POSITIVE
BEHAVIOUR
POLICY
“Meadowfield is a welcoming and safe environment with
learning at the centre of all that we do. We value the whole
school community in all its diversity and ensure that
everyone is supported to reach their potential. Respect,
fairness, equality and positive image are promoted
throughout our school.”
November 2016
Meadowfield Primary School
1. Rationale
We need to provide a safe and caring environment, which promotes the
positive growth of self-esteem, self-discipline and respect for others. A
corporate responsibility for promoting positive behaviour is expected, with
all staff adopting a consistent Restorative approach, supporting each other in
the day to day management of children. Restorative behaviour techniques
are encouraged at all times of conflict to create an empathic culture within
the school between all stakeholders. Good behaviour is vital not only for
good learning in the classroom but also for teaching our children how to deal
with conflict in the wider society in which they live and for them to
understand the need to take responsibility for the impact their actions have
on others.
Our approach to promoting an ethos of positive behaviour is based on the
principles of:Rights and responsibilities – the right of the child to learn and the teacher to
teach.
• Developing and maintaining respectful relationships.
• Developing a climate of choice.
• Developing fairness with the child’s opportunity to reply.
• Creating a restorative atmosphere where children are encouraged to
consider the impact their actions have on others
• Encouraging emotional intelligence when dealing with conflict from
all stakeholders
2. Aims
The aims of Meadowfield Primary are to:• Create a safe environment where all can teach and learn in a happy
and safe environment.
• Ensure that all stakeholders are aware of the school’s expectations of
behaviour.
• Encourage age appropriate behaviour.
• Celebrate good behaviour and positive choices
• Embed the use of Restorative Practices in all aspects of school life.
• Create an atmosphere where there is mutual respect.
• Encourage children to care for the school environment, equipment,
their own property and the property of others.
• Develop children’s self-discipline, self-control and feeling of selfworth.
• Resolve conflicts through rational, fair and consistent means and in a
restorative manner where the impact and consequences of actions
are fully understood.
• Recognise the difference between unacceptable behaviour and
behaviours which affect children’s attitudes to learning
3. Guidelines
Our behavior policy covers four areas of behaviour management which interlink to
provide a stable environment for learning and a social education for children to be
able interact successfully with each other and the wider society.
These four areas are:
A) Positive attitudes to learning
B) Positive praise and encouragement
C) Restorative behaviour practice
D) Sanctions for unacceptable behaviour
A) Positive attitudes to learning
The main system we use is “It’s Good to be Green” which is visually on display in
every classroom. These are used to encourage good learning routines in class.
This is not to address unacceptable behaviour in class (see sanctions for
unacceptable behaviour below) but to encourage the right attitude to learning by
addressing low level behaviour issues as they start.
All children start on Green at the beginning of the morning and afternoon sessions.
Green = Your learning attitude is good with active listening and high engagement.
This earns target time for the end of the week.
Blue = Your learning attitude has slipped from Green (eg talking inappropriately,
being distracted or distracting). The class teacher will have a quiet chat with you at
the end of the lesson about how you can improve your learning attitude. No sanction
although some target time lost.
Orange = Your learning attitude has continued to not meet the required level. At the
end of the lesson, a child on Orange will see the appropriate team leader to discuss
what elements of their learning attitude are not appropriate. To miss part of break
or dinner.
Red = Your learning attitude is too disturbing to others and you must complete your
learning in another classroom. Visit to the team leader and a meeting with
parent/carers to take place. Sanctions could include missed break or lunch time or a
detention.
Members of the SLT to check these “Good to be Green” boards as they routinely visit
all classes.
B) To promote positive behaviour we:
 Provide a calm and purposeful classroom environment
 Promote an ethos of mutual respect
 Monitor behaviour to ensure that intervention occurs at an early stage to
prevent escalation
Children are always encouraged to make the right behaviour choice and are
celebrated for good behaviour, having the right learning attitude and for making a
sustained effort with their learning.
The school has a “You’ve Been Spotted” reward system leading to Bronze, Silver and
Gold certificates and stationary prizes
Any adult in school can give a child an award if they have done the right thing.
Spot awards build up in class so ten spot awards mean one Bronze point. Ten Bronze
points leads to a Bronze certificate in assembly (with parent/carers invited) and a
prize of school branded stationary.
Once Bronze is complete, children use their spot awards to build up towards a Silver
award and so on.
Other rewards include:
 Verbal praise and encouragement with a clear description
 Earning target time through remaining on Green
 Visiting members of the SLT to share good learning
 Postcards to parent/carers
 Star badge awards presented in assembly on a Friday.
C) Restorative practice
This is an area to be used when children are in conflict with each other. The aim of
restorative practice is to provide a defined framework to challenge unacceptable
behaviour, resolve conflict and repair harm. This helps to improve relationships and
establish rights, accountabilities and responsibilities to the community.
Restorative practice involves a conversation between all parties in the conflict and
includes:
Fair process
Engagement - involving all participants in the process
Explanation - shared understanding
Expectation with a clear vision for the future
The use of restorative questions
These are to respond to challenging behaviour
• What happened?
• What were you thinking at the time?
• Who has been affected by what you did?
• What you think you need to do to put things right?
These are to help those harmed by the others actions
• What did you think when you realised what happened?
• What have your thoughts been since?
• How has this affected you and others?
• What has been the hardest thing for you?
• What do you think needs to happen to make things right?
Children who are having difficulties managing their behaviour in school can also be
referred to the Behaviour Mentor who can design a bespoke restorative plan to
support that child.
D) Sanctions for unacceptable behaviour
Despite positive behaviour management strategies being used, it is recognised that
sanctions may need to be applied on occasions. This does not involve the “Good to
be Green” system as that is for low level lapses in their attitude to learning.
If classroom rules are not followed and for more serious incidents of unacceptable
behaviour, then the following procedures will be observed.


For inappropriate behaviour within class, a verbal warning is given by the
teacher, with a clear description of what the inappropriate behaviour is. The
child might also be removed from the class to cool down, either in the
corridor or to another teacher, for a few minutes. They may also need to be
referred to a member of the school leadership team.
Where the class rules are not followed in a more severe or persistent
manner, it may be appropriate to send a personalised letter home to inform
the parents and to request a meeting or phone call with them to look at how
their child can be offered the appropriate support necessary. These incidents
will be registered on CPOMS.
Letter 1 – sent by the class teacher. Class teacher to request a meeting with the
parent/carer. The child will also be seen by the team leader.
Letter 2 – Sent by the team leader. This triggers monitoring of behaviour through
a behaviour watch sheet and might also include a referral to the Behaviour
Mentor. A detention is a likely sanction. The Head teacher is informed.
Letter 3 – Sent by DHT. This results in a meeting with the Deputy Head, class
teacher, Behaviour Mentor and parent/carer to develop an IBP. A child will be
facing an internal or external exclusion here.
The next stage is a decision by all relevant parties and finalised by the Head teacher
to consider an alternative placement e.g. Achieve, nurture or a Pupil Referral Unit
(PRU) and involved outside agencies following a guidance and support referral. Staff
also have the right to search the belongings of a child who they suspect may have
brought an item into school that may be judged to be a danger to them or others or
may be used to damage the school environment. This search would be carried out by
two members of staff.
The ultimate sanction for extreme behaviour is exclusion from school for a set
number of days, with parents having the right of appeal to the Governing Body. We
strive to avoid this and make every attempt to ensure that every child is fully
included in class.
It is recognised that despite the positive behaviour structure, a child may become so
upset or violent that they need to be restrained. This is only carried out by staff who
have received the full Team Teach training and also by following the guidance laid
out in the Care and Control policy.
Lunchtimes and breaks
It is expected that Restorative practice will be used in most cases during
playtimes. Lunchtime supervisors encourage good behaviour through “You’ve
Been Spotted.”
If there is unacceptable behaviour the steps which may be taken by the staff
on duty are:• Restorative discussion and reminder of correct behaviour.
• Time out from the others for a set number of minutes to consider
their behaviour in a Restorative manner.
• The inappropriate behaviour logged by the playground supervisor and
entered on CPOMS.
• More serious events to be reported to leadership team, and child
brought in.
• Repeated behaviour may result in the child being unable to mix with
others in the playground for a set number of days
Parents are also expected to sign a copy of the home/school contract on the
child’s admission to school.
Date:___________________
Review date: ____________________
Agreed by FGB____________