St Paul's C of E Primary School
This policy was discussed at length at the beginning of the school year, September 2009, revised in November 2012 and reviewed in 2015.
We recognise that children respond well to positive strategies, and this in itself is an important aspect of behaviour management.
St Paul’s CE (VA) Primary School has a Golden Rule, which is:
Treat others the way you would like to be treated yourself.
All the other rules come from this one
• We behave in the right way so that we can learn and play.
• We care for one another.
• We respect property and the environment
The school year starts with teachers discussing with the class what rules are appropriate for the individual class. It can be good practice to print those rules and ask the children to sign the sheet to indicate their acceptance of the rules. This can then be displayed in the classroom.
It is important to continually remind children of the rules and our high expectations, e.g. before going into assembly, remind the class what your expectations are; also, before going to break, before going to lunch, before going out on a visit.
A chart is displayed on the classroom wall indicating the rewards for keeping the rules and the consequences for not keeping them (we think in terms of ‘consequences’, rather than ‘punishments’).
Rewards for Keeping the School Rules
• Being told you have done well
• Receiving good comments in books
• Stickers and stamps
• Work shown to another teacher, parent, or Headteacher
• Work shown in Celebration Assembly
• Team Points
• Class Rewards
Consequences of Not Keeping the School Rules
• Spoken to by the teacher
• Name written on board
• Moved to sit by yourself
• Miss part of break or lunch
• Work in another class (see Deputy Headteacher)
• Contact parents
• Monitoring Card or Target Card
• See Headteacher
• Work in isolation
Both lists are in hierarchical form – it is important, particularly with the consequences, to have worked through the list. In practice, it is a little more complicated than this, and the list can be adapted to suit the age of the children.
• Items may be jumped according to the severity of the misdemeanour;
• there may be non-verbal warnings before the verbal warning by the teacher;
• the name on the board will be removed at the end of a session if the child’s behaviour has improved (redemption);
• if the child continues to misbehave the name may be underlined, leading to the next level of consequence;
• rewards may be given publicly, though older children may prefer to receive them privately;
• consequences should be given privately, as public admonishments may lower an individual’s self-esteem, but there are times when they are needed publicly, such as during assembly;
• the length of time a child misses break or lunch should be relative to their age, e.g. 6 minutes for a 6-year-old, 9 minutes for a 9-year-old;
• during this time, a child may be given a ‘W’ sheet, or given a suitable task to do such as completing unfinished work. Again, it is important not to demean an individual and lower their self-esteem.
There are more details available to support staff in their positive behaviour management.
• Behaviour Strategies – why are they misbehaving?
• Managing poor behaviour of special needs children
• Playground rules
• Children with challenging behaviour
• Anti-bullying Policy
If at any time you have concerns about a child, or feel they are not responding well, please find people to talk with to give you support. As a school community, we support each other with Positive Behaviour Management in order that every child has the opportunity to enjoy and achieve during their time at St Paul’s Primary School.
St Paul’s Primary School Behaviour Policy