Behaviour Policy


St. Ignatius’ Catholic Primary School

Behaviour and Discipline Policy


It is our aim that, through the power of the Holy Spirit:

  • each individual is valued, loved, welcomed and accepted as a precious creation of God.
  • we are a community where ‘God is love’ is revealed in the witness of everyday life.
  • a love of learning is inspired and the wide range of God-given gifts and talents of each child is celebrated and fulfilled.
  • we provide the highest possible quality of education within a learning environment where children are both challenged and supported.


Aims and expectations of the policy

It is a primary aim of St. Ignatius’ School that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring Christian community, whose ethos is built on the Gospel values of mutual trust and respect for all. This is reflected in the school mission statement. The school behaviour policy is therefore designed to support all members of the school in living and working together in a Christian and positive way. It aims to promote an environment where everyone feels happy, safe, valued and respected.

The school has a code of conduct, which is on display, but the primary aim of the behaviour policy is not a system to enforce rules. It is a means of promoting good relationships, so that people can work together in an effective and considerate way, with the common purpose of helping all to develop to their full potential.

The school expects every member of the school community to behave in a considerate way towards others.

All children are treated equally, fairly, kindly and consistently.

This policy aims to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.

The school operates a system of positive discipline, as we believe that this will develop an ethos of kindness and co-operation. Anti-social behaviour is not merely deterred. Good behaviour is positively promoted and rewarded.


Rewards and punishments


Children are praised and rewarded for good behaviour in a variety of ways:

  • They are congratulated.
  • Contributions in class, especially by less confident children, are noticed and rewarded.
  • Acts of kindness and good work are celebrated at the weekly “Sangam” Assembly.”
  • Stickers and certificates are awarded to children, which communicates to parents that the child has achieved something special.
  • If a child’s behaviour is targeted for improvement, timetable cards are sometimes used which allow a sticker or comment to be written session by session. Success is kept completely private, or shared and celebrated as appropriate.
  • The school acknowledges and celebrates all the efforts and achievements of children, both in and out of school.

Sanctions and Punishments

The school acknowledges that children are growing and changing quickly, learning what is appropriate behaviour, socially and in the classroom. Children will make mistakes and the school has a responsibility to give them the confidence to “get it right” the next time. However, the school has to employ a number of sanctions to enforce the school rules, and to ensure a safe and positive learning environment. Sanctions are employed appropriately to each individual situation.

  • Children are not labelled or referred to in negative ways. They will not be told they are, for example, naughty. It is rather their behaviour which will be described as disappointing or inappropriate.
  • Children are expected to listen carefully to instructions in lessons. If they do not do so, they are asked either to move to a place nearer the teacher, or to sit on their own.
  • Children are expected to put their hands up if they wish to contribute an answer. They are not encouraged to contribute continually to the exclusion of quieter members of the class. They will be reminded of school and classroom rules.
  • If a child is disruptive in class, s/he will be reprimanded by the teacher. The child may be isolated from the rest of the class until s/he calms down, and is in a position to work sensibly again with others.
  • The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of others, the activity will be stopped by the teacher and the child will be prevented from taking part for the rest of that session.
  • Care will be taken to talk with, and explain to, all children involved in any incident.
  • Children are expected to try their best in all activities. If they do not do so, they may be asked to redo a task, perhaps in their own time.
  • Lines are not given, as they do not make children think about their behaviour. Children might be asked to produce a piece of writing which directly relates to the bad behaviour, such as “Why rules are important,” “Why we must listen in class,” etc.
  • If a child misbehaves in a comparatively minor way, the class teacher will deal with the problem. If a child misbehaves in a serious way, or repeatedly acts in a way that disrupts or upsets others, the headteacher is informed, and will deal with and record the problem.
  • The school may contact the child’s parents to seek an appointment in order to discuss the situation, with a view to improving the behaviour of the child. A home-school contact book or card will be used for long-term monitoring of behaviour.


The school does not tolerate bullying of any kind. In accordance with our Anti-bullying Policy, if an act of bullying or intimidation has taken place, action is taken immediately to stop any further occurrences of such behaviour. While it is very difficult to eradicate bullying, the school does everything in its power to ensure that all children attend school free from fear.

Physical Intervention

All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Teachers in our school do not hit, push or slap children. Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself. The actions that are taken are in line with government guidelines on the restraint of children.

The role of the class teacher

It is the responsibility of the class teacher to ensure that the school rules are enforced in their class, and that the class behaves in a responsible manner during lesson time.

The class teachers in our school have high expectations of the children in terms of behaviour, and they strive to ensure that all children work to the best of their ability.

The class teacher treats each child fairly and enforces the classroom code consistently. The teacher treats all children in their class with respect and understanding.

If a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents. In the first instance, the class teacher deals with incidents him/herself in the normal manner. However, if misbehaviour continues, the class teacher seeks help and advice from the headteacher.

The class teacher liaises with external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the education social worker or LEA behaviour support service.

The class teacher reports to parents about the progress of each child in his/her class, in line with the whole–school policy. The class teacher may also contact a parent if there are concerns about the behaviour of a child.

The role of the headteacher

It is the responsibility of the headteacher, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the headteacher to ensure the health, safety and welfare of all children in the school.

The headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.

The headteacher keeps records of all reported serious incidents of misbehaviour.

The headteacher has the responsibility for giving fixed-term suspensions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the headteacher may permanently exclude a child. Both these actions are only taken after the school governors have been notified.

The role of parents

The school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school.

The behaviour code is explained in the school prospectus, and parents are expected to read and support this code.

Parents are expected to support their child’s learning, and to co-operate with the school, as set out in the home–school agreement. School attempts at all times to build a supportive dialogue between the home and the school, and parents are informed if there are serious or ongoing concerns about a child’s behaviour.

If the school has to use reasonable sanctions to punish a child, parents are expected to support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the headteacher and finally the school governors, if necessary. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.

The role of governors

The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the headteacher in carrying out these guidelines.

The headteacher has the day-to-day authority to implement the school behaviour and discipline policy, but governors may give advice to the headteacher about particular disciplinary issues. The headteacher must take this into account when making decisions about matters of behaviour.



Fixed-term and permanent exclusions

Only the headteacher (or the acting headteacher) has the power to exclude a pupil from school. The headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The headteacher may also exclude a pupil permanently. It is also possible for the headteacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.

If the headteacher excludes a pupil, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the headteacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make any such appeal.

The headteacher informs the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term.

The governing body itself cannot either exclude a pupil or extend the exclusion period made by the headteacher.

The governing body has a discipline committee which is made up of between three and five members. This committee considers any exclusion appeals on behalf of the governors.

When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents, and consider whether the pupil should be reinstated.

If the governors’ appeals panel decides that a pupil should be reinstated, the headteacher must comply with this ruling.

Monitoring and Evaluation

The headteacher monitors the effectiveness of this policy on a regular basis. S/he also reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.

The school keeps a variety of records of incidents of misbehaviour. The class teacher records minor classroom incidents. The headteacher records those incidents where a child is sent to him/her on account of bad behaviour. We also keep a record of any incidents that occur at break or lunchtimes: lunchtime supervisors give written details of any incident in the incidents book that we keep in the staff room.

The headteacher keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded. It is the responsibility of the governing body to monitor the rate of suspensions and exclusions, and to ensure that the school policy is administered fairly and consistently.

Success Criteria for this policy


The governors have put in place the following criteria to measure the success of this policy:


  • that serious incidents of bad behaviour (those requiring recording by the headteacher) are reduced year by year.
  • that no child has to be excluded from St. Ignatius’ School
  • that the school meets, or betters, its attendance targets each year.



The governing body reviews this policy every two years. They governors may, however, review the policy earlier than this, if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved.



Review Date: