BALMULLO PRIMARY SCHOOL
‘Be Responsible, Be Friendly, Be Ambitious, Show Respect’
Positive Behaviour Management Policy
Introduction
Our philosophy on discipline in Balmullo Primary School reflects aims expressed across
the curriculum. We are strongly of the opinion that all children require a firm but fair
framework and expect pupils to behave in a courteous and socially acceptable manner to
adults and to other children.
Aims

To help children to explore moral values such as honesty, justice, fairness,
friendship, respect for others and their property.

To foster a sense of responsibility for the actions of self and of others and an
awareness of the consequences.

To develop tolerance and respect for alternative values, cultures and
experiences.

To have concern for those within the school community and others in the wider
community.

To develop self-discipline.

To encourage an atmosphere where children themselves may influence classroom
behaviour.
Within the classroom
The teacher is the ultimate decision maker, but increasingly children should be made
aware of how their actions affect others and that their views may influence the working
environment. An independent approach to learning and self-discipline is fostered and
pupils must be given the opportunities to think and make decisions for themselves.
During the course of learning activities, children should be encouraged to talk and
discuss, report and seek information. However, in doing so, because of the nature of the
open-plan layout of the classes operating in the school, emphasis should be placed on
everyone conducting themselves in an orderly manner so that others are not disturbed
or distracted from tasks different from their own.
Effective communication between all teachers working with classes is important. A class
jotter will be used within each class to record any incidents and behaviour meriting a
special mention.
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Positive Behaviour Management
Every child in Balmullo Primary School has a right to learn without disruption and all
teachers have a right to teach without disruption or aggression. We want to create an
environment which encourages every child to display a positive attitude to work and
behaviour, both in and around the school and in the wider community.
Rules
In having high expectations of the children’s behaviour it should be expected that they
will behave in an acceptable fashion around the school. Showing consideration for others
as they move around the school, eat lunch and having collective responsibility for keeping
areas tidy should be the norm and these aspects of school life should be discussed
within circle time or class discussions.
Each class should discuss and agree no more than 5 rules, which will be in operation.
These should be reviewed over the school year to ensure they are working and still
relevant. Rules need to be regularly reinforced through circle time and the delivery of
our Personal and Social Development programme.
Rewards
All children are members of one of four Houses; Hayston, Burnside, Smithy and Lucklaw.
Children can earn points for their House for keeping the rules and positive attitude.
Class teachers use praise, sharing success, stickers, certificates, star writer awards etc
within their class to encourage positive attitudes.
Regular opportunities to celebrate success are promoted and shared at assemblies, in
school newsletters and on the school’s website.
Consequences
Children have to learn to take responsibility for their own actions. They need clear
boundaries within which to operate. The school day splits into 3 distinct parts – 9a.m
until break, break until lunch time, lunch time until home time. Each class operates a five
stage hierarchy of consequences for breaking or continuing to disregard the rules
agreed. This will be followed consistently with a clean slate after each break.
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2.
3.
4.
5.
Verbal warning – given clearly with the child being asked to verbalise why this is
being given.
Visual warning – amber card which the child places beside them as a reminder.
Time away – moved away to a separate work place.
Report to Headteacher – take a ‘red’ card to the office. If Headteacher is not
available or out of school, the card should be left at the school office to be
recorded by Admin. Assistant
If a child is sent to the Headteacher twice in one week, a phonecall would be
made to discuss concerns with parents
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In cases where children have difficulty in following the above, parents will be
informed and a joint programme of behaviour modification will be agreed and
implemented.
Parents will be contacted straight away if the incident warrants it. Serious breaches of
discipline may lead to temporary exclusion in accordance with Fife Policy.
The Role of the Teacher
Teachers are responsible for the discipline within their own classes but also share a
corporate responsibility in public areas.
To promote a calm and positive climate teachers should:

Be in their classrooms to receive children at the start of teaching sessions.

Have all resources ready for lessons.

Be present in their class at all times. If an emergency situation arises a child
should be sent to find an adult (classroom assistant, headteacher, SfL) to assist.
Alternatively assistance may be sought from a teacher in an adjacent area in the
short term.

Deal with incidents in a calm manner.

Consciously use a ‘catch them being good‘ approach.

Have high but realistic expectations of both themselves and their pupils.

Adapt teaching and learning styles to meet the needs of the children.

Demonstrate consistency of approach, which encourages children to take
responsibility for their actions.

Demonstrate positive actions as well as expecting them from their pupils.

Be aware of background and life factors, which affect children’s readiness to
learn and behave.

Regularly explore moral values with the class.
Playground
The School Support Assistant and Pupil Support Assistants will supervise activities
within the playground.
It is expected that children will not engage in rough games and will be considerate of
others. Deliberate hitting and kicking is not acceptable and will result in the loss of a
playtime. It is understood that accidents happen in the excitement of the moment and
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pupils must be taught that there is a difference between such accidents and deliberate
actions.
Abusive language and behaviour outside is not acceptable and persistence in these will
result in the same sanctions as have already been mentioned. Children are expected to
have respect for the instructions given by the adults in the playground.
A Playground Incident book is located at the school office and the SSA/PSAs are
encouraged to record serious incidents which have required intervention. Regular
monthly meetings are held between Support Staff, SfL teacher and the Headteacher to
discuss children who may encounter difficulties in the playground setting or are
particularly vulnerable.
The Cloakroom
Children are expected to come into the cloakroom in a calm and orderly manner. Personal
items should be stored neatly. House captains will encourage children, in a positive
manner, to keep their cloakroom tidy and to remind them if necessary of the expected
behaviour. House captains are not expected to intervene in disputes or enforce discipline
but will report any unacceptable behaviour to a member of staff. Clear guidance has
been given to the House Captains and children. The SSA, PSA and headteacher are all
supervising in this area as well. House points can be awarded to pupils for keeping their
cloakroom tidy and behaving appropriately.
Dealing with Incidents
In the interest of fairness pupils should expect that all views in a dispute will be
listened to. Discussions will centre around how a situation may have been avoided and
how pupils when faced with a similar situation would react. This will help to enable pupils
to see how their actions have contributed to the situation, to take responsibility for
their behaviour and to discuss consequences.
The Headteacher will deal with playground incidents and incidents from within the
classroom which teachers deem to merit a full investigation, as these can be time
consuming.
Pupils should feel able to raise concerns with any adults in the school or with their pupil
council representatives.
The Role of Parents
Parents will be made aware of the school’s policy on discipline. It is hoped that the aims
of this policy will be enhanced outwith school.
Appreciation of the rules and the reasons for them should be reinforced. It is essential
that there is co-operation between all parties to sort out difficulties.
Parents should make the school aware of any circumstances which may be affecting
their child’s behaviour.
Any matters of concern should be raised with the school.
March 2014
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