Learning and Living Together

Behaviour policy autumn 2020

       Cale Green Primary School

Behaviour Policy (2020/2021)

‘Learning and Living Together’  


This policy was updated in response to Covid-19. The policy and behaviour management strategies remains in effect and the rewards and sanctions for any deliberate breaches of Covid-19 will be in line with those detailed in the policy.                                                                                                                               


In our truly comprehensive primary school, we have created an environment where we celebrate our diversity and actively promote it as a strength of the school.

In order to maintain our safe, calm and positive atmosphere, which permeates the day to day life of the school and which is sympathetic to pupils’ cultural, ethnic and social needs, we have created an orderly environment based on a sense of community and shared values where building and maintaining relationships is seen to be important – with ‘Living and Learning Together’ at the heart of our school ethos.

On a daily basis the children are relaxed, alert and ready to learn. Behaviour in the playground is outstanding and there are very few incidents of low-level disruptive behaviour in the classroom therefore children are able to learn. Positive behaviour and attitudes are central to the success of the school.

All members of staff have consistently high expectations of pupil behaviour. Through implementing this Behaviour Policy, we will maintain the setting of clear guidelines and expectations in which every child has the opportunity to develop his or her potential and feels included and valued.

Children understand the need for good behaviour and attitudes and see that the rewards and consequences are consistently and fairly applied.

The need for very good attendance and punctuality is stressed and celebrated. The school takes effective action when this isn’t the case.

Any forms of poor behaviour are not tolerated and are challenged.

The school is highly proactive in its approach to managing behaviour. An audit against the EEF recommendations for improving behaviour in schools has determined that:

  • We know and understand our children well and ensure that all the children have a positive relationship with the adults in school
  • Behaviour for learning is integrated alongside managing any poor behaviour. Any disruption to learning is rare and when this happens a restorative approach which enables the children to reflect on their actions is used.
  • The teaching staff have highly developed and effectively implemented classroom management strategies. Teaching strategies and behaviour management strategies are effective together and result in good classroom behaviour.
  • The key to our success has been the consistent application of our simple whole school approaches and expectations over an extended period of time.
  • Where necessary, individual approaches are used, as are restorative approaches, and specific strategies are used when children have high behaviour needs.

A summary of the EEF recommendations is included at the end of this policy and further information about strategies to support improving behaviour can be found at:


  1.  Policy Aims

This Behaviour Policy provides clear and simple guidelines for acceptable behaviour and which are applied consistently and fairly across the school.

We aim to provide an environment where each child will:

  • feel valued by those around them – by their peers and all the adults who they know care about them
  • be able work and play without conflict
  • develop a willingness to work towards common goals
  • show tolerance for the beliefs of others
  • understand that choices have consequences
  • learn how to repair broken relationships
  • feel safe as a result of poor behaviour being dealt with as soon as it occurs

We aim to develop consistently positive attitudes towards school and learning. In doing so we minimise unacceptable behaviour and low-level disruptive behaviour through promoting and nurturing positive attitudes, making clear and explicit our expectations and ensuring that the children are aware of the consequences of unacceptable behaviour and developing in them independence, responsibility and trust. Good manners, politeness, neatness and punctuality are constantly reinforced and rewarded.

All adults working at Cale Green have a responsibility for ensuring good behaviour and we articulate our role as ‘authoritative parenting’.

This policy must be clearly communicated to children, parents and staff.

  1. Whole School Code of Conduct - The Cale Green Code

‘The Cale Green Code’ illustrates concisely the positive behaviour that we expect our children to demonstrate. Longer and more complex written guidelines are neither desirable nor necessary for our school at the current time. Teachers and support staff frequently and consistently refer to the Cale Green Code, explaining and demonstrating the wider meanings and implications of each statement. This is done formally during assemblies, PSHE sessions and informally by highlighting and rewarding examples of this positive behaviour in the classroom and around school.

Copies of The Cale Green Code are displayed in classrooms, around communal and public areas in school.  Classroom copies become contracts which each child signs at the beginning of the school year. These are displayed in the classroom and are referred to constantly throughout the school year.



The Cale Green Code

We always do our best to:

  • be safe and sensible
  • treat everyone and everything with respect
  • be responsible for our own actions
  • listen and follow instructions carefully










In the Early Years the Cale Green Code is presented in ‘child friendly language’ and which can be reinforced with photographs of children demonstrating examples of the behaviour expected. In the Nursery good behaviour is established through the setting of expectations and the giving of praise rather than a formal scheme.  Children in these classrooms will not be expected to sign the contract but copies will be sent home in the induction pack given to all new families joining the school.

The Home School Agreement also sets down the expectations on all of us involved with the school. We believe that the promotion of a partnership between home and school is the most effective way of ensuring good behaviour. The Home School Agreement will be completed at the beginning of each Reception Year and will be given to children new to the school. 

We also follow the Restorative Approaches model which recognises that strong positive relationships are important, where children are encouraged to understand how their behaviour impacts on others and to be able to identify ways in which they can make amends when things have gone wrong.

  1. Rewarding Positive Behaviour

All members of staff are united in their consistent endeavour to reward positive behaviour and share the responsibility of praising the good behaviour around school.  Classroom reward systems vary from year group to year group in order to maintain a variety of age appropriate practices across the school.  The following list is not exhaustive but highlights the range of current practice in classrooms:

  • smiling and other non-verbal signals
  • verbal and written praise
  • star charts
  • stickers
  • dojo points (each teacher has an individual approach)
  • certificates
  • smiley face lists
  • extra responsibilities/special jobs/ privileges
  • sent to head teacher for a sticker or verbal praise
  • positive letters / phone calls / conversations to parents (via teachers, support staff, learning mentors and headteacher)
  • photographs of children displaying good behaviour/captions – Early Years in particular
  • extra playtimes
  • celebration assemblies / presentation events

The following whole school reward systems are designed to enhance and support the positive reinforcement systems currently in place in classrooms:

  • weekly ‘Mr. Marshall’s Award’ for classes demonstrating good behaviour / willingness to share learning / politeness/ courtesy / good manners. This results in an extra playtime for the class.
  • weekly merit certificates presented on Friday during Family Assembly which can be awarded for positive behaviour and attitude as well as achievement and progress – each certificate also gains the child 3 additional stars on their star chart
  • Cale Green Stars – 10 stars ensures a bronze award patch, 25 stars a silver award patch and 50 stars ensures a gold patch, a book prize and recognition in the school newsletter
  • Active Citizens Award – a termly award for a child demonstrating a highly positive and tangible contribution to the school / wider community

There are a number of other whole school strategies to support and promote good behaviour in school which operate outside the classrooms and where children are able to make a contribution to the school.  Strategies include:

  • Peer supporters
  • Special Friends lunchtime table
  • Peer massage sessions
  • Relax kids
  • Mini play leaders
  • Junior play leaders
  • Friendship benches
  • Worry Box / Ask-It baskets

The Child and Family Support Worker may also offer support where appropriate.   

Peer Supporters and Play Leaders receive ongoing training on Restorative Approaches so that they can use structured conversations with children to resolve difficulties.

  1. Procedure and Sanctions for Unacceptable Behaviour in School

We consider unacceptable behaviour to include:

  • name calling and verbal abuse
  • threatening language and behaviour
  • intimidation and physical abuse
  • bullying and harassment including racist, sexual, homophobic and transphobic
  • damage to property
  • disruptive behaviour and behaviour which threatens the teaching and learning of others
  • ‘cyberbullying’
  • behaviour which puts the Health and Safety of any members of the school at risk

The Cale Green Code outlines acceptable behaviour in school.  If a child chooses to contradict any aspect of the Code, the following hierarchy of sanctions is followed:

  • The teacher gives child a verbal ‘friendly warning’ stating explicitly what they would like the child to stop doing, drawing attention to a child who is demonstrating the positive model and stating that the child’s name will go on the board if the behaviour continues.  The adult will use ‘affective statements’ using the following format:

When you… (bang your ruler on the table), I feel…, I need you to (sit with your arms folded etc.)

 Look at how Bob is sitting with his arms folded.  If you continue to bang your ruler, your name will go on the board.”

A ‘friendly warning’ can be reinforced visually (as below)

  • If the child continues to demonstrate unacceptable behaviour the teacher writes his/her name on the board
  • If the child continues to demonstrate unacceptable behaviour, a cross is put beside his/her name and the child then stays in at playtime during which time he/she begins to complete a behaviour record sheet (Appendix 1)
  • if the child continues to demonstrate unacceptable behaviour another cross is put beside his/her name and the child is then sent to work in another classroom (staffed by a member of the Senior Leadership Team / Deputy Head Teacher) and is required to complete the rest of the behaviour record sheet
  • if the child misbehaves in the classroom to which he/she is sent, or on return to his/her own classroom, the child will then be sent to the headteacher (or the deputy headteacher if the headteacher is off site), taking along the behaviour record sheet to show progression through the sanctions applied

As teachers continue to make explicit the high standards of behaviour, we expect at Cale Green, the classrooms should continue to be calm, purposeful and organised environments.  However, if a child displays any of the following behaviour, he/she should be sent straight to the Head Teacher with a note briefly detailing the incident (the child should be accompanied by an adult or another reliable child):

  • deliberate defiance
  • threatening behaviour and language
  • physical aggression
  • racism
  • malicious stealing
  • vandalism to school or personal property
  • ‘cyberbullying’ of another child
  • malicious and repeated name calling – including homophobic and transphobic bullying

The Head Teacher will record the incident using our Child Protection Online Management System (CPOMS) after deciding the appropriate fair and effective action to support positive change so that the child can succeed with their education (at this stage parents / carers will be informed):

  • playtime/lunchtime detention with HT
  • loss of privileges (after school club etc.)
  • referral to the Child and Family Support Worker
  • referral to BSS / Primary Jigsaw
  • extended withdrawal from class
  • internal exclusion
  • fixed-term exclusion
  • permanent exclusion

Either the Head Teacher or the Deputy Head Teacher must be involved in the application of sanctions for serious misbehaviour.  Only the Head Teacher can decide to exclude pupils.  This decision is referred to the governors. Guidance for exclusions is provided by the Local Authority.

  1. Playtimes and Lunchtimes

General principles

The practice of praising and acknowledging good behaviour will continue during outdoor activities. Teachers, teaching assistants and midday staff on duty may award ‘stars’ -  special mentions to class teachers for children who have displayed a model of positive behaviour.  Children will be verbally praised for playing co-operatively, walking sensibly to the line and for lining up quietly etc.


If children display inappropriate behaviour at playtime or lunchtimes, it is the responsibility of the teacher on duty to have a restorative conversation with the children involved and seek to resolve conflict without the need for further sanctions.

This conversation can be based on a simplified version of the Understanding – Teach – Repair script (see Appendix 2) or the WARM approach detailed below:

WHAT happened?                                                 


How can we REPAIR?

MAKE a follow up plan

Older children are encouraged to use a set of cards showing these four prompts to problem solve independently, reporting back to the teacher after they have done this.

Restorative conversations should always be based on:

hildren who demonstrate outstanding positive behaviour at lunchtimes may be awarded a ‘Special Friends’ certificate. In Family assembly on a Friday the child will choose their ‘special friend’ and they will be treated to a ‘special lunchtime’.  They will sit together at a special table, will have lunch served to them, their photograph will be taken and this will go on display.


If necessary, the following sanctions can be used:

  • asking children to walk around with teacher on duty
  • asking children to stand by the wall (time out)
  • sending children in to the member of staff on inside duty
  • sending children to the Head Teacher

If a child is sent in to the member of staff on inside duty that member of staff should record this.

Children may be kept in at playtime because of an incident in class only if the series of sanctions described in section 5 have been followed.   In this case, class teachers should send the child to playtime detention with work to complete or a ‘Behaviour Think’ sheet and the class teacher on duty should record this on CPOMs. This should be completed fully and to the same standard expected section 5 of class work. 

If children are to be kept in at lunchtime for misbehaviour in class, it is the responsibility of the class teacher to supervise them (for 15 minutes).

Unacceptable behaviour will be recorded on CPOMs. Children who display violent or aggressive behaviour in the playground at lunchtime will be sent to the Head Teacher immediately.

  1. Pastoral Support Programmes / BSS / Primary Jigsaw

If a child has persistent behaviour problems that could lead to potential exclusion, then a Pastoral Support Programme (PSP) will be put in place. The programme will identify causes for concern and what the changes expected are.

Parents will be involved so that a successful outcome can be achieved.  The PSP will set targets which are SMART (Specific, Measurable, Achievable, Realistic, Time limited). The Head Teacher / SENDCO maintain details of the PSP.

Behaviour Support Services may also be involved with individual children / groups / classes. The Behaviour Support Teacher will be informed by the HT of any pupil concerns. This may lead to:

  • informal pupil observation
  • formulation of a ‘my Plan’ to address concerns
  • formal observation by Behaviour Support Teacher
  • provision of teaching programme/ extra support (if appropriate)

The Primary Jigsaw Team may also be involved (via referral) for children who have emotional, social, behavioural needs and where additional support is needed in the family home.

During this process parents will at all times be consulted and kept fully informed.

At all times the aim of any intervention will be to take highly effective and timely action, tailored to the child’s needs, so that there is a demonstrable improvement in the child’s behaviour.

  1. Bullying / Racial Intolerance / Sexual Harassment

 We are committed to a whole school approach against bullying and harassment in any form, including ‘cyberbullying’. This includes any bullying by protected characteristic. If incidents occur, we will take the following action:

  • all incidents will be recorded and investigated
  • support will be given to the victim and the bully
  • the victim will be supported
  • the bully or instigator of racial intolerance will be given opportunities to explain his/her behaviour
  • parents of both parties will be informed of the incident
  • regular follow up to monitor the situation

There is a comprehensive Anti-Bullying Policy.

  1. Care and Control – Positive Handling

There are very rare and infrequent occasions when the ‘positive handling’ of pupils is necessary. Teachers and other adults who are authorised by the Head Teacher to have control or charge of pupils may use reasonable force to prevent pupils from:

  • committing a criminal offence, whether or not the pupil concerned has reached the age of criminal responsibility
  • injuring themselves or others
  • causing damage to property, including their own
  • engaging in any behaviour which has a negative impact on maintaining good order and discipline at the school or, among other pupils, whether this behaviour occurs in a classroom during a teaching session or elsewhere

All teachers are authorised to use reasonable force to control or restrain pupils.

Where necessary Positive Handling Plans will be created for those children who require additional support and ‘Team Teach’ training will be provided for staff. A ‘Physical Intervention Reporting Form’ must be used to record each instance.

There is a separate Care and Control Policy.

  1. Risk Assessment for Challenging Behaviours

If necessary, the school will consider undertaking risk assessments for pupils with challenging behaviour, in order to minimise risks, protect pupils and staff, and to exercise the school’s ‘Duty of Care’.

This will involve assessing the context and probability of risks, and the seriousness of any likely outcomes for pupils and staff.  If further action or strategies are identified in the risk assessment process, the school will take action to implement these in order to safeguard pupils and other members of the school community.

  1. Managing Behaviour in the Early Years

Nursery class

Children’s behaviour is a form of communication. Often young children do not have the language, or the emotional capacity to verbalise their concerns, worries, frustrations and impulses in what we would see as ‘acceptable’ behaviours for older children.

Our role is to support the personal, social and emotional development of each child – along with parents. Children’s efforts are recognised and valued. Recognition of positive behaviours is always given – a smile, ‘thumbs up’, ‘high five’ and praise for good listening or using kind words etc.

Personalised reward charts for specific behaviours such as sleeping in their own bed, stopping the use of a dummy during the day etc. may be used.

Clear boundaries are established, which are referred to if and when they are broken, and unwanted behaviours are discussed with both the aggressor and the victim to support the development of empathy and understanding in line with our school’s restorative approach.

Children are not over-directed and routines and timetabling reflect their needs and interests. The learning environment is engaging, stimulating, challenging and well-ordered which minimises the need for ‘behaviour management’.

However, if incidents do occur, talking with the child enables them to identify their feelings and those of others affected, and understand why it happened and how they can put it right / respond differently next time. Working with parents we inform them where necessary – building a strong and supportive relationship with families at the beginning of a child’s journey at Cale Green.

Reception class

The same approach to the Nursery class detailed above is followed and the method of behaviour management in Key Stage 1 is introduced using the following hierarchy of sanctions:

  • Use ‘affective statements’ to explain the unwanted behaviour
  • Give a friendly warning, drawing attention to the rule
  • If child repeats the behaviour name is moved from sunshine to rain cloud and teacher discusses with child how he/she can earn the way back to the sunshine. The child is supported in ensuring that his/her name goes back to the sunshine.
  • If rule breaking continues, name goes on thunder cloud and parents are informed.  This happens infrequently.
  1. Monitoring, Evaluation and Review

The school monitors behaviour incidents in order to identify issues and trends in terms of:

  • type of incident
  • critical days/times in the week
  • critical places within/outside school
  • pupils involved
  • profile of pupils involved (ethnicity, age, gender, SEN, LAC status)
  • outcomes

The school evaluated its behaviour policy against key improvement objectives which include:

  • improvement of individual behaviour
  • general behaviour patterns
  • balance in the use of rewards and sanctions
  • staff support and training needs
  • curriculum access and academic progress
  • equal opportunities
  • effectiveness of the policy in encouraging positive behaviours

The use of rewards, sanctions, etc will be monitored in relation to race, ethnicity, gender, disability, SEN and Looked After Child status and any patterns revealed will be analysed and addressed as appropriate.

We believe that this policy underpins the well-being of school life at Cale Green.  The success of this policy is vital to the overall success of the school.  Reports are made to the Governing Board as part of the Headteacher Report to Governors and this policy will be reviewed at least every two years.

Mr D. Marshall

Mrs C Harding






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