SHOOTERS GROVE
PRIMARY SCHOOL
Behaviour Policy
Updated April 2015
At Shooter’s Grove we want to make sure that our children are happy, secure and
ready to learn. Children learn best in a stimulating, friendly and safe environment.
With Governor support, all adults in school exemplify and promote good behaviour and
co-operation and in return expect the same from children. Young children need to
learn appropriate behaviour whilst good behaviour is expected from older pupils.
Variations in policy and in the management of behaviour by adults are differentiated
according to the age and understanding of pupils. All pupils will be treated with
dignity, respect and positive regard, which becomes a reciprocal expectation as they
grow and develop and are held increasingly responsible for their own actions and
behaviour. We will also promote ‘Behaviour for Learning’ strategies. This approach is
positive. It helps pupils understand the behaviour skills they need, what the teacher
wants them to do and why this will help them to learn (rather than focusing on
unwanted behaviours).
AIMS
1. To develop in children self-discipline, self-regulation and a respect for
themselves and others in school.
2. To encourage, recognise and reward good behaviour.
3. To use preventative strategies that avoid triggering further poor behaviour,
and to discourage inappropriate behaviour using a whole school agreed system
of recording, monitoring and effective consequences.
4. To maintain high quality play.
5. To maintain and teach ‘Behaviour for Learning’ strategies
Shooter’s Grove develops respect in pupils by:
 Welcoming children into school.
 Creating a calm, quiet and contented atmosphere.
 Making the curriculum effective, relevant and appropriate.
 Respecting and supporting pupils at all times.
 Making pupils responsible for their own actions.
 Setting an agreed and consistent standard of behaviour and expectations that
are recognised by everyone concerned as reasonable and non-threatening.
These are known as ‘Golden Rules’ in Foundation Stage Key Stage 1 and ‘Core
Values’ in Key Stage 2.
Shooter’s Grove promotes good behaviour through:
 A positive curriculum which promotes citizenship through spiritual, moral,
social and cultural development of all pupils through PSHE.
 The Home / School Partnership Contract.
 Working in partnership with parents
 Regular praising and sharing assemblies.
 A school council of pupils and teachers.
 Regular on going reviews of specific and general behaviours.
 Explaining the responsibilities and behaviours we wish to see.
 In-service training for teachers.
 Mutual trust and high expectations.
There



is a system of rewards for individuals, class and school. This includes:
Recognition of and praise for good behaviour as it occurs
Letting parents know of good behaviour, including a good report.
Stars, stamps and stickers.
Reception
Stars and stamps
Y1/Y2
10 stamps = one shiny sticker
Juniors
10 stamps = one sticker
 Team points and stamps
 Merit Certificates:
30 stamps
=
Merit Certificate
80 stamps
=
Bronze Certificate
130 stamps
=
Silver Certificate
180 stamps
=
Gold Certificate
230 stamps
=
Platinum Certificate
280 stamps
=
Head Teacher’s Certificate + £10 book token
 Certificates –‘ Rainbow’ in KS1 and ‘Dolphin’ in KS2 – are presented by the Head
Teacher and/or Assistant Head Teacher in respective key stage assemblies every
Friday. The certificates are given to one child in each class who has done
particularly well during the preceding week. They can be given for any positive
attribute and are not linked directly to attainment, although that can be a
criterion. It is important that the child who is very caring and considerate is also
recognised. It is NOT expected that every child will, over the course of a year,
receive this award. Children who are successful will have their names recorded in
the respective entrance halls.
 In KS1 a ‘Star of the week’ award is given to children who have been praised by
another child. These are given out during the relevant assembly and photographs
of the children who have been praised will be placed on display on the board
outside the Head’s office. This is changed every other week. Parents of the
children involved are encouraged to come and look at the display.
 Class teachers choose Y6 monitors every other week. The children chosen are
seen to epitomise the best qualities that we all aspire to. Gender is immaterial. It
is not expected that every Y6 child will attain this role, although it is a significant
incentive for the child who is on ‘the cusp’. The monitors have a different coloured
sweatshirt (red) provided by school to identify them. They have clearly identified
responsibilities and some additional privileges.
 Every month class teachers award a child in their class with a ‘Child of the Month
Award’. This is an award that recognises children who are consistently
hardworking and well-behaved and yet because of the reliable nature of their
behaviour are sometimes overlooked. The certificates contain a photograph and a
paragraph of prose written by the teacher about the child. They are presented to
children in both Key Stages during a special assembly.
 Raffle tickets are given out by all staff members to reward good behaviour in
unstructured time. These are put in a Prize Draw every Friday. Staff are
encouraged to give these out at every opportunity. ‘ Find a child doing something
good and reward it’.
Discouraging inappropriate behaviour
Prevention is better than cure! Good time keeping and calm, unobtrusive classroom
management by teachers prevents many instances of inappropriate behaviour. Most
children continue to behave well including at playtime and lunchtime. However, for the
minority of children whose behaviour is considered inappropriate at any time a
recording and monitoring system is used.
Inappropriate Behaviour in Structured Time
In the formative years behaviour in school is learned by raising awareness, discussion,
role models and encouragement. Expectations grow and as children enter key stage 1
persistently poor classroom behaviour will be recorded. Children should be present
whenever any behaviour at any stage is recorded.
Action to be taken:  Non threatening, no touching
 Warn verbally, name written on board, subsequently underlined
 Record on individual classroom record sheet.
After 3 entries parents are informed, (in person, or by telephone if possible)
After a further 3 entries parents are invited to meet with the class teacher,
then progressively with a more senior member of staff present, and finally
with the Head or Assistant Head Teacher present.
All pupil behaviour record sheets are reviewed on a half-term basis and an electronic
school record is kept.
Records will be passed on to subsequent class teachers, as it is possible in some
instances that they could form evidence for more formal action such as exclusion.
Inappropriate Behaviour in Unstructured Time
Children who misbehave during unstructured times will have their names entered onto
the Time Out record. This file is stored in the Assistant Head Teacher’s office.
Information includes the date, child’s name and class, the reason for concern and the
initials of the person making the entry. All employed adults are able to make an entry
into the Time Out file.
Two times a week a ‘Time Out‘ session is supervised by a senior member of staff. This
operates from 12-12.30 pm and the venue varies according to the day of the week.
The person supervising determines the length of punishment based on the entry in
the book and the child’s own account. This is never for more than 30 minutes although
for particularly poor behaviour Time Out can be extended at the supervising member
of staff’s discretion for as much as 5 days. It can be as little as 5 minutes. In a
formal atmosphere children will complete some basic work and, if appropriate, make
some recompense for their misdemeanour. The children will be reminded of what they
had done wrong and how they should have responded.
All entries are reviewed and transferred half-termly to an electronic school record.
The Head Teacher reviews the entries on a regular basis. Three entries in a half
term block would result in a phone call to parents. Further entries in the same period
would result in a meeting being arranged with parents. The ultimate expression of
concern by the school is lunchtime exclusion.
Play for children
Play is important and the unstructured time given accounts for 23% of the school
day. School provides a play environment to suit all needs regardless of gender.
For younger children:
For older children
caring supervision
grass area
caring supervision
indoor breaks
use of personal equipment
different yard areas
play equipment
quiet yard with seating
games yard with seating
field area
Regular reviews, by staff and the school council, of arrangements and facilities e.g.
equipment, yard markings, structured and unstructured play, the learning of games;
and well organised lunchtime supervision all help to improve the quality of play.
Lunch Time
Lunch time supervisors work according to the Sheffield LA Guide to Lunch Time
Supervision and hold meetings with the Head and/or Assistant Head Teacher
regularly. Children at KS1 and KS2 follow routines in the dining rooms, out of doors
and in their classrooms during inclement weather. Good behaviour is expected and
lunchtime supervisors have equal access to facets of the behaviour strategy.
Parental Responsibilities
From very early on in the structured and unstructured behaviour system parents are
involved. At prescribed points parents are informed of their child’s behaviour and
then invited into school. This keeps parents informed and enables school to work
positively with parents in developing a better understanding of the child’s behaviour
and of the opportunity for the pupil to change his/her behaviour. It will be the
decision of the school personnel involved whether the child is present at all, or part
of, the meeting.
The seriousness of inappropriate behaviour is reflected in the developmental nature
by which parents become involved with personnel in school. If poor behaviour persists
in structured time parents are invited to speak with the child’s class teacher. If
matters continue to cause concern then a senior member of staff, the Assistant
Head Teacher and then the Head Teacher may become involved.
After first being informed, if poor behaviour persists in the unstructured time
system, parents are invited to speak with a senior supervisory member of staff, and
ultimately the Head Teacher.
A record will be made and kept of each parent visit and any agreement reached will
be signed both by the parent and the school personnel involved.
However, parents who choose not to accept an invite at any designated point will
receive a letter from the Head Teacher with a reply slip which acknowledges their
non-attendance and an understanding that the system will move forward from that
occasion in accordance with the policy, with or without their involvement, up to and
until (but not past) the next stage. Children will not be discriminated against, nor
sanctioned, as a result of parental non-involvement, other than that prescribed by
the policy.
Note:
Bullying, although a ‘behaviour’, is dealt with entirely separately and, as such, has a
separate policy.
Last revision January 2015