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'Encourage each other and build each other up' 1 Thessalonians 5: 11

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Behaviour - Ready, Respectful, Safe

Good behaviour in schools is central to a good education. St Peter's emphasises the importance of a calm, safe and supportive environment which children want to attend and where they can learn and thrive. Being taught how to behave well and appropriately within the context they’re in is vital for all pupils to succeed personally. 

During the 2022-23 academic year, as a school we are developing our approach to managing behaviour. At our school we believe in the importance of relationships, ensuring children feel valued, safe and secure, providing a sense of connection with a member of staff and a belonging to the whole school community.

Our school reflects the values of the Essex Approach to understanding behaviour and supporting emotional wellbeing known as Trauma Perceptive Practice (TPP) alongside our school’s Christian vision and associated values:

  • Compassion and Kindness
  • Connection, Belonging and Friendship
  • Hope and Aspirations
  • Respect
  • Forgiveness


We endeavour to make sure that at our school these values run through all the school policies and practice.

Our staff are currently being trained in TPP (Trauma, Perceptive, Practice) and our schools new behaviour and relationships policy will be produced and finalised alongside this training. We want to ensure a consistent approach to managing behaviour and relationships that ALL staff members follow. 

School rules:

In order for our children to ASPIRE they need to be:

  • Ready (arrive at school on time, be prompt to lessons, listen to adults and other children, have the equipment they need)
  • Respectful (being kind to one another, listening to each other, looking after each other and property)
  • Safe (being sensible around the school, being kind to one another, follow instructions given by staff members)

Have three rules understood by all staff and children helps to ensure a consistent approach and the use of consistent languuage and expectations throughout the school. 

Any behaviour that falls below the expectations of our school (e.g., disruption to learning, unkind or inconsiderate actions), will require some level of intervention. Remembering that every interaction is an intervention, it is important to remember that the strongest approach to support a child is through their relationship with the adult. At all points we try to ensure we keep a strong connection with a child having difficulties. We use positive recognition, as appropriate, to ensure that children know we are still there, and we recognise their effort and any changes they have made.