforced in class and around the school. Staff must also treat each child fairly, with respect and understanding and apply our school and class rules consistently.

It is recognised that the quality of learning experiences in the classroom will have an impact on behaviour. High expectations from staff delivering a curriculum matched to children’s varying needs will help to motivate children and promote self-esteem, confidence and self-discipline.

It is also recognised that external influences on children must be taken into account and related to the expectations of the school. The development of good relationships with parents will assist in the support and understanding required when dealing with children.

Finally it is important to reward those who behave well. Most children respond well to praise and there is something worthy of praise in all children. However, it is important that children accept responsibility for their own actions through a clearly defined code of conduct understood by all


The use of Good to be Green to be strategy is now in place in all classes in the school. This is also based on the principle that everyone has a right to learn and a responsibility to allow others that right. We encourage behaviour in a positive and constructive way. We feel that by highlighting and rewarding such behaviour, the children will be encouraged to adopt it.

Key strategies and rewards include:

  • establishing a friendly, positive and supportive relationship with children.
  • ‘catching children being good’ and rewarding them with positive attention and praise.
  • ensuring that children are engaging well in learning activities that they enjoy.
  • showing good work to others around the school.
  • recognising children’s achievements publicly, in, for example, the achievement assembly on Fridays.
  • awarding House and individual class points.
  • knowing the school rules well and be clear, firm and polite about behaviour expectations
  • remaining calm when speaking to children. This will help maintain your authority and keep your relationships with children positive.
  • where possible, avoiding telling children off publicly.
  • avoiding the using sanctions when support strategies would be better-using the school’s monitoring, report and behaviour referral systems so that you support each other in addressing the individual needs


Behavioural difficulties in school may, sometimes, need to be dealt with by the use of sanctions. In the short term, sanctions can stop inappropriate behaviour. However, they must be used sensitively, and the emphasis should be on supporting and rewarding children instead. The following sanctions can be imposed by the Class Teacher:

  • Use of Classroom Reflection Zone
  • Withdrawal of privileges
  • Playtime/lunchtime detentions
  • Parental contact made
  • Use of report cards or progress book (SLT member informed)
  • Time out e.g. buddy class
  • Requiring a verbal or written apology
  • Child assisting in rectifying the problem caused
  • verbal reprimand
  • Developmental written comment on work
  • Work to be completed in the child’s own time or at home.
  • Child sent to another appropriate adult to explain their misbehaviour
  • Referral to Senior Management/Headteacher

Further Sanctions
In addition, the class teacher can seek the involvement of the headteacher who can impose further sanctions.This could for example be a fixed-term or permanent exclusion. Any exclusion however will be carried out in accordance with our school’s Exclusion Policy and in accordance with both local authority and statutory exclusion requirements.

Our school’s discipline procedures can be summarised into five stages


    • Where behaviour is persistently below the standard required, the child maybe entered on the Special Educational Needs Register and strategies set up by the class teacher in conjunction with the Special Educational Needs Coordinator and involving parents.
    • Strategies will be reviewed and careful monitoring take place to establish causes, patterns etc. Subsequent strategies if required will be discussed with all who work with the child, the parents and the child. This will include setting up an IEP (Individual Education Plan).
    • If the behaviour does not improve, external agencies may become involved and which could also involve the allocation of additional adult support for the child.

Emotional & behavioural difficulties:

Children with low self-esteem can at times be very demanding and many of their behaviours can alienate those who are trying their best to support them. However, the need to adopt positive behaviour management strategies is central to helping them acquire more appropriate conduct.

Concentrating on children’sfailings is likely to damage their self-esteem and have a negative effect on their development. Reinforcing good behaviour or celebrating achievements by giving childrenyour time, approval and attention is likely to have a positive influence on their global development within and beyond their school years.


We welcome early contact if parents have a concern about their child’s behaviour or fear that their child is being upset by others. When parents and school work effectively together, behaviour will improve. We value our partnership with parents/carers and encourage involvement in all aspects of school life.

  • Parents can support our Positive Behaviour Policy in the following ways:
  • By ensuring excellent attendance at school and avoiding unnecessary absence.
  • By ensuring that children arrive punctually for the start of the school day.
  • By ensuring that children have the appropriate dress for school and PE so that they can take a full part in all school activities.
  • By supporting our school in the implementation of our Positive Behaviour Policy

The legal provisions on school discipline also provide members of staff with the power to use reasonable force to prevent children from committing an offence, injuring themselves or others or damaging property, and to maintain good order and discipline in the classroom.

Schools can use reasonable force to:

  • remove disruptive children from the classroom where they have refused to follow an instruction to do so;
  • prevent a child behaving in a way that disrupts a school event or a school trip or visit;
  • prevent a child leaving the classroom where allowing the child to leave would risk their safety or lead to behaviour that disrupts the behaviour of others;
  • prevent child from attacking a member of staff or another child, or to stop a fight in the playground; and restraint child at risk of harming themselves through physical outbursts. Telling parents when force has been used on their child

If the use of force has been applied to a child then a record will be made and the parents/carers will be informed. In deciding what is a serious incident, teachers should use their professional judgment and also consider the following:

  • the child’s behaviour and level of risk presented at the time of the incident;
  • the degree of force used;
  • the effect on the child or member of staff;
  • the child’s age.

Allegations of abuse will be taken seriously, and St Mary’s will deal with allegations quickly in a fair and consistent way that provides effective protection for the child and supports the person who is the subject of the allegation.

See Safeguarding and Complaints Policies. Every effort will be made to maintain confidentiality and guard against unwanted publicity while an allegation is being investigated. Suspension will not be used as an automatic response when an allegation has been reported.

In order to assist with the implementation of our Positive Behaviour Policy, staff must:

  • be excellent role models
  • supervise children to and from classrooms, into cloakrooms and to and from playgrounds.
  • remind children, as they leave classes, of expected behaviour when moving around school
  • encourage toilet visits at breaks and lunchtimes
  • encourage group/ring games in the playground, placing emphasis on taking turns.
  • give reasoned explanations for the class and school rules and any resulting sanctions.
  • use key words for reinforcement e.g. kindness, care and consideration, sharing, friends.
  • use a common reward system with acknowledgements awarded for academic and non-academic achievement and effort.
  • praise individuals, groups, classes as and where appropriate.
  • ensure that classrooms are well-organised and that resources are clearly labelled, easily accessible and children have some responsibility for their care.
  • actively support parental involvement in school and remind parents that they have a valuable role to play.
    utilise well the communication systems throughout school.
  • involve outside agencies where necessary through consultation with the Inclusion Manager

This policy overlaps with other policies and should be reviewed in conjunction with these policies, including:

  • Anti-bullying Policy
  • Exclusions Policy
  • Special Educational Needs (SEN)Policy
  • Equal Opportunities Policy
  • Attendance Policy
  • Safeguarding and Child Protection Policy
  • Disability Discrimination Scheme