These following principles inform the Behaviour Policy (available HERE). They are regularly reviewed by the Governing body at Christian Fellowship School and are the basis upon which the Head Teacher and staff at CFS set and deliver the behaviour policy.

The standard of behaviour expected at CFS reflects God’s commands to love Him, other people and creation as well as ourselves. This is because He loves all people and His earth deeply and sacrificially.

Values contained in the School Code of Conduct are understood biblically and as displayed in the life of Jesus, drawing on compassion, truth and integrity, respect for godly authority, kindness and friendliness.

For pupils, key behaviours and attitudes are assessed and included in the report to parents up to twice a year.

Principles include

• Keeping themselves and others safe and happy
• Building community by being friendly and helpful to others
• Contributing to the learning community at class and school level
• Behaving in a wholesome way that honours Christ and encourages others towards positive behaviour and in a journey of faith in Him
• Setting an example to younger pupils and respecting older ones
• Showing courtesy towards adults and respect for the role of teachers
• Demonstrating an age-appropriate maturing process in matters of conscience and character building
• Understanding processes related to human failings e.g. correction and forgiveness
• Telling the truth as a courageous behaviour that keeps consciences sensitive and promotes fair judgements about behaviour.

Clear Expectations and Rules

• The senior leaders and teaching staff have high expectations of all pupils. Many pupils generally apply parental guidance and make good choices. School rules give practical details of how the principles work out in different settings. The code of conduct for LS MS and US is displayed in appropriate places in the school.
• The playground and general indoor environment provide opportunities for pupils to behave in a safe and trustworthy way in less closely supervised situations.
• Classroom rules are concerned with workmanship, consideration of the learning needs of others and respect for the teacher.
• Some lessons or specialist rooms have detailed health and safety rules which must be learnt and adhered to
• Field trips, educational visits and residential activities have particular rules based on minimising risks and presenting a good public image
• The dress code demonstrates an identification with and pride in all that CFS stands for.

Rewards and Reinforcement of Good Behaviour

• There is an automatic and intrinsic reward for good behaviour in the level of trust and freedom allowed and the good relationships and happy atmosphere enjoyed
• The school primarily uses the ‘House ‘system to reward good conduct/work with points that contribute to the house; personal success is also rewarded in the form of certificates and trophies
• Praise and commendation are used as often as possible. Good behaviour usually gives pleasure to someone else and the relational aspects are valued
• For primary aged children teachers operate a ‘traffic light’ or behaviour ladder system to teach young children to modify behaviour
• Good work is rewarded by being published in some way or by showing it to another person for praise
• Other rewards include special privileges and activities such as “golden time” or special treats and letters of commendation home.

Discipline

• We endeavour to observe and prevent poor behaviour where possible. Otherwise we try to intervene early to minimise disruption or to stop escalation
• Discipline targets the behaviour, not the person, and is dealt with on the basis of the principles behind the behaviour e.g. disrespect or dishonesty, etc.
• The school operates an assertive discipline policy. This means that where the boundaries are clear and sufficient warning about consequences given, and the pupils are of an age of understanding to control their behaviour, then staff will act decisively if they observe poor behaviour. They will take exception to behaviour as unacceptable because of the principle being broken and the negative effect or potential consequences. To minimise disruption to lessons a pupil will be removed (exit procedure) and will often have a reflection time using a prompt sheet (eg. Reflection Sheet) before the matter is discussed and a sanction applied if appropriate. Where poor behaviour is reported, then an investigation will precede action.
• Being ‘on report’ is a sanction to alert staff to a situation that needs monitoring until the pupil can regain trust and good habits.

Bullying and Child-on-child Abuse

We want every pupil to feel safe and secure at CFS and therefore we take any incidents of bullying or suspected bullying seriously.    

We define bullying as deliberately hurtful treatment (either physically or emotionally) repeated over a period of time, perpetrated by an individual or a group, which is difficult for victims to defend themselves against (power imbalance).  

Bullying may take the following physical or emotional forms:

• physical – hitting, kicking, taking belongings
• verbal – name calling, insulting, making offensive remarks
• cyber-bullying – unkind messages, humiliating posts or comments, intentional exclusion
• indirect – spreading nasty stories about someone, exclusion from social groups, being made the subject of malicious rumours
• psychological – intentionally provoking or ‘winding someone up’ to cause a reaction.

Any incidents of bullying or suspected bullying will be handled in line with our school Anti-Bullying Policy, with parents informed throughout the process. Ongoing monitoring will be used afterwards to ensure that the bullying does not re-emerge. All incidents of bullying will be recorded and filed securely. See the full Anti-Bullying Policy on the Policies page.

Sanctions

• The level of sanction reflects the seriousness of the misbehaviour, the need for justice to be seen but also the responsiveness of the pupil. Honesty and remorse may not deflect a consequence but will definitely restore relationships quickly, clear the conscience and allow for a fresh start.
• Sanctions are designed to reflect a natural consequence where possible e.g. detentions as time penalties are usually for lateness, for time wasting or not giving enough time to something
• Community service may be used to restore a situation; if the environment has been disrespected then a practical chore may be given; if someone’s property is damaged or offence given then a task involving serving the person may be used
• Sanctions relating to an affront to the community, at class or school level, usually involve loss of community inclusion such as: a short removal from a lesson, missing a social time, a period of work isolation, or suspension and ultimately exclusion. 
  See full Behaviour Policy HERE

Parents

• Where a pattern of behaviour begins to build or where a serious incident occurs we endeavour to inform parents and seek their involvement
• Pupils usually value their parents' opinion, highly, therefore at CFS we encourage parents to praise positive behaviour generously and reinforce appropriate sanctions for poor or negative behaviour, bearing in mind that restoration of relationship should always be part of the process.