ST PETER'S CHURCH OF ENGLAND PRIMARY SCHOOL
The Green, Cassington, Witney, Oxon, OX29 4DN
E-mail: [email protected] Tel: 01865 880443
Web-Site: www.st-peters.oxon.sch.uk
Headteacher: Mrs Jeanette A. G. Millward MA(Ed)
Registered in England and Wales
Company number 07939655
Positive Behaviour Policy
St Peter’s C of E school promotes Christian values and fosters an environment of spirituality, creativity
and respect where everyone is valued and each child can achieve their full potential.
St Peter’s CE Primary School is part of the Eynsham Partnership Academy.
Rationale
The underlying rationale of our school behaviour management policy is that good behaviour should be
recognised and rewarded and that negative behaviours be discouraged and changed for better through
the fair and systematic application of our behaviour policy. When children fulfil our expectations we
need to let them know. It is essential that we recognise the good behaviour of the majority. For this
reason more emphasis is placed on rewarding positive behaviour than punishing unacceptable
behaviour. School should be a positive environment – there should be more praise than correction.
It is essential for the success of the Behaviour Policy that pupils, staff, governors and parents should be
fully aware of the policy and its implications in terms of rights and responsibilities, and that the policy be
applied consistently.
What is appropriate behaviour?
Appropriate behaviour is any behaviour which encourages and maintains the good order and conduct of
the school, ensuring that there is a positive environment to learn in, whether in the classroom,
playground or when on educational visits. Positive behaviour ensures children and staff feel safe,
secure and welcome as a member of our school community and the wider community. It also ensures
that learning can take place without disruption.
Positive behaviour is a choice. Inappropriate behaviour will be treated with this in mind and dealt with
accordingly.
As a community we have developed a Code of Conduct which is based on our twelve Christian values:
respect, dignity, compassion, aspiration, friendship, honesty, generosity, patience, courage, hope,
peace, creativity. This Code of Conduct is prominently displayed around the school and referred to
frequently so that children are clear about what is expected of them:St Peter’s School Code of Conduct
Be peaceful and show compassion
Be generous and helpful
Have courage and aspire to be the best you can
Be patient with others and yourself
Be honest
Treat everybody and everything with respect and dignity
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Positive Reward Systems
Class teachers chose how to encourage children in their class to behave appropriately by using positive
praise and systems which reinforce expectation of good behaviour eg. gems in a jar, reward charts,
class rules frog hops. All staff promote positive self-esteem through their behaviour management and
by carefully balancing rewards and sanctions.
Golden Time
One of the features of our behaviour policy is Golden Time.
Golden Time is awarded to all children who have kept to our School Code of Conduct and usually takes
place once a week for approximately half an hour. It is a time when the children can engage in their
favourite activities which are usually chosen by them. Each class has their own way of recording if the
children have earned their Golden Time.
Team Points
Golden Time is an individual reward for good behaviour. Here at St Peter’s we feel that it is important to
foster working together for the common good so we have a simple team point system.
The school is divided into four teams:
Sparrowhawks
Red Kites
Kestrels
Buzzards
These teams are of mixed ages. Children can be given team points for following the school code of
conduct, class rules, completing work on time, playing well at playtime etc and are given at the
discretion of all staff. Team points are recorded in the classrooms and totals are collected weekly. The
team with the most points each week wins the team trophy which is presented every Friday. This is also
recorded on a chart in the Hall and at the end of the year a shield is awarded to the team with the most
wins.
On Sports Day the children earn points for their teams and a cup is awarded to the team who scored
most points on the day.
Values Jar
As a Church of England School we promote and foster Christian values. We have chosen twelve values
for our school as described above and these are displayed on our Values Wheel. Each short term we
focus on one value and develop the understanding of this value during our Acts of Collective Worship
and in class. During our Celebration Assembly children and staff may nominate either another child or
adult who they have observed following the values in school. That person will then take a value pebble
from the basket and put it into the values jar. When the jar is full the whole school earns a reward.
Awards for improved learning, good attitude to learning and effort:
Each class teacher uses systems within their class to reward improved learning, good attitude and
effort. This ranges from positive comments on work to team points and gems in the jar.
Star of the Week Award
This award is given to two children in each class each week and is for improved learning. They are
presented during the Celebration Assembly on Fridays. Nominations for this award are made a week in
advance and published in the school newsletter. The parents of those nominated are invited to the
Celebration Assembly.
Early Years Foundation Stage
The children in our Foundation Stage follow our Positive Behaviour Policy however the younger children
within the class have slightly different systems. Positive praise is a key feature with occasional
stickers/stamps on sheets for those who need a visual reward. Expectations are modelled by the adults
in the class and the children are encouraged to make the right choices.
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Each day the Foundation children have the opportunity to take home ‘Max the Bear’ as a reward for
positive behaviour.
Inappropriate behaviour is dealt with in a way which is suited to the child and situation; it will be more
immediate and as a consequence of the behaviour. Time out (1minute per each year of age), removing
from immediate environment and verbal warnings form the core strategies. Parents may be informed if
appropriate.
The Consequences of Inappropriate Behaviour
The following flow chart shows how we will deal with inappropriate behaviour:
Minor Incident
Informal strategy to
let the child know
that the behaviour is
unacceptable
The child receives a
verbal warning
A consequence is
given ie missed
playtime, time out
etc.
Major Incident
(As defined in
Appendix 1)
Parents are spoken
to
Individual
Behaviour Plan if
appropriate
Exclusion (see below)
Major behaviour incidents, as defined in Appendix 1, will trigger an immediate consequence appropriate
to the incident.
It is hoped that staff will employ behaviour management strategies to prevent the child from reaching
the consequence. Persistent reoccurrence of an inappropriate behaviour will result in a meeting with
parents at which strategies to modify the behaviour will be discussed.
In exceptional circumstances and when there has been a major behaviour incident (see Appendix 1)
then the headteacher or senior teacher will contact parents by phone to appraise them of the situation.
The headteacher will record any such incidents, filling in an online incident form when necessary.
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Recording and Reporting of Inappropriate Behaviours
Classteachers will keep a record of major behaviour incidents in their class pastoral book. Incidents
outside will be dealt with by those staff who are outside except for major inappropriate behaviour
incidents where the child will be sent in to the staffroom. Staff outside should appraise the child’s class
teacher of the incident as soon as possible after the event.
Promotion of the Positive Behaviour Plan




The School Code of Conduct will be displayed around the school.
A copy of the Positive Behaviour Policy will be made available as part of the prospectus and on
our website
New parents will receive a copy of the policy when their child begins school as part of the child’s
induction package.
All new staff working with the children will be inducted into the positive behaviour management
system and the procedures in school.
Inclusion and equal opportunities
SEN:
 Appropriate Individual Behaviour Plans will be put in place for children with SEN that are related
to behavioural issues and acted on accordingly.
Racial and cultural / ESN / Demographic background:
 We expect all children regardless of race or culture to respond to positive behaviour
management.
Exclusion
As an inclusive school we acknowledge the right of all children to be educated but we also need to keep
children and staff safe.
We will follow the Department of Education guidelines (Exclusion from maintained schools, Academies
and pupil referral units in England. 2012) which states that ‘exclusion should only be used as a last
resort, in response to a serious breach, or persistent breaches, of the school’s behaviour policy; and
where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil
or others in the school.’
Each case will be considered individually by the Head teacher and governors who will consider a period
of exclusion. This will be enacted following the guidelines referred to above.
Monitoring and evaluating effectiveness
The effectiveness of the policy will be monitored by the overall ethos and atmosphere in the school,
visitors comments and the results of parental /pupil/staff surveys. There will be a weekly update during
staff meetings.
There will be a bi-annual review of the policy.
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Appendix 1
Unacceptable Behaviour
To ensure consistency throughout the school we have agreed the following definitions of serious
unacceptable behaviour:

Premeditated physical abuse
-kicking
-hitting
-spitting at others

Defiance and /or disrespect to any adult in school

Bullying

Stealing

Deliberately damaging property

Using abusive language for effect or insult

Persistent verbal abuse such as teasing, name calling, family taunting

Persistent disruptive behaviour that prevents others from working or playing.
All of the above behaviours are unacceptable and major behaviour incidents may be defined as
any of the above. Consequences for the above will be immediate and in relation to the
behaviour.
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