Behaviour
Policy
(including positive behaviour, sanctions and anti-bullying statement)
Designated members of staff: Gary Wright & Alison Forster
Chair of Governors: Alison Logan
Aims and expectations
It is a primary aim of our school that every member of the school community feels valued and respected, and
that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust
and respect for all. The school behaviour policy is therefore designed to support the way in which all members
of the school can live and work together in a supportive way. It aims to promote an environment where
everyone feels happy, safe and secure.
The school has a number of school rules, but the primary aim of the behaviour policy is not a system to enforce
rules. It is a means of promoting good relationships, so that people can work together with the common
purpose of helping everyone to learn. This policy supports the school community in aiming to allow everyone to
work together in an effective and considerate way.
The school expects every member of the school community to behave in a considerate way towards others.
We treat all children fairly and apply this behaviour policy in a consistent way.
This policy aims to help children to grow in a safe and secure environment, and to become positive,
responsible and increasingly independent members of the school community.
The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation.
This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.
Positive behaviour
Praise and rewards are given for following the Colliery Code.
1. Listen carefully.
2. Respect other peoples’ property.
3. Keep hands, feet and objects to yourself.
4. Be polite and honest.
5. Be responsible for your own behaviour and learning.
This code is displayed around school and in classroom and used as a reference point for pupils, in order to
reinforce expectations. It is reinforced by class teachers and the Headteacher at the beginning of each
academic year.
We praise and reward children for following achieving the ’Code’ in a variety of ways:
 Teachers congratulate children both verbally and in writing;
 Children are in a House – either Eagle, Hawk, Swift & Falcon. Staff give house points to individuals
when they follow the ‘Code’, work hard and meet the criteria for awarding house points. The
Headteacher may set a specific challenge throughout the year, based upon school targets, where
double house points can be awarded. The House with the most house points each term is awarded
a special treat, which is decided by the children through School Council, e.g. movie afternoon, small
gift, etc Therefore, children from reception to Year 6 receiving the same reward.
 Individual children can accrue house points towards achieving House Point certificates. When they
receive 25 HPs (EYFS), 50 HP (KS1) or 100 HP (KS2) they receive a certificate in assembly. (see
appendix 1)
 Lunchtime supervisors offer house points at lunchtime for following the Colliery Code and for
displaying outstanding manners at lunchtime. Children receive house point stickers so that the class
teacher is made aware of achievements and they can add points to the tally.
 Each week we celebrate achievements through our school assemblies, specifically in our ‘Gold
Book Assembly’, weekly school newsletter and via our school website.
 Pupils achievements outside of school are also celebrated during ‘Gold Book Assembly’, in the
newsletter and on our Wall of Success display in the large hall.
 Class teachers can award pupils with their own class reward system.
 Pupils can be awarded ‘Headteacher Awards’ for a commendable individual act of note or
particularly brilliant work.
 All classes have an opportunity to lead at least one whole school assembly, where they are able to
show examples of their work and achievement to parents and relatives, as well as to the rest of the
school.
 For specific examples of excellent behaviour, pupils may be sent to Phase Leaders, the Deputy
Headteacher or Headteacher for praise.
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1 child in each year group on a weekly basis are rewarded for ‘being successful’. We have a series
of ‘Secrets of Success’ for the children to aim high. Each week has a specific secret attached to it try new things, work hard, imagine, improve, understand others, don’t give up, push yourself &
concentrate. Teachers nominate a child for being successful, they have their name in the gold book,
photographs displayed in the hall, they receive a sticker/certificate and pupils’ names are published
in the weekly newsletter.
Attendance and punctuality is rewarded with weekly class attendance certificates, half-termly nonuniform days for classes in EYFS/KS 1 and KS2 with the highest consistent attendance and
individual certificates to pupils with 100% attendance over a term and year.
Children who have been ‘Green’ (they have not had a yellow or red card – see below) for the whole
year receive a special certificate and prize in a special end of year assembly. They are also
mentioned in the newsletter.
The school acknowledges all the efforts and achievements of children, both in and out of school, and
acknowledges the importance of children taking responsibility for their actions. Pupils may be given additional
(age-appropriate responsibilities) e.g. library monitor, KS1 yard monitors, etc. We also have House Captain’s
for each house in Year 6. They are elected at the beginning of the year and are used a role-models for
behaviour within the school.
Sanctions
The school employs a number of sanctions to enforce the school rules, and to ensure a safe and positive
learning environment, which is a right for every child. We employ each sanction appropriately to each individual
situation. We believe in a system of warning, withdrawal, and reporting. We operate our version of the ‘Good
to be Green’ system. Each classroom has a ‘ Good to be Green’ chart, which shows warnings, yellow and red
cards. Each day this is reset so everyone is green, once all the sanctions have taken place. Please note
sanctions will reflect the individual behaviour and the child’s circumstances.
 If a child is disruptive in class, the teacher uses their own range of verbal or non-verbal signals –
with appropriate consequences attached – to ensure disruption is stopped.
 If a child repeatedly causes small scale disruption to a class, the following may apply:
 The child receives a warning card on the ‘Good to be Green’ board in the classroom. This strategy
may be used as a warning to a ‘yellow card’ and being placed in reflection at break time (teacher
discretion to be used as to ‘number of chances’ and also at this stage if warning/yellow cards can
be removed if behaviour improves significantly).
 The child is isolated within the classroom until s/he calms down
 In more serious cases, this isolation may require the removal of the child to another nominated
classroom (time-out), until the child is in a position to work sensibly again with others.
 Children can be withdrawn from privileged activities, such as playtimes, visit/visitors or activities
where the behaviour is persistent or severe.
 In most cases parents are informed after school in person or by telephone.
 The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of
others, the class teacher stops the activity and prevents the child from taking part for the rest of that
session.
 If disruption continues, then the child is to be sent (escorted by another pupil) to the Phase Leader
(or other senior staff member), and the child will receive either a yellow card (‘reflection’) or red card
(‘detention) - see below, depending upon severity or persistency of the behaviour. Early discussion
of behavioural concerns with parents is to be encouraged.
 If a child seriously disrupts a session or refuses to work, the child receives a yellow card, resulting in
a loss of break time in reflection. This may also be the punishment for a build up of smaller
disruptions. The class teacher fills out a yellow card, which the child brings to reflection. This
details the Code, which has been broken, name and date is written on the card. Reflection is led by
members of the senior management team, however, the Headteacher records all pupils attending
reflection.
 More violent, aggressive (verbal and physical), intentional or insolent behaviour may result in a red
card. This means that the child has a detention (loss of lunchtime) – possibly for a given period.
Again, behaviour is recorded. In these cases parents are informed. The child takes a red card to
the detention with the rule that has been broken, often accompanied by a teacher. The
Headteacher/Deputy Headteacher leads detention and monitors these records and will use such
information to inform parents if a pupil is giving cause for concern.
 Pupils may be sent to Headteacher or Deputy Headteacher if the class teacher feels this is
appropriate response to unacceptable behaviour
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If a child repeatedly acts in a way that disrupts or upsets others (receives two or more red cards or
several yellow cards), the school contacts the child’s parent/carer and seeks an appointment in
order to discuss the situation, with a view to improving the behaviour of the child. The child may be
placed on report – a two week behaviour monitoring report, signed daily by either the Head, or
Deputy/Phase Leader & parents. The SENCO may at this stage become involved and work with
class teacher, pupil and parent to introduce behaviour modification strategies. External support may
also be requested.
Persistent unacceptable behaviour may see privileges withdrawn, for example not being allowed to
represent the school at sport, not attending educational visits
Serious incidents (fighting, racist/homophobic name calling, bullying, etc), or continuous
unacceptable behaviour may be dealt with using the following sanctions: Lunchtime exclusion;
referral to professional agencies to deal with specific behaviour difficulties (with parental consent);
temporary exclusion; & ultimately permanent exclusion. All racist or homophobic name
calling/bullying must be reported termly to the full Governing Body.
Excusions are at the discretion of the Headteacher, following advice from the Local Authority.
Exclusions are extremely rare, but members of the Leadership team reserve the right to use fixed
term exclusions following incidents, which include several instances of verbally attacking a member
of staff, fighting, physical attack of a child or a member of staff, persistent infringement of the
Colliery Code. See Appendix 2 for the process of exclusion.
Lunchtime supervisors have a behaviour book to log incidents. This is shared with class
teachers/phase leader and the Headteacher/Deputy Headteacher analyses this book weekly.
See Appendix 3 for typical sanctions for specific behaviours.
Early Years Foundation Stage operate a similar system of sanctions appropriate to the age of the
children. If a child misbehaves consistently they receive verbal warnings from the teacher. If the
behaviour carries on then their names are moved from the happy sunshine to the grumpy cloud (a
pictorial display in each classroom). This means that they lose some of their playtime. They have
to sit out with the timer. In more serious cases, reception children can access reflection with the
whole school. In all cases, Foundation Stage staff discuss with the child how to improve their
behaviour. As parents collect children in Foundation Stage from the classroom doors, teachers will
discuss persistent behaviour on a daily basis if necessary. Children who have particular needs will
have an individual behaviour plan drawn up, for all staff who work with that child to follow.
Each September, the class teacher discusses the school rules with each class (as part of the SEAL/PSHCE
curriculum). In addition to the school rules and classroom code, which is agreed by the children and displayed
on the wall of the classroom. The emphasis is on the use of positive language. In this way, every child in the
school knows the standard of behaviour that we expect in our school. They should be clear about the rewards
for good behaviour and sanctions for unacceptable behaviour. If there are incidents of anti-social behaviour,
the class teacher discusses these with the whole class during ‘circle time/PSHCE’, or the year group may be
spoken to as a whole by class teachers, Deputy or Headteacher.
All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfEE
Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain
Pupils. Teachers in our school do not hit, push or slap children. 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.
A brief summary of all praise and sanctions are provided to all teaching and support staff, as well as visiting
new staff, students and supply teachers. Parents also receive a ‘Parents Guide to Behaviour at UCPS’.
Anti-Bullying Statement
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. We do everything in our power to
ensure that all children attend school free from fear.
For further information see ‘Anti-Bullying Policy- Safe to Learn’
The role of the class teacher
It is the responsibility of the class teacher to ensure that the school rules are enforced throughout school,
and that their class behaves in a responsible manner during school time.
The class teachers in our school have high expectations of the children in terms of behaviour, and they strive
to ensure that all children work to the best of their ability. They clearly set out the rewards and sanctions set
out in the behaviour policy.
The class teacher treats each child fairly and enforces the behaviour policy consistently. The teacher treats all
children in their class with respect and understanding.
If a child misbehaves repeatedly in class and the class teacher warrants this serious enough to send the pupil
to the reflection or detention, the class teacher records such incidents on a yellow/red card stating the number
of the rule that has been broken. In the first instance, the class teacher deals with incidents him/herself in the
normal manner as outlined above. However, if misbehaviour continues, or is deemed to be serious, the class
teacher seeks help and advice from the Phase Leader, Headteacher/Deputy Headteacher or SENCO.
The class teacher liaises with external agencies, as necessary, to support and guide the progress of each
child. The class teacher may, for example, discuss the needs of a child with the SENCO initially, who will refer
the class teacher to the educational psychologist, LA behaviour support service or other interested agency –
such as social services.
The class teacher reports to parents about the progress of each child in their class, in line with the whole
school policy. The class teacher is encouraged to contact a parent if there are concerns about the behaviour or
welfare of a child either in person or by telephone.
The role of the Headteacher/Deputy Headteacher
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.
The Headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by
supporting staff in the implementation of the policy.
The Headteacher logs all incidents of poor behaviour and more detailed reports of serious incidents of
misbehaviour.
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. Both these actions are only taken after the school governors have been notified.
The Deputy Headteacher/Senior Management Team will support the head in these roles and will take an active
role in monitoring the behaviour of pupils, liaising with parents and professional agencies, and supporting the
work of class teachers.
The role of parents
The school aims to work collaboratively with parents, so children receive consistent messages about how to
behave at home and at school.
We explain the school rules in the school prospectus and home/school agreement, and we expect parents to
read these and support them. Each year they send out a ‘Parent Guide to Behaviour at UCPS’ to remind
parents of our strategies.
We expect parents to support their child’s learning, and to co-operate 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 immediately if we have concerns about their child’s welfare or behaviour. All staff are to provide
effective links with families.
If the school has to use reasonable sanctions to punish a child, parents should support the actions of the
school. If parents have any concern about the way that their child has been treated, they should initially contact
the class teacher/phase leader. If the concern remains, they should contact the Headteacher/Deputy
Headteacher. If these discussions cannot resolve the problem, a formal grievance or appeal process can be
implemented through the Chair of Governors.
The role of governors
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 carrying out
these guidelines.
The Headteacher has the day-to-day authority to implement the school behaviour and discipline policy, 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.
Monitoring
The Headteacher, Deputy Headteacher & SLT monitor the effectiveness of this policy on an annual basis.
The Headteacher also reports to the governing body on the effectiveness of the policy and, if necessary,
makes recommendations for further improvements.
The school keeps a variety of records of incidents of misbehaviour. Behaviour that has lead to a loss of break
time or lunch-time privileges is recorded. Serious breaches of the behaviour policy – such as bullying, racism,
or other inappropriate behaviour are recorded by the headteacher. Lunchtime supervisors give written details
of any incident in a behaviour book, which is sent to the class teacher (who will deal with the incident
appropriately). The Headteacher monitors this book regularly.
The Deputy Headteacher monitors children attending reflection and detention. Those children who are
persistently in reflection/detention are discussed with class teachers and strategies put into place to
resolve/alleviate problems, including the involvement of SENCO, parents and where necessary outside
agencies.
The Senior Management Team (SMT) meet monthly to review children causing concern and to discuss next
steps.
The Headteacher keeps a record of any pupil who is suspended for a fixed-term, or who is permanently
excluded and reports this to Governors. 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.
Review
The governing body reviews this policy regularly. They governors may, request a review if the government
introduces new regulations, or if the governing body receives recommendations on how the policy might be
improved.
Other relevant policies: ·
First written September 2013
Next review July 2014
Inclusion policy ·
Single Equality and Diversity Policy
Safeguarding policy
Anti-Bullying Policy
Physical Restraint policy
Appendix 1 – The House Point System
The aim of the house point system is to allow a cross section of the school, from the Foundation
Stage to Year 6 to work together and be rewarded as a team. In addition, individual children will
receive recognition for their achievements through House Point certificates.
All children and staff are split into 4 houses: Hawk, Falcon, Eagle & Swift
 Each house has an image and colour to represent them.
 Siblings are in the same house.
 New children are assigned a house automatically.
 Each house has Year 6 House Captains
Whole School House Point Rewards System
 Teachers, support staff and lunchtime supervisors can award house points to pupils.
 Each class has a House Point Chart.
 When a child receives a house point, they (or a member of staff) put a tally on the chart.
 The tallies are totalled each week for each house and results are announced in the weekly
Achievers Assembly. Scores for all classes are collected and totalled. The house with the
highest total is given 4 points – sliding to 1 point for the house with the fewest points. A display
in the large hall records the ongoing totals.
 Individual children can accrue House Point Certificates. When they achieve 25 house points
(EYFS), 50 house points (KS1) and 100 house points (KS2) they receive a House Point
certificate in assembly.
 House captains have ‘prefect’ responsibilities for talking to visitors, supporting interview
processes, rallying motivating their house, awarding certificates, coordinating events and
activities and ensuring their house is working well together.
 At the end of each term, the house with the highest score will be awarded a special treat e.g. a
movie afternoon, non-uniform day, extra playtime, etc. (to be decided by School Councillors
House Points are awarded consistently for:
 Outstanding effort and achievement with their work in school, or at home.
 Outstanding acts of kindness or politeness.
 Being an outstanding role-model and behaviour at all times or a sudden and commendable
change to behaviour.
 Outstanding commitment to following the Colliery Code.
 Outstanding manners in the dining hall
 Outstanding use of initiative
 Outstanding help and support for members of the school community
 A piece of work that shows excellent effort or attainment.
Appendix 2 - Fixed-term and permanent exclusions
A
Only the headteacher (or the acting headteacher) has the power to exclude a pupil from school. The
headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The
headteacher may also exclude a pupil permanently. It is also possible for the headteacher to convert a fixedterm exclusion into a permanent exclusion, if the circumstances warrant this.
If the headteacher excludes a pupil, s/he informs the parents immediately, giving reasons for the
exclusion. At the same time, the headteacher makes it clear to the parents that they can, if they wish, appeal
against the decision to the governing body. The school informs the parents how to make any such appeal.
B
The headteacher informs the LEA and the governing body about any permanent exclusion, and about
any fixed-term exclusions beyond five days in any one term.
C
The governing body itself cannot either exclude a pupil or extend the exclusion period made by the
headteacher.
D
The governing body has a pupil discipline committee, which is made up of between three and five
members. This committee considers any exclusion appeals on behalf of the governors.
E
When an appeals panel meets to consider an exclusion, they consider the circumstances in which the
pupil was excluded, consider any representation by parents and the LEA, and consider whether the pupil
should be reinstated.
F
If the governors’ appeals panel decides that a pupil should be reinstated, the headteacher must comply
with this.
Appendix 3 - Behaviour and possible sanctions
Although this Appendix gives examples of sanctions for particular behaviours, this is by no means
comprehensive. Note must also be made of the child’s behaviour in relation to their personal
circumstance and time allowed to explore reasons for behaviour prior to sanctions.
WARNINGS
o Persistent low level disruption (e.g. shouting out, distracting others
etc.) – warnings issued after both non-verbal and verbal cues
o Persistent failure to work (poor work output etc)
o Persistent break of the Colliery Code
YELLOW CARD
o Refusal to work
o The 3rd warning (following a build up of warnings for persistent issues)
o Lack of respect (e.g. talking in assembly)
RED CARD – Loss of playtime (detention)
o
o
o
o
o
o
o
Offensive language
Disrespect to adults (answering back/failure to follow instructions etc)
Physical aggression
Racist/ homophobic language/behaviour (isolated incident)
Leaving the classroom without permission
Build up of yellow cards across the week (e.g. a yellow card daily)
Build of yellow card incidents throughout the day
BEHAVIOUR REPORT
o 2 red cards across the half term (as per policy)
INTERNAL/ FIXED TERM EXCLUSION
o Threatening behaviour towards adults/other children
o Bullying
o Racism/Homophobic behaviour (repetitive)