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Behaviour Policy




This policy sets out to ensure that there is a widely known and understood set of expectations of children, which is uniformly applied throughout the school and is recognized by children, teachers, parents and all other employees and helpers at the school. The children must experience an unvarying acceptance of what behaviour is acceptable in order to ensure the safety of all within the school community. This policy also acts as a guide to support staff in ensuring a consistent approach is achieved by all staff.


DfE guidelines have been taken into consideration in the formulation of this policy. It should be read in conjunction with the SEN policy, PSHE policy, child protection policy and the policy for teaching and learning to establish the general ethos of the school.




This document provides a framework for the creation of a happy, secure and orderly environment in which children can learn and develop as caring and responsible people.. Its aims:


  • To promote a safe, caring, healthy and happy school
  • Encourage and praise greater effort in both work and behaviour
  • To enable teachers to teach and children to learn effectively, through promoting self-esteem and mutual respect for members of the school community
  • To encourage increasing independence and responsibility as the children grown in maturity
  • To prevent cases of bullying, and ensure any cases are handled by staff in a fair, consistent and agreed manner.
  • To ensure a whole school approach to discipline which is used and approved by all the staff in the school – teaching and non-teaching staff
  • To ensure that parents are informed and are aware of the disciplinary procedures
    • To provide a system of rewards to encourage good behaviour and to try and reverse continuous and habitual offenders by using assertive discipline techniques
  • To promote self-discipline





Every child has the right to learn but no child has the right to disrupt the learning of others.


The establishment of a sound, positive and caring ethos is an essential prerequisite for learning. It depends upon trusting relationships and a process of co-operative team work and the school welcomes and encourages the involvement of the LEA, governors, parents/carers and others in the community.





All members of the school community – teaching and non-teaching staff, parents, pupils and governors – work towards the school aims by:

  • Providing a well ordered environment in which all are fully aware of behavioural expectations
  • Treating all children and adults as individuals and respecting their rights, values and beliefs
  • Fostering and promoting good relationships and a sense of belonging to the school community
  • Offering equal opportunities in all aspects of school life and recognising the importance of different cultures
  • Encouraging, praising and positively reinforcing good relationships, behaviours and work,
  • Rejecting all bullying or harassment in any form
  • Helping to develop strategies to eliminate undesirable behaviour both within and outside the classroom, and applying these consistently
  • Caring for, and taking pride in, the physical environment of the school
  • Working as a team, supporting and encouraging each other.





We have six ‘Golden’ phrases that we think all of our children should consider as part of the things they do on a daily basis, these six phrases form our core values at this school:


  • We are gentle
  • We are kind and helpful
  • We listen to other people
  • We are honest
  • We work hard
  • We look after property



When these rules are given to the children there is opportunity to discuss them and ensure that they are fully understood and accepted through assemblies, planned lessons, displays etc. By following our Golden rules, and the use of PSHE SEAL programmes, we encourage pupils to understand the following key attributes:




























Some classes may wish to add extra ‘class’ rules of their own - however the above are standard for our school.


What constitutes good behaviour in school?


Soon after starting in the school, the children should have an understanding of the expectations and ethos of the school. Their parents should have a similar understanding of this through prospectus and a meeting with staff and Head teacher. This understanding of appropriate behaviour entails:




  • The picnic tables and benches are for sitting and quiet games
  • Keep your hands and feet to yourself. Be helpful, kind and polite
  • Respect other people’s games



Indoor Lunch Time:


  • Line up quietly
  • Be well-mannered, use ‘please’ and ‘thank you’ and don’t speak with your mouth full
  • Talk quietly
  • Put your hand up if you want something
  • Try to keep the tables clean and tidy and use the cutlery provided
  • Walk around school quietly.




  • Giving priority to the teacher for talking when required
  • Not interrupting the teacher or other children (or their work)
  • Remaining silent when requested
  • Behaving appropriately to adults and other children
  • Moving around the classroom and school quietly and sensibly
  • Taking responsibility for their own actions
  • Taking increasing responsibility for their own possessions
  • Knowing what can and cannot be bought into the school





Good to be Green and Green slips


The school operates a "green sheet" system of recording positive behaviours in the classroom and around the school. Children will receive these sheets for demonstrating our six school behaviours. Using green sheets ensures that positive reinforcement is specific and recorded. We would also hope that parents will have an opportunity to see these by allowing children to take them home.


A daily tally chart of ‘Good to be green’ children is recorded on the behaviour ladder in the classroom, so the children and their teacher as well as any visitors can see a measure of positive behaviours. The class that demonstrates the highest percentage remaining on green, throughout the week, are rewarding in our celebration assembly.






Praise and encouragement are used as much as possible. A system of rewards are in place to celebrate pupil achievement:


  • Displaying good effort and achievement
  • Orange and Purple stickers are given for producing high standards of work and excellent behaviour and/or attitude respectively. These lead to team points and winners are celebrated during the Friday celebration assembly.
  • Termly teachers recommend pupils who have shown considerable behaviour or achievement in their work, to be celebrated during a Head Teachers Assembly.
  • An awards night is held yearly, recognizing the very best attributes that our school demonstrates through behaviour and achievement across the year.  


Behaviour Ladder - Sanctions


Even the best behaviour management programme doesn’t guarantee good behaviour” - Mike Temple


Coloured sheets/cards


The school operates a "coloured sheet" and card system of recording and managing poor behaviour choices in the classroom and around the school. These sheets will record a range of specific negative behaviours and pupils will keep them in a personal book. These sheets have three different levels:



Yellow -

low level


Poor punctuality



No Homework


Task refusal

Rough play






Orange - medium level



Persistent disruption

Swearing at adults


Walking away from an adult

Leaving class without permission







Red - high-level


Leaving school premises

Use of a weapon

Persistent bullying

Racist behaviour/ comments



Harming an adult

Inappropriate sexual behaviour

Homophobic language



Should children make a poor choice with respect to their behaviour a verbal warning will be given. Should the behaviour choice be continued, then the following procedures will be followed:


For a yellow level behaviour, it would be normal for this to be resolved within the classroom by the class teacher or the assistant. The resolution may include a verbal or copied apology or additional time to complete a task. The child would place a yellow card next to their name, so they fully understand the consequence of their action. In discussion with the child, a 5 minute time out would be given and they would complete a task appropriate e.g. a sorry note, reflection time etc.


For an orange level behaviour it would be appropriate for the class teacher to initiate the resolution within the classroom but may also want to inform or have the assistance of an additional member of staff (middle leader), for example: perhaps if there is an issue over rough play which may require discussion with playground supervisors in order to facilitate a suitable approach that ensures success. For other issues, the resolution may

be successful with a verbal apology or may require a short amount of "time recovery" for the pupil to complete a task, write out an apology letter or undertake a task directly connected with the behaviour e.g. tidying up an area in the classroom which has been left untidy, repairing some damage or some similar undertaking. Copy of slip sent to parents. The child would place an orange card next to their name, so they fully understand the consequence of their action. In discussion with the child, a 10 minute time out would be given and they would complete a task appropriate e.g. a sorry note, reflection time etc. This level of behaviour may also warrant a discussion with the KS lead teacher.


For a red level behaviour, the most serious, it is essential that the SMT are involved at the earliest opportunity. This is to ensure that any additional information is brought to the resolution of the issue. It would also be appropriate at this point for parents to be contacted. This is the only level that requires the intervention of SMT. It is essential not to communicate your action to the pupil as this may cause unnecessary stress. The child would place a red card next to their name, so they fully understand the consequence of their action. Consideration for exclusion should be entirely at the head teacher’s discretion and should never be considered automatic.


It is most important and that both positive and negative behaviours are recorded as this allows a much clearer picture to be built of any issues that are occurring. All sheets need to have an agreed action and it is essential that the sheets are not used as a form of punishment or threat, simply as a recording tool. Saying to a pupil "I'm going to give you a red sheet for that" may not elicit the most positive response or bring any positive change in the behaviour. It is the consistent, non-emotional levelled approach and action that is taken that will ensure a swift and satisfactory resolution. Using sheets as a threat can very quickly lead to escalation to the next level. If this is occurring it is very important to reflect on what is being said.


Non classroom behaviour:


The same expectations of behaviour should be applied across the school, regardless of where the child is e.g. in the hall, playground, stairs etc.


A Verbal warning is given and then the consistent use of the coloured cards and sheets are applied. The children reflect upon their choice of behaviour, within a designated and safe place, before discussing appropriate ways to behave with a member of staff. The timing of the reflection period is indicative of the behaviour, and again is consistent with the sanctioned time used within the class room.


Pupil Conduct outside the school gates:


Teachers have a statutory power to discipline pupils for misbehaving outside of the school premises. Section 89(5) of the Education and Inspections Act 2006 gives head teachers a specific statutory power to regulate pupils’ behaviour in these circumstances ‘to such an extent as is reasonable.’ Where non-criminal negative behaviour and bullying occurs anywhere off the school premises and is witnessed by a staff member or reported to the school, the Head teacher will consider what the appropriate sanction should be. Regarding unacceptable conduct outside the school gates, a teacher may discipline a pupil for any misbehavior when the child is:


  • Taking part in any school organised or school related activity
  • Travelling to or from school
  • Wearing school uniform
  • In some other way identifiable as a pupil of Walderslade Primary School


Other reasons when it may be appropriate for the Head teacher to intervene include when pupil actions:


  • Could have repercussions for the orderly running of the school
  • Poses a threat to another pupil or member of the public
  • Could adversely affect the reputation of Walderslade Primary School




If exclusion is under consideration, the school will follow the latest Medway and Department for Education Guidance on appropriate procedures.


Exclusion will be considered appropriate where the Health and Safety of staff and/or pupils is seriously compromised. ‘The Head Teacher decides whether to exclude a pupil, for a fixed term or permanently, taking into account all the circumstances, the evidence available and the need to balance the interests of the pupil against those of the school community.’ (Ensuring Good Behaviour in Schools, April 2011)


In the event of the Head Teacher’s absence, the Deputy Head Teacher will assume responsibility for the decision to exclude. If the Deputy Head teacher is absent, the SLT will assume this responsibility.


Procedures for providing children with opportunities to discuss appropriate behaviour:


  • Reviewing presenting behaviour or the situation with a senior member of staff
  • A programme of personal social and health education set in a moral framework designed to promote mutual respect, self-discipline and social responsibility (see PSHE policy)
  • A clear focus for work on relationships and feelings as part of the PSHE

work throughout school

  • A programme of religious education which includes ethical issues (see

RE policy)

  • Circle time – an opportunity for open discussion held in class groups at regular intervals - at least once a week
  • Ensuring all pupils know the six school ‘phrases’
  • Class councils/ school council.


Liaison with Parents:


Parents will be kept informed about their child’s behaviour. If it appears that this has to be monitored on a regular basis a ‘home/school contact’ book may be started. The book is written in by the teacher or learning support assistant at the end of each day and sent home. The parent writes in it each evening and returns the book to school. This can be an onerous task for the class teacher and it may be that when the behaviour improves the contact book can be reduced to a weekly contribution.


A photocopy of the daily report and support card can be sent home along with any green sheets received during the day. This gives the parents are very clear view of the success and support given for their child. Clearly, if it has been a particularly unsuccessful day, this may not be an appropriate strategy.



Outside Agencies:


Concerns about any pupil should be discussed with the special needs coordinator (SENCO) and maybe with the visiting LSS teacher. There are times when the advice of outside agencies will be required. This will be the result of discussion between the class teacher, SENCO and head teacher, or as the result of discussion at an in-school review, which takes place during the year. Any outside agency will need information. Therefore teachers need to document evidence of behaviour carefully so that it can be collated when required.


Outside agencies include:


  • Learning Support Service
  • Educational Psychologist
  • Behaviour Support Service
  • Teacher for Hearing or Visually Impaired
  • Speech Therapist
  • Physiotherapist
  • Pre-School Advisor
  • School Doctor
  • Social Services


Use of reasonable force:


In relevant emergency situations it may be necessary for staff to apply ‘Positive handling’ strategies.

‘All school staff have the power to use reasonable force to prevent pupils from committing an offence, injuring themselves or others, or damaging property, in order to maintain good order and discipline in the classroom.’ (Department for Education: Use of Reasonable Force. July 2011)


Key staff are ‘Team Teach’ trained (a national training award), which ensures that positive handling strategies and methods of restraining pupils who are at risk of injuring themselves and/ or others are employed as necessary. Training is regularly updated.




Each class teacher keeps a behaviour book. This contains records of the slips/cards given to the children for their behaviour choices. If a child receives three slips a letter is sent home to the parents. As the parents should have been informed throughout the process (verbally for yellow, copy sent home of the slip for orange/red), the letter is to merely confirm our school behaviour principles and arrange a meeting to suggest ways to change the choices of behaviour the pupil is currently making. Should the behaviour persist, and behaviour choices trigger further coloured slips, then a meeting with the KS/HT would ensue as appropriate.


In light of this policy the senior management team will continually monitor the behaviour throughout the school.


After twelve months the effects of this policy will be evaluated through consultation with all the parties involved i.e. September 2016 and any agreed changes to this policy will be made as necessary.

This policy has been developed to work in conjunction with the following documents: Anti Bullying policy

PSHE programme(SEAL)

SEN policy

Positive Handling procedures

Child Protection policy


Date written….September 2015



Review date....September 2019




Appendix A: Circle time:


Circle time is class discussion on a more formal basis when the teacher may ensure that all children have an opportunity to speak and that their contribution is valued. How circle time is organised in every class is left to the teacher’s discretion but it is important to have circle times regularly (i.e. at least once a week) and to limit the time available for discussion to ensure that participants don’t ramble on! Circle time could be used at the end of the day to discuss the progress of a small group of pupils. Issues can be raised naturally but also there is room for set topics to be discussed at a given time e.g. behaviour at play-time.


Circle time has an obvious role to play in the National Curriculum as an opportunity for speaking and listening, and as fulfilling an essential part of the spiritual and moral development of young people.


Circle time can provide a forum for discussion of important issues; relationships, equal rights, friendship, freedom, justice, and acceptable behaviour.


Circle time brings together the teacher and children in an enjoyable atmosphere of co-operation. It is a time set aside when children and their teacher sit together and may take part in games and activities designed to increase self-awareness, awareness of others, self-esteem, co-operation, trust and listening skills. The activity helps everyone to understand what is important to them and their friends. Children become more able to express their feelings and it encourages greater tolerance.


(This policy was developed in conjunction with M. Temple.