UNITED SCHOOLS FEDERATION
St. Michael’s C. of E. Nursery & Primary School St. Catherine’s C. of E. VA Nursery & Primary School
St. Mary’s C. of E. VA Primary School Marldon C. of E. VA Primary School Ipplepen Primary School
Our behaviour system is based on positive reinforcement and has been shown to have a significant impact on improving behaviour
The aims of the policy are to:
Ensure a consistent approach to dealing with behaviour of all children during the school day by all adults.
Provide a caring and supportive environment that gives children the right to learn and teachers the right to teach.
Promote positive behaviours as a model for all behaviours.
Help develop independence by ensuring that children are responsible for their own actions.
Provide structure, which moderates children’s behaviour allowing them to develop as responsible citizens within society.
How can this be achieved?
Children need reasons to behave. As such, positive reinforcement will be used at every opportunity to reinforce good behaviour through the use of praise and the award of house points. The school will ensure that the curriculum is motivating and engaging and children’s learning needs will be well matched by good quality teaching that further helps to inspire. Activities and equipment will be provided to help ensure break and lunchtimes are interesting and enjoyable.
All staff and visitors are expected to be positive with children and have high and consistent expectations.
All classes will collectively agree to a set of class expectations that will be displayed prominently. These should promote positive behaviours and should be reviewed on a regular basis.
Positive Reinforcement of Behaviour
Each class will be divided into houses.
House Points /Smiley Faces
Verbal praise must be used to reward good behaviour frequently. Bad behaviour should not be reinforced except through the use of sad faces (see below).
Children should be awarded house points /smiley faces for good work, good behaviour and for acting as good role models to others. For excellence, up to ten house points can be awarded.
Points should be recorded on the school’s recording sheet and the following badges will be rewarded when the number of points has been achieved. The achievement badges will be given out in whole school assembly.
Bronze - 1000 house points
Silver - 2000 house points
Gold - 3000 house points
Green - 4000 house points
Orange - 5000 house points
Yellow - 6000 house points
Red - 7000 house points
Blue - 8000 house points
White Bling - 9000 house points
Black Bling - 10000 house points
Purple Bling- 11000 house points
Gold Bling- 12000 house points
As children progress up through the achievement badges, they will be expected to act as role models for other children and be rewarded with additional privileges (for example, going in first, in badge order, at break times and being able to choose friends to go with them).
At the end of each week, the points for each house will be totalled and transferred to an overview sheet. The ongoing totals will be read out in a weekly assembly. At the end of each half term, the house with the most points will receive a collective reward. This will include extra playtime and a non-school uniform day.
Play leaders and support staff may also award points using the smiley face slips.
The consequences of breaking school expectations must be made explicit to all children. At lunchtimes Meal Time Assistants may give sad faces using the lunchtime slips. These will be handed by the MTA to the duty teacher at the end of lunch.
In most cases, the behaviour system will operate from 12.00 to 12.00, however in the case of younger children or those with additional need, shorter sessions may be used.
The following system applies to a child that breaks the rules.
On the first occasion the child’s initials will be written on the board. This represents a warning and no action will be taken.
On the second occasion a sad face will be recorded next to the child’s initials and as a consequence they will miss five minutes of their lunch break. This time will be spent reflecting on their behaviour.
On the third occasion two sad faces will be given and the child will spend ten minutes of their lunch break reflecting on their behaviour.
On the fourth occasion – three sad faces will be given and the child will leave their classroom and be escorted by an adult to another link classroom with appropriate work. The child should not interact with the other children for the remainder of the lesson for a minimum of fifteen minutes in Key Stage One and 30 minutes in Key Stage Two.
Class swapping arrangements
Foundation Stage Team Leader
Year One /Two Team Leader
Year Three/Four Team Leader
Year Five/Six Team Leader
In addition to the class swap, a child will then go to the Head of School’s office at the start of lunch to explain their behaviour and to spend 15 minutes reflecting.
On the fifth occasion a child misbehaves (either having returned to the classroom or while on class swap) – four sad faces will be given and the child will be sent to the Head of School or senior member of staff in their absence. A suitable sanction will be agreed which could involve an internal exclusion as well as loss of privileges.
The Head of School will monitor incidents of children receiving three or four sad faces
In the case of concerning/ persistent behaviour staff will contact parents/carers and aim to work in partnership to attain a positive outcome. This may involve help from the School Counsellor who may be able to provide support with behaviour at home.
Should a child receive three or four sad faces on regular occasions the child’s parents/carers will be contacted and invited in to discuss the problem along with the child, class teacher and possibly the School Counsellor.
A behaviour plan will be devised and agreed by all parties.
In the case of physical, verbal or racial assault the child must be sent directly to the Head of School and appropriate action will be taken in consultation with the class teacher. Reference will be made to the Race Equality Policy and Procedures for reporting racial incidents.
In the case of allegations made against members of staff. All allegations against staff will be handled in line with the agreed school policies. In the case of malicious or frequent and unsubstantiated allegations against staff, the Head of School will, in consultation with the Executive Head/Chair of Governors and other agencies, take appropriate action.
Where the normal sanctions are having limited impact, internal exclusions between year groups (for either a half or a whole day) will be used.
The Governors/staff do not consider exclusions from school as being in the best interests of children and therefore excluding children from school will only be considered in exceptional circumstances.
The Governors of the USF have agreed that if an exclusion from school becomes necessary that this will, if appropriate, occur between schools in the Federation. This course of action will only be used as an alternative to a fixed-term exclusion if parents agree.
Exclusions between schools will not be used at St Mary’s due to the distance between schools.
This policy complies with Section 89 of the Education & Inspection Act 2006.
Reviewed 28th March 2019, next review March 2021