St Joseph's Catholic Primary School

Love, learn and live in Christ!

Hello Parents, Carers and Children! We are in the last half term of the school year. It has been a very challenging time for us all recently and I know I do not need to tell you how myself and the staff long for the day we can all be together and school life returns to normal. Remember to just do what you can when you can. You are doing a brilliant job! As always you can email your child's teacher or myself with any concerns you have. We want to do all we can to support you. We are here for you. The message from the Government is still to keep social distancing measures in place, regular hand washing and vigilance. Stay safe and stay strong! Mrs Hodges


St. Joseph’s Catholic Primary School

Policy for Promoting Good Behaviour

‘Never have any grudges against others, or lose your temper, or raise your voice to anybody, or call each other names, or allow any sort of spitefulness.

Be friends with one another, and kind, forgiving each other as readily as God forgave you in Christ.’

Ephesians 4:3132.


In order to achieve our Mission Statement an essential requirement is that children behave in an appropriate, respectful and acceptable manner, that they feel valued and have a sense of worth and well being. It is also essential that we welcome parents and families into the school and encourage them to be involved in all aspects of school life. Just as the school seeks to fully involve parents/carers, it is equally important that parents accept responsibility for meeting with school staff when requested, in order to jointly foster good behaviour.


All staff should accept the responsibility for the care of the children and all staff should play their part in demonstrating and maintaining the high standards that are expected. By establishing good relationships with the children and by listening to them we will more readily notice changes in behaviour patterns, or discern anxieties which we can then attempt to address.


Our approach to managing behaviour will be positive and will be based largely on praise and reward, good relationships within the school community, stimulating and effective teaching and learning.


When the children are curious and interested and work is matched to their ability, there tends to be good behaviour. If we hold high expectations of the children they will generally try to match them. The children should be given the opportunity to take responsibility for their learning and be involved in recognising their achievement.


All rewards and praise must be genuine to maintain their value and skill may be needed to draw some pupils into the culture of good behaviour.


There will also on some occasions need to be appropriate sanctions. Where sanctions are implemented it is important for the child to understand why, and if appropriate, be given the opportunity to discuss the situation.

Whenever possible, the child should go home at the end of each day reconciled to the situation and ready to make a fresh start the next day.


Within the school community we must be consistent in the way we treat each other and everyone should consistently expect the highest standard of work and behaviour.


Any child who intentionally spits or coughs will be given an immediate fixed term exclusion.

School approach to promoting positive behaviour - SCHOOL RULES


  1. Always do what a member of staff tells you to do straight away!
  2. Always treat others with respect and courtesy!
  3. Always walk quietly around the school!
  4. Always tell the truth!
  5. Always look after yourself, our school and the things in it!
  6. Always work hard and do your best!


These simple rules are designed to put into effect our policy on promoting good behaviour. Our positive approach should be seen in the way we praise and reward good work or behaviour.


Possible rewards for good work / behaviour

  1. Smile
  2. Verbal praise
  3. Good work shown / read to the class
  4. Work shown to other class / staff
  5. Work displayed
  6. Work shown to senior staff
  7. Work shown to the Headteacher
  8. Note to parent-carer /text to parent-carer/ see parent-carer
  9. Grade Cards for Year 6
  10. Sticker
  11. Certificate


Other rewards may be given at the discretion of the teacher.


Sticker/Certificate System

Children can earn stickers for behaviour, effort and academic achievement but they need to be earned for OVER AND ABOVE the expectation. Children should not be given stickers for things they should be doing. For our Reception children these will be an instant recognition of their effort.

Stickers in Years 1-6 lead to the presentation of a certificate in Celebration Assembly held once a week. The sticker sheets/cards are kept in school and added to. Certificates can be taken home

10 stickers = bronze                   20 stickers = silver                    30 stickers = gold                  40 stickers = ruby

                                   50 stickers = platinum                                                 60 stickers = diamond

  • Teachers will award certificates when a child achieves his/her personal target and these will be presented in Celebration Assembly
  • Certificates will be also awarded for ‘RE’, ‘Citizenship’, ‘English/Writer of the Week’, Maths, Inspiration, Teamwork etc
  • Teachers can award a ‘Star of the Week’ from their class. Photographs of these children will be displayed on the wall in the hall for one week and a certificate will be taken home. Each ‘Star of the Week’ will be given a small trophy which they can take home for that week, returning it for the next child
  • Children who are believed by staff to be always doing what they should be doing when they should be doing it and following the school rules will be given an ALWAYS badge if they are in Years 1-6. These are presented at the end of a half term if nominations are received. These are the ONLY awards that can be removed from a child - a fact made explicit to them and the parents - if they cease to be ALWAYS and their behaviour/attitude etc deteriorates.
  • At the end of each half term the children in Years 1-6 will vote for the classmate they feel deserves the award for 'Students' Student of the Half term' award
  • At the end of the school year staff will decide upon one child from each class in Years 1-6 who has earned the Headteacher's Award for outstanding contributions to the life of the school over the year
  • All staff will be aware of ALL children and not just those who are more noticeable as a result of their confidence or outgoing nature
  • Children will not be rewarded for improving their behaviour – other than verbal praise and recognition -  and who are now doing what they should – that is expected

At times other incentives may be introduced and trialed.

Unfortunately, there will be times when children do not behave appropriately and in order for the children to realise that this is not acceptable there are agreed consequences and sanctions. Often poor behaviour is a result of things happening outside the child’s control or lack of boundaries etc at home. It is our job to support the child to learn how to modify their behaviour.


Humiliating a child or embarrassing them is not an acceptable approach and against our Ethos

  1. Ignore if appropriate
  2. Check work differentiation – be aware that the SENDCo may need to be informed if the child has a ‘Passport’
  3. Look or gesture
  4. Verbal reprimand – this is best done quietly to the child – not in front of others where at all possible
  5. The following are in no particular order:

- move the child within the classroom by changing groups or working alone for a short period of time

- time out of class – sent to teacher of previous year group with work to complete – timed

  KS2 teachers may keep children in to finish work at break/dinnertime if needed

             - R/KS1 speak informally and discretely to parents/carers at end of day

             - child’s name up on board. When name has been up x3 then keep them in to complete some work/reflect   

                and let parents/carers know at the end of the day or text to parents/carers to inform them

               Inform the Deputy at this point who will speak to the child and may issue a behaviour plan

  1. Deputy will send to the Head if a child has been seen x3 within a half term
  2. Head will involve parents/carers

 Please do not involve the Deputy or Headteacher unless these measures have been employed or the incident is serious.

If inappropriate behaviour persists this may lead to:

  1. Exclusion at lunchtimes
  2. Temporary exclusion from school
  3. Permanent exclusion from school


Involving parents/carers as early as possible keeps them informed about their child’s behaviour in school. Teacher’s should use their professional discretion. The following may be employed:

Ø  Quiet word with the parent-carer at the end of the day

Ø  School-home behaviour book – taking the most positive approach possible

Ø  Parent-carer asked to call in at the same time each week to see teacher

Ø  A phone call to parents-carers if they cannot get into school

Ø  A letter to the parents-carers informing them formally of their child’s unacceptable behaviour and that the Deputy Head / Head has been informed


There may be occasions when serious incidents occur and the above progression is not appropriate. These include:

  • racial abuse
  • bullying
  • physical abuse (eg biting)
  • swearing
  • abuse towards a member of staff
  • defiance
  • vandalism


In such cases the child/ren will be sent straight to the Headteacher (or the Deputy in the absence of the Head).

Staff, of course, are expected to use their professional discretion in such situations.


The member of the staff dealing with any situation should make a record of any incident on CPOMS asap.

Lunchtime Supervisors will report appropriate incidents to the Senior Lunchtime Supervisor or the Class Teacher.


In the event of exclusion being considered the support of the LA would be sought and Governors would be informed.


This policy applies to all pupils within the school but in implementing the policy we must have regard for the fact that some children have a variety of special needs and account must be taken of this.

References should be made to any other related policies where appropriate,

e.g. Anti-Bullying Policy.



This policy has been agreed by staff and governors.