ELLESMERE
PRIMARY SCHOOL
Engage, Persevere, Succeed
Whole School Behaviour Policy 2017-2018
Review Date: June 2018
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Goal: Our pupils should leave Ellesmere Primary School knowing how to and choosing to behave well.
Introduction
The core principles of behaviour at Ellesmere Primary School are that:
 Behaviour can change and that every child can be successful
 Praising and a system of rewards are more likely to change behaviour than blaming and punishing. Using a
positive system of rewards will increase children’s self-esteem and thus help them engage, persevere and
succeed
 Celebrating success helps children to achieve their full potential
 Being aware of each child’s needs and their individual circumstances helps us to act in the fairest way. We
always consider the safety of other children and the impact upon learning, while helping children acquire selfdiscipline.
This policy complies with Section 89 of the Education and Inspections Act 2006
Rationale
At Ellesmere Primary School we are committed to ensuring that the children in our care learn in a happy, safe and secure
environment where mutual respect and understanding is fostered and developed in every aspect of school life.
This policy outlines the underlying philosophy, purpose, nature, organisation and management of pupil behaviour at
Ellesmere Primary School. It is a working document designed to enhance the development of positive relationships
between children, adults working in school, parents and other members of the wider school community.
We have four very simple and clear rules which are applied during lessons, assemblies, break & lunchtimes and during
trips and visits. These are:




Listen
Do as you are told
Work and play well with others
Do your best.
Aims
We are a caring community, whose values are built on mutual trust and respect. The school behaviour policy is therefore
designed to support the way in which the members of the school can live and work together in a supportive way.
We aim:
 To ensure that every member of the school community will feel valued and respected, and all persons will be
treated fairly
 To develop an ethos of mutual respect and understanding through a set of whole school rules that apply to
everyone
 To have a clearly structured policy that is applied throughout the school in a consistent manner
 To deal with inappropriate behaviour quickly and efficiently
 To keep parents well informed about the behaviour of their children
 To work in partnership in accordance with this behaviour policy.
Our behaviour policy is formulated around rewarding positive behaviour and discouraging inappropriate behaviour
through a carefully planned rewards and consequences structure.
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Expectations
At Ellesmere Primary School we will:
 Treat each other with respect at all times, therefore providing a positive role model for the children and each
other
 Reward good behaviour
 Provide encouragement and stimulation to all pupils
 Treat all children fairly and apply this policy in a consistent way
 Ensure that children are aware of school policy and systems in place
 Teach, through the school curriculum, values and attitudes as well as knowledge and skills, in order to promote
responsible behaviour, self-discipline and respect for self, others and the world around us
 Have a parent/child/school behaviour agreement.
Rewards
We will reward positive behaviour through:
Praise
 Actively looking for positive behaviour - being effusive in praising those pupils who are behaving well, rather than
focussing on the negative
 Dojos, stickers and stamps may be given to reinforce positive behaviour
 Children may be sent to other members of staff for praise
 Head Teacher’s Praise – given to reward effort, achievement and attainment. Praise will be given and a Head Teacher
sticker awarded
Good to be Green
Every day is a fresh start for children with all pupils beginning on ‘green’ every day. Our expectation is for all children to
remain on green throughout the day and those children who manage to do this consistently will be rewarded at the end
of each half term with a special whole school activity. We do understand that mistakes can be happen so will give some
leeway to allow children who have less than 6 yellow or 2 red the opportunity to participate in this reward.
Star of the Week Certificates
This is a weekly award given by the class teacher, with the contribution of the class, and presented during a special
weekly assembly. The children’s names will be recorded in the school newsletter and a star with their name will be put
on the ‘Shining Stars’ display board.
The Award System – Class Dojo and House Points
All children in school will receive points for effort and achievement. Points will be awarded for consistently positive
behaviour and work above that expected for the child. Class teachers will ensure that points are distributed fairly and
consistently.
Reception children’s points are recorded and rewarded on a weekly basis.
Children in KS1 and 2 will receive rewards for different levels of points achieved throughout the year:
 100 points earn an Assistant Headteacher sticker and dojo message home
 200 points earn a Deputy Headteacher certificate and note home
 300 points earn a Headteachers certificate presented in celebration assembly and a postcard home
 400 points a certificate presented by a significant person and a small prize.
Our web-based reward system, Class Dojo, is used to record points and provide a visual and interactive resource in class.
Class Dojo can be linked to parents’ email accounts so that positive messages can be communicated.
Children’s points also equate to house points. When points are received these are added to the house point system.
Rewards are given to the house with the most points at the end of each term. This enables individuals to contribute to
and benefit from belonging to a group and community.
Lunchtime supervisors’ recognitions
Lunchtime supervisors can allocate awards for significant positive behaviour in the form of stickers and/or awards via
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the SLT where appropriate.
Sanctions
When the need for sanctions arise the following procedures will be followed:
1.
2.
3.
4.
5.
6.
7.
8.
Appropriate body language to indicate inappropriate behaviour
Verbal & non-verbal communication ‘If you choose to continue the consequence will be …’
Yellow
- 5 minutes time in in class with year group teacher asap during next break/lunch
Red (am)
- 10 minutes time in – KS1 with Assistant Headteacher in PL2 at 12.00
KS2 with Upper KS2 Phase leader in Tokyo at 12.15
Red (pm)
- 10 minutes time in – with Learning Mentor at 3.00pm in library
Class teacher will inform parent of sanction and reason via Class Dojo
2 Reds
-as red plus letter from class teacher and phase leader initiating a behaviour chart
3 Reds
- as red plus meeting between class teacher/phase leader and parent to develop behaviour plan
4 Reds
- as red plus meeting with Headteacher and parent to discuss way forward
External support initiated with possible exclusions as an ultimate sanction.
(Occasionally it may be necessary to miss some of these steps depending on the severity of the incident.)
During the lunch break alternative sanctions will be applied:
1. Appropriate body language to indicate inappropriate behaviour
2. Verbal & non-verbal communication ‘If you choose to continue the consequence will be …’
3. Yellow
-5mins by wall
4. Red
-10mins at 1.00pm with the Learning Mentor in library.
In every incident the unacceptable behaviour will be explained to the pupil and they will have the opportunity to explain their
actions. The procedures listed will follow the core principles of being:
Clear, Calm, Caring and Consistent.
Recording
Incidents where yellow or red sanctions have been applied will be recorded in the class behaviour files or the lunchtime
supervisor notebooks.
Date policy to be reviewed by Governing Body: June 2018 and annually thereafter
Signed
Headteacher
School governor
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Appendix 1
Types of inappropriate behaviour
Level 1 – Minor Inappropriate Behaviours (recorded in class behaviour books
if persistent)
Interrupting the teacher
Spoiling the games of others
Telling tales (inappropriately)
Avoiding work/ wasting time
Being noisy/ excessive talking
Running inside school
Play fighting/ rough play
Hindering other pupils
Cheekiness
Low level disruption of teaching
Low level disruption of learning
Level 2 – Major Inappropriate Behaviours
Teasing
Arguing with an adult
Rudeness
Lying
Refusal to follow adult instruction
Name calling
Inappropriate physical contact (i.e. kicking, hitting, pushing)
Level 3 – Serious Unacceptable Behaviours
Vandalism
Dangerous refusal to follow instructions
Swearing
Bullying
Theft
Inappropriate sexual contact
Verbal abuse of staff
Level 4 – Severe Incidents
Racial abuse
Physical fighting (where an adult has to intervene for the safety of the
children)
Physical abuse of staff
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Appendix 2
Rights and Responsibilities
The existing code of conduct was reviewed with pupils and staff in 2015 and has been
adapted as follows:
We all have the right:
To receive a good and enjoyable education, which is broad and balanced.
To be provided with a safe and secure classroom environment
To privacy (e.g. lockers, personal belongings)
To be listened to and to have opportunities to express opinions
To good quality resources
To teachers and adults who are caring and fair
To have fun and enjoy our time in school
To friendships and to work cooperatively with others
We all have the responsibility:
To work and learn to our full potential by always doing our best
To look after our classroom, class resources and school environment
To ask for permission before using or touching the belongings of others
To listen to and to respect the opinions of others
To be respectful and helpful to all adults
To behave in a sensible and mature way at all times
To look after each other
Rewards
We will reward positive behaviour through:
Praise
 Actively looking for positive behaviour - being effusive in praising
those pupils who are behaving well, rather than focussing on the
negative.
 Children may be sent to other members of staff for praise.
 Head Teacher’s Praise – given to reward effort, achievement and
attainment. Praise will be given and a Head Teacher sticker
awarded
Lunchtime Supervisors’ Rewards
Lunchtime supervisors can allocate awards for significant positive
behaviour in the form of stickers and/or awards via the SLT where
appropriate
Sanctions
On the rare occasions it is necessary to provide sanctions Lunchtime
Supervisors will use:
1. Appropriate body language to indicate inappropriate behaviour
2. Verbal & non-verbal communication ‘If you choose to continue
the consequence will be …’
3. Yellow
-5mins by wall
4. Red
-10mins at 1.00pm with the Learning Mentor
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