At St Monica Primary Schools we aim to:
• Create a community in which mutual respect is the principle for all relationships;
• Ensure that children and adults display high standards of good behaviour and courtesy at all times;
• Cultivate in pupils an acceptance and recognition of responsibility for their own decisions
and actions, and for their consequences;
• Ensure that pupils develop self-esteem and self-discipline;
• Prevent aggressive behaviour and bullying;
• Provide clear guidelines to staff, pupils and parents about standards of behaviour and the range of rewards and sanctions that are applied;
• Fully involve all members of the school community in the application of this policy.
• Remember pupils have a right to learn and teachers have a right to teach
Our success is measured not by the absence of problems but by the way we deal with them.
The 6 C’s are key to all aspects of positive behaviour at St Monica Primary.
Through the 6 C’s we ensure that we:
• Always treat people as we wish to be treated ourselves
• Follow directions immediately
• Keep hands and feet to ourselves
• Walk quietly in and around the school
• Use audibly and appropriately
• Listen without interrupting
• Take care of our own and other people’s property
• Guidelines for Implementation:
As a school we adopt a positive approach to behavioural issues.
Staff will aim to:
• Start dialogue positively
• Greet pupils with a smile
• Deal with misbehaviour – to ignore it is to condone it
• Set high standards of speech, manner and dress
• Build positive relationships with children
• Developing correct attitudes towards behaviour is an important part of the school
curriculum and children are taught from Year R onwards. It is important that teachers
monitor this to ensure all pupils are fairly rewarded.
• The general ethos of a class should always emphasise positive behaviour and attitudes
towards one another, as well as pride in everything we do. Good behaviour in class is
very strongly influenced by the quality of classroom management and teaching. Calling
out should be discouraged; letting others have their turn and listening attentively should
always be the norm. A calm working atmosphere should be encouraged and talking
should always be related to the task. Noise levels should always be under proper
• Good behaviour should be praised and instances of poor or discourteous behaviour must
not be ignored. Everyone in the school should expect to give and receive respect.
• Class teachers should always log instances of seriously poor behaviour using the
The lunchtime supervisors should properly monitor playground behaviour
(see Guidance for Lunchtime Supervisors) and deal with it appropriately.
How we achieve Positive Behaviour
• When planning is good and pitch and expectation is accurate for every child then they can succeed and when they are succeeding and accessing the curriculum with enthusiasm they will be more inclined to demonstrate positive behaviours
• When boundaries are clear and all the adults working with the children are consistent
• Where the curriculum is exciting and relevant to every child
• When all the adults are aware of children who are vulnerable
• When the adults provide a safe learning environment there will be positive behaviour
• Where the main reward for every child is success and a feeling of self-worth there will be positive behaviour
Ways to Praise
• Stickers/stamps in books
• Special mention book
• Phone calls home
• Postcards home
• Letters home
• Speaking to parents after or before school
• Thank you cards
• Small certificates
• House points (throughout whole school with house reward at the end of each term)
• Class reward system e.g. jar collecting pasta and when full class achieve reward of their choice (points and rewards should never be taken away when class have earned them as this will have a negative impact for some)
• Attendance certificates
1. Verbal Praise from your teacher
2. You can show your learning to another teacher
3. Assembly Celebration – 6C Awards Star of the Week
4. Show your learning to other teachers in your year group
5. Show your learning to a Phase Leader
6. Show your learning to a member of the Senior Leadership Team
7. Share your learning with the Head Teacher
8. Share your learning with the school in assembly
Every class will have four coloured zones. (Up to teachers how they display these in consultation with their class)
All pupils will start each day in the green zone. (Everyone celebrates the fact that each day is a fresh start)
Throughout the day they have the potential to move to the gold zone. (Clear guidance given to all children in verbal, written and pictorial format to show the behaviours needed to be moved to gold)
If they demonstrate negative behaviour then they will be moved to the amber zone. (Again – clear understanding of all children of what will constitute a move to amber but also when this happens guidance given to enable children to move back to green as soon as possible) (Teacher/adults to consider how they could better support positive behaviour e.g. Is the work that has been set too challenging/not challenging enough? Are the resources not adequate to support focussed behaviour? Has the timing of the learning been inappropriate?)
If behaviours continue to show that a child is not following the 6 C’s and is not achieving the expectations that we set after being warned and supported to turn behaviour around they move to the red zone.
We always believe that every child can end the day in the green zone
1. Verbal Warning
2. Move to another table in the class to show that you can be focussed
3. Complete your work in another class for a set period of time
4. Your teacher will meet with your parents
5. Meet with Phase Leader to discuss/investigate your behaviour
6. Phase leader to meet with your parents
7. A member of the Senior Leadership Team will meet with you and your parents
8. Finally, the Head Teacher’s measures will be actioned
Children move through the steps for repeated bad behaviour and can always show that they can make good choices and move back to green and beyond.
Sanctions may need to be carried over to the following day, for example
loss of playtime or lunchtime.
Some misbehaviour will be dealt with at Step 4 level immediately. In these cases, parents
should be informed immediately. This includes items such as:
– blatant rudeness, such as swearing and answering back
– violence between children/unsafe behaviour
– refusal to co-operate/children who continuously reach step 2
– cases of bullying (after investigation)
In the most serious cases, misbehaviour may be dealt with in a range of ways. Serious behaviour may include;
– violence towards a member of staff
– vandalism towards school or staff property
Headteacher’s measures are at the discretion of the headteacher and may include removal
of privileges, removal of a treat, lunch time detentions, internal exclusion, external exclusion.
When dealing with issues, we aim to:
• Avoid confrontation
• Establish the facts
• Judge only when certain
• Target the behaviour, not the child
• Use punishment sparingly
The Lunchtime supervisors and catering staff carry stickers to reward positive behaviour in
the dining hall and play areas. These awards then feed into the class house point system.
All cases of misbehaviour are dealt with by the Senior Supervisory Assistants in the first case and the appropriate class teacher is informed. These children are dealt with as if they have
reached step 1.
Lunchtime supervisors should not ignore any children telling them of an incident and must
deal with it appropriately, seeking help from the teacher on duty if required.
The head, deputy, School Business Manager or Senior Teacher must be informed of any
serious incident, immediately.
In cases of extremely bad behaviour which merit being dealt with (see previous
page for examples), these children are dealt with by the Senior Leadership Team.
A full copy of our Positive Behaviour and Anti-Bullying Policy is available on our Polices Page.
Attached is our appendix on offensive lanaguage