POSITIVE BEHAVIOUR POLICY
This policy will be reviewed in Summer 2016
Date
By
Georgia
Version 1
Summer
Dawson
2010
Natasha
Radford
Version 2
Version 3
Role
Ratified
ECM
AHT/
Behaviour
Date
Summer
2010
Summer
Natasha
AHT/
Summer
2012
Radford
Behaviour
2012
Summer
Adam
AHT/
2014
Bennett
Behaviour
Governing bodies should review their child protection policies on an annual basis. If the
policy has changed significantly since the last review then it should be presented to
governors as an appendix to the Head teacher’s report. Depending on previous
decisions, this task can be delegated to a committee or an individual.
This policy was agreed by the Governing Body on_______________________
POSITIVE BEHAVIOUR POLICY
Aims
 Ensure a fair and consistent approach to dealing with behaviour of all
children to promote positive behaviour for learning
 Provide a caring and supportive environment, which allows children to
learn, and teachers to teach
 Promote positive behaviour for learning as a model for all behaviour
 Help independence by making children responsible for their own actions
 Provide structure, which moderates children’s behaviour allowing them to
develop as responsible citizens within society
Values
 All children and adults have a right to work and learn in a calm,
supportive, safe and purposeful atmosphere
 All children have the right to come to school without the fear of being
bullied
 All adults have a responsibility to support the behaviour policy
HOW THIS CAN BE ACHIEVED
Pupils

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
Showing excellent learning behaviours at all times and in all settings
Having the highest standards in collective and self-discipline
Acting as role models for others in the school
Taking positions of responsibility in the school e.g. Juniour Leadership
team, student council, play leaders, wet play/corridor/dining hall monitors
Leadership
 Rigorously track attendance and punctuality
 Regularly monitor the impact of behaviour on learning
 Involve senior leaders to implement and monitor the behaviour policy
 Support children with behaviour learning Plans (Behaviour AHT)
 Track and analyse information regarding bullying
 Follow the SEAL curriculum for Leadership Assemblies
Parents
 This is achieved through a home-school agreement which all parents sign
upon entry
 We ensure that communication occurs through regular parent meetings
and phone calls home where necessary
 In addition to this, there is a home-school behaviour log for those
children who require further support
All Staff
•
By all staff having high expectations and encouraging the highest
standards in collective and self-discipline
• By providing purposeful learning opportunities
• From KS1, they support, ‘behaviourally challenging pupils…make reasonable
adjustments…teach about diversity including PHSE…and promote good
attendance’ Ofsted 2014
• By implementing a whole school rewards and sanctions system
Class Teachers
The class teacher has prime responsibility for pastoral care.
 All classes should agree a set of class rules and display these on the wall
in an appropriate way for the age of the children. These rules should
promote positive behaviour and be linked to learning e.g. I will always
concentrate when someone is speaking in class.
 Give rewards and sanctions
 Record behaviour that is out of character (recorded in Pupil Wellbeing
Book, monitored half-termly)
 Refer children to Learning Mentor or Behaviour AHT if concerns warrant
 Class teachers deliver the SEAL curriculum through a weekly phase and
PHSE class assembly
POSITIVE REINFORCEMENT OF BEHAVIOUR
REWARDS




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verbal praise
written remarks about good work
sending children to a nearest teacher or member of Leadership or phase
leader for praise
The Celebrations Board has the names of those children recognised each
week by the staff for positive attitude, work and behaviour and are
displayed for the community to see
House points given to children in recognition of effort, outstanding work
or learning behaviour
Children receive house points as recognition of exemplary behaviour, work or
learning. House points should be recorded on the class recording sheet and
accumulate toward the following targets:
Bronze award certificate = 20HP
Silver award certificate = 40HP
Gold award certificate = 60HP
Assistant Head award certificate = 70 HP
Deputy Head award certificate = 80 HP
Head Teacher award certificate = 100 HP
SANCTIONS
In class
Verbal warning about behaviour
Time out within the classroom
Playtime and Lunchtime
Verbal warning about behaviour
Recorded in MDA’s Behaviour book
(refer to CT)
Time out with year group partner
Feedback to class teacher
Sanction
(complete reflection sheet)
Refer to Phase Leader, following three sanctions in one term
Meeting with parent, class teacher and phase leader, following three sanctions
in one term
Formulate behaviour learning plan with behaviour AHT/SENCo/ learning
mentors
Inform parents and escalate to leadership
Records of sanctions are kept in phase sanction files.
Monitoring and Review
This policy will be promoted and implemented throughout the school. Its
effectiveness will be monitored regularly by the Leadership team and updated
as necessary to meet the changing needs of the school community. It will be
reviewed biennially as part of the school’s cycle of monitoring.