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Barnby Road Academy

‘Where everyone is able to achieve their best’

Behaviour Policy



Last Reviewed:February 2022Next Review:February 2023
Committee Responsibility:

Strategic and Pupil            

Approved on:          February 2022      
Approved By:Trustees and Governing Body




 “To create a school where every child is able to achieve their best true academic, creative and sporting potential in a friendly, safe and attractive school environment”




To achieve our mission statement, we have our core aims:


  • For all children to experience a broad and balanced curriculum which encompasses national requirements and provides a bespoke local perspective
  • For all children to experience a range of enriching activities that reinforce the core aims
  • To develop resilient, resourceful and independent learners prepared to make their own positive contribution to society
  • To provide a safe, secure, happy and attractive environment where everyone is valued and treated with respect
  • To engage all children in our local community in a way that inspires pride in that community
  • To embed an ethos of learning for life for everyone in school
  • To support well-being and value for all stakeholders




This is a working behaviour policy and practice document.  It is designed to be as follows:

  • simple, practical, well used and understood by all teachers, teaching assistants, those on temporary contracts, support staff, governors, parents and especially children
  • aid good primary practice, and linked to the following policies:


- Teaching and Learning

- Attendance

- Equal Opportunities

- Anti-Bullying

- Equality & Diversity

  • ensure consistency in approaches and practice
  • ensure equal opportunities, as defined in the Equal Opportunities Policy
  • emphasise our belief that good discipline comes from self-discipline and that the consent of staff and parents in supporting such a policy is vital in achieving good practice 
  • illustrate that discipline should not just be seen as a wrong doing / punishment argument
  • Our Behaviour Policy and Practice should be seen as an educational process rather than a controlling system




We aim to create a stimulating and caring environment where all children irrespective of race, gender or disability:

  1. Develop their social awareness and intellectual potential
  2. Gradually move to becoming independent and enthusiastic learners
  3. Learn to recognise, respect and value the cultural, racial and sexual differences in our society and feel a valued member of the school community


We welcome cultural, gender and linguistic diversity and oppose racism and intolerance.

We aim to promote a positive school ethos through the following:


Whole school level

  • All adults model respectful and supportive relationships (‘walk the walk’) and demonstrate their understanding of the school’s core beliefs about behaviour
  • Based on our school aims, assemblies will have a ‘Value of the Week’ designed to develop children’s values and social, emotional and behavioural skills. 
  • Having agreed routines and clear systems to foster positive behaviour all around the school, e.g. corridors, playgrounds, dining halls
  • Making Parents aware of, and helping them to contribute to, our positive behaviour ethos
  • Having clear, consistently used systems for dealing with inappropriate behaviours
  • Giving all staff opportunities to discuss and contribute to the development of ideas to encourage positive behaviour


Classroom Level

  • Modelling of controlled, respectful non-verbal and verbal behaviours by adults
  • Treating all children with respect, warmth and fairness
  • Value and nurture each child’s individuality
  • Genuinely listening to children, and valuing their contribution
  • Explicitly teaching values (British and Barnby), and reinforcing appropriate behaviour
  • Teaching problem solving strategies
  • Helping children to learn the language needed, e.g. of sharing, turn-taking, co-operation, giving and receiving compliments, choice, and consequences
  • Routinely providing opportunities for children to practise  social skills and aid their emotional development
  • Providing interesting and appropriately challenging lessons
  • Encouraging children to recognise their own strengths and those of other children, and to value the diversity within the classroom
  • Clearly understood classroom routines (e.g. for entry, exit, using equipment etc.) to promote an appropriate climate for learning
  • Agreeing classroom rules which promote positive learning, values and social behaviours – these should be generated by the class
  • Helping to develop in pupils an acceptance of responsibility for their own behaviour
  • Acknowledging and celebrating appropriate behaviour, rather than focussing on negative behaviour
  • Having a structured approach to deal with inappropriate behaviour, which is clearly understood by all
  • Providing appropriate support for children who experience difficulty in developing or sustaining appropriate behaviour.  These may be discussed with Behaviour leader, Head, Heads of Upper / Lower School or SENDCo
  • Showing support for Lunch Time staff by discussing behaviour and the entries in the ‘Lost Golden Time’ booklets


Bullying of any sort will not be accepted. (see Anti-Bullying policy)



Children need to understand that ‘rules’ are necessary in families, school, work-place etc.  They need to be adhered to help to make school a safe and pleasant place to be and to reinforce the notion that everyone has rights, but also responsibilities.   Our overarching three rules, which should be displayed in each class, are as follows *see appendix 1:

Respect yourself

Respect others

Respect your surroundings



All children must attend regularly and absence is only acceptable if due to illness or some other approved reason.  Children must be punctual at the start of the day and for lessons throughout the day. 


DRESS AND APPEARANCE (see School Brochure)

Children's dress and appearance should conform to the requirements laid down in the school brochure.  This includes physical education classes.  It is the responsibility of all staff members to ‘be vigilant’ and enforce the dress code.  However, the religious and cultural needs of pupils must also be taken into account. 



Only plain earring studs, one per ear, are acceptable for pierced ears. On safety grounds, no hoops or drops are permitted.  Studs must be taken out for PE. Children with earrings should not wear them on PE days or, ensure children remove their earrings themselves before PE.

No chains, bracelets, rings or medallions are allowed.



Children with long hair should have it tied back as it helps prevent head lice.

We do not allow extreme haircuts e.g. “Shapes, lines and lettering shaved into a child’s hair” or “Mohican”.



Educating children in good classroom behaviour involves teaching them the most basic standards of acceptable behaviour.  It describes the conditions necessary for you to teach, the children to learn and for everyone’s safety.


The first few weeks of the school year are a crucial time in the establishment of the Rights, Responsibilities, Rules and Routines of the class; the 4Rs.  Sometimes, these need to be revisited at the start of a new term.  Positive rules and routines are important because:

  • They help with the smooth running of our classrooms (including keeping school equipment and personal effects tidy)
  • They give everyone a clear framework in which to operate effectively


We need to teach good behaviour through modelling, clear directions, encouragement and feedback; it is a strand that runs through everything we do at Barnby Road.


Quality time must be allowed to work on these 4 areas through circle time, discussion, role-play etc.  These are explicitly taught through our JIGSAW programme.


Good manners need to be taught and encouraged in the context of the rights and responsibilities of everyone in the class.


The consequences of inappropriate behaviour should also be discussed.


 Children sign a display copy of the Class Golden Rules, to show their agreement.  This should be referred to throughout the year.

*see Appendix 2 for advice on working with children on working with new classes to establish the conditions for a positive classroom ethos.



*see Appendix 3

We can help to promote desired behaviours/attitudes in many ways.  Ideas include the following:         

  • Teacher acknowledging and describing good attitudes and behaviours in front of peers – praising the behaviours you want to see.  This is very constructive as it serves as a reminder / model to the rest of the class of the behaviour expectation
  • Sending Pupil to another Teacher, to the Head or Heads of Upper or Lower School to show / talk about what they have done well.  Only allow them to go if they have genuinely made an outstanding effort and know what they have achieved
  • Recognition through awarding ‘Star of the Week’ in to acknowledge achievement.  Take care that ALL children have equal opportunity to achieve a certificate
  • Speaking to parents – face to face or via a phone call - inform them, and therefore reinforce, the positive experience.  This is particularly useful for children who would rather not receive praise in front of their peers


WARNING: As a general rule, we need to avoid trying to motivate children to do what we want by offering them a ‘carrot / bribe’ (‘if you do this you can show Mr Chamberlain / will get a sticker’).  When children have finished their learning and can tell you why they have done well etc, to celebrate their achievements, then they can go to show their work / get a stamp etc. but….  awards are more effective at making long-term behaviour changes when the child does not know ahead/ expect that they’re going to be ‘awarded’.



Behavioural Expectations During a Variety of Learning Situations

We need to clearly communicate our expectations for behaviour as we engage in a variety of learning situations, e.g. during whole class inputs, paired or group work.

It is essential that the children know exactly what to do when there is a change of activity.  There are 5 components to be considered when directing children to a new activity.  These 5 components are summarised using the mnemonic PRINT:

P represents the purpose of the activity – what are the children to achieve with their various tasks?  What are the targets and activities?

R is for resources – what materials, equipment, resources will the children need in order to perform the activity – are you prepared?

I asks whether children are to stay in or out of their place during the activity – what movement is required?

N stands for noise level – how much talk should there be during the activity?  Who will the children talk to and about what?  How do they go about getting the teacher’s attention?

T is for time to complete the activity – how long will it take to complete any of the parts of the lesson?

Demonstration, modelling (and on occasion, role play) may be needed in order to make sure every child understands exactly what is expected of them.  Ensuring that these procedures become routine will avoid unnecessary disruption.



*see appendix 4

Some important points to consider in behaviour education can be found in Appendix 5.

When reprimanding a child:

Staff should be aware of the way any reprimand is delivered. Shouting should be regarded as a very, VERY RARE exception. The occasional raised voice when the child / class are normally quiet is more effective; being loud all the time just becomes ‘wallpaper’.


When reprimanding a child, it is expected the teacher will:

  • Know the child. Reprimands should be appropriate to the age, character and understanding of the individual child
  • Be reasonably close to the ‘target’ child. Where possible avoid blanket, whole class reprimands. Encourage the child to be ‘self-critical’
  • Deliver the reprimand calmly, firmly and with confidence. With older children in particular, it might be better to speak to the child away from their peers
  • Be clear and specific about the facts and the points you wish to make. Give the child the opportunity to explain their point of view. Don’t get involved in argument. Do not let the child talk while you are talking
  • Make sure the children are clear that it is the inappropriate behaviour that is unacceptable, not the child. We should be aware of what is said when reprimanding a child. The reprimand should be related to their behaviour. We should encourage the child to take responsibility for their actions. Explain carefully why the child is ‘in trouble’ and the behaviour that was appropriate
  • Link desired behaviours to our overarching 3 rules, Class Golden Rules or Barnby / British values
  • Give the child the opportunity to describe a behaviour that would have been appropriate.  ‘What should / could you have done?’ – again, link desired behaviours to our overarching 3 rules, Class Golden Rules or values
  • We should be aware of the situation where the reprimand is given. Reprimands should NEVER humiliate a child
  • Never use emotive language e.g. idiot, stupid
  • Do not always insist on eye contact with the child – be aware that some children can listen better when not looking into the speaker’s face



Aims and Purpose

  • Barnby Road has adopted systems to discourage inappropriate behaviours during lessons, in non-confrontational ways to cause little disruption to the lesson
  • In Foundation and Key stage 1, the ‘1,2,3 MAGIC’ system is discussed and clearly displayed in classrooms (see Appendices 6a)
  • In Key Stage 2, the “Breaking Our Rules” system must be clearly displayed in each classroom (see Appendix 6b)
  • It is important that the systems are applied consistently
  • The children must clearly understand the system and consequences
  • Where children have their name put on the board in a classroom other than their own, their name should be transferred to their own classroom board at the end of the lesson.  This ensures that the class teacher can keep a record of the behaviour of children in their class
  • In practice these have been found to be a very effective deterrent for the vast of children.  However, there will be a few children, who have emotional and behavioural difficulties, who will not respond to this system.  These children need to have alternative strategies in addition to this system.  (These can be discussed with Behaviour leader, Head, Heads of Upper / Lower School or SENDCo)


The Steps of School Sanctions Procedures

The aim of a set procedures for sanctions is to provide a more structured, more consistent approach to discipline, for minor misdemeanours. Obviously, if the behaviour is of a more serious nature, then it may be necessary to enter the steps at a later point (e.g. loss of whole playtime).


This decision must be made by the individual dealing with the child, bearing in mind knowledge of the child and information available.


It is important to emphasise:

  • the steps for `Minor Class Misdemeanours` called ‘Magic 1,2,3’ and `Breaking our Rules` must be clearly explained to pupils, displayed and followed consistently by all Staff
  • the children must be told of the consequences of further misbehaviour
  • the procedure must be followed through
  • the ‘step’ format of rising seriousness is adhered to
  • missed plays / sanctions cannot be ‘earned’ back!


Lower School

*See appendix 5

In Lower School‘1, 2, 3, Magic’ is used:


- The first incident of inappropriate / unacceptable behaviour will be given a count of one – “That’s one.”

- Repetition of inappropriate / unacceptable behaviour is given a count of 2 – “That’s two.

Further repetition of the inappropriate / unacceptable behaviour is given the count of 3 – “That’s three – time out.”


  • Time out takes place in a designated area.  Use a five minute timer.  At the end of the time out, the child re-joins the group
  • Any child refusing to accept ‘Time Out’ will automatically be referred to a senior leader and parents will be informed
  • If a child hurts another child, ‘Time Out’ is given automatically, without going through the counting process
  • If a child is having regular time outs, please discuss this with your team leader
  • REMEMBER: 1,2,3 MAGIC addresses single incidents / behaviours.  It is an instant system and not one that spreads out through the day


Upper School

*See appendix 6

In Upper School, Breaking our Golden Rules is used:


  • Whenever a child behaves in a way which is counter to the class ‘Golden Rules’ say nothing to the child, but write the name or initials on the blackboard.  This is a warning to the child, and is usually enough to stop the behaviour
  • If the same child behaves inappropriately again during the day a cross is written next to their name for each time they misbehave.  The number of crosses determines the sanction to be applied.  Step 2 (5 lost minutes) takes place in the classroom with the class teacher.  Step 3 takes place outside the Leadership Office. This is reordered and monitored by the School Leadership Team
  • It is a good idea to keep a record of the times a child has his/her name on the board, as this is a useful record of behaviour patterns etc.
  • Each day every child starts with a ‘clean sheet’

Step 1                          Warning                                                                      (Name is on board)

Step 2                          Loss of 5 minutes playtime                                     (Name plus 1 cross)

Step 3                          Loss of whole playtime                                            (Name plus 2 crosses)

Step 4                          Child spoken to by Head /                                       (Name plus 3 crosses)

                                      Head of Upper School; Child’s parents are informed                                  



*see appendix 6

In Reception and KS1, midday supervisors use the 123 Magic strategy.  In KS2 middays use Golden Time as a thank you for good behaviour.  However, they have the power to take up to 5 minutes per incident away from a child as a sanction.



Monitoring and Evaluation of Behaviour will be undertaken through the following activities:


  • Pupil interviews
  • Lesson observations
  • Break / Lunchtime observations
  • Professional dialogue with teaching staff



Appendix 1

Our 3 School Rules


Respect yourself

Respect others

Respect your surroundings



Appendix 2





The basic rights of children, teachers and parents are not negotiable.

Every child in at Barnby Road has basic rights to the following:

  • To feel safe in school.  This includes physical and emotional safety
  • To learn to the best of their ability.  (With the best of assistance!)
  • To be treated with dignity and respect.  (Even when they are being disciplined)


The children will need to discuss Rights, and state the rights of children, teachers and parents in their own words.



Rights can only be enjoyed when everyone concerned is behaving responsibly.  Children need to learn responsibility.  Our Behaviour Education needs to encourage responsibility and co-operation.  We must acknowledge and celebrate with children when they show responsible behaviour.

The children will be able to list the behaviours necessary for the rights of all to be respected.


Classroom ’Golden Rules’

There are differences between the school’s overall requirements of pupil behaviour and those needed for a lesson.  Rules about wearing uniform, not eating sweets etc. are `Whole School Behaviour Expectations.` 

The purpose of having classroom `rules` is to establish with the children the ground rules for lessons.

            The Golden Rules for a classroom state the basic conditions:

  • for a teacher to be able to teach
  • for pupils to be able to learn
  • for the classroom to be a safe place, both physically and emotionally,  for pupils and teachers alike

The ‘Golden Rules’ will follow on from the responsibilities listed by the class.

When deciding on these:

  1. Children being involved in their planning will help children to appreciate the need for such ‘rules’
  2. Pupils are more likely to have a positive stake in the outcomes if they feel a sense of involvement in the process of deciding the ‘rules’, and can see that they were planned fairly and openly
  3. Teachers are more likely to present a positive attitude at the start if time is taken to discuss these behaviour requirements with pupils, in a manner appropriate to their age and maturity
  4. When a majority of the class begins to take ownership of the system, they will provide the children whose behaviour is less appropriate, with positive models of social behaviour
  5. Teachers can be seen to be fair


The class ‘Golden Rules’ will state the minimum standard of behaviour that is expected of every child in a class, to create the social conditions for teaching and learning.  Weave in a rule which states, in the children’s words, that everyone must follow directions first time.


Classroom Golden Rules should simply state the behaviour that is expected of every child in the class.  A few ‘rules’ are needed that clearly describe the behaviour that should be in place at all times in the classroom.

  •  Encourage the children to express the ‘rules’ in positive terms, rather than negative “Do nots”.  This puts your focus on teaching good behaviour, rather than giving attention to bad behaviour.  By describing the positive expectations, teachers will be looking out for when these occur
  • The Golden Rules must be prominently displayed.  The Rules should be signed by all pupils
  • It will depend on how the teacher operates the plan in practice that will ultimately determine it effectiveness. ‘Certainty’ is crucial i.e. Consistency is essential



Clearly understood class routines are necessary to the smooth running of your class.  Routines are necessary for times such as:

  • achieving class attention using a pre-agreed signal (Barnby ‘Hand Stop’ / hand clap), and then everyone knowing exactly what behaviour is expected e.g. pencils down, all looking at teacher, sitting up straight etc.
  • coming into the classroom in the morning
  • leaving the classroom
  • handing in learning
  • moving tables and chairs to create floor space etc.


Routines must be explained, modelled, rehearsed and encouraged as appropriate. Teachers should review these routines as they may inadvertently be causing inappropriate behaviour e.g. children lining up in a certain way.


Consequences follow actions.  All behaviour has consequences, either positive or negative. Pupils must learn to accept that they are responsible for their behaviour and the effect it has on others and their environment.


It is important that consequences are discussed as a part of the Rights, Responsibilities, and Rules compiled by a new class.


The obvious reason for using any sanction is to discourage a repeat of a type of behaviour, as the child knows it would be followed by something he/she doesn’t like.  (i.e. that there are consequences to inappropriate behaviour).


A sanction does not tell the child what to do, or help them to learn appropriate behaviours.  Applying sanctions is necessary, but teachers who rely on sanctions alone will not be able to develop positive relationships, boost self-esteem and influence pupils’ intrinsic motivation to make better choices in how they behave.

  • It is important to choose a sanction which matters to the child (A child who doesn’t like playtime outside will be rewarded, rather than punished, by having to stay in at playtime!)

 NOTE Loss of favourite lesson must be used rarely because of entitlement to curriculum and writing as a sanction must never be used

  • The certainty, rather than the severity of the consequence, should be emphasised.  If a child is spending playtime inside do not ‘go on’ about their behaviour.  You both need to keep the respect intact
  • Behavioural Consequences must concentrate on PRESENT behaviour
  • They emphasise self-control, responsibility, accountability and choice
  • Where pupils do not respond to positive correction, it is important to clarify consequences and apply them where necessary
  • Consequences may be immediate (e.g. short term Time Out, sitting away from others/peer) or deferred.  When a child is missing a playtime as a consequence of their behaviour, they can be given something constructive to do during that time, to challenge them to reflect on their behaviour.  The ability of the child must, of course, be taken into accounts.  We have a large library ‘child-friendly’ books on subjects like responsibility, sensitivity, caring for others etc.
  • Plan your approach carefully before you take action.  When you do act be consistent and positiveWe must never threaten a sanction and then not carry it out, or over-react and impose a sanction that is too severe
  • Consequences are non-negotiable; once a sanction has been put in place, a lost playtime or timeout for example, it cannot be earned back
  • Repairing and rebuilding should be linked to the consequences.  The child should have a chance to ‘fix’ things e.g. replace a snapped ruler, write a letter of apology, say sorry etc.  An appropriate apology must be made, after everyone has ‘cooled off’



Appendix 3


Developing children’s internal (intrinsic) motivation. 

‘One of the differences between external and internal motivation can be found in the difference between rewards and celebrations. In the former we bribe an individual to do what they didn’t necessarily want to do – ‘if you do this you will get that’.  In the latter we celebrate with them what they were doing anyway.Ian Gilbert - Essential Motivation in the Classroom 

At Barnby Road, we are aiming for the following:


1. Promoting ways of influencing the development of children’s internal motivation- to enjoy learning for learning’s sake

  • Research shows that where rewards (stickers for example) are attached to tasks, we can kill off the natural interest that someone might have in that task
  • External rewards dilute the pleasure that a student experiences on successfully completing a task


2. All children to know that they are capable of learning, of improving

  • Improvement seems unnecessary/irrelevant if you’ve been given an automatic reward
  • If a child feels they have no hope of getting a reward then why bother trying?
  • They make complacent the more able and demoralise the less able
  • Children who don’t receive an external reward when others do believe they lack ‘ability’, so are de-motivated, believing they are not able to learn. They may then seek recognition in other ways
  • Promote growth mind-set, ‘I can’t do it… yet!’ children learn that anything is possible with time and hard work


3. Children to be more in control of their own learning

  • We don’t want them think they need to wait to be told by an adult if they’ve done well
  • We want children to be self-directed, independent learners


4. Children to think creatively, be curious, think as ‘individuals’ and take risks – not just doing the minimum and ‘playing safe’

  • With external rewards, wherever they have a choice, children avoid difficult tasks
  • Rewards conflict with deep thinking and investigation (one finds the quickest route to the reward)


5. For our children to think more about what they are learning

With external rewards:

  • Children can be concentrating on trying to get stickers and stamps etc.
  • Children spend time and energy looking for the ‘right’ answer, and ways to please the teacher


6. Children to concentrate on their own learning and achievement- to think: Am I achieving my best?  Am I better than I was last time?

  • Automatic rewards encourage ‘cheating


7. To protect the extremely important relationship between teacher and child

  • Despite trying to distribute them ‘fairly’, research shows that 3 groups of children actually benefit from external rewards – SEND, brighter and ‘naughty
  • Average’ students get them least
  • Children are less likely to ask for help – they won’t take the risk of being open and vulnerable
  • If a child doesn’t get the reward they were hoping to get, this is a punishment to the child
  • Children who put effort into their work can feel that this was pointless if they don’t get a reward



Teacher interaction needs more thought- to introduce the ideas and then sustain the development of intrinsic motivation and of self-evaluation.

  • Enabling, open questions to encourage children to comment upon their own work
  • Teachers need to model self-evaluative thinking, when discussing examples of work with classes/individuals – ToL (Think out Loud) for example
  • Teacher body language and manner of speaking to individuals/groups which encourages evaluative comments (this to include ‘patience’ and ‘room for thinking time’
  • This approach is a ‘drip-feed’; it is not a limited number of ‘hits’ as with external rewards….Rome wasn’t built in a day with this approach
  • Again, promote growth mind-set; ‘I can’t do it… yet!’



Appendix 4


Good Practice in Behaviour Education

Below are some vital points to consider in behaviour education:

  •    Learning how to communicate assertively is a key skill. An assertive manner enhances your classroom leadership. Effective classroom leaders convey positive, assertive energy. There is a clear distinction between the adult and child roles, the teacher and learner. Children feel more secure when these roles are in place.  Remember; a timid request always receives a confident answer!
  •    There are two features to being assertive: the words we use and the way we say them. When we are communicating assertively we have an upright posture, with relaxed hands, allowing appropriate personal space, giving steady eye contact (but not demanding ‘look at me’ in return). We avoid aggressive gestures such as pointing fingers. Our voice is clear, audible, calm and well-modulated
  •    Clearly state appropriate behaviours at each stage of the lesson: “I need you to put your pens down now and look this way”; “I need you to return to your seat now, thank you”.  (We say ‘thank you’ at the end of a statement because it assumes cooperation and gives a powerful, but not hostile, message. It is better than ‘please’ which suggests a request, and can sound weak and passive.)  Use your professional judgement here; here at Barnby Road we have some very well-adjusted children!
  •    Asking children, rather than ordering them, helps children to realise that they make decisions about their behaviour.  If we constantly order children to do what we want we prevent them from learning to co-operate
  • Communicate calmness.  We must calm ourselves before trying to bring calm to a situation.
  • We should always strive to be non-confrontational in our conversations with children. We must take the least intrusive way of dealing with minor behavioural misdemeanours.  e.g. “Did you forget something?” is an effective prompt
  • Concentrate on the Primary behaviour, not on Secondary behaviours which occur when you speak about the Primary behaviour


              Primary Behaviours would include :       Talking while the teacher is.

                                                                                    Playing with a toy in class.

                                                                                    Flicking a rubber etc.


  • If a child tries to argue about the Primary Behaviour, don’t argue back.  The class rules are clearly    stated and you don’t have to justify them.  Simply repeat the desired behaviour each time they speak and thus ‘blocking’ them
  • Never ask a child “Why did you ....”  Instead state what you actually observed.  (e.g. “You were speaking whilst I was talking to the class. / You were seen…” Speak directly to the child, using their name
  • Giving children an element of choice helps to reinforce the idea that they are responsible for their own behaviour.  Choice can also be given to provide a non-confrontational way of dealing with children who have ‘toys’ in class e.g. “The rule is only work things on desks. Either put your football stickers in your tray or on my desk.”   This should usually be an end to the situation, if you then turn away to give Take Up Time (see next point)

     For other behaviours, given clear limits and consequences, children can choose to comply or transgress.  Consequences must be consistently applied and appropriate to the severity of the behaviour.  Giving behavioural choices teaches children that their behaviour can be self-controlled. 

  • Take up time should be considered when a behaviour expectation has been given to a child.  You should turn away or walk away and carry on with the lesson.  Never stare at the child, waiting for them to do as you say
  • Don’t shout or be angry for minor problems e.g. Child not having a pencil, not being in uniform.  If you do need to show ‘anger’ do it rarely and only for something that really matters, keep it brief and direct it at the behaviour, not the child.  If you’re ‘angry / loud’ all the time, it just becomes the norm         
  • Avoid using the word ‘angry’, use alternatives e.g. ‘I’m irritated by... / disappointed by…’
  • Catch-up Time must be given for children who do not complete class work because of their behaviour
  • Never punish the class for the misdemeanours of a few e.g. keeping the whole class behind because a few have misbehaved.  You cannot risk losing the goodwill of the majority of the class
  • Effective classroom management encourages good behaviour.  Sometimes physical inconveniences for children can cause ‘deviant behaviour’
  • Taking attention away from the disruptive child by either tactically ignoring the behaviour or quietly removing the child from the source of attention can be more effective than imposing a punishment that draws attention to the child and the behaviour.  Tactically ignoring a child takes confidence and a clear perspective.  It tells a child that you will notice them when they are ‘doing the right thing’ – praising the behaviours you want to see, and that they will be ignored when they are not.  The rest of the class will usually know when you are tactically ignoring attention-seeking behaviour
  • Look at you own behaviour as well as that of the misbehaving child.  Teachers sometimes need to change something about the way they behave in the face of disruption or challenge if they are to change a pupil’s behaviour.  Evaluate your body language as well as what you say
  • Ensuring that lessons are relevant to all pupils, pacy, and stimulating.  Ensure that you are ‘present’ and prepared helps keep them interested and reduces the frustration, boredom and under-achievement that lead to disruptive behaviour.  Be the enthusiastic and engaged teacher!
  • Every day is a new beginning!


Easy as A, B, C

Sometimes, it is useful to stand back and analyse poor behaviour of an individual, group or class in terms of:

Antecedence- what is happening prior to the poor behaviour - is this what is triggering it?

Behaviour- what is the exact problem?

Consequences- sometimes we leap into looking at the consequences of the behaviour, rather than the antecedence and the behaviour itself. We should try to alleviate poor behaviour by getting to the root of the problem and being proactive rather than reactive



Appendix 5

Lower School - Sanctions



Appendix 6

Breaking Our ‘Golden Rules’



Operating the Names on the Board System.





Breaking Our Golden Rules

When people choose to break our

‘Golden Rules’,

the following will happen on the board:

This means:

1 Name         Warning


2 Name  X      Lose 5 minutes playtime


3 Name  XX    Lose a whole playtime


4 Name  XXX  Sent to Mr Chamberlain or

                 Mr Webster. Your parents are informed.



Appendix 7


Guidelines for Mid-days


Reception and KS1

Midday supervisors have been trained in using 123 Magic.


KS2 Golden Time is one way of saying ‘thank you’ to children for behaving at lunchtimes and playtimes. 



  • Every KS2 child is entitled to 1 hour of Golden Time at the end of each half term.
  • Play Leaders are encouraged to join in with providing Golden Time activities with as many teachers and TAs as possible.
  • Children not behaving appropriately will lose up to five minutes of Golden Time per incident – this is at your discretion – use it!
  • Lost Golden Time is non-negotiable – it cannot be earned back. 
  • During Golden Time, these children will be supervised by a teacher for whatever time they have lost before being allowed to join their activity.
  • Midday Supervisors will record lost Golden Time each day after lunch. Please ask the child which class they are in. 
  • At the end of each week, class teachers will be informed of which children have lost time.
  • The Behaviour Manager will  monitor children losing Golden Time and the reasons, to see if further support/other arrangements are needed for certain children/groups of children.


Class of the Week is another way of saying ‘thank you’ for good behaviour and also promoting the behaviours you want to see.


  • Daily, look out for behaviours you want to see (helpfulness, kindness, independence, being a good friend etc) and praise these
  • It is important and more effective to praise children doing the right thing more than criticising those who are doing the wrong thing
  • At the end of the week, the midday team will decide which class will get the award and why. 
  • The certificate will be handed out by the senior midday supervisor