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    • Behaviour

    At St Joseph’s Catholic Primary School, we believe that every child has dignity, is valued and is capable of making positive choices.

    Our approach to behaviour is rooted in our Catholic mission and in the belief that we are all created in the image and likeness of God. We want our school to be a place where everyone feels safe, valued, respected and ready to learn.

    We have high expectations of behaviour because children deserve a calm, orderly and nurturing environment in which they can flourish.

    We recognise that behaviour needs to be taught, modelled, practised and reinforced. We do not expect children simply to know how to behave in every situation. We explicitly teach routines, social skills, emotional regulation and the behaviours needed to become successful learners and responsible members of our community.

    Our SMART Values

    Our behaviour culture is built around five simple and memorable SMART values. These provide a common language for children and adults across the school.

    S – Share God's Love with Everyone

    We show kindness, compassion and consideration towards others.

    This means:

    • being welcoming
    • using good manners
    • speaking respectfully
    • making sure others feel included and valued.

    We believe that kindness should be shown to everyone, not only to our friends.

    M – Make Thoughtful Choices

    We stop, think and consider the consequences of our actions.

    This means:

    • following reasonable instructions
    • moving safely around school
    • making positive choices in lessons, at playtime and lunchtime
    • becoming increasingly independent in making good decisions.

    A – Ask for Help When We Really Need It

    Asking for help is a strength.

    Children are encouraged to speak to a trusted adult when they are worried, upset, frightened or unable to resolve a difficulty themselves.

    We also encourage children to support one another appropriately and to show courage when facing challenges.

    R – Respect Others, Our Environment and Ourselves

    We recognise the dignity and rights of others and take care of ourselves and our environment.

    This means:

    • listening when others are speaking
    • using equipment safely
    • looking after school property
    • keeping spaces clean and tidy
    • taking pride in ourselves and our learning
    • recognising and valuing differences between people.

    T – Take Responsibility for Our Thoughts, Words and Actions

    We understand that our choices have consequences.

    When we make a mistake, we are encouraged to take responsibility rather than blame somebody else. We learn from what has happened and, where appropriate, take action to repair any harm caused.

    Behaviour and Our Catholic Mission

    Our approach to behaviour is inseparable from our Catholic identity.

    Jesus teaches us about love, compassion, forgiveness, service, truthfulness, humility and reconciliation. These values influence the way we respond when behaviour goes wrong.

    We do not believe that a poor behaviour choice defines a child.

    Instead, we help children to:

    Recognise what has happened → Understand its impact → Take responsibility → Repair relationships → Learn and make a better choice.

    This does not mean that expectations are lowered. We combine warmth and compassion with clear boundaries and high expectations.

    Our approach is also informed by Catholic Social Teaching, particularly:

    • Human Dignity – everyone deserves to be treated with dignity.
    • The Common Good – our choices affect the people around us.
    • Solidarity – we stand alongside and support others.
    • Participation – every child has something valuable to contribute.
    • Peace and Reconciliation – we seek to repair relationships when things go wrong.

    We Teach Behaviour

    At the beginning of each academic year, and throughout the year when necessary, we explicitly teach and revisit our routines, expectations and SMART values.

    Children learn how to:

    • enter and leave classrooms
    • move safely around school
    • listen and participate appropriately
    • resolve disagreements
    • behave respectfully during worship
    • use the dining hall
    • behave positively at playtimes
    • represent St Joseph's appropriately when visiting places outside school
    • communicate respectfully online
    • use technology responsibly.

    We recognise that some children, particularly younger children and children with additional needs, may need more repetition, modelling, practice and support before expectations become embedded.

    Recognising Positive Behaviour

    We believe that positive behaviour should be noticed, recognised and celebrated.

    Adults use specific praise to help children understand exactly what they have done well and how their actions demonstrate our SMART values.

    Recognition may include:

    • verbal praise
    • certificates
    • stickers
    • house points
    • recognition in assemblies
    • positive messages home
    • Headteacher recognition
    • opportunities to celebrate kindness, perseverance and service.

    Our recognition systems are designed to reinforce positive behaviour and our shared values rather than create competition between children.

    When Behaviour Does Not Meet Expectations

    When behaviour does not meet our expectations, our first response will normally be a calm reminder.

    An adult will:

    1. identify the behaviour;
    2. link it to the relevant SMART value;
    3. remind the child of the expected behaviour; and
    4. give the child an opportunity to make a better choice.

    If the behaviour continues, the child may receive a clear warning and be reminded that they are responsible for making a different choice.

    Where appropriate, children may have a short period of reflection to help them understand:

    • what happened;
    • which SMART value was not demonstrated;
    • who was affected; and
    • what needs to happen next.

    The emphasis is always on the behaviour and the choice, rather than labelling or defining the child.

    Restorative Practice

    Relationships matter.

    As a Catholic school, we believe that reconciliation and forgiveness are important parts of repairing relationships.

    Following an incident, staff may have a restorative conversation with a child. This gives the child an opportunity to:

    • explain what happened;
    • consider their own feelings;
    • consider how others may have felt;
    • understand the impact of their actions;
    • take responsibility; and
    • identify how they can repair any harm and make a different choice next time.

    Restorative practice does not mean that there are no consequences. Where appropriate, a consequence may be given alongside the expectation that the child takes responsibility and works to repair relationships.

    Consequences

    Where behaviour continues to fall below expectations, or where behaviour is sufficiently serious, an appropriate consequence may be used.

    Consequences will be:

    • reasonable;
    • proportionate;
    • calmly applied;
    • related to the behaviour wherever possible; and
    • designed to help children learn from their choices.

    Examples may include supervised reflection, completing work that has deliberately been missed, repairing or replacing something that has been damaged, losing a relevant privilege or another reasonable action connected to the behaviour.

    We never seek to humiliate a child. The purpose of a consequence is to maintain a safe and orderly environment, protect the rights of others and support the child to make better choices in the future.

    Our graduated approach

    Where appropriate:

    Reminder → Warning → Reflection → Restorative conversation → Further support/consequence

    If a child receives three warnings in class, they will be sent to their buddy class for reflection time. Reflection time is kept proportionate to the child's age.

    Where patterns of behaviour continue, the school will consider whether additional support, assessment or a personalised behaviour approach is required.

    Supporting Children Who Need Additional Help

    We recognise that behaviour can be affected by a child's:

    • age and developmental stage;
    • communication needs;
    • SEND;
    • emotional wellbeing;
    • social circumstances;
    • previous experiences;
    • additional needs or vulnerabilities.

    Where appropriate, we consider reasonable adjustments and personalised support.

    Our SENDCO works with staff and families to consider whether additional needs may be contributing to behaviour and what support may help a child to succeed.

    Where a child repeatedly experiences difficulties with behaviour, we do not simply increase sanctions. We consider what is happening, why it may be happening and what support may be needed.

    Bullying and Discrimination

    Bullying, harassment and discriminatory behaviour are incompatible with the values of St Joseph's.

    We believe that every person has dignity and that nobody should be made to feel unsafe, excluded or inferior because of who they are.

    We take concerns about:

    • physical bullying
    • verbal bullying
    • emotional or relational bullying
    • online bullying
    • sexual harassment
    • discriminatory behaviour

    seriously.

    When a concern is raised, staff will listen carefully, establish the facts and take appropriate action. We seek both to protect the child who has experienced the behaviour and teach the child responsible for the behaviour why it is unacceptable and how they can change.

    Behaviour and Safeguarding

    Behaviour and safeguarding are closely connected.

    A significant or sudden change in a child's behaviour can sometimes indicate that they are experiencing difficulties or may be at risk of harm.

    Our staff therefore remain alert to changes in behaviour and follow the school's safeguarding procedures whenever a concern arises.

    Behaviour management will never prevent a child from receiving appropriate safeguarding support.

    Working with Parents and Carers

    We believe that positive relationships between school, children and families are essential.

    We encourage parents and carers to speak to us about circumstances that may affect their child's behaviour so that appropriate support can be considered.

    Where behaviour concerns arise, we will seek to work constructively with families to:

    • understand what is happening;
    • identify possible barriers;
    • agree practical strategies;
    • support the child consistently; and
    • help the child to succeed.

    Our aim is not simply to tell parents about sanctions. It is to develop a shared understanding and a shared approach.

    Our Shared Commitment

    At St Joseph's, we believe that behaviour is fundamentally about relationships.

    Children learn best when they feel safe, valued and connected to the adults around them. At the same time, children need clear boundaries and high expectations.

    When behaviour goes wrong, our response will be:

    Calm. Consistent. Compassionate. Proportionate.

    Above all, we will continue to believe in every child's capacity to learn, grow, repair relationships and achieve their best.