We are committed to ensuring that all members of  our school community feel valued and respected and have the right to reach their full potential in a safe, secure, caring and happy environment. We are a hard working school and expect high standards from our pupils in terms of work and behaviour.

Good behaviour in school is a key feature of school effectiveness and achieving this is based on:

  • the leadership of the Head teacher and PSLT – with clear aims and high expectations;
  • the quality of relationships, trust and mutual respect within the whole school;
  • individual expectations of pupils by teachers and learning assistants;
  • the example set by teachers and other adults;
  • the high quality of the teaching with opportunities for achievement and success with clear purpose and rigour;
  • the physical environment of the school;
  • the active involvement of pupils in their own learning and in the wider life of the school;
  • a positive climate for the whole school, which is based on a quiet yet firm insistence on a range of rewards and privileges with an emphasis on praise; and
  • good links with parents and the local community.

Aims of the policy

We aim to foster a positive approach to the management of behaviour which is based on a belief in growth mind set. Children learn most effectively when they are well motivated and praised for their effort and achievements, and when parents are fully involved in, and supportive of, the strategies employed. They are taught that when we make a poor choice or a mistake we learn from it, make it right and move on.

We share the rules with the children and make class expectations clear through modelling and positive reinforcement. Specific praise helps the children to  understand what they have done well.

Specifically we aim to:

  • to create a harmonious and effective working environment for staff and pupils at the school where respect for others is an integral part of every interaction;
  • to establish clear routines and procedures which are followed by children, staff and parents;
  • to set the boundaries of acceptable behaviour;
  • to involve and direct pupils in decision making, where appropriate;
  • to develop individuals who are able to think for themselves in a responsible way;
  • to build on our pupils’ interests and abilities by providing lively, stimulating and rigorous teaching;
  • to develop an awareness of the need to respect other people and their property;
  • to create the best possible physical conditions throughout the school; and
  • to ensure the safety of pupils and staff

Our School Rules

We have three overarching rules for the whole Primary school.


These rules are talked about regularly in whole school assemblies and in classes when appropriate and deemed necessary.

Early in the Autumn Term each class works collaboratively to create a set of Classroom Rules or Class Charter that is personal to their class. These are agreed by all class members, displayed in the classroom and shared with parents. They are regularly referred to and used to reinforce our School ethos, values and expectations.Promoting and instilling positive behaviour is a  shared responsibility which relies upon a consistent approach from students, teachers, support staff and parents. We have high expectations for all members of our school community.


We expect our children to take responsibility and be ready to learn and to work and play considerately with others:

We also expect our students to:

  • attend school regularly and be punctual;
  • accept responsibility for their actions and behaviour;
  • learn to value their school, the people, the equipment, the building and the grounds;
  • negotiate school, class, corridor, dining and playtime rules with staff;
  • to show independence and be responsible for everyday school routines;
  • try their best and persevere;
  • live out the school’s values*;
  • move safely and calmly around the school;
  • treat others kindly or as they would like to be treated;
  • have care, consideration and respect for other children, adults and property;
  • be co-operative, collaborative and share;
  • be honest;
  • choose carefully the words that they use; and speak positively to each other;
  • value their own and others achievements and take pride in the school.

In the dining room we expect children to:

  • use good table manners;
  • sit down to eat;
  • use indoor voices;
  • make healthy choices;
  • tidy up after themselves.

On the buses we expect children to:

  • follow instructions given by bus monitors and drivers;
  • be polite and respectful to other people;
  • remain seated with belt on for the journey;
  • place luggage safely;
  • talk calmly;
  • be respectful of others’ property;
  • help keep the bus clean and tidy;
  • be on time for the bus.


In order to achieve our aims for behaviour and discipline all staff (teaching and non-teaching) in school and on the buses shall:

  • be good role models by showing respect and kindness based on an appreciation of the values and beliefs that underpin the ethos of the school;
  • encourage a positive commitment to equal opportunities;
  • ensure that the values of the school and its rules are apparent in the management of the school and to apply these rules firmly and fairly;
  • avoid over-reaction and confrontation;
  • recognise that effective teaching and class management are an invaluable influence on the climate of behaviour within the school;
  • ensure that the pupils are not simply passive receivers of this policy but are actively involved in monitoring incidents and reviewing procedures
  • be alert to bullying, sexist behaviour and racial harassment and to act accordingly;
  • ensure that good behaviour/effort/work is celebrated and a balance is maintained between positive behaviour management and consequences;
  • make explicit to parents the partnership that we expect with them in delivering our targets for behaviour and keep parents fully informed of their child’s attitude and behaviour;
  • provide a stimulating curriculum for all pupils and consider differentiation, pace, task and the level of support offered to the child;
  • organise a well ordered, accessible and attractive environment both inside and outside the classroom;
  • raise the esteem of pupils;
  • encourage independence;
  • motivate and manage groups of pupils;
  • communicate fully and clearly with parents the school policy on discipline;
  • recognise and reward academic and non-academic achievement.


It is recognised that, generally, children who have supportive parents are successful and well behaved in school. We have strong positive support from parents and expect parents to read, agree to adhere to this policy. We also ask parents to:

  • ensure that children attend school in good health, punctually and regularly.
  • promptly explain all absences;
  • tell the school immediately if there are any circumstances which may affect a child’s achievement or behaviour in school;
  • conform to and support the school rules and expectations;
  • to provide support for the discipline within the school and for the teacher’s role;
  • to be realistic about their children’s abilities and offer encouragement and praise;
  • to participate in discussions concerning their children’s progress and attainments;
  • to take an active interest in their child’s/children’s learning through discussion and where appropriate, supporting with homework.

Rewards and Sanctions

Staff realise the importance of the positive reinforcement of good behaviour and reward children in a variety of ways.

Classroom Rewards include the following:

  • Class celebrations developed by class to recognise when something has gone well e.g. marshmallow clap, Fan-tastic.
  • Specific praise to individual from staff member e,g, I liked how you…
  • Written remarks on work.
  • Younger year groups use visual behaviour displays to help children’s understanding of behaviour. 
  • Behaviour points are recorded in Class Dojo. This is our school wide behaviour system for Reception to Year 6.  It links directly with our House System so for every dojo point awarded a house token is also given and vice-versa. 
  • Rewards outside of the classroom setting include:
  • Visit to link teacher (designated by Year group leader),
  • Visit to Assistant Head, Deputy Head or Head teacher for praise, stickers and reward.
  • Principal’s commendation (to be used for outstanding academic, community or personal achievement. Recommendations  should be sent to Assistant Head and then Deputy Head of Primary for approval, giving reasons for choice).
  • Named as Star of the Week in assembly.  This means that the student is presented with a certificate and the class Lion is sent home with the child. (These are awarded on a weekly basis by the class teacher and shared on parent portal for:
    • exemplary manners/behaviour
    • high academic standards
    • a marked effort to improve behaviour/academic standards.
  • Work shown to parents – sometimes a copy can be made to take home.
  • Recognition of exceptional work can be celebrated beyond the school such as being reported  on school WeChat, Twitter or school website.
  • Behaviour points awarded outside of the classroom, such as the playground, dining room or corridors.

We think that the language we use with children is of key importance in teaching them to take responsibility for their actions. Our comments always relate to a child’s behaviour rather than them as an individual and we always give them the time and opportunity to make amends.

Key words and phrases for adults to use include:

  • Make the right choice/ better choice/ good choice;
  • Think about the consequence of that action.
  • How could you put it right / fix it?
  • Let’s move on from that now.

In Early Years using simple and often direct language is important:  “You hit your friend,  that is a poor choice, hitting hurts.  You can’t play here now because you hit your friend” as little as 30 seconds later the child can be invited back: “You can come back and play with us now, we know you will be a good friend now”.

As children get older this can be more complex, where the child can explain how they felt and what led to their choice to hit, how they can manage that feeling without hitting next time, what they can do to make amends etc.

‘Putting it right time’ – this is a much more positive version of time out. Putting it right time can be used when a child needs to make amends for a poor choice, or to have time to discuss this with a teacher, it should be framed positively, “You need some putting it right time to think about fixing your poor choice, you can have some time for that at playtime today”. Rather than treating this as a punishment, we need to treat this as a valid time for helping the child overcome their poor choice and moving on from it.

Thinking time/putting it right time can be given for them to think about the answer to this question as above. This time can also be used to remind the child of what they should have done and to think about how they can behave in the future, e.g. strategies for controlling anger etc. (when appropriate).

Principles for ‘putting it right’

  • A child should be given a fresh start as soon as possible after a sanction has been issued;
  • A child should make amends for unacceptable or inappropriate behaviour;
  • We do NOT take away rewards that which already been earned by the child.

Although exclusion is rare at our school, the decision to exclude a pupil will be taken if; allowing the pupil to remain in school would seriously harm the education or welfare or other persons or the pupil themselves. Or in response to a serious breach in the school’s Behavior Policy.

Internal exclusion:

There is a procedure in place for withdrawing pupils from their classes and having lessons in a separate room under the supervision of an Assistant Head, Deputy Head or Head of Primary . Exclusions from their peers at break and lunchtimes could also be applied, but this approach would only be used in exceptional cases. In such situations we would ensure good communication with parents to inform them about the actions we are taking and the rationale for these actions.


There are serious negative behaviors that will require a suspension, even for a first offense. These include, but are not limited to, theft, physical violence, significant disruption to learning and similar issues.

Students may be given a suspension lasting one or more days. This can happen because of repeated behavior or for a one off incident of serious negative behavior.  The student’s parents are invited to come to school to talk about how the student can be supported and how further negative behaviour can be avoided.

Suspensions are given by the Head of Primary and the Principal.

External exclusion (fixed term or permanent):

This decision resides with the Principal. It may result from a single major incident, or as a result of an accumulation of serious offences, for which other steps have been exhausted.

In these cases it is essential that the school has ‘evidence’, hence the importance of having a detailed record of transgressions via the incident record book.

The Principal may exclude a child for one or more fixed periods, for up to 45 days in any one school year. In extreme and exceptional circumstances, the Principal may exclude a child permanently. It is also possible for the Principal to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.  All Principal’s detentions and fixed term and permanent exclusions will be recorded in the record of serious breaches of school rules.

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