We believe in positive behaviour management based on the good relationships fostered within the school community.  We have high expectations, and utilise a wide range of strategies to encourage and reward all children in taking responsibility for their own actions.


  • To encourage a calm, purposeful and happy atmosphere within the school.
  • To foster positive, caring attitudes towards everyone, where achievements at all levels are acknowledged and valued.
  • To encourage increasing independence and self-discipline, so that each child learns to accept responsibility for his/her own behaviour.
  • To have a consistent approach to behaviour throughout the school with parental co-operation and involvement giving a common purpose.
  • To ensure safety through making the boundaries of acceptable behaviour clear.
  • To enable children to make positive choices to correct their behaviour

School Rules

These simple rules can be interpreted at an appropriate level by every child and clearly understood by all.

1.  LISTEN to all the adults in school and to each other.

2.  RESPECT everyone in the school community and their property.

3.  TRY YOUR BEST at all times.

4.  BE POSITIVE and have a good attitude.

General Strategies

1.  Praise and encouragement.

2.  Awarding of incentives e.g. stickers, certificates, class rewards.

3.  Sharing successes.

4. Identify and model positive learning behaviours.

Reward/Sanctions Strategies


1. Verbal warning about behaviour - unless behaviour is a serious disruptive behaviour (red behaviour).

2. If behaviour continues sanction according to class rewards/sanctions - amber for minor disruptive behaviours

3. If behaviour still continues (a second amber) - isolate the child in the classroom for 5 minutes.

4.  Three repeated minor disruptive behaviours lead to red sanction and children are immediately sent to the Phase Leader’s classroom for 10 minutes isolation.

5. Further negative learning behaviour leads to the child discussing their behaviour with SLT member.

6. Parents will be informed of more serious disruptive behaviours (red) behaviours.

The children’s name card starts in the Golden section. The names are moved down to the amber section of the triangle if minor negative behaviours are displayed, after being given a verbal warning.

The children can move back to the Golden section (restorative) if they display positive learning behaviours and have acted upon feedback given. At the end of each day children who were in the amber section, begin again the golden section.

If the child does not act on feedback and continues to display minor disruptive behaviours three times, this leads to the red section. The child would be sent to the Phase Leader’s classroom for 10 minutes isolation for 3 amber behaviours recorded. A further 5 minutes would be missed for additional disruptive behaviours.

The children immediately move to the red section if the behaviours are more serious disruptive behaviours.

More Serious Disruptive Behaviours (red behaviours)

Fighting, lying, intentional damage, refusal to do as asked by an adult, foul language, disrespectful to an adult

Disruptive behaviours (amber behaviours)

Shouting out, talking, unprepared for the lesson, disturbing others, not listening

Positive behaviours (green behaviours)

The following list (although not exhaustive) shows behaviours that are expected:

Politeness, responsibility, completing tasks, helping others, collaborating, co-operating, volunteering, being prepared.

Repeated (Amber) Misbehaviour

If the child is sent to the Phase Leader’s classroom three times in one half term, the parents will be informed by the class teacher. This would also involve the child having formal contact with the Key Stage Leader and/or Deputy Head.

Persistent Misbehaviour  will involve parents being called to speak with the Headteacher.  Further strategies will be put in place e.g. Home/School Link Book, or internal exclusion, and the situation monitored carefully.  In cases of extremely serious misbehaviour fixed term or even permanent exclusion will be considered.

More Serious Disruptive Behaviours

If the children display more serious disruptive behaviours (red behaviours), parents will be called and speak to the head teacher or member of the SLT.

The children are rewarded for positive learning behaviours.


Each child in class is rewarded if they remain in the ‘golden’ section of the triangle. These children take part in ‘Golden Time’.

If the majority of children are in the golden section, the class may be given other appropriate rewards at the discretion of the class teacher.

The children can be rewarded further and move up to the ‘stars’ above the golden section. The stars are graded ‘Bronze’, ‘Silver’ and ‘Gold’. The children in the stars section may be presented with ‘Super Star Learner of the Week’ or ‘Super Star’ certificates in the Celebration Assembly. Children who reach the ‘Gold’ will be presented with an individual reward and Head teacher’s Award.

If the majority of the children continue to be in the golden section over the half term, the class can be awarded an extra reward e.g. extra playtime, ‘free’ time on iPads.

Children who consistently ‘reach the stars’ can be rewarded with the Super Learner or Super Star of the term award.

Suggested strategies for Resolving Conflict

Let others listen with no interruptions.

Encourage to maintain eye-contact.

Stress the importance of telling the truth.

Each child has a turn to say:

     1.  What the other(s) has/have done to upset them.

     2.  How they feel about it.

     3.  How they would like them to behave in future.

Under adult supervision the children are encouraged to understand each other’s feelings, and to make peace and move on.

Closing Statement

All staff will make every effort to ensure all children are engaged in meaningful tasks which offer the appropriate level of challenge, with support where necessary.  Children are encouraged to concentrate, stay on-task and become increasingly independent learners.  Every child is valued and benefits from both public and private praise.  The importance of self-esteem is never underestimated.

Parents are asked to work in partnership with the school and support the implementation of the behaviour policy.  The school rules are displayed clearly throughout the school and are included in the Home/School Agreement.  We value the support and co-operation of parents in building a framework for the moral, spiritual and social education of all our children.