Behaviour Policy
Wansdyke School
Our Vision
At Wansdyke School our children grow in a happy and caring environment where they
develop their individuality. Wansdyke is a place where everyone is encouraged to achieve
their own potential and nurture their own talents, ultimately developing a growth mind-set
promoting life-long learning.
Children’s Version of our Vision
Our Motto: ‘Working together, playing together, learning to be the best we can’
Aims
We believe that our Behaviour Policy should:
 Reflect the Mission Statement of Wansdyke School (see appendix 1)
 Promote high standards of behaviour throughout the school.
 Help children to understand that the purpose of rules is to enable members of the
school community to live and work in cooperation.
 Help children to reflect on their behaviour and to develop a clear understanding that all
their actions and words have consequences.
 Enable us to work in partnership with parents so that together we can encourage
behaviour acceptable in school and society.
 Establish strategies to enable all children to behave appropriately.
 Encourage pupils to resolve difficulties in peaceful ways.
 Encourage all children to develop a positive mind-set of self-improvement.
Rationale
If children are to achieve their own personal best and to become responsible and confident
members of the community they need to feel safe and secure in an ordered environment,
where their choices have clear consequences. Creating such an environment is the
responsibility of all members of the school community through recognising that they all
have responsibilities and rights:
Responsibilities of Pupils:
 To treat others with consideration and respect;
 To treat their environment with respect;
 To listen when others are speaking;
 To follow instructions from teachers and other members of staff;
 To sort out difficulties without making matters worse;
 To ask for help when needed;
 To do their best;
 To let others learn;
 To observe school rules;
 To be ready for lessons and to have the equipment that they need;
 To dress in accordance with the school uniform policy.
Rights of Pupils
 To be able to learn to the best of their ability;
 To be treated with consideration and respect;
 To be listened to by adults in school;
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To know what is expected;
To feel safe;
To be treated fairly.
Responsibilities of Staff
 To create a safe and stimulating environment in which pupils can learn;
 To treat pupils with consistency and respect at all times, without regard to race, gender
or ability;
 To communicate with parents;
 To sign and adhere to the code of conduct for staff
Rights of Staff
 To be treated with respect by pupils, parents and colleagues;
 To be able to teach without unnecessary interruption.
Responsibilities of Parents
 Sign and adhere to the home-school agreement.
 To support school rules and guidelines;
 To ensure that children attend school regularly;
 To ensure that children arrive at school on time;
 To ensure that their children have the equipment that they need at school, e.g. P.E. kit;
 To tell the school if they have any concerns about their child,
 To support their child’s development at home.
Rights of Parents
 To know that their children are safe;
 To be sure that their children are treated fairly and with respect;
 To know that their children are given the opportunity to learn at school;
 To be able to raise concerns with staff and to be informed about their child’s progress;
 To ensure their child is dressed in accordance with the school uniform policy.
Organisation
Positive Behaviour Management System
The agreed school rules are:
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Always include others
Always be polite
Always show respect
Be helpful
Always use ‘good’ hands
The system will work through several strands:
INDIVIDUAL:
CLASS
SCHOOL
Individual:
Following the Visual behaviour response system, children earn two different rewards,
initially they earn golden time, however they also have the opportunity to earn house
points.
Golden time:
KS2: Throughout the week the children earn golden time, a 30 minute period of teacher
led reward time on a Friday, those children who make a poor choice in their learning or
play may not earn all of this time, and will be with an adult reflecting on their choices.
KS1: Children require a more immediate consequence for their choices, therefore they
lose an element of their playtime that day, so that they learn the impact of their decisions.
And use Golden Time as an opportunity to learn the vital social skills involved in free play
scenarios.
House points:
Once they have collected 20 house points, they will earn an iron certificate, 40 points for
bronze, 60 for silver, 80 for gold, 100 earns a platinum certificate whilst 130 points is for
the Diamond certificate. This is intended to encourage the children to take responsibility for
their own behaviour and raise self-esteem, as well as realising their impact upon a wider
community.
They are earnt whenever a child exceeds the expectations for themselves, through
learning, behaviour or home learning.
Class:
Each class has a jar which the pupils can earn marbles (or any suitable equivalent!!)
towards a class treat. In the CNRB and KS1 this may be a weekly reward. In KS2, the jar
should be filled roughly every term!!
School:
We have four houses (Rennie, Anstie, Cray and Wadworth), upon entry into the school
each child is placed into one. Through their choices and actions individuals earn ‘house
points’ which are celebrated in our Friday assembly.
Every term, the house captains (Year 6 pupils) collect up the scores and add them to a
running total announced in assembly. At the end of each long term, the house with the
most points win the cup!
These houses are also used in sporting activities and other whole school events, building
a strong community and network of friends throughout the whole school.
Visual Behaviour Response System
What will the adult see?
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You are working together with others to
improve all of your learning.
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You are focussed completely on your
learning
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You are respecting everybody in the
room.
You are paying attention and showing
good listening.
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You are happy and enjoying your
learning.
What will the consequence be?
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You may be sent to Mrs Robinson to be
put in the good learning book.
You may be selected as learner of the
week, and celebrated by KS2, possibly
sharing in assembly.
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You will earn a house point as you are
exceeding expectations.
You are earning golden time.
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You’re learning is progressing really well.
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Everybody is happy to learn with you.
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You are helping your friends and
classmates by being respectful.
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You will be earning class marbles for our
reward jar.
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You have called out and are disrupting
others.
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You will be given a warning.
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You have a choice to carry on or stop.
You have talked over another member
of the class, or adult.
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You may lose golden time.
You are not engaged in your learning.
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You have produced messy work.
You have chosen to continue calling out
and distract others.
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You may be asked to sit outside for 5
minutes, to calm down and think about
what has happened.
You have ignored adults trying to help
you.
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You may be asked to move to a different
space in the classroom.
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You might lose break time or golden time.
You will be asked to leave the classroom
and explain what you have done to Mr
Devon/ Miss Elson or another adult.
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Your parents may be contacted.
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You will lose a break time.
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Disrespectful to your classmates, and
the adults.
Deliberately hurt someone.
Disrupting the class and preventing
learning.
You have deliberately damaged school
property.
You have chosen to continue calling out
and distract others.
You have ignored adults trying to help
you.
The whole school uses the same visual chart, however there are slight differences to their
implementation. Within Key stage 2, the classes use a number alongside the visual
representation to support the children to understand the impact of their behaviours on their
peers at an age appropriate level. Each class use the same base, however each class
agree the expectations they have for learning in their classroom. We use this system to
support the children in understanding that they always have a choice and that all their
choices have consequences.
Each class has a behaviour book where behaviours can be written down. Orange and
Red incidents are recorded in the book by the class teacher and if time, star behaviours
are recorded too, however this is up to the discretion of the class teacher. There are also
behaviour books for Key Stage leaders and the Headteacher; should a child be sent to
them and the matter still needs to be taken further.
Expectations of behaviour around school
Start of the day:
Children will not be on site before 8.35am. Once they are on site and their parents have
left, the school are responsible for them!
There is supervision on the main playground until they come in at 8.45am. At 8:45 a bell is
rung and children quietly line up, they are subsequently collected from the playground by
their class teacher. They go into the classroom and begin early morning work.
At the end of break time:
When the first internal bell rings, the children will line up ready for their teacher to collect
them. By the second bell, an adult on the playground will ring the bell outside and the
children will be lined up, teachers will collect their class from the playground, walking to
class is done quietly and respectfully.
Lunchtime:
Grace is said in the classroom then the children may head outside, to be summoned by a
bell when the hall is ready for them. At the end of the lunch hour they are collected from
the playground.
A quiet room is available to support those children who find the lunchtime overwhelming or
those who would like to colour and read instead.
Walking to assembly and anywhere else around school is done quietly, respecting
the rights of other children to learn.
At the end of school, all teachers go outside with their children, ensuring a safe
hand over to their parents, or guardians.
Links to other policies:
1. Difficult behaviour may be linked with Special Educational Needs and may constitute a
Special Need in itself. Children in this situation may have an Individual Behaviour Plan
drawn up in consultation with the child, class teacher, Special Educational Needs
Coordinator and parents. This may lead to the involvement of outside agencies, e.g.
Educational Psychologist, Behaviour Support Team.
2. Physical restraint will only be used if there is an immediate risk to the child or another
person. The method of restraint used will use minimum force for minimum time, will be
recorded on an Incident Form and will follow Wiltshire County Council Policy and
Guidance on the Use of Physical Restraint in Schools.
3. Sometimes poor behaviour can lead to exclusion- see our exclusions policy.
4. Bullying:
(See our anti- bullying policy for more details)
5. Racist Behaviour
 (See Equality Policy for further details)
Related policies
Anti-Bullying Policy
Attendance Policy
Complaints Policy
Equality and equal opportunities policy
Exclusions Policy
SEN Policy
Policy Reviewed October 2016
Next review October 2019
Chair of governors D Court
Headteacher C Robinson
Appendix 1
Mission Statement
‘Working together, playing together, learning to be the best we can’
At Wansdyke School our children grow in a happy and caring environment where they develop their
individuality. Wansdyke is a place where everyone is encouraged to achieve their own potential and nurture
their own talents.
Wansdyke School
Statement of Aims
To provide a secure, safe, happy and caring learning environment where all differences are celebrated.
To develop respect, concern and understanding for each person’s individuality.
To build and nurture confidence and self-esteem for every individual so they can be the best they can.
To give all children the chance to reach their full potential and recognise that success comes in many forms.
To encourage each child to be an independent learner who is self-motivated, shows initiative, perseveres and
takes risks.
To develop in the children a passion and excitement for learning that develops enquiring and questioning
minds.
To implement a broad, balanced and creative curriculum that reflects the demands of our changing world.
To work in partnership with parents, valuing open and effective communication.
To promote and build awareness of citizenship and the need to look after our planet.
To encourage the understanding of a healthy lifestyle.
To enable children to become independent lifelong learners who succeed as individuals and as responsible
and valued members of the community
To promote the school as part of the wider community.