At our school, we believe that positive behaviour is rooted in strong, trusting relationships. Guided by our mission, “Unique and United in God’s love. We let our light shine,” we create a nurturing environment where every child feels safe, valued and understood. We recognise that when children experience a strong sense of belonging and emotional security, they can flourish both personally and academically.
 
Relationships are at the heart of our approach. Our staff take time to listen, to understand each child’s individual needs, and to build positive, consistent connections. Through this attachment-aware approach, we ensure that every child feels known and supported, enabling them to develop confidence, resilience and a positive sense of self.
 
We understand that behaviour is a form of communication. When pupils face challenges, we respond with care, curiosity and support, recognising the importance of meeting underlying needs. Using a relational and trauma-informed approach, we guide rather than punish, helping pupils to regulate emotions and engage successfully in learning.
 
We actively encourage our pupils to live out Gospel values - showing kindness, honesty, respect and compassion each day. Positive behaviour is recognised and celebrated, reinforcing a culture where pupils feel proud of their contributions and motivated to uphold shared expectations.
 
When mistakes happen, we see them as opportunities for growth. Through restorative conversations, pupils are supported to reflect, take responsibility, understand the impact of their actions, and repair relationships. This strengthens accountability, empathy and respect for others.
 
Every day is a fresh start. As Scripture reminds us, “His mercies are new every morning” (Lamentations 3:22–23). We encourage our pupils to move forward with hope and confidence, knowing they are always given the opportunity to try again, make things right, and grow. In this way, we empower them to let their light shine as positive, caring and responsible members of our community.
 

Rewards 

We aim to create a healthy balance between rewards and sanctions with both being clearly specified.  Pupils should learn to expect fair and consistently applied sanctions for inappropriate behaviour.  All systems are flexible to take account of individual circumstances.  The emphasis of the school is on reward and praise, which should be given whenever possible for both work, behaviour and attitudes.   
 
All class teachers should operate a stepped approach to sanctions, which allows children to identify the next consequence. Some children may also have an individual behaviour plan detailing alternative rewards and sanctions. 
 
Our emphasis is on rewards to reinforce good behaviour, rather than on failures. We believe that rewards have a motivational role, helping children to see that good behaviour is valued. 
 
Good behaviour will be promoted and encouraged by  
  • Verbal praise    
  • Team points
  • Stickers/stamps
  • Golden time
  • Shining Light awards 
  • Individual class based reward systems
  • Dojos 
  • Head Teacher stickers 
  • Special responsibilities/jobs  
  • Whole class reward systems

Sanctions

We employ a number of consequences to enforce the school rules and to ensure a safe and positive learning environment. We ensure that each sanction is appropriate for each individual situation. 
 
  • Children will have time to reflect on the appropriateness of their attitude or behaviour
  • Reminded of the rules following our behaviour chart - available in all classrooms
  • Given a warning if the inappropriate behaviour continues 
  • If the child does not choose to heed the warning a consequence will be given. 

Examples of consequences 

  • Name placed on the board 
  • Time out/Sensory Walk 
  • Moved within the classroom 
  • Loss of privileges 
  • Opportunity to repeat or complete unsatisfactory work
  • Missing break or dinner times  
  • Removed from the classroom/situation-appropriate to age and needs of the child. To be at the judgement of the staff responsible (children will be observed and supported until ready/it’s appropriate for them to return). 
  • Child to be sent to Head Teacher or member of SLT. 
  • Contact with parents/carers to discuss the child’s behaviour 
  • Weekly behaviour charts  
  • Behaviour Contract 
It is good practice to allow the situation to calm before further investigation of the incident takes place. 
 
Incidents must be reported on CPOMS.  
 

Weekly behaviour charts

This procedure may be started at any time if an incident is a serious incident or behaviour is declining. and will be the responsibility of the Head Teacher, SLT, Pastoral Lead and/or Class Teacher. If behaviour continues, then they  be placed on a behavioural contract.  Being placed on a Behaviour Contract includes a formal meeting with parents on a weekly basis, with targets being set to enable behaviour to improve. 
 

The use of exclusion  

The Head teacher decides whether to exclude a pupil, for a fixed term or permanently, in line with the school’s behaviour policy, taking into account all the circumstances, the evidence available and the need to balance the interests of the pupil against those of the whole school community.    
 
Please see our Relationships and Behaviour Policy for further information.