Good Behaviour Policy
Our Lady of Lourdes RC Primary School
Our Mission Statement:
We are a Catholic school.
We strive to be a sign of Christ’s presence in the world
We follow Jesus.
Rights Respecting Schools
From Article 3:
The best interest of the child must be a top priority in all things
that affect children.
From Article 28:
Discipline in school must respect a child’s dignity.
Review Date: Autumn Term 2017
Good Behaviour Policy
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Our Lady of Lourdes School RC Primary
Policy Statement
Our Lady of Lourdes School is a Catholic School. As such, the behaviour of
everyone concerned with the school is influenced by our Mission Statement.
We are a Catholic School.
We strive to be a sign of Christ’s presence in the world.
We follow Jesus.
Jesus Christ is our model. His teachings are the basis for all our actions. In the
light of these teachings we believe that every member of the school community
needs to be valued and treated with respect and courtesy. To fulfil this need
effectively there is a behaviour policy.
Aims of the Policy
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To have a consistent approach to behaviour agreed across the whole school
community.
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To encourage a secure, calm and purposeful atmosphere and learning
environment.
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To foster positive caring attitudes towards everyone, where achievements
at all levels are acknowledged and valued.
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To make boundaries of acceptable behaviour clear and to raise awareness
about appropriate behaviour.
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To encourage increasing independence and self-discipline so that each
child learns to accept responsibility for his/her own behaviour.
We are a UNICEF Rights Respecting School:
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We make clear our expectations of good behaviour
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We promote mutual respect
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We encourage children to take responsibility for their own actions and
behaviour
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We set, through our example, standards of behaviour
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We praise good behaviour both publicly and privately
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We teach children about their rights and their responsibilities.
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Good Behaviour Policy
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Our Lady of Lourdes School RC Primary
Rights and Respect – For Teachers
All teachers and pupils are individuals. However teachers are adults; pupils are
children; teachers have a responsibility to teach them to be responsible members
of the community.
Teachers take their role very seriously. Their primary concern is that pupils learn
as much as possible to prepare for their lives.
To do this will sometimes mean managing pupil behaviour and taking decisions
that will affect them. It is the teacher’s responsibility to ensure that there is a
secure and purposeful atmosphere in class.
Teachers have the responsibility to maintain appropriate behaviour in pupils in a
way that is fair, firm and consistent for different pupils in different classes.
Rights and Respect - For Pupils
A Rights Respecting School Charter has been drawn up and is displayed around
the school :Rights
Respect
I show respect by being in school
regularly and on time.
I show respect by demonstrating good
learning behaviours.
We all have the right to learn.
I show respect by completing my home
learning.
I show respect by following
instructions.
We all have the right to be safe.
I show respect by following health and
safety rules.
We all have the right to be included.
I show respect by including everyone in
my games and activities.
We all have the right to be respected.
I show respect by treating everyone as
an equal.
We all have the right to a voice.
I show respect by listening to the views
of others.
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Good Behaviour Policy
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Our Lady of Lourdes School RC Primary
Setting Expectations in Behaviour
In the Classroom
At the start of each year each class will discuss and establish a class charter linking
their rights and their responsibilities. This is moulded by our Mission Statement
and the UNICEF Convention on the Rights of the Child. The rules will be positive
not negative instruction, be age appropriate and make reference to:
 Working to the best of our ability / using our talents
 Respecting others
 Listening to others
 Staying safe.
Language linking responsibilities to rights will be used to promote desired
behaviours. A resulting class charter will be clearly displayed in classrooms and
directly affect attitudes towards the behaviour of everyone in the classroom, pupil
and teacher alike.
Playground and Dinner Hall Charters are also displayed around the school.
Celebrating Achievement and Appropriate Behaviour
Recognising, sharing and celebrating achievement is an important part of our lives.
Such an approach creates a positive environment in which pupils can develop an
understanding of relationships with others and a sense of self-discipline.
Nursery
In Nursery a kindness tree is used to highlight positive acts. The teaching staff
write the name of the pupil and a short description of the kind act and place this
on the kindness tree.
Stickers are also frequently used to reinforce positive behaviour.
Reception
Class Dojo Points
Pupils in Reception will also be awarded Class Dojo points for certain positive
behaviours. Parents will be able to access their own child’s Dojo account and
therefore will be able to share in their good behaviour and achievements at school.
If a pupil achieves at least 5 Dojo points in a week, they will be given a special
sticker on a merit card. Once they have 10 stickers they visit the Assistant, Deputy
or Head Teacher, where their achievements will be celebrated. Pupils may also be
recognised in assemblies for their use of positive behaviour.
Year 1 and Year 2
Pupils in Reception will also be awarded Class Dojo points for certain positive
behaviours. Parents will be able to access their own child’s Dojo account and
therefore will be able to share in their good behaviour and achievements at school.
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Good Behaviour Policy
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Our Lady of Lourdes School RC Primary
Merit Cards or Merit Books
Merits will be a system of recognising pupil’s efforts in trying to follow the
behaviour code and demonstrating good learning behaviours in all areas of school
life. Pupils will be awarded a merit, which will be entered into the pupil’s merit
card or merit book.
Year 1 and Year 2: Merit Cards
The aim is for a child to get approximately 2-3 merit cards a year – 1 per term.
Once they have 10 stickers on their merit card, they take their card to the Key
Stage 1 Phase Leader for a special sticker in the middle of the card. They can then
take it home that day. For subsequent completed cards the pupils may take them
to the Deputy Headteacher or to the Headteacher. They may also be recognised in
celebration assemblies.
Year 3 to Year 6: Merit Books
Pupils from Year 3 – Year 6 have behaviour books, where each merit is recorded.
12 Merits the Phase Leader will give pupils a certificate to mark their
achievement. (10 merits in KS1)
18 Merits the Deputy Head teacher will give pupils a certificate to mark their
achievement. (20 merits in KS1)
25 merits the pupils will be given a certificate and Silver Star pin at assembly
by the Head teacher.
50 merits pupils are awarded a Gold Star and certificate presented by the
Head teacher. Pupils may take these certificates home to share with their
parents. Pupil’s record books will be available for parents to see on Open
Evenings.
There is an expectation that most pupils will receive at least 20 merits each
year.
Stars of the Week
Within each classroom individual pupil’s achievements are recognised in weekly
awards e.g. ‘Stars of the Week’. One or two members of each class will be nominated
weekly for excellence within a curriculum area or for their positive learning
behaviour. They will sit at the front of the whole school assembly to be
congratulated.
House Points
Pupils from Y2 – Y6 are in one of four school houses. Points are given for good
behaviour, manners and work. These are put onto the House Chart in the
classroom. At the end of the week the class Rights Respecting School Ambassadors
add up the points and give them to the Y6 RRS Ambassadors. The house with the
highest number of points for that week receives a reward usually 15 minutes
additional playtime on Friday afternoon.
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Good Behaviour Policy
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Playground Support for Pupils in KS1 & Early Years
Early Years Shepherds Across the year all year 6 pupils act as ‘Early Years
Shepherds’ on a rota basis throughout the lunchtime period. The shepherds will
help the pupils in the dining room and support them in the playground. At wet
plays the EYS support the reception pupils in their classroom. From the Summer
Term of each year this duty is passed to Y5.
Guardian Angels Some pupils may have specific difficulties during the lunchtime
and benefit from the individual support of a Year 6 volunteer pupil. These
volunteers are referred to as ‘Guardian Angels’.
There is a designated ‘quiet area’ in the KS2 playground and pupils are to respect
this area and the needs of the pupils asking to use it.
If pupils from Reception or Year 1 feel lonely or worried in the playground at
lunchtime or playtimes then they are asked to wait at an area identified as the
‘Friendship Stop’. Some Year 2/3 pupils may be asked to act as ‘Friendship
Monitors’.
Strategies for pupils to use to manage a potentially difficult situation:
1. Say firmly but politely “I don’t like it when you do that – please stop”. (It’s a
good idea to look the person directly in the eye when you say this and walk
away from the situation after you have delivered this message). At this point
you may need to tell an adult straight away depending on how serious the
incident is.
2. If the problem continues – repeat your request but this time tell them you will
be seeking adult help, e.g. “I’ve asked you to stop – now I’m going to tell an
adult”.
3. Tell an adult in school.
4. Keep telling adults – don’t let the person threaten or frighten you.
Strategies for Dealing with Inappropriate Behaviour
Although we always wish to stress the positive nature of a pupil’s behaviour, we
accept that there will be occasions when she/he may not accord with our Behaviour
Codes and behave inappropriately. These occasions cannot be ignored and the
teacher will invite all affected pupils to discuss the difficulties.
Guidelines for Resolving Episodes of Misbehaviour
We encourage pupils to take responsibility for their own behaviour.
We ask them to consider alternative choices.
Where possible we encourage pupils to try to resolve disagreements themselves.
 Pupils listen to each other without interruptions.
 Pupils are encouraged to maintain eye contact.
 Each pupils has a turn to say:
1. What the other(s) has/have done to upset them.
2. How they feel about it.
3. How they would like them to behave in future.
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Good Behaviour Policy
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Our Lady of Lourdes School RC Primary
Mutual respect in this discussion is paramount. Pupils must listen carefully and
wait their turn – they are discouraged from interruption or argument. Persistent
interruptions will result in exclusion from the discussion.
If the pupils cannot resolve the conflict after a reasonable time, then the adult may
decide to make a judgement and make appropriate decisions. All pupils should be
encouraged to understand the decisions made. They may not always agree.
Procedures are designed to allow pupils to understand their mistakes. Therefore
there should always be a route to work back to behaving in an acceptable way.
Nursery
In Nursery if a pupil does not follow the class or school rules, they are reminded of
what appropriate behaviour they should use. If the negative behaviour continues,
then they will be asked to sit on the ‘calm chair’ for a short while to think about
their behaviour.
Reception
Reception also use a ‘weather chart’ reward system for behaviour. All the pupils
have a named gold coin, this is placed at the beginning of each day in the blue sky
section of the weather chart. For instances of positive behaviour, the pupil will be
rewarded by moving up the chart to the sunshine section, further positive
behaviour leads to a rainbow, where a sticker will be awarded to the pupil.
If a pupil displays negative, or inappropriate behaviour, the coin with the pupil’s
name on is moved down into the cloudy section, where the pupils are reminded of
what appropriate behaviour they should be using. If the negative behaviour
continues, then the pupil’s coin is moved into the rainy section of the chart, this
means time out will be given for the pupil to reflect on their behaviour. If a pupil is
persistently on the rainy section parents will be informed. The pupils move back
up the chart by showing acts of positive behaviour.
Year 1 to Year 6: Traffic Light Display
Year 1 use Green – Amber – Red - Time out
Year 2 to Year 6 use Green – Amber – Red
All pupils start each day on Green.
All pupils are made aware of behaviour expectations in school (see above).
Warning
If there is persistent low level misbehaviour pupils can be reminded of what is
appropriate by a look, a gesture, a word, a point to behaviour code, a move closer
to them or an encouragement. The focus is on work rather than comment on
misbehaviour (e.g. what’s the next thing you have to do).
The reason for the warning is to ensure that pupils understand their mistakes.
There is always a route to work back to behaving in an expected way. Also it
ensures that the Policy can be applied to all pupils, even those with specific
behavioural difficulties.
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Good Behaviour Policy
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Our Lady of Lourdes School RC Primary
Continuation of undesired behaviour – move colour
If there is a repeat, the pupil receives a warning that a continuation of the
behaviour will result in moving down a colour. If it is repeated, then the pupil is
asked to move their name down a colour from green to amber, or amber to red.
Teachers will at this stage move the pupils name down a colour. If possible the
pupil will move their own name down.
Differentiation: some pupils will need more or less ostentatious, obvious or
unambiguous reminders and warnings than others.
Pupils moving on to red receive an automatic half sanction. Year 1 pupils moving
on to Time out will receive an automatic half sanction. This it to give them an
additional step which is more suitable to their age.
Sanctions
A full sanction will be given as a result of swearing, lying, fighting or other more
major breach of our behaviour code. There should also be an immediate
consequence e.g. missing playtimes for the rest of the day (including lunch play).
Half sanctions are given immediately as a result of lower level incidents of
unacceptable behaviour or repeated incidents of not following the relevant charters
as detailed above. There should be an immediate consequence for this such as
missing 15 mins of play.
In Year 5 and Year 6 If the pupil is moved to orange, then this results in a loss of
5 minutes of playtime. If they receive half a sanction, then they lose 15 minus of
their break or lunchtime.
After 3 full sanctions (2 in KS1) in any school term the pupil will be sent to the
Phase Leader. The visit will be recorded by the teacher on the record book. There
will be a withdrawal of privileges* for one week and parents notified by letter. Any
further sanctions, up to 5 sanctions will result in withdrawal of privileges.
*Loss of privileges will include for example:
 Missing a playtime,
 Doing an activity at home,
 Taking time out in another classroom
 Community service.
After 6 sanctions (4 in KS1) in any school term the child will visit the Deputy Head
teacher. Further loss of privileges and formal written contact with parents. The
pupils will be put on report with weekly meetings with the Head teacher, pupil and
parent.
After 9 sanctions (6 in KS1) in any school term the child will visit the Head teacher
and in discussion with parents exclusions may be necessary.
For pupils in Years 3 to Years 6, each term they build on merits previously
received, while starting a fresh with regards to sanctions.
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Good Behaviour Policy
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Lunchtime and Playtime
Any unacceptable behaviour at lunchtime will be dealt with by the duty staff who will
liaise with the Class Teacher when necessary.
Other informal systems are used to support the behaviour policy throughout the
school. These may include Star of the Week, house points, Dojo Points etc.
Health and Safety Rules
How to be safe in school:
Do listen carefully to advice from adults
Do be sure to think about what you say
Do show respect and good manners to all the adults
Do always tell the truth
Do line up sensibly
Do be friendly and kind to others
Do give everyone a chance to join in
Do follow the play structure rules
Do listen to each other’s views.
Play fighting is not allowed at Our Lady of Lourdes School
Pupils have the right to a safe environment. A few simple rules will help us make
sure that the school is a safe place. Everyone is asked to observe the following
points:
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Sun cream, lip balms and Vaseline not ordinarily be brought into school but
put on before school. (Under exceptional circumstances e.g. a very hot
summer these may be brought in following a written request from parent
and self-administered in the first aid room).
Only monies for dinners, school outings or special collections should be
brought to school
Sweets and toys should be left at home.
Exits should be kept clear of prams and pushchairs
Bicycles should be kept locked whilst on site in the ‘cycle park’.
Bicycles, scooters, skateboards and skates are not allowed to be used in the
playgrounds before, during or after school except in supervised sessions.
Permission must be sought by pupils before entering the building at
playtime or lunchtime.
Pets should not be brought onto school site.
Ice-creams and hot drinks should not be brought onto the school site.
Smoking is not permitted on the school premises.
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Pupil’s Involvement
It is very important for the pupils of Our Lady of Lourdes School not only to
understand the behaviour code but also regard it as their own. Throughout the
process of drawing up this behaviour policy we have sought the views of the pupils.
With such ownership they will feel that they had a part to play in its formation.
In Year 2 onwards ‘Worry Boxes’ in each classroom are an opportunity for pupils
to express any concerns or anxieties. The Class Teacher will, wherever possible,
deal with these in confidence. ‘Happy Boxes’ or ‘News Boxes’ are in each classroom
are an opportunity for pupils to share good news or highlight a pupil/pupils who
have carried out a particularly kind act.
Pupils will regularly explore and discuss the above through circle time, the PSHE
curriculum, ‘Come and See’ (RE curriculum) and UNICEF Charter on the Rights of
the Child (UNCRC).
Parental Involvement
If a parent has any concerns about behaviour they should in the first
instance approach the class teacher.
Parents have a vital role to play in any behaviour policy adopted by a school. The
Behaviour Policy should be shared with all parents. If a child’s behaviour should
become a concern then the parents will be involved as soon as possible in a positive
approach to help the child.
Parents can support our approach to behaviour by:
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Showing an interest in their child’s education e.g. valuing their child’s work,
attending open evenings and curriculum meetings
Discussing problems or differences of opinion at an early stage with the class
teacher or Head teacher, to avoid misunderstandings
Valuing the professional judgement of the teachers
Respecting other families with different cultures, languages and life-styles
Following the health and safety rules.
Positive Handling
Positive management plans can be devised in an attempt to meet the individual
needs of pupils with known challenging behaviours in an attempt to preclude crisis
situations from happening.
Physical intervention may be used by staff only as a last resort, for example when
a pupil is endangering him/herself or others and other strategies have failed and
a crisis point has been reached. At that time any physical intervention must be
reasonable, proportionate and the minimal force necessary to prevent or stop
further injury to the pupil or another person.
Any such events should be recorded and signed by all witnesses present.
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Our Lady of Lourdes School RC Primary
Staff who are likely to be required to use specialist positive handling techniques
should be appropriately trained. Individual training in the form of the Team-Teach
approach can be supplied and focuses on de-escalation, diversion and diffusion
strategies.
We understand that positive handling of a nature that causes injury or distress to
a pupil may be considered under child protection or disciplinary procedures.
However it must also be accepted that in using reasonable and proportionate action
this may sometimes result in the child or member of staff receiving a mark or
injury. The presence of such a mark or injury should not always be taken as
evidence of malpractice on behalf of the member of staff.
Monitoring and Review Procedure
Our school is not a static community; it is constantly growing and changing. The
policy and its effects will be monitored regularly through UNICEF Rights Respecting
School Steering Group, the Senior Leadership Team and Governors. It will be
reviewed with pupils and staff at the start of each school year in the light of the
school’s growth and development as a community.
Equalities Statement
Bullying is when one person or a group of people deliberately and consistently, over
a period of time, seek to cause physical or psychological distress and undermine
the self-esteem of an individual. Instances of bullying are rare. However when they
occur they are treated very seriously.
Learning to recognise potential bullying and developing an understanding of the
dynamics, which allow incidents to occur, and how to deal with them will feature
regularly as part of the school’s pastoral programme.
Pupils will be encouraged to tell an adult of any threat they experience. It is
extremely important that incidents are reported immediately. Pupils will
immediately be removed from the situation and asked to reflect on their behaviour
and to apologise to the victim. Alleged incidents will be written up in the relevant
books in the staffroom.
Where allegations are proven the appropriate incident from will be completed and
given to the Head teacher who will take the appropriate course of action. The
incident will then be talked through with all involved to discourage a climate of
silence and secrecy and to assist the growth of insight and understanding about
the nature of bullying. Our Catholic ethos expressed in our Mission Statement and
our behaviour policy aims to ensure the trust and openness in our relationships,
which will prevent bullying from developing.
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