Behaviour Policy
Approved Date
January 2017
Review Date
January 2018
Signed (Head Teacher)
Name
Bella Street
Signed (Chair of Local
Governing Body)
Signed (Company
Secretary)
Name
Andrew Tucker
Name
Bob Crick
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POLICY STATEMENTS
1. Park Community School has high behaviour expectations.
2. These expectations promote a safe and happy learning environment for every member of
the school community; adults and children.
3. We expect and can expect in return, respect, consideration and tolerance from all in the
school community; children, staff and parents.
4. We believe that through collaboration and participation every member of the school
community can contribute.
Code of Conduct
Our behaviour policy is based on our Core Values and is dis-played in every classroom next to
the class contract:
We show love to people through our words and actions.
- We listen carefully to children and adults
- We always respond to adults
- We welcome people into our school
We are gracious and helpful
-We use kind words
-We are gentle
-We have very good manners
-We always tell the truth
We show fellowship in our leaning and our play
-We take an active role in our own learning
-We ask and answer questions
-We make sure everyone is involved
Children and adults are asked to consider;
Does my behaviour help LEARNING?
Am I being POLITE?
Does my behaviour show KINDNESS?
Does my behavior show RESPECT?
Is my behaviour SAFE?
Right and Wrong
Children will be taught to understand the importance of positive behaviour and how it can
benefit the individual and the whole community. This will help children establish a sense of selfrespect, responsibility and independence. Children will learn how to embody the core values of
respect, honesty, kindness, perseverance and collaboration as they underpin everything we do
and also through discrete PSHE sessions.
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We have clear behaviour expectations and will take opportunities to actively teach, model and
reinforce positive and socially acceptable behaviour. We will teach right and wrong in positive
and supportive ways to suit children’s ages.
BEHAVIOUR INCENTIVES
Children will be expected and encouraged to adopt positive behaviours and manners.
In addition to verbal praise the school has an established incentive system, which can be awarded
for “right” actions. These include;
Good learning awards (GLAs)
Children are awarded for good learning. If the work completed is of excellent quality, children
are awarded with a GLA. Every time they achieve 15 GLAs they are awarded with a certificate
in assembly.
Star Of The Week
At the start of each week Class teachers will select one child as a Star of the Week. The class
will then have an opportunity to “discover” or point out acts of kindness, politeness or positive
behaviour exhibited by the Star of the Week and how they embody our core values. This will
encourage and reinforce a more entrenched understanding of positive behaviour in all.
House Points
All children and all staff are separated into Houses. Children with siblings in school or staff who
have children who attend Park are allocated into the same House.
There is an expectation that children will follow school and their class contracts and therefore
House Points are not awarded for following these.
House points may be awarded for positive behaviour throughout the school. Examples include:
 Politeness
 Assisting with jobs around school
 Helping / supporting others
 Excellent assembly behaviour
 Behaviour which embodies a core value.
Class teachers’ record House points and these are shared with the school community during the
Achievement Assembly on Fridays. Points are displayed on the House Point board in the hall.
The winning House is awarded the House Cup.
At the end of each term the winning House celebrates with a special event, e.g. a disco or a film.
BEHAVIOUR SANCTIONS
It is always hoped and expected that the professional experience of our staff team will reduce the
need to apply sanctions beyond the early strategies, such as a glance, gesture or quiet word with
a child. However, there are times when more overt strategies are needed.
If a child does not behave appropriately in class, around the school or on educational visits adults
will follow the Behaviour Sanctions Procedure. (See Appendix 1)
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The Behaviour Procedure is used by all teachers (including supply and student teachers), support
staff, including Administration staff. Adult volunteers, particularly parent volunteers, will report
incidents to permanent members of staff, who will be responsible for applying sanctions.
Where children are not following the Code of Conduct, Park Community School operates a
graduated approach to give children the opportunity to adjust and refocus their behaviour to a
more acceptable mode. These graduated strategies and consequences are;
 Reminder
 Warning
 First Yellow Card- time out in class (Teacher/TA records Yellow Card on SIMs)
 Second Yellow Card- time out in partner class (Teacher/TA records Yellow Card on
SIMs)
 Red Card- child sent to Assistant Head Teacher/Head Teacher (Record Red Card on
SIMs, call parents and send letter home as formal record).
 Exclusions – internal fixed term and permanent exclusions.
Yellow Cards on the playground result in time out on the playground and then a short detention
during the following break where the child will write an apology letter to the appropriate person.
Staff contact parents/carers of anyone involved in a yellow card incident, i.e. victim and
instigator.
The Behaviour Sanctions Procedure is explained in Appendix 1, where examples of possible
Yellow or Red Card negative behaviours are listed. This is not an exhaustive list and the school
always reserves the need to interpret a particular incident in the light of the safety, happiness and
learning of the whole school community.
Classrooms and playgrounds will have a “Time out’ Area. Time out should be for no longer than
5 minutes if the child is sent to another class. Children may need to be removed from a situation
and take some time out to calm and refocus.
Where children deliberately break or deface school equipment their parents will be informed and
may be asked to contribute towards the cost of replacement.
REPORTING, RECORDING AND MONITORING UNACCEPTABLE BEHAVIOUR
Children are encouraged and supported to “sort out” disagreements with one another. Telling
another child that they are not happy with their behaviour is a valid developmental skill.
However, when a child feels this has not worked and someone else’s behaviour towards them is
unacceptable they should always inform an adult at school and discuss with their parents later
that day.
Any reports will be investigated and followed up firstly by the adult informed or when necessary
by the class teacher or a Senior Teacher. All incidents will be investigated in a thorough and fair
way. Appropriate action will be taken, which may include informing parents.
RECORDING AND MONITORING
Every Class writes their own behavior contract and uses the same behavior chart to ensure
consistency throughout school. All children are encouraged to ‘keep it green!’ (see Appendix 2)
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Yellow Card
Incidents involving Yellow Card or Red Card sanctions will be recorded on SIMs. Teachers and
Lunchtime Supervisors are responsible for informing teachers if a Card has been given at break
or lunch time. The Assistant Head Teacher monitors the behaviour and take appropriate action
where a pattern of unacceptable behaviour is apparent.
Red Card
All Red Card Sanctions are recorded by the Assistant Head Teacher. Parents will be informed by
phone on the day of the incident and a letter home will sent within 24 hours to further confirm
and explain the sanction. A copy of this letter will be placed as a permanent record in the child’s
school file.
Exclusions
All Exclusions are recorded by the Head Teacher. A letter home will be written within 24 hours
of the incident informing parents of the reason for the exclusion, the length of the exclusion and
the date and time for a reintegration meeting. A copy of this letter will be placed as a permanent
record in the child’s school file. The Local Education authority will be informed of all permanent
exclusions. (Appendix 3)
Signed:
___________________________________
Andrew Tucker (Chair of Governors) Date: _________________________
____________________________________ Date:___________________________
Bella Street (Head Teacher)
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Appendix 1
First step sanctions
 Teachers and TAs use these strategies in low level behaviour management.
 There is a hope and expectation that there is no need to progress to the next steps; YELLOW CARD and RED
CARD sanctions.
Strategies to refocus positive behaviour;
1. Reminder
2. Warning
3. Yellow Card 1
4. Yellow Card 2
If negative behaviour persists or the following;
YELLOW CARD: includes *Mild teasing *Persistent inconsiderateness or unkindness *Deliberate roughness
*Inappropriate Behaviour or play, including play fighting *Minor attitude (Behaviour & language) towards others,
including adults *Dangerous or damaging use of others’ property, including school property
Consequences – Classroom/lessons



Recorded
parents may be informed
write apology letter next playtime
Consequences – Playground/outside class, including visits
 Recorded
 parents may be informed by teacher
 write apology letter next playtime
*Yellow Cards recorded on SIMs
*Playground supervisor informs class teacher of Yellow Cards
3 Yellow Cards over a day = Red Card consequences
If negative behavior persists or the following;
RED CARD: includes *Fighting and serious threats of physical violence *Threatening language, including extreme
swearing *Complete defiance and/or disobedience of adult instructions *Behaviour and/or language where the intention is
deemed to be racist, homophobic or prejudicial *Bullying behaviour/language - bullying is persistent behaviour and not an
isolated incident *Extreme damage to property, including school property * Serious non compliance with Yellow Card
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Consequences – During lessons*
INCIDENT FORM FILLED IN
Sent to Deputy Head Teacher
Remains for at least the rest of lesson
Loss of all playtime the following day
Isolated lunch in Headteacher’s office
Letter home informing parents of incident
Record of child’s file
Apology letter written
*sent to most senior teacher during visit or returned to school. Consequences will be followed at school
at the earliest time. This may include exclusion from subsequent visits.
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Consequences – During Lunchtime*
INCIDENT FORM FILLED IN
Sent to SLT on Duty/Dep Head Teacher
Remains for at least the rest of lunchtime/breaktime
Loss of all playtime the following day
Isolated lunch in Headteacher’s office
Letter home informing parents of incident
Record of child’s file
Apology letter written
*sent to most senior teacher during visit or returned to school. Consequences will be followed at
school at the earliest time. This may include exclusion from subsequent visits.
2 red cards within ½ term = a meeting arranged with parents/carers
3 red cards within ½ term = an internal exclusion (whole day)
3+ red cards within ½ term = further sanctions at HT discretion
EXCLUSIONS * see Appendix 2
Exclusions may be issued at the Head Teacher’s discretion either as a result of an escalation of a negative behaviour or
because of the seriousness of an incident. They may involve;
 Internal exclusions (one day)
 Fixed term exclusion (one or more days) at home
 Permanent exclusion
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RED CARD
Using the Red card.
Red cards issued for;
•
Fighting and threats of physical violence
•
Threatening language, including extreme swearing
•
Complete defiance and/or disobediance of adult instructions
•
Behaviour and/or language where the intention is to be racist, homophobic or prejudicial
•
Bullying behaviour/language - bullying is persistent behaviour and not an isolated incident
•
Extreme damage to school property
•
Serious non compliance with Yellow card sanctions
Red Card automatically leads to a letter home and the loss of AM and PM playtime/lunch to be taken in the HT office.
2 red cards within a term
3 red cards within a term
3+ red cards within a term
= a meeting arranged with parents/carers
= an internal exclusion(whole day)
= further sanctions at HT discretion
Example red and yellow cards:
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Class Contract:
Class Behavior Chart:
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Appendix 3:
EXCLUSIONS
The Head Teacher will also exercise the right to exclude a child from the school at any time in
the case of extremely serious misconduct. School Governors will be kept informed of all
exclusions.
 Fixed term internal exclusion at Park Community School – a child completes their work
away from their peers in another classroom or in the Learning Loft with a member of
staff. Playtimes and lunchtime will be spent with the Head Teacher or Assistant Head
Teacher.
 Fixed term External exclusion – in extreme cases of bad behaviour, a child may be
externally excluded at home. The local education authority will be informed of this
exclusion.
 Permanent exclusion – The CEO of Chapel St will be informed of this exclusion.
Parents will be informed by letter of the rights and obligations for all exclusions.
EYFS sanctions:
Behaviour
Using silly language
Not listening to instructions.
Aggressive hitting or punching.
Verbal aggression (swearing)
Biting.
Damaging school property.
Persistent aggressive behaviour or
persistent verbal aggression.

Action
Verbal warning (move to amber)

Second warning 5 minutes in cool down (move to
red)

Third warning – 5 minutes in phase leader’s class.

Child to go to AHT to spend the rest of that
session with the AHT

Parent informed

Behaviour logged

As above

Other agency involvement and support
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