Behaviour

At Stourfield Junior School, we are committed to fostering an environment in which every member of our community feels safe, secure, and valued. To support this, we have developed a set of core school values: respect, resilience, and responsibility. 

We believe these qualities are essential—not only in others, but in ourselves—and we encourage all pupils to demonstrate them by striving to: 

  • Be friendly and polite. 

  • Use appropriate and respectful language. 

  • Move calmly and quietly around the school, keeping to the left. 

  • Follow instructions from all members of staff promptly. 

  • Take care of personal belongings and school property. 

  • Offer help to others when needed. 

  • Listen carefully and value everyone’s contributions. 

  • Keep unhelpful hands, feet, objects, and comments to themselves. 

All staff share responsibility for promoting positive behaviour and supporting pupils’ pastoral care. However, if parents or carers have any concerns, they should first contact their child’s class teacher or Year Leader. 

Rewards

Supporting Positive Behaviour – Reward Systems:

Tribes

Children are divided into four tribes: red, orange, green and yellow. Throughout the week, children can be awarded tribe points for good work, behaviour and attitude. Tribe points are collected after lunch on a Friday by Y6 pupils and the winning tribe announced each week in our Celebration assembly. At the end of each term, the overall winning tribe is rewarded with a tribe group activity for the afternoon.

PROUD Certificates/Bee Kind award

Staff are asked to nominate a child from their class each week to receive a PROUD (Public Recognition Of Unique Deeds) certificate in our celebration assemblies on a Friday. This should awarded to a child who has done something of which we are really proud that week. Typically, it will be related to the curriculum or a personal learning skill.

The Bee Kind award is given to a child in the Upper School and one in the Lower school who has treated others with consideration during the week. They receive a certificate and the bee lives in their classrooms for the week.

Unsung Heroes

We recognise that every year, there are children who behave well, keep to our school expectations at all times, show a commitment to our learning skills and are therefore extremely good role models. They do this automatically and without being asked. At the end of each academic year, staff are invited to nominate four pupils from their class who they feel are “unsung heroes” so that their efforts can be recognised. These children get a letter home from the Headteacher and an afternoon of fun activities arranged by the PFA.

Sanctions

Reset 

To maintain high expectations for behaviour and attitudes, and where behaviour directly contravenes one of our school expectations, staff may inform children that they will spend part of their lunchtime in Reset. Reset is a proportionate and consistent consequence designed to support pupils in reflecting on their behaviour and making more appropriate choices. 

Reset sessions will last 10 minutes, after which the child will be allowed to return to play. 

Reset will only be issued after a child has first received a clear verbal warning from the class teacher and has then continued to display inappropriate behaviour. This may include: 

  • Not following adult instructions 

  • Answering back 

  • Blatant refusal to comply 

  • Not completing work of which the child is capable 

  • Lack of homework 

  • Verbal aggression or swearing 

  • Low-level bullying behaviours, such as name calling 

All children asked to attend Reset will be given adequate time to eat their lunch and use the toilet, ensuring that their wellbeing needs are met. 

 

Report Card System 

The school also operates a report card system as a targeted and structured intervention for pupils who are experiencing ongoing difficulties in managing their behaviour appropriately. This system is designed to provide clear expectations, regular feedback and support, enabling pupils to improve their behaviour over time. 

There are three report cards — green, amber and red — which increase in seriousness in line with the level of support required. Parents will be informed and involved should their child be at risk of being placed on a report card, ensuring strong home–school communication and a shared approach to supporting positive behaviour.