• Establishing an understanding of God’s nature, his absolute justice and goodness;
• Developing a child’s conscience and ability to discern right from wrong in order to make correct (biblical) moral choices;
• Encouraging a respect for authority;
• Nurturing self-discipline in each child;
• Teaching each child how to form and maintain godly relationships;
• Teaching godly principles of responsible community living;
• Showing that God’s justice demands ‘zero tolerance’: he can have no part of sin – any sin! His holiness, purity and sovereign, just decrees demand that all sin be punished. God never leaves any sin unpunished.
• Showing also that God’s mercy and grace reveal the vast extent of his love. Through the Lord Jesus Christ God has provided a means for us to escape his anger at our sin. God’s justice is satisfied when He substitutes Jesus for us and punishes Him instead. 
• Showing that the Old and New Testament provide all the instruction needed to understand how we can live in a way that pleases God. The Holy Spirit is active in revealing biblical truth and illuminating our minds to God’s patterns and principles, which should govern every aspect of our lives. We can know what God considers to be normal, and aim to comply even though the world, the flesh and the Devil conspire to deflect us. 
• Demonstrating Christ-likeness – intolerant of sin but having compassion for those who continually fail. We must make it possible for them to succeed. We must be long-suffering, gentle and kind. However, also like Him, we must be intolerant of those who wilfully disobey. Those who will not behave in a normal way will eventually corrupt the norms. This is unjust and cannot be allowed.

• Inside the building we should be quiet, gentle and calm.
• At times there will be no talking (on the stairs, during lessons).
• Settling down at the start of the day and at the start (or end) of any activity (prayers, lessons, lunch) should be automatic.
• Children should become quiet, looking for the start of the lesson when teachers enter a room. The teacher should acknowledge this response. A teacher or parent should not have to struggle to get any group to settle down before a lesson begins. 
• There will be times when conversation is encouraged and the adult who is in charge will announce these.
• Movement around the school must not be rowdy.

• A high degree of politeness is expected: for example, speaking to adults- using their names, with a tone, manner and demeanour which shows respect. Deceit, arguing and off-hand comments are disrespectful. ‘Please’ and ‘thank you’ can never be worn out. Pupils should be polite to one another. 
• Movement around school, eating, drinking, use of language in social situations, should be orderly and pleasant. ‘Street culture’ or television culture (e.g., swearing, aggression, sexual innuendo, loutishness) is not our norm. Facial expressions, tone of voice and gestures should not be harsh, rude or cruel.

• Children are expected to tell the truth.

• Children should have all the equipment and work needed for each lesson.
• Children should have a teachable spirit enhanced by determined effort, a conscientious approach and a desire for improvement.
• Homework should be done on time and to an appropriate standard.
• Play should be a wholesome activity, good clean fun that is not at the expense of others -sports, crafts, games, reading, conversation. Younger children should be influenced for good.

• Children should keep desks tidy and orderly.
• Litter and waste should be placed correctly in the waste bins.
• Deliberate or careless damage to property is unacceptable.
• Deliberate or careless damage to or misuse or waste of materials or equipment is unacceptable.

• Children should want to conform because it is right.
• Children should desire success in this and be disappointed with their failure to conform.
• Obedience to legitimate authority, rightly exercised, should be without challenge, without delay and without excuse.

• The creation of a positive atmosphere based upon shared Christian values.
•  A consensus about standards of behaviour among governors, staff, parents and pupils.
• The importance of setting a good personal example.
• Continuing communication about standards, including practical examples.
• A recognition of good behaviour and action against bad behaviour. 
• A curriculum which reinforces the school’s code of conduct.
• Effective monitoring and supervision of non-classroom activities.
• All members of the school community being respected and valued. 
• A structure and order to the pattern of the school day. 
• A pleasant, positive, encouraging, stimulating and motivating environment.
• An understanding of and respect for authority. 
• A restriction on access to negative anti-social images and a recognition of the effect of media, cultural and peer influences on attitudes and behaviour. 

• Knowing pupils as individuals and being sensitive to the changes that occur as children grow up. 
• Realistically planning, organising and delivering lessons (i.e., furniture, pupil groups, matching work to ability, pace of lesson, enthusiasm, use of humour).
• Being flexible in order to take advantage of unexpected events.
• Continually observing the behaviour of the class. 
• Being aware of and controlling their own behaviour, including stance, demeanour and tone of voice.
• Modelling the standards of courtesy expected.
• Emphasising the positive, and expecting high standards.
• Giving praise for good work and behaviour, being firm rather than aggressive with reprimands.
• Targeting the right pupil for discipline, criticising the behaviour, not the person.
• Avoiding sarcasm, idle threats and whole group punishments; never humiliating a pupil.

• General oversight in school, including monitoring academic progress, attendance, punctuality, etc.
• Teachers providing time for reinforcing spiritual and moral values, good attitudes and a sense of community and direction. They should prayerfully seek to foster an understanding of the spiritual condition of their pupils and develop awareness of their spiritual needs.
• Teachers developing genuine relationships with the children enabling them to get a better overview of a child’s spiritual, personal and academic development. A child’s gifts should be recognised and plans formulated for the exercise and development of particular strengths. Prayer and strategies to enable children to overcome weaknesses is also part of pastoral care.
• If a child feels a teacher has unfairly treated them they should ask their parents to discuss this with the teacher. If the parent is still unhappy they should speak with the Head Teacher.
•  Where appropriate, and at the request of he Head Teacher, governors will seek to work with parents and children to address unacceptable behaviour.
• Providing opportunities for each child to feel valued by the school and for each child to make their unique contribution to the life of the school.
• Impartially dealing with all acts of unrighteousness. Everyone is under God’s authority – parents, teachers and children.
• Modelling as Christians a more excellent way before a watching world.

• Encourage children who want to behave well. 
• Reinforce an atmosphere of acceptance.
• Help the children feel secure and valued.
• Draw attention to positive behaviour and values.
• Be something desirable (i.e., not embarrassing).
• Be accessible to all children.

• Eye contact and a smile.
• Signal between child and teacher.
• Verbal praise (including private praise).
• Positive, written feedback.
• Displaying work (including good work assembly).
• Time of favourite activity.
• Free choice of activity (end of day/term).
• Stickers, stars, team points.
• Positive report sheet to parents.
• Sending work to show other teachers/Headteacher.

• Establish a sense of God’s justice.
• Convey respect for God’s law.
• Promote righteousness and truth by being fair and consistently applied.
• Contain a warning.
• Deter bad behaviour.
• Be a means of correction.
• Be published in an agreed hierarchy.

• A gesture, movement or facial expression.
• A verbal reprimand.
• Withholding privileges (including loss of team points, break/lunchtime detention.
• Extra work/duties.
• *After school detention.
• *Behaviour report sheet.
• *Personal Behaviour Book.
• *Head Teacher’s punishment book.
• *One week exclusion and contract.
• *Governors warning.
• *Permanent withdrawal of a place at Bethany.

• The provision of a secure and happy home (Proverbs 4: 3-4).
• The love, counsel and teaching of a father (Proverbs 2: 1, 23: 15) and the constant address to a son.
• The responsibility of parents (Proverbs 23: 23-25).
• A necessary measure taken for long term benefits (Proverbs 4:10, 6: 32, 23: 14). The provision of discipline and training and a means of bringing understanding (Proverbs 22: 6, 29: 17, 13: 24, 19: 18, 23:13-14). 
• An action administered not by superior beings but by those who know what it is to be submitted to authority themselves (Proverbs 4: 1-4).
• Not intended to be of the type or force to cause harm – physical or psychological (Proverbs 23:14). The experience of pain or sorrow does not constitute harm but can be productive (Hebrews 12: 11). 
•  Not a replacement for instruction, explanation or an impatient reaction. 
• One type of sanction. Others include experience of direct consequence of wrongdoing, reproof, anger, warning (Proverbs 6: 6-19, 15: 19, 22: 8, 14: 12). 
• An assistance in directing the will (Proverbs 26: 3).
•  A means of prompt discipline to convey consequences which otherwise would not be understood (Proverbs 13: 24).
• A reflection of the manner in which God would use chastisement (Proverbs 3: 12).

• Use rather than other methods, which convey greater negative messages, e.g. withholding affection, which can be emotionally damaging, sarcasm, which destroys self-esteem, or extreme verbal abuse.
• Use when there is a clear recognition of the just nature of the punishment. There should be no sense of a child being taken advantage of by someone bigger and more powerful.
• Use when there is an understanding that the smack will not be a beating. The difference is not one of force but of attitude. Punishment should be appropriate to the child and for the child’s sake, not to relieve the frustrations of the adults. It is important to judge that the pain caused produces a sense of regret but is not harmful in any way.
• Warmth and forgiveness should be clearly conveyed after the event. Relationships should be restored and a new start made.