Behaviour is taught, not simply expected

Children do not arrive at school automatically knowing every routine, social convention or learning behaviour that adults might expect of them. We therefore believe it is our responsibility to teach these things clearly, practise them regularly and model them consistently.

The St Mary’s Way defines what successful behaviour looks like rather than simply producing a list of things children must not do. It establishes common routines and expectations so that children experience clarity and consistency wherever they are in school.

This closely reflects Ofsted's inspection toolkit for use from September 2026. Ofsted considers whether schools establish clear routines and expectations across all aspects of school life, whether staff teach positive behaviour and whether pupils develop positive attitudes towards their learning.

For our children, this means explicitly learning things such as how we:

• speak respectfully and use good manners
• move calmly and safely around our school
• behave during Collective Worship and assemblies
• look after classrooms and communal spaces
• behave positively at playtimes
• eat together respectfully in the dining hall
• arrive ready to learn
• take pride in the presentation of our work
• represent St Mary’s positively when we are outside school.

These expectations are deliberately detailed. For example, children learn to say please and thank you, hold doors for others, care for equipment, pick up litter rather than walking past it and include other children in their games.

These may appear to be small things. Collectively, they build character.

High expectations and strong relationships

We do not believe that high expectations and nurture are opposites.

Children flourish when adults know them well, care about them and also believe that they are capable of meeting ambitious expectations. Ofsted's current framework similarly places positive relationships alongside high expectations, clear routines, consistency and proportionate consequences. It specifically considers whether schools create a positive and respectful culture in which staff know, support and care about pupils.

This is important to us.

The purpose of The St Mary’s Way is not to produce compliance for compliance's sake. It is to help children develop self-discipline, consideration, confidence and responsibility.

Ultimately, we want children to make good choices because they understand why those choices matter, not simply because an adult happens to be watching.

Practice makes permanent

Behaviour, like any other part of learning, needs practice.

Expectations are explicitly taught and regularly revisited. Adults model them and children have repeated opportunities to practise them.

Throughout the year we deliberately return to our expectations through our 'Practice Makes Perfect' approach. Behaviour and character education are also reinforced through Collective Worship, PSHE, our wider curriculum, educational visits, enrichment and community experiences.

This means our behaviour curriculum is not something taught during the first week of September and then forgotten. It is lived every day.

Adults have expectations too

The St Mary’s Way applies to adults as well as children.

If we expect children to demonstrate courtesy, calmness, organisation and respect, the adults around them must model those behaviours. Our behaviour curriculum therefore explicitly defines what adults should do.

Staff are expected to model manners, greet children positively, establish and teach routines, reinforce expectations consistently, maintain orderly environments and recognise children when they meet our expectations.

Consistency matters because children should not have to work out which version of the rules applies depending upon which adult is standing in front of them.

High expectations for everyone does not mean identical support for everyone

This distinction is fundamental to our approach.

Some children need additional help to meet an expectation. Children with SEND, additional needs or difficulties with emotional regulation may require routines to be broken down differently, visual prompts, movement breaks, alternative communication methods or carefully planned adaptations.

Our curriculum therefore combines consistency of ambition with flexibility of support.

We will therefore seek to understand the context behind behaviour without lowering our expectations of what children can ultimately achieve.

Fairness does not always mean giving every child exactly the same thing. Sometimes fairness means giving a child the additional teaching, structure or support they need to succeed.

Belonging matters

One of the most significant features of Ofsted's renewed framework is its emphasis on whether children achieve, belong and thrive. Inspectors consider whether children feel valued as part of their school community so that they attend, behave and contribute positively.

That language strongly reflects what we want for St Mary’s.

Our behaviour curriculum therefore extends beyond classrooms. Children learn about civitas: citizenship, community and responsibility. They are given opportunities to undertake jobs, care for their environment, participate in community activity and understand that they are part of something bigger than themselves.

We want every child to be able to say:

I belong here.
I have something to contribute here.
Other people matter.
My choices matter.
I can be the best version of myself.

Working with parents and carers

Parents and carers are essential partners in this work.

We ask families to reinforce our expectations around kindness, respect, attendance, punctuality, uniform, learning and behaviour. Equally, we recognise our responsibility to listen when families tell us that something is making it difficult for their child to succeed.

Our approach is therefore based upon partnership before judgement.

Our wider strategy deliberately seeks to understand barriers, build belonging and provide support. This can include pastoral support, family engagement, attendance support, help with uniform and practical assistance for families experiencing difficulty.

This does not mean that expectations disappear when circumstances are difficult. It means that we work together to help children reach them.

Our ambition

Ofsted describes exceptional attendance and behaviour as being sustained over time within a highly inclusive culture where pupils feel that they belong and where children requiring additional support receive highly effective, tailored help that produces clear results.

That is the standard we are pursuing, but our motivation is bigger than an inspection judgement.

The St Mary’s Way is about the adults our children will eventually become.

We want our pupils to leave us knowing how to learn, how to regulate themselves, how to treat other people, how to contribute to a community and how to take responsibility when they get something wrong.

Most importantly, we want every child to know that they belong at St Mary’s, that we see potential in them and that every new day provides another opportunity to be the best version of yourself.

Read Ofsted's State-funded Schools Inspection Toolkit for September 2026