St Luke'sChurch of England Primary School

KNOW - LOVE - SERVE God, Ourselves & Others

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“Teach children how they should live, and they will remember it all their life.” Proverbs 22:6

At St Luke’s Primary School, we are preparing our children for life, in school and beyond, providing them with the understanding to build, maintain and repair relationships to live “life in all its fullness.” John 10:10


We aim to create a culture that makes everyone in the school community feel valued and respected. At St Luke’s Church Primary School, we have high expectations of behaviour and personal achievement for all of our children. We establish this by providing a caring and stimulating environment where pupils are encouraged to be independent, develop self-control, show respect for others and take responsibility for their actions.


We believe that good behaviour and high levels of wellbeing promote effective learning. Staff, children and parents/carers themselves are essential in ensuring that this is understood and maintained.


Our Code of Conduct is:

An Understanding of Behaviour

All behaviour is a form of communication and throughout their schooling children will show a range of behaviours in the different activities and environments that schooling demands. Behaviour can be positive, helpful and useful to the person and it can include skills like asking for help, waiting in a queue, getting on with work, doing chores, exercise to work off energy, listening to music to calm down...and many other things.  However, behaviour can be problematic to the individual or to other people around them.


When investigating behaviour, it is important that staff consider why the behaviour is occurring:

  • Sensory (meeting a known or unknown need)
  • Escape or avoidance
  • Attention (interaction or reaction) - connection seeking
  • Tangible (a way of gaining access to an item or activity)
  • Whether the behaviour is conscious or unconscious.


Staff work alongside each other to understand the behaviour and try to identify a need understanding that may so-called challenging behaviours are often more extreme versions of quite ordinary behaviours in other situations. They consider what can be changed to make things better for tomorrow.

Types of behaviour




The ‘model child’ - those that are following the policy and ‘doing the right thing’.



Do not seek connection or association with others.

Unwilling or unable to behave sociably in the company of others or follow instructions but not to the detriment of self or others.



Antisocial but not dangerous, e.g. throwing a chair across the room is difficult.



Will imminently result in injury to self or others. Damage to property or behaviour that would be considered criminal. Throwing the chair across the room at a child or teacher is dangerous.

Foundations of our practice

Alongside understanding the behaviours of children it is essential that we have an approach supported by restorative language, rather than seeing an individual under a negative label. Relationships and connection underpin all behaviour policies and interventions, rather than punitive approaches that can result in disconnection and exclusion.


  • Consistent Adult Behaviour.
  • Over and Above Recognition.
  • Relentless Routines.
  • Scripting Difficult Conversations.
  • Restorative Follow Up.

TPP for All Schools

Trauma Perceptive Practice (TPP) is the Essex approach to understanding behaviour and supporting emotional wellbeing. It promotes a shift in values and mindsets to a trauma perceptive description of vulnerable children and young people can create…


  • Compassion and kindness (instead of blame and shame)
  • Hope (instead of hopelessness)
  • Connection and belonging (rather than disconnection)



Online Behaviour

Behaviour online, both whilst at school and at home, is an increasingly important area where we need to work together with parents to ensure that our children are able to use the internet safely. As a school your child’s safety is of paramount importance to us. We also accept that a large majority of children are using the internet at home, including accessing programmes that can be harmful if not used in the correct way. As a school it is our duty to ensure that children and their families are using the internet safely and understand how to monitor this.