Behaviour At St Stephen’s

This is deliberately a Behaviours Policy, rather than simply a Behaviour Policy.

Our Behaviours Policy covers all aspects of pupils’ conduct, interactions, learning and wellbeing, but it also recognises that behaviour does not belong to children alone. The behaviours of the adults around them matter too. How staff speak, listen, model expectations, build relationships and respond when things go wrong has a powerful influence on children’s behaviour and on the culture of our school.

We use the plural “behaviours” because behaviour is complex. There is rarely one behaviour, one cause or one response. Children’s behaviours can be influenced by development, relationships, experiences, emotions, communication, individual needs and the context in which something happens. Understanding this complexity does not mean lowering expectations; it enables us to respond more effectively while maintaining clear, consistent boundaries and high expectations for all.

Our approach therefore considers the behaviours of the whole school community. Positive behaviour is not created simply through rules and consequences; it is taught and strengthened through relationships, modelling, consistency, understanding, clear expectations and trust.

This policy has been informed by research, established and historical best practice, and our underlying principles as a Church of England primary school. It reflects our belief that behaviour is something we teach, model and develop together.

Our aim is not simply to manage behaviour, but to create the conditions in which children learn how to regulate themselves, build positive relationships, make good choices and flourish.

“Staff have high expectations for all pupils. Pupils behave well and have a positive attitude to learning.”
Ofsted, November 2022

“Leaders have developed a caring and inclusive ethos where all pupils are valued.”
Ofsted, November 2022

“Pupils behave well in lessons and focus on their learning. Pupils who need extra guidance with their behaviour, get the help they require.”
Ofsted, November 2022

Principles of our behavioural approach

Positive Behaviour at St Stephen’s CE Primary School Bradford

At St Stephen’s CE Primary School in Bradford, our approach to positive behaviour and behaviour for learning is built on unconditional positive regard for every child. Whatever a child may say or do, they remain valued and respected. As a Church of England primary school in Bradford, this reflects our belief in God’s unconditional love and our commitment to helping every pupil Nurture, Grow and Flourish.

We combine this nurturing, relational approach to behaviour with high expectations, clear routines and consistent consequences. Our priority is the safety, wellbeing and education of every pupil, creating a calm, orderly and respectful school environment where children feel secure and learning can flourish.

Our trauma-informed approach to behaviour includes Emotion Coaching, Zones of Regulation, My Happy Mind and restorative practice. These approaches help children understand their emotions, develop self-regulation and resilience, take responsibility for their choices and repair relationships when things go wrong.

Our eight Learning Goals — respectful, resilient, empathetic, ethical, adaptable, thinker, communicator and collaborator — teach children the positive behaviours and qualities we want to see every day.

For families looking for a Bradford primary school with a positive, inclusive and nurturing behaviour approach, St Stephen’s offers high expectations without losing sight of the individual child: strong relationships, clear boundaries and the support every pupil needs to learn, grow and flourish.

Admissions

St Stephen’s C of E Primary School admissions and appeals are managed by Bradford Council. If you would like to register your child for admission into St Stephen’s, please visit our admissions page for further details.
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