GOOD BEHAVIOUR
POLICY
“UN Convention on the Rights of the Child”
Article 28 – You have the right to a good quality education. You should be encouraged
to go to school to the highest level you can.
September 2016
Our School Vision
At the heart of Fair Furlong Primary School is the belief that our school
must be a place where everybody feels valued and respected.
We believe that it is essential that our school is a welcoming and caring place for all.
We recognise that children, families, staff and our local community all have an
essential part to play in the success of our school.
We are committed to providing our children with an excellent education that is broad,
balanced and fun and where every individual can be ‘The Best We Can Be’. We believe
in ensuring the highest expectations possible in all aspects of school life to ensure
children have the opportunity to do their very best. (In line with article 29 of
Convention on the Rights of the Child.)
By working together to ensure a safe and secure environment, we believe that our
children are motivated to discover their talents, develop their interests and have the
confidence to become successful life long learners.
Our Values
We have a very strong ethos of care and respect within our school. Staff, governors,
families and children all work together to ensure everyone feels valued. We regularly
revisit our values because they are important to us in keeping our school a happy place
to be.
Respect
Everyone is different, special and important. We say the right things the right way.
We look after ourselves, each other and everything in our school.
Learning Together
We work and learn as a team, sharing our skills. We encourage everyone ‘to have a go’
by valuing and supporting each other’s ideas.
Enthusiasm
We are always ready to take part, try hard and do our best. We are proud of what we
achieve and enjoy celebrating our own and others success. We share smiles and
laughter. We make the most of each day and look forward to tomorrow.
Challenge
We are brave and aim high. Making mistakes is when learning starts. We have a go and
are not afraid to ask for help. We persevere even when we find it really difficult. We
often surprise others and even ourselves!
Trust
Together we build a comfortable and supportive environment in which we feel safe and
secure. We need each other to be honest and fair in everything we do.
September 2016
Aims of our Good Behaviour Policy
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To uphold our agreed school vision and values
To promote good behaviour so our children can learn
To explain what we mean by positive behaviour and to promote a shared
understanding and use of language
To set out the roles and responsibilities of everyone in our school community
To make sure that the way we reward and encourage positive behaviour and
what we will do when things go wrong are clear and consistent to everyone and
that our actions will be consistent and fair
To ensure our children understand their individual and collective rights and
responsibilities through the promotion of a rights respecting ethos
To set out the support available for children who have additional needs and
those who are experiencing difficulty in managing their behaviour
Expectations
We expect everyone at Fair Furlong to:
 Show kindness and care for each other
 Be positive about our school community and what we can each achieve
 Share ideas constructively
 Understand our responsibilities in being part of our community and respect each
other’s rights
 To look after our school, equipment and property
 To arrive for school on time
 Show positive attitudes towards learning
We also expect our parents and carers to:
 Promote positive attitudes towards school and support children with homework
and home reading
 Ensure children are ready to learn because they have had breakfast, a good
night’s sleep, are dressed in school uniform and have brought the things they
need for school
 Ensure children arrive to school on time and are collected at the end of the day
on time
 Work in collaboration with staff to support children with keeping to our school
rules
 Communicate any concerns or important information to the school
September 2016
Children can expect adults at Fair Furlong to:
 Provide fun and interesting lessons that have the right level of challenge for
everyone
 Listen well, empathise, care and respond quickly and appropriately to children’s
views
 Model positive behaviours
 Take their responsibilities seriously and to support and respect the rights of all.
 Keep children’s best interests at the heart of all they do
 Help children to forgive when things go wrong
 Be consistent and frequently praise and reward good behaviour
 Be consistent in following agreed sanctions for poor behaviour
 Take the lead in creating a safe and happy environment for children throughout
the day
 Develop with each class a class charter and rules to protect rights and explain
responsibilities
Behaviours we like to see at Fair Furlong:
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Getting on with others
Being friendly – greeting each other and visitors and saying ‘Good morning’
Enthusiasm for learning
Opening doors for others and showing good manners – saying please, thank you,
sorry and excuse me
Choosing our words carefully and calling people by their correct names
Helping others when they have a problem
Looking after our belongings and those of others
Hanging bags and coats on pegs and picking up any on the floor
Keeping our classrooms very tidy
Picking up any litter we find
Walking quietly and calmly in the corridors
Showing good manners at lunchtime and using our knives and forks properly
Listening to other’s opinions even if they are different to their own
Sportsmanship and celebrating each other’s success
Behaviours that are not allowed at Fair Furlong:
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Bullying in any form
Fighting – deliberately hurting others
Swearing and use of unpleasant language
Remarks that are intolerant designed to hurt and belittle
Racist, sexist, homophobic, or deliberately unkind remarks about the other
person’s appearance, or family
Refusal to do what an adult has asked
September 2016
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Leaving a learning situation without permission
Dropping litter
Running inside our school building
Rights Respecting Classroom Charters
At the beginning of each school year as part of the JIGSAW curriculum the teacher
will discuss with the children their rights and responsibilities. These will then be
developed into an agreed classroom charter that aims to protect individual rights and
remind us of our responsibility to protect other people’s rights.
These rules will cover
 How to communicate
 How to move around the classroom
 How to treat others
 How to resolve problems
 How to learn
These rules are written in accordance with UNCHR and in a positive way that
describes the required behaviour. The rules are also illustrated and presented in an
age appropriate manner. These are community rules and are written using we and our.
The charter is signed by all members of the class and copies are sent home to parents
in term one. The charter also states how adults will help the children to learn about
their rights (Article 42).The charter is displayed prominently alongside the
corresponding articles in the class and referred to frequently throughout the year.
E-Safety Charter
At the beginning of the school year and subsequently each term, the classteacher will
discuss with the children responsible use of the internet including the expectation
that social media, texting/MMS, gaming forums, email etc is used responsibly and
respectfully outside of school.
E-Safety charters will be signed by classteachers and children and displayed in each
classroom.
September 2016
Praise, Rewards and Systems for Good Behaviour
We believe it is very important to frequently acknowledge and celebrate pupil
achievement in all aspects of school life. Praise and reward should be based upon
individual achievement and equally applied to all learners regardless of ability, race,
gender or background (ref. Equalities policy).
Good work
Children who have completed outstanding pieces of work or who have demonstrated
exceptional effort may take that work to the Headteacher for special commendation a sticker or a small reward.
Class based rewards
In each class children can earn ticks for good work, excellent effort or behaving well.
At the end of each week these ticks are collected onto the child’s individual reward
card.
Once the reward card is full they take it to the Headteacher who will add a sticker,
date and signature and give the child a small reward.
Throughout the year the children can progress through different reward stages
Cards 1-5 – RED
Cards 6-10 – BRONZE
Card 10 Bronze star and pencil awarded
Cards 11-15 – SILVER
Card 15 Silver star and pen awarded
Cards 16-20 – GOLD
Card 20 Gold star and pencil case awarded
Children are encouraged to wear the stars to school
If a child reaches Gold star status their name is added to the star plaque in the
entrance hall.
Teachers are to keep a clear record of children receiving awards and certificates.
Celebration assemblies
Each Friday a celebration assembly is held. Each teacher chooses a child in the class
and a certificate is presented to the child in front of the whole school. These
certificates are based on the 5 school values and include reference to rights. Parents
are invited in to celebrate with their children. Throughout the week other
September 2016
certificates and achievements are also presented including reader and writers of the
week and maths and spelling badges.
KS1 Reward Time
In Key Stage One children start the week with 30 minutes Golden time to be taken at
the end of each Friday. With the teacher the children decide together the activity or
activities that they will be able to take part in during Golden time. These are special,
enjoyable, fun activities. Each class has a Golden time chart displayed with each child’s
name and 30 squares representing their full golden time entitlement. As children move
through KS1 the use of golden time reduces as children are able to manage their
behaviour without this added incentive.
KS2 Reward Time
Children in KS2 earn a whole class reward once they have earned an agreed amount of
class symbols when they achieve a collective target. The reward is generally
negotiated with class as a whole e.g. extra sport, ICT. This is more of a long term goal
than a weekly occurrence and will not necessarily be used consistently across the year
with each class.
Postcards
Periodically a member of staff may choose to send home a good news postcard as an
added incentive or ask the office to text the child’s parent.
Wider achievement
We have a board where achievements that have been attained outside of school can be
recognised, this includes musical, sporting or creative work.
Sanctions and Consequences for Poor Behaviours
An important part of our approach to teaching children to respect the rights of others
and take responsibility for their own behaviour choices is to ensure that children learn
that there are consequences to their behaviour.
Staff will use a range of strategies to ensure that children are given every
encouragement to keep the classroom rules. However persistent rule breaches will
require the use of consequences. These progress through a number of stages.
FS Consequences
This is perhaps the cohort where there is greater flexibility in managing poor
behaviour due to the age of the children. However each teacher will ensure the
children understand what is expected of them and the associated consequences.
Usually a thinking space or chair is identified –
 Verbal warning
 Name on white cloud
 Name on red cloud and time on thinking chair
September 2016
As the children mature the use of the KS1 system will be introduced.
KS1 Consequences
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Verbal warning
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Minutes lost from golden time
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Name on white card written warning (1 min off golden time)
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Name on yellow card and time out in class (2 mins off golden time)
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Name on orange card and time out in partner class (3 mins off golden time)
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Name on red card and time out with headteacher/deputy headteacher
KS2 Consequences
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Verbal warning
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Name on white card written warning
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Name on yellow card and time out in class
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Name on orange card and time out in partner class
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Name on red card and time out with headteacher/deputy headteacher
Time Out
Aim
The aim of time out is to allow the children to take time away from the class to calm
down and consider their behaviour and the impact it has on others. After a period of
time they will be invited to rejoin the class and make any apologies that are necessary.
Yellow card (In class time out)
Each class will have a table and/or set chair apart from the rest of the class where
the child can sit for the duration of the time out. They will remain in this place for 5
minutes after which they will be invited to rejoin the class and make apologies as
necessary.
Orange Card (paired class time out)
If a child is at the orange card stage they require time out in a partner class. The
sending teacher completes an orange slip or passes the information on verbally and the
child is watched across the corridor to the receiving class. In this class the child will
sit at the time out table/chair and complete a proforma detailing what happened, why
did it happen, what rule or right was affected by the behaviour and what needs to be
done to fix things, this may be written in phase 2/3 and pictorial in phase 1. After 10
minutes the child returns to their original class (the paired teacher watching from the
door). When they return to class the teacher invites them to rejoin the class and give
any apologies that are necessary.
After getting to orange the name is wiped off the board, although if the child does
not make better behaviour choices from then on progression through the cards will be
quicker the second time.
September 2016
The orange cards will be recorded and if a child is given time out on a number of
occasions in close succession then parents are informed and support plans put in place
as appropriate.
Penzance <-> Ullswater
Glastonbury <-> New Forest
Jorvik <-> Fingal’s Cave
Brighton Pier <-> Stonehenge
Caernarfon <-> Hadrian’s Wall
Balmoral <-> Forest of Dean
Tintagel <-> Snowdon
Red Card
If a child has progressed through these stages and then continues to make poor
behavioural choices their name will be written on a red card. A red slip will be
completed and they are sent for time out with the headteacher or deputy
headteacher for the remainder of the session. At the end of the session the
headteacher meets with the class teacher and the child and any necessary
apologies are made. Parents are informed. If a number of red cards are given in
close succession a meeting will be held with the parents and support plans put in
place.
Fast track to red
It is possible for serious rule breaches, such as persistent refusal, swearing at a
teacher, fighting in class etc for children to be accelerated to a red card. This
will necessitate time out with Head/Deputy and the procedures followed as
above.
Monitoring/Tracking
The coloured behaviour stage that the child is moved onto as a result of their
behaviour should be recorded on behaviour tracking sheets. This will allow the
Classteacher and SLT to monitor behaviour and to act quickly if a succession of
incidents occur, to prevent future poor behaviour choices.
Children who find management of their behaviour more difficult may require an
individual and personalised behaviour plan with associated rewards and
consequences. This will be completed in collaboration with the child, parent /
carer and a member of the leadership team.
September 2016