Behaviour Policy

Behaviour Policy



St Chad’s RC Primary School 
Behaviour Policy (incorporating Anti Bullying)

Revised Jan 2015 – Reviewed January 2017

This policy has been devised after a review of our behaviour and reward system. Views taken into consideration include those of the Senior Leadership Team, Children across Key Stage 2 (through pupil voice interviews) All members of teaching staff (through INSET and a Staff review)

We want to work together to keep everyone happy, safe and able to learn.

Aims of the policy To make sure

  •  All children and staff are happy and safe 

  •  That pupils and staff take responsibility for their actions 

  •  That issues are dealt with firmly, fairly and consistently 

  •  That our reward system is valued and consistent 
Behaviour for learning 

  •  If children don’t behave appropriately, they and their classmates will not learn 

  •  We will teach and reward good behaviours 

  •  We will deal with negative behaviours consistently and keep parents informed as 
appropriateRewards for appropriate behaviour / keeping the rules /being green
  • Whole School Reward System – Smileys 

  •  When Smileys are given out it is very important that the behaviour or achievement is reinforced. “You have made a fantastic contribution to this lesson, well done you have earned a smiley” 

  •  Once received a smiley can not be taken away.
A smiley can be awarded at any time by all members of staff. This reinforces our 
philosophy that the care of our children is the responsibility of all adults in school. 
Children can be rewarded with a smiley for a variety of reasons including:
    •  Exceptional work/effort and behaviour 

    •  Improvements in work/effort and behaviour 

    •  Being kind and considerate to children and adults 

    •  A recognisable achievement eg. Full marks in a spelling test – a noticeable 
improvement in writing, numeracy 

 Smileys can also be used at the member of staff’s discretion as a behaviour management strategy.

Each smiley given to a child needs to be placed in the appropriate bag and noted on the house chart. Smileys contribute to the whole school house system, individual rewards and incremented whole school and class rewards for Bronze, Double Bronze, Silver Double Silver and Gold.

The reward system reflects the opinion of pupils established through pupil interviews.




Individual reward Presented in Smiley assembly

Whole class reward

Whole School Reward

Every 5 Smileys

Stamp on achievement card




25 Smileys


Bronze certificate, bronze star

Whole class - in class treat, , DVD, extra play, in class party food


50 Smileys

Double Bronze

Double Bronze double bronze badge Certificate



75 Smileys


Silver certificate, silver badge

Whole class in class treat, own clothes, dvd, extra play, in class party food


100 Smileys

Double Silver

Double Silver double silver badge Badge certificate



150 Smileys


Gold certificate Gold Badge Special Golden Day Out


Out of school treat ( a full day) eg. Chill factor’ Nandos, Lazer Quest, Adventure Park children’s choice.

Positive Behaviour Recognition

Each week, teachers will record all children who have been consistently green on pupil asset- this will build up a picture of positive behavior over the year. Outstanding behavior should also be recorded as blue or even purple-if exceptional.

Sanctions for negative behaviours (Red and Yellow)

Each class needs a very clear behaviour board, which includes examples of red, yellow and green behaviours (see coloured charts). The board needs to be colour coded so children can clearly see where they are, and the statements “first verbal warning, second verbal warning, yellow behaviour, red behaviour and the title ‘It’s good to be green’ Children‟s names/pictures need to be clear, lamented and stuck with velcro, so they can be moved easily. Children and parents should be familiar with our procedures, the flow chart should also form part of the display.

As a result of a whole staff review, a system of first and second verbal warnings, which includes moving the child’s name, is now included in the procedure. It is hoped this will slow down children moving too quickly straight from yellow to red and give the children a chance to reflect upon and improve their behaviour in class. This will allow children greater opportunity to get back to green.

Children not in the green zone cannot have green time.

First verbal warning – Yellow behaviours

Staff need to use the statement “This is your first verbal warning.” Explain the behaviour which needs to change. The child‟s name should then be move to the „First verbal warning section.‟

Second verbal warning – Yellow behaviours

Should the child‟s behaviour not improve or be resolved by the move to first verbal warning, then staff should again use the phrase “Your behaviour has not improved this is your second verbal warning” The child‟s behaviour then needs to be explained and the name moved to the „Second verbal warning section‟

Yellow Behaviour

To get to yellow children should have been through the first and second verbal    warnings. Use the phrase “You have had two verbal warnings, but are continuing to..... You are now being moved to yellow”.

  •  All yellow behaviours are recorded on the yellow pages in the Assertive mentoring file and electronically on Pupil Asset
  •  Yellow behaviour involves an in class time out in the yellow zone. 

  •  A period of time for the child to reflect, calm down, continue with studies without 
causing a disturbance. Return– remain yellow. 

  •  Yellow behaviour to be recorded by the teacher on the red/yellow tick sheet. 

  •  Children in the yellow behaviour zone (in class time out) will not be able to enjoy green time. The class teacher has the responsibility to include sanctions which may include, loss of play time, five minutes walking outside and to complete work to the expected standard. 

  •  Continued yellow behaviour, once they child is in the yellow zone, leads to a red behaviour. 

  •  Parents to be informed by the class teacher of three yellow behaviours in a half term, this needs to be evidenced in the Assertive Mentoring file & Logged on Pupil Asset. 

  •  Children with five recorded yellow behaviour’s per half term, will be recorded as yellow behavior in their assertive mentoring file & on Pupil Asset.

Red Behaviour

  • Red behaviour is very serious and should be dealt with consistently and appropriately. 
Some behaviours are ‘straight reds’ These are quite uncommon in our school and include: Racism
Unprovoked violence and aggression, toward another child or staff member.
Aggressive fighting 
Parents need to be informed of ‘straight red behavior*’ and the child should immediately be put on a behaviour report.
  • *Exclusion from school may apply at the discretion of the head teacher.
A member of the SLT should be informed of any ‘straight red behaviours’ 

  • Red Behaviour – Continuous Yellow 
Once a child has received two verbal warnings and is now in the yellow zone, if the behaviour persists or does not improve make it clear to the child through a warning that they are now showing red behaviours. If behaviour does not improve ‘Red Behaviour’ child escorted to another class with some appropriate work for up to an hour. 
When the child returns to class and the situation is resolved the child’s name is moved back from the red zone to the green, with a clear explanation of the expected behaviour. 
All incidents of red behaviour must be recorded by the class teacher, with the child on the red behaviour sheets (the check lists in the Assertive Mentoring file) and on Pupil Asset (. 
Please consult Behaviour Flow Chart to help with your decision making. 

Behaviour report card.

Children with two recorded incidents of ‘red behaviour’ per half term, will be put on a behaviour report card

  •  To be completed by the class teacher after every morning and afternoon session. To be signed by parents daily. 

  •  Children on report can not take part in any after school clubs, green time activities and special events, they can not represent the school in any activity. 

  •  Children on report who continue to show yellow or red behaviours can be removed to another class, in a different Key Stage for up to a week. 

  •  Play times and dinner times should be spent with away from their class mates with a different class or Key Stage. 

  •  Child can only come off behaviour report by showing consistent green behaviour for a full week. 

  •  Behaviour contracts – Will be put in place for any children who return to a report card twice in a term or who remain on report for three consecutive weeks. 
Parents will be asked to meet with the Head/Deputy Head teacher. A behaviour contract will be put in place, which would continue to incorporate a behavior report card.
  • Failure to comply with the behaviour contract, may result in exclusion from school or exclusion from class at the discretion of the Head teacher.

Getting back to green

  • It is important that children want to be green and are given opportunities to get back to green 
Green time 
Should be at different times each day, you can have more than one green time in a day. It can be a simple five minute treat, listen to some music, a quick biscuit/drink, a five a day session, relax and chat for five. Green time should not be a long session at the same time every day, which becomes something the children expect. 
Every child starts every day green 
Children can be moved back to green from the first/second verbal warning/yellow zones by:

  •  Showing improved behaviour and attitude to learning. 

  •  Missing their green time 

  •  Completed the work to an acceptable standard 

  •  Apologising

 Resolving the situation,
 Learning from their mistakes – understanding their behaviour and being prepared to improve.

 Showing consistent green behaviours


Bullying is a persistent often premeditated action taken by one or more children, with the deliberate intention of physically or emotionally hurting that child.

At St Chad’s we have a clear behavior policy, which helps reduce incidents of and identifies clear strategies to resolve and reduce incidents of bullying.

In addition:

  • Staff will respond calmly and consistently to allegations or incidents of bullying;
  • All allegations of bullying will be carefully investigated;
Pupil’s, parents and staff will be encouraged to talk openly about the issue;
  • As part of the curriculum, greater understanding of bullying in all its forms be developed;
  • Children will be taught strategies to help them deal with bullying situations

Communicating with parents about their children’s behaviour

 Children and parents are required to sign a Home School Parental agreement as part of the fist parental meeting of every school year. 

  •  Parents and children of new arrivals should also sign as a matter of course before the child starts school. 

  •  In most cases parents will find out about their child’s behaviour at school through the annual school report, parent and child mentoring meetings and smiley certificates. 

  •  In some cases parents will need to be informed of red behaviours and be involved in meetings with the Head/Deputy Head teacher. 
Extra help to support positive behaviour 

  •  Children with particular behaviour problems will receive extra help though out SEN and Inclusion Team. 

  •  Other external agencies can also help asses the needs of the child and provide support. 

  •  In class strategies and techniques shared by senior/competent members of staff. 

Keeping our school community safe

Child protection procedures will be carried out to keep children safe.
Staff to follow positive handling techniques, to keep themselves and the children safe.

Staff development

  •  All staff, including new staff, as part of their induction programme, will be told about and supported in following the school policy. 

  •  Behaviour management courses and INSET sessions are available for staff. 

  •  Regular training for staff will be held on managing behaviour. 

  •  If a parent or child feels that what has happened is wrong they should talk to the teacher first. If they are not happy they should contact the Head/Deputy Head Teacher. 

  •  Parents can make a formal complaint by writing to the chair of governors. 

  •  However if unfounded and malicious accusations are made against a member of 
staff, this will be taken very seriously. 

Nb By parents we are referring to that person/persons who has parental responsibility for the child.