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Behaviour and Rewards

Our behaviour structure is based on our Christian values:


  • Love each other and show this love through keeping each other safe, respecting each other and supporting each other in keeping rules.
  • Show endurance in the way we work and play with children we do not understand or get on with.
  • Show compassion in the way we freely move around school, thinking of others’ needs and ways in which we can support those who find positive behaviour difficult.
  • Forgive those who have hurt us, stolen from us, broken our belongings and made us feel unsafe, in a way which is real and which leads to even better relationships developing over time.
  • Live in the hope that we can all behave better and all support those who find positive behaviour challenging so that we can learn to the best of our ability and achieve the potential that God has put inside each of us.

Every class has their own set of “Learning Rules” which cover:

  • A right to be safe
  • A right to learn
  • A right to respect
  • A right to have property kept safe
  • A right to move freely, subject to rules
  • A right to have disputes settled fairly

This school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. This policy is designed to promote and acknowledge good behaviour rather than merely to deter anti-social behaviour. Incentive schemes are in place to recognise attendance and achievements. We praise and reward pupils for good behaviour, social skills and work throughout the school day in a variety of ways including:

  • Verbal praise
  • Effort cups
  • School/class reward systems in line with the Dojo Points software
  • Stickers, Certificates, Values Certificates
  • Special privileges
  • Notes from teacher to HT/DHT /Leadership Team on individual achievements
  • Letters to parents and carers
  • Peer praise/awards (i.e. Play Leader stickers/awards)

 The use of sanctions should be characterised by certain features:

  • It must be clear why the sanction is being applied
  • It must be made clear what changes in behaviour are required to avoid future sanctions
  • Group sanctions should be avoided as this breeds resentment
  • There should be a clear distinction between minor and major offences
  • It should be the behaviour rather than the person that is sanctioned

 Sanctions Used in School Include:

  • Verbal reprimand
  • Reduced play time
  • Time out outside classroom
  • Reduced privileges
  • The member of staff will get the child to consider and vocalise the events which led to their poor behaviour, and consider ways in which the behaviour can be avoided or handled differently in the future. In some cases strategies will then be discussed with the appropriate staff members to support a child in changing behaviour.
  • In extreme cases of disruption or aggressive behaviour the child will be sent directly to the Head or Deputy Heads, which could lead to an immediate exclusion.
Playground Behaviour

We aim for all our children to have a happy and positive experience at playtime. These are our rules for playtime:

  • Be polite
  • Be kind
  • Be respectful
  • Follow rules
  • Stay in safe places

All behaviour on the playground is closely monitored and parents informed if their child’s behaviour continues to be a cause for concern

Parental Involvement

Should a child misbehave in class and need to be sent out parents will be informed as soon as possible either by telephone or letter. 

Should behaviour not improve parents will be invited in to draw up a plan of action, which could involve outside agencies. 

We always like to know if circumstances at home change which may affect behaviour.


Our message is quite clear – If you do not like what someone is saying or doing you have two choices:

  1. Walk away
  2. Tell an adult

If you walk away and the person continues your only choice is


We will always act on information and investigate

Bullies will not be tolerated at Reculver; we need to know who they are – we will act! 

Our success is achieved not in the absence of problems but in the way in which we deal with them.