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Behaviour policy

Behaviour Policy

We believe in making our Church school a place of love and happiness here every individual is valued.  A place where everyone is encouraged to uphold Christian values in order to discover, grow and develop into adaptable, caring citizens, keen to participate in an ever changing world.

1          Aims and objectives

1.1       To promote self discipline and responsibility for one’s own actions, consideration for others, and a whole school team spirit.

1.2       To establish a clear code of acceptable behaviour, supported by appropriate strategies that provide rewards and sanctions.

1.3       To generate a whole school approach for exemplary behaviour, so that any adult in school praises and rewards using a Green card.

1.4       To establish a whole school approach that manages unacceptable behaviour if it arises.

1.5       To work with parents and carers and encourage co-operation and shared responsibility when managing difficult behaviour.

2          Rewards, sanctions and pastoral care

2.1       We praise and reward children for good behaviour in a variety of ways:

  • Praising the child
  • Passing on positive comments to parents
  • With smiles and encouraging words
  • Using stickers, stars, marking feedback, stamps and certificates.
  • Each week, we nominate children from each class to be ‘workers of the week’.
  • Each ‘worker of the week’ receives a certificate in the school assembly;
  • The ‘cup of kindness’ is awarded for specific kind actions and the chosen child invites two friends to have hot chocolate with the Headteacher;
  • Green cards are awarded for exemplary behaviour, and every green card is entered into a half termly raffle.


2.2       The school acknowledges all the efforts and achievements of children, both in and out of school.

2.3       The School Council worked with the Headteacher on drawing up a list of acceptable and unacceptable behaviours.  These were then sorted into two levels; saying and doing unkind deeds.  This forms the basis of the behaviour card policy.  A yellow card is issued for saying unkind things, repeatedly ignoring requests and a red card is issued for more serious physical actions.  Please see the list of behaviours in the Appendix.

2.4       The card system is incremental, and so builds up a pattern of observed behaviours.  Three yellow cards are turned into a red card.  Three red cards issued in one school year mean that the Headteacher meets with parents to discuss the behaviours identified.  The parents are asked to support school with an appropriate sanction at home, strengthening the home/school relationship.  If a further  3 red cards are issued, the Headteacher meets parents again, to discuss and draw up a behaviour plan.

2.5       All staff share responsibility for pastoral care and welfare of children.  We share information about the children in our care so that we can provide appropriate support and guidance, whilst retaining appropriate confidentiality.  Strategies for pastoral care include:

  • Positive behaviour strategies as in 2.1
  • Regular conversations to pass on knowledge
  • Monitoring the use of the Friendship bench
  • Sharing of information which gives cause for concern, via the SENCO
  • Liaison with external agencies as appropriate

2.6       The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour.

2.7       All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DCSF Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself. The actions that we take are in line with government guidelines on the restraint of children. All staff are trained in this area.

3          The role of the class teacher

  • To treat all children fairly and with respect
  • To raise children’s self esteem by helping them recognise their individual qualities
  • To provide a challenging, interesting and relevant curriculum which matches the needs of the children
  • To use rules, rewards and sanctions clearly and consistently
  • To work with parents and encourage cooperation and shared responsibility when managing challenging behaviour.

4          The role of the headteacher

4.1       It is the responsibility of the headteacher, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the headteacher to ensure the health, safety and welfare of all children in the school.

4.2       The headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in their implementation of the policy.

4.3       The headteacher keeps behaviour records in the form of cards on file and meetings held.

4.4       The headteacher has the responsibility for giving fixed-term suspensions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the headteacher may permanently exclude a child. These actions are taken only after the school governors have been notified.

5          The role of parents and carers

5.1       The school collaborates actively with parents and carers, so that children receive consistent messages about how to behave at home and at school.

5.2       We expect parents and carers to support their child’s learning, and to cooperate with the school, as set out in the home–school agreement. We try to build a supportive dialogue between the home and the school, and we inform parents and carers immediately if we have concerns about their child’s welfare or behaviour.

5.3       To support the ethos of the school. If parents and carers have any concerns about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the school governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.

6          The role of governors

6.1       The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the headteacher in adhering to these guidelines.

6.2       The headteacher has the day-to-day authority to implement the school’s policy on behaviour and discipline, but governors may give advice to the headteacher about particular disciplinary issues. The headteacher must take this into account when making decisions about matters of behaviour.

7          Monitoring and review

7.1       The Headteacher monitors the effectiveness of this policy on a regular basis. She also reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.

7.2       The Headteacher keeps a record of any child who is suspended for a fixed-term, or who is permanently excluded.

7.3       It is the responsibility of the governing body to monitor the rate of suspensions and exclusions, and to ensure that the school policy is administered fairly and consistently. The governing body will pay particular attention to matters of racial equality; it will seek to ensure that the school abides by the non-statutory guidance The Duty to Promote Race Equality: A Guide For Schools, and that no child is treated unfairly because of race or ethnic background.

7.4       The governing body reviews this policy every two years. The governors may, however, review the policy earlier than this if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved.



Date: June 2015

Appendix  – Card Guidelines

A green card may be issued for:

  • Any behaviour that impresses you! Such as …
  • Showing consideration (eg holding a door open)
  • Concern (eg helping a child who’s hurt or unwell)
  • Kindness (eg sharing or involving someone in a game who feels left out)
  • Bravery (eg sticking up for someone who’s feeling outnumbered)
  • Catching specific children doing the right thing!


A yellow card may be issued for:

  • Lack of respect towards another person in school
  • Deliberate unkindness such as ignoring or leaving out
  • Ignoring a request/warning to improve behaviour
  • Repeatedly distracting others from eating lunch/working etc
  • Repeatedly shouting out answers in class
  • Personal comments designed to hurt feelings
  • Refusing to do as asked


A red card may be issued for:

  • Deliberately hurting another child
  • Aggressive behaviour towards another child
  • Temper tantrums
  • Racial comments (see separate procedures to be followed in the case of a racial incident)
  • Swearing/rude hand gestures
  • Behaviour that puts themselves in danger (eg climbing walls).