Behaviour and Relationships
Please click here for our Behaviour and Relationships policy 2025-2026
We would like to inform you about some important updates to our school's relationship
and behaviour policy at St Thomas More. These changes have been carefully designed to ensure
a consistent, fair, and supportive approach to managing behaviour across the school,
helping all children to learn and thrive in a positive environment.
Our School Rules: -
These rules are clear for children to understand and to follow. It is expected the
vast majority of our children can follow these rules most of the time.
Rewards for ‘above and beyond’ at St Thomas More
We reward positive behaviour in many different ways depending on the child,
teacher and year group. Some examples are:
| *Lots of specific verbal praise in class & around school from adults* |
| *Awarding stickers* |
| *Awarding responsibilities in class and around school* |
| *Weekly celebration certificates – One per class, each week. This are linked to ‘going above and beyond’ our school rules of “We are safe, We are respectful, We are ready”* |
| *Work is sent to senior leaders or subject leaders to celebrate their achievements in their learning. Work may also be displayed in the headteachers office.* |
| *Use of a postcard for children who gone above and beyond and have linked their behaviour to one of our school rules “We are safe, We are respectful, We are ready”* |
| * Receiving a phone call from a member of SLT so parents/carers know what children have been praised for* |
·
Reminder, Warning, Consequence System
Our revised policy introduces a clear Reminder, Warning, Consequence system that will be consistently
applied by all teachers and teaching assistants. This system aims to promote positive behaviour choices
and provide a structured approach when expectations are not met.
At the beginning of every lesson, teachers will clearly state their expectations for good behaviour,
such as "good sitting, good listening," and when silent work is required.
If these expectations are not met, staff will first use positive narration, highlighting and praising
students who are demonstrating the correct behaviour. This helps to motivate children and reinforce
positive actions. Following this, group correction may be used, where a verbal reminder is given to a
small group or the whole class with clear instructions for specific actions.
The Escalation Process: 1, 2, and 3
Should positive encouragement and group correction not lead to the desired behaviour,
staff will then move to the Reminder, Warning, Consequence system, using specific language scripts:
| One: Private Reminder | This is a calm, private reminder of the expected behaviour. For example, "Fred, this is a reminder that we face the front and listen. Thank you." Staff will use a firm but calm voice, avoiding confrontation and questions like 'why?' Children will be given 'take up time' to adjust their behaviour. Positive changes will be acknowledged with praise. |
| Two: Warning |
If the behaviour doesn't change after a reasonable take-up time, a warning will be issued. For example, "Sam, I’ve reminded you to face the front and listen. This is now a warning that if you continue to talk, then you will miss 5 minutes of your play." The emphasis here is on the child understanding they are responsible for their choices and the consequences. If the child makes the right choice, they will be praised for it. |
| Three: Consequence | If the child's behaviour still doesn't change, the stated consequence will be implemented. For example, "Fred, you have chosen not to follow our rules and will now miss 5 minutes of your break." It is crucial that consequences are consistently followed through to help children understand the importance of adhering to expectations. If the behaviour continues, the child will be sent to work in another class for a duration that is at the discretion of a teacher but this must not exceed 30 minutes for KS2 children and 15 minutes for KS1 children. The child will take their learning and a timer with them. At this point, parents will be informed using parent mail. If this is stage of behaviour happens regularly, a meeting may be arranged with parent(s) and class teacher. |
In EYFS, the same system will be used, but the language will be simplified to be age-appropriate.