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Behaviour

We have consistently high expectations of behaviour throughout the school.

Our Behaviour Policy is closely linked to the ethos of our Mission Statement, ‘To love, to learn with God in our hearts’ and, as a Catholic School, our view of good behaviour comes from Gospel values as well as from our purpose as a place of learning.

You can read our full behaviour policy here (link to Behaviour Policy)

The expectation at St John Evangelist Catholic School is that all pupils are:

 
Ready
Respectful
Safe

RECOGNITION AND REWARDS

We seek to give as much praise and encouragement as we can. We have many positive reinforcements which help steer children towards good behaviour. Positive reinforcement promotes self-confidence which in turn promotes learning.

These include:

  • House point system
  • Class rewards
  • Reporting good behaviour/good deeds to parents through Positive Note Home and/or Positive Telephone Call
  • Public acknowledgement for improved behaviour, exceptional effort etc., through the achievement assemblies – Student of the week assembly
  • Use of stickers
  • Playground friends – modelling good behaviour in the playground
  • Having responsibilities either in the class or in the school in general
  • Having work displayed in the classroom and around the school in a stimulating, attractive and tidy environment
  • Presenting work to the class or showing to other teachers/classes (when appropriate)
  • Behaviour contracts created with the Headteacher and targets set
  • Letters sent home to parents/carers when behavioural targets have been met.

    SANCTIONS

Learners are held responsible for their behaviour. Staff will deal with behaviour without
delegating. Staff will use the steps in behaviour for dealing with poor conduct

  1. The reminder

A reminder of the expectations for learners Ready, Respectful, Safe delivered privately to the learner. The teacher makes them aware of their behaviour. The learner has a choice to do the right thing.

  1. The warning

A clear verbal warning delivered privately to the learner making them aware of their behaviour and clearly outlining the consequences if they continue. The learner has a choice to do the right thing. Learners will be reminded of their good previous good conduct to prove that they can make good choices.

Scripted approaches at this stage are encouraged:

What a scripted 30 second intervention might look/ sound like at this stage:
a. Gentle approach, personal, non-threatening, side on, eye level or lower.
b. State the behaviour that was observed and which rule/expectation/routine it contravenes.
c. Tell the learner what the consequences of their action is. Refer to previous good behaviour/learning as a model for the desired behaviour.
d. Walk away from the learner; allow them time to decide what to do next. If there are comments, as you walk away write them down and follow up later.

We resist endless discussions around behaviour and spend our energy returning learners to their learning.

  1. Last Chance
  • The learner is asked to speak to the teacher away from others.
  • Boundaries are reset.
  • Learner is asked to reflect on their next step. Again they are reminded of their previous conduct/attitude/learning.
  • Learner is given a final opportunity to reengage with the learning / follow instructions
  • If the step above is unsuccessful, or if a learner refuses to go take a time out then the learner will be asked to leave the room.
  • If appropriate, a member of the Senior Leadership Team will be called to support.
  1. Time Out

The child will be asked to take some time to think about their behaviour. ‘Time Out’ will take place either in the classroom or in a different room. In general, three minutes should be enough time for the child to consider their actions and how they need to change their behaviour. If a child needs time out from learning, the class teacher may decide that the child then needs to complete the missed learning time at morning or lunchtime break. It will be explained to the child that they are missing time from their break as they missed time from their learning due to their behaviour choices.

  1. Repair

A time out should be followed by a restorative conversation between the child and the teacher/ teaching assistant who dealt with the behaviour. Once the behaviour has been discussed the child should re-engage with the whole class learning.

Learners’ may have their behaviour monitored by teachers to show progress towards agreed targets. At St John Evangelist Catholic School we make sure that this is done discreetly. We do not use coloured reports, advertise poor behaviour to other learners or give fame to those who choose not to meet our high standards of behaviour.