Positive Behaviour: St Matthew's Approach

Purpose: The policy sets out how St. Matthew's CE Academy ensures that every member of its community feels valued, respected, safe, and supported. It promotes a caring environment grounded in Christian values, mutual trust, and respect, enabling pupils to learn effectively and develop into responsible, independent individuals.

Vision & Values

The academy aims to be an inclusive, family-oriented community where everyone feels safe, happy, and valued. Its ethos is rooted in Christian values, including compassion, patience, faithfulness, justice, humility, service, friendship, hope, perseverance, courage, creativity, and love.

Core Principles

All members of the academy community (pupils, staff, parents, and governors) are expected to:

• Follow consistent expectations for behaviour
• Show respect for others, the environment, and resources
• Maintain high standards of conduct and learning
• Work collaboratively and support one another
• Promote fairness, kindness, and responsibility
• Recognise achievements and encourage positive behaviour
• Understand that behaviour has both rewards and consequences

Rights & Responsibilities

The academy promotes a shared Rights and Responsibilities Charter:

• Right to play → Responsibility to stay safe and respect property
• Right to express opinions → Responsibility to use a positive voice
• Right to education → Responsibility to follow instructions and complete work
• Right to express feelings → Responsibility to listen with empathy
• Right to good health → Responsibility to look after personal safety

Behaviour Approach

• Behaviour is guided by Christian values and personal responsibility.
• Pupils are encouraged to make positive choices and learn from mistakes.
• Restorative practice is used to reflect on behaviour, repair relationships, and improve future decisions.
• Emotional coaching supports pupils in understanding and managing feelings.

Rewards & Positive Reinforcement

The academy prioritises rewarding positive behaviour to encourage good choices. Examples include:

• Verbal praise and recognition
• Stickers, value points, and certificates
• Star of the Week awards
• Celebration worship recognition
• Special responsibilities or privileges
• Communication with parents
• Leadership recognition (e.g. sharing work with senior staff)

Behaviour Expectations

Pupils are expected to:

• Follow the Rights and Responsibilities Charter
• Demonstrate Christian values
• Use good manners and respectful communication

Consequences for Unacceptable Behaviour

Behaviour is managed through a staged approach:

Stage 1 (Minor behaviours):

• Verbal reminders and warnings
• Restorative conversations
• Short time-out or reflection

Stage 2 (Persistent behaviours):

• Removal from activity or seating
• Loss of break/lunch time
• Behaviour logged and monitored
• Possible work in another classroom
• Parent notification for serious incidents

Stage 3 (Serious/persistent behaviours):

• Internal exclusion
• Loss of privileges and activities
• Parent meetings
• Support from external services and behaviour plans

Stage 4 (Very serious behaviours):

• Senior leadership involvement
• Fixed-term suspension
• Immediate action for safety concerns

Stage 5 (Persistent Stage 4 behaviours):

• Consideration of permanent exclusion by the Local Academy Committee

Roles & Responsibilities

• Staff: Model and reinforce positive behaviour consistently
• Class Teachers: Apply the policy in class, maintain expectations, record incidents, and communicate with parents
• Support Staff & Lunchtime Supervisors: Support behaviour expectations and report incidents
• Head of School: Leads implementation, oversees behaviour management, handles serious cases, and liaises with parents and external agencies
• Executive Principal: Oversees policy implementation, authorises suspensions/exclusions, and ensures overall standards
• Parents/Carers: Support the academy by encouraging good behaviour, attendance, punctuality, and communication
• Local Academy Committee (LAC): Monitors policy effectiveness and supports leadership within the wider trust St Chad's Academies Trust

Monitoring & Review

• Behaviour incidents (Stage 2 and above) are recorded in behaviour logs.
• Senior leaders regularly monitor behaviour trends and outcomes.
• The policy is reviewed for consistency, fairness, and effectiveness across the academy.

Key Message

The policy promotes a consistent, fair, and supportive approach to behaviour, balancing high expectations with care, guidance, and restorative practices to help all pupils succeed academically, socially, and personally.