LINDEN ROAD PRIMARY SCHOOL & HEARING IMPAIRED RESOURCE BASE
BEHAVIOUR
POLICY
Date Published:
March 2014
Version:
V3
Author:
F. Bradshaw
Review Date:
March 2015
Introduction
The policy has been the subject of discussion and consultation with staff, pupils and parents/carers so that it
will be given the widest support by all members of the School community.
The law requires Schools to have a written behaviour policy. Ofsted reports that Schools are most effective
where the behaviour policy is applied consistently. Our behaviour policy helps us to fulfill our vision to
prepare young people to meet the challenges of being lifelong learners, leaders, and good citizens who are
able to meet the demands and expectations of a world that is ever changing.
Aims
 To develop a whole school behaviour policy supported and followed by the whole school
community, based on shared values.
 To promote responsible behaviour, encourage self-discipline in pupils and a respect for
themselves, for other people and belongings.
 To ensure all pupils and staff are treated fairly and in appropriate manner.
 To ensure all staff value and respect all pupils and demonstrate this in their behaviour and
attitudes
 To ensure that throughout school behaviour is managed calmly and consistently
The Behaviour Policy is consistent with our Mission, Ethos and Values for Linden Road Primary.
Mission Statement:
“At Linden Road we want every child to be a confident and caring learning who achieves personal success
whilst enjoying a true sense of belonging.”
1st Core principle:
“It is important to us that everyone feels safe, valued and able to shine.”
At Linden Road we:

Consistently display a thirst for knowledge and a love of learning, including in independent, group and whole
class work, which have a strong impact on their progress in lessons.

Have attitudes to learning that are of an equally high standard across subjects, years, classes and with different
teachers.

Parents, staff and pupils are unreservedly positive about both behaviour and safety. Pupils are keenly aware of
how good attitudes and behaviour contribute to school life, adult life and work.

Ensure behaviour is impeccable outside the lessons and pupils have pride in their own conduct, manners and
punctuality.
These make up ‘outstanding’ grade descriptors for behavior and safety of pupil at the school January 2014.
School Rules
Our school rules are:




Always work hard and try your best
Be Kind
Be Fair
Make Wise Choices
Linden Road Primary School recognises that effective learning and teaching will only take place in an
atmosphere where there is a clear understanding of what is and what is not acceptable behaviour.
We also recognise that good teaching and an appropriate curriculum encourages pupils to want to learn and
promotes good behaviour for learning.
We acknowledge that the maintaining and promoting of good behaviour in our School is a shared
responsibility for all within the School and empower staff to determine and request appropriate behaviour
from everyone.
We lead by example and in all aspects of School life. We promote high standards of behaviour, across all areas
of School and in dealing with all stakeholders.
Wherever possible we reward and encourage good behaviour through our rewards system in order to
promote a positive ethos around School.
The relationship between SEAL and policies/procedures/practices to improve behaviour.
The underlying causes of difficult behaviour or persistent absence are often emotional or social, and focusing
on these – rather than on behavioural outcomes – enables staff to respond more effectively. They can then
take action to understand and prevent difficult behaviour as well as using rewards and sanctions. Social and
emotional skills enable the learner to make informed choices about their behaviour. They enhance the
learner's self-awareness and self-understanding, developing empathy which allows them to predict the
outcomes of their behaviour on others, manage their feelings more effectively and develop a range of
responses.
Similarly, a consistent and positive response to behaviour has a major part to play in creating an environment
where social and emotional skills can flourish. Approaches to behaviour for learning can either encourage or
discourage social and emotional learning.
Linden Road’s behaviour for learning approaches that are consistent with Social and Emotional Aspects of
Learning (SEAL) include:





aim to help pupils learn the skills they need in order to behave well, rather than simply correcting poor
behaviour
encourage participation in setting rules and consequences that are based upon rights and
responsibilities
encourage pupils to make a choice about their behaviour
recognise and support pupils in managing strong emotions
encourage reflection about the consequences of particular behaviour.
Approaches
At Linden Road Primary School we aim to be proactive rather than reactive.Approaches that are purely based
upon a mechanical system of rules, rewards and sanctions and do not encourage pupils to learn social and
emotional skills or take responsibility for their own behaviour are not consistent with SEAL. Reviewing or
developing behaviour policy with all members of the School community, to ensure that we all encourage the
learning of social and emotional skills, will therefore often be a part of our SEAL approach.
When dealing with behaviour we ask that;






Problems are minimised or, better still, prevented
Where problems do occur, interventions are calm and controlled
All staff use the ‘Good to be Green’ system
Interventions aim to reduce their impact upon pupils’ learning and the smooth running of the School
Parents / carers play a crucial part in supporting good behaviour in School
Fairness and appropriateness are crucial in the implementation of this policy and measures are
regarded as proportionate by the whole learning community
 Pupils are encouraged and enabled to take responsibility for their own conduct and to develop self
discipline
 Teachers are supported and enabled to teach effectively and securely
 Staff speak calmly to children, raised voices are not tolerated at Linden Road.
Good to be green behaviour system
We use the ‘good to be green’ behaviour system in school as it is consistent and fair. All staff follow the ‘good
to be green’ system.
 It praises those who always get it right whilst supporting children who are struggling
 It provides opportunity for children to make choices and alter their behaviour.
 It is easy to use (quick for supply teachers or PPA teachers to take on board) and easy for children to
understand.
Each class has their own traffic light. Each lesson is a fresh start, all children start with a green card or on the
green side.
The class will agree their class charter during the autumn term as part of the ‘New Beginnings’ SEAL topic
which should be linked to the school rules.
If a child breaks a class/school rule or shows inappropriate behaviour a verbal or visual warning is given e.g. if
you carry on you will be placed onto amber.
If the behaviour continues after the warning, the child is moved onto amber.
At this point the child has another chance to turn the behaviour round and go back to green. An explanation of
how the child can do this is given.
If the behaviour continues, then the child receives a red card.
(Further explanation will be given under the rewards and consequences sections.)
Support for Good Behaviour
At Linden Road Primary School we will promote and reward good behaviour at every opportunity possible,
both formally and informally.
We will take time to discuss behaviour and expectations so that all pupils are aware of what is expected of
them. During both lessons and assemblies positive behaviour and achievement will be rewarded and
celebrated.
Class teachers will identify and support pupils with behavioural needs and discuss these with the SENCo;
appropriate interventions will be designed to support these children and their effectiveness monitored.
Every classroom / learning environment will promote good behaviour by displaying our core values and
expectations, all staff will model our values in all aspects of School life.
The School will promote positive links with parents / carers and encourage them to be involved in all aspects
of behaviour planning for their children.
We will encourage ‘Learner Voice’ around the issues of behaviour through the School Council. The Council will
have the opportunity to influence the structure and appropriateness of rewards.
At appropriate stages pupils will be rewarded for their positive contributions by being actively involved in
School life through programmes such as peer mentoring and prefecting.
Rewards
Linden Road School rewards good behaviour as we believe that this will develop an ethos of kindness and
cooperation. The rewards policy is designed to promote and encourage good behaviour rather than merely to
deter poor behaviour. Rewards should cover the broadest range of academic and non-academic
achievements. Praise is the most common form of reward and should always outnumber any consequences.
At Linden Road School we believe that for a rewards system to be effective it should be;
 consistent
 immediate
 appropriate
Informal rewards may be in the form of praise by simple; acknowledgement of a task completed, verbal
praise, smile or non verbal gestures such as ‘thumbs up’.
Formal rewards involve:








Stickers
You’ve been Spotted
Merits
Post card home
Weekly certificates of achievement awarded in assembly – parents invited
Golden Time(explanation - Appendix 5)
Class points for class reward (extra playtime, DVD, computer time etc)
Termly Progress Prizes
Consequences
Although praise and rewards are central to the promotion and encouragement of good behaviour, there will
be incidents that necessitate consequence.
At all times staff must aim to de-escalate any situation and not escalate it.
Within the Good to be Green system the following procedures are followed:
Step
Step 1
Typical behaviours
Step 2
Repetition of examplesfrom above
Low level Bullying eg name calling
Minor challenges to
authorityInappropriate language
Step 3
Sustained repetition of examples
from above
Leaving the classroom without
permission.
Step 4
Fighting
Serious challenge to authority
Violence towards others
Vandalism/Damage to property
Taking things without permission
Targeted, persistent bullying
Racist comments
Not listening
Interfering with other’s learning
Calling out when inappropriate
Not staying on task
Answering back
Noisy or inappropriate classroom
behaviour
Noisy or inappropriate behaviour
around school
Poor work rate
Procedure
Gesture or a look, an acknowledgement of
inappropriate behaviour
Private reprimand (not drawing the class’s
attention to the behaviour)
Yellow card given/moved to amber on chart –
Choice given to the pupil to modify behaviour
and return to ‘green’ or move to ‘red’
Removal from seat and relocated within the
room
Completion of work during playtime or
lunchtime.
Red card given
Parking – the use of a buddy system where staff
‘park’ a pupil in another room
Short term detentions during
playtime/lunchtime - behaviour discussed.
10 minutes of Golden Time is lost.
Removal to Head teacher or Deputy Head
teacher
Internal exclusion – Isolation room
All of Golden Time is lost
Fixed term exclusions*(see separate protocol)
Report card
During any detention or exclusion / seclusion, staff must attempt to discuss the underlying cause of the
behaviour and through the restorative approaches attempt to resolve the issue before the next lesson.
Recording and Reporting
When a child receives a red card this must be recorded by the member of staff who has given the
card.(Appendix 2 – recording sheet).
At the end of each half term the recording sheets are collected by SLT and patterns of behaviour are discussed
and anaylsed.
All serious incidents must be reported immediately to Stephanie Butterworth, Executive Director for Children’s
Services, Tameside and a mobile contact telephone number must be given in case contact needs to be made out of
school hours.
Communication with Parents / Carers
If a child has 3 red cards during a half term,the classteacher will send a letter to parents/carers informing them
of the concerns regarding their child’s behaviour. (Appendix 3)
If a child receives 2 more red cards after this then a formal meeting is arranged with the parents/carers, class
teacher and a member of SLT where a behaviour plan is set up and agreed.
Interventions/behaviour plans
If a child’s behaviour is causing concern then the support of the school’s learning mentor will first be provided.
This could take the form of a providing an individual reward system for the child or specific intervention
program linked to SEALs.
Behaviour Learning Intervention Service (BLIS) will be requested if a child continues to cause concern after
intervention from the learning mentor. This will be arranged through the SENCo.
Lunchtime Behaviour
At Linden Road we expect children to be well behaved at all times. School rules apply throughout the day at
all times.
Lunch-time Behaviour Rewards








Each welfare assistant has 4 positive behaviour cards
2for boys and 2 for girls
All 4 cards are to be given out everyday
1 behaviour card means a merit.
Behaviour cards can be awarded in the dinner hall or outside for any good behaviour displayed or good
manners
The welfare assistants give the child the behaviour card and the child can clip it to their clothes or put
it in their pocket.
At the end of each playtime children who have been given a card need to put the card in the wallet
provided and the teacher will record the merit on their card.
The welfare assistants will collect the cards from the class on their way in each day.
Stickers should also be used to praise the children for eating their lunch or for trying new foods.
Lunchtime Sanctions
If a child misbehaves during the lunch break the Welfare Assistants are to apply the following sanctions.
-
First incident: Verbal warning with explanation as to why behaviour is unacceptable
Second incident: Stand on wall for 5 minutes
Third incident: Stand on wall for a further 10 minutes
The class teacher needs to be informed at the end of dinnertime about any child displaying constantly bad
behaviour.
If extreme behaviour is displayed by a child then immediate time out is necessary and the child will need to be
sent into school to the Headteacher, Deputy or member of SLT. An incident form needs to be completed and
the class teacher and Headteacher or Deputy needs to be informed of the incident.
Please try to be consistent and fair in your treatment of the children. Some children who do tend to be in
trouble more frequently are sometimes wrongly accused due to their previous history.
Please praise children whenever possible. Try to catch children being good! A little praise can go a long way!
The behaviour which we as a school find unacceptable includes: Any behaviour which is contrary to the School Rules such as: - fighting, answering back, swearing, being
impolite, deliberate pushing, disobeying instructions, showing unnecessary aggression; showing disrespect for
property or for an area, being in the wrong place at the wrong time e.g. in the toilets without permission, etc.
Midday Assistants should ensure that they move around the playground during the lunch time period.
Monitoring, Evaluating and Reviewing the Policy
The effectiveness of the behaviour policy will be reviewed in a number of ways:




Through staff meetings / discussions
Classroom observations
Monitoring of the rewards and behaviour
Through liaison with the SLT
The policy will also be reviewed annually by the governors.
APPENDICES
1. Golden Time rules
2. Recording Sheet
3. Letter to parents 1 & 2
4. Report Card
5. Behaviour management techniques
6. Incident form
7. Fixed Term Exclusion protocol
GOLDEN TIME
Golden time is a whole class reward in recognition of good behaviour maintained throughout the week.
It takes place for 25 minutes each Friday during the last session.
Aims of Golden Time





To promote a team/whole class approach to good behaviour
To make children responsible for their own good behaviour.
To reward the children who are constantly well behaved.
To give the children who can show elements of poor behaviour something to strive towards.
To focus on a positive rewarding approach.
Rules of Golden Time
All children automatically start each week with 25 minutes of Golden Time. If a child receives a red card 10
minutes are lost from Golden Time. (Any serious incident during the week and all Golden Time is lost for that
week )
As well as individual sanctions, time can be taken of off for whole class incidents (1-2 minutes each incident).
Golden Time Activities include



Board games/ jigsaw/ construction
Indoor activities – drawing, colouring, free writing, computer time
Outdoor Activities – parachute, outdoor games
Name: …………………………………………………………………
Target areas:
KS2 Behaviour Card
Class: …………………………
1. ____________________________________________________
2. ____________________________________________________
Date:
8.55-10:45
Break
11.:00-12.05
Lunch
1.05-2.15
2.15-3.15
Teacher signature&
comment
Monday
Tuesday
Wednesday
Thursday
Friday
This card must be given to your teacher to be completed at the end of the lesson.
Headteacher or deputy headteacher’s signature and comment:
________________________________________________________
________________________________________________________
Can report card be discontinued? Yes/No
1st Letter
Date
Dear
,
I regret to inform you that your child has received three red cards so far this half term
Their behaviour has been unacceptable for the following reasons:-
The class teacher has discussed this at length with …………………….….and has been
assured that there will be no future recurrence.
The purpose of this letter is to make you aware of the situation. Should, however,
there be further recurrences in the near future I will contact you again.
If you would like to discuss this matter further with the class teacher then please
contact them to arrange a meeting.
(This is in accordance with the school Behaviour Policy)
Yours sincerely,
Dear
I have received the letter expressing concern regarding my child’s behaviour.
We have discussed this matter fully and expect an immediate improvement.
Yours sincerely,
…………………………………………….(Parent’s signature)
Name of Child …………………………………… Class …………….
2nd Letter
Date
Dear
,
I regret to inform you that since my previous letter your child’s behaviour has
continued to cause concern.
Their behaviour has been unacceptable for the following reasons:-
I would like to invite you to attend a meeting in school so we set up a behaviour plan to
support your child.
Date: ___________________
Time: __________________
(This is in accordance with the school Behaviour Policy)
Yours sincerely,
Dear
I have received the letter expressing concern regarding my child’s behaviour and will attend
the meeting on ________________________
Yours sincerely,
…………………………………………….(Parent’s signature)
Name of Child …………………………………… Class …………….
Behaviour Management Techniques
Catch Them Being Good E.g. A student shouts out. You ignore the student and praise the
students who have put their hand up, i.e. “Well done Andrew for putting your hand up and not
shouting out. Could you now tell me the answer?”
Body Talk E.g. Student with non School jumper and baseball cap on. Get into the student’s eye
line, establish eye contact and illustrate non verbal gestures to take jumper and cap off. When
they have done what you asked, thumbs up with a smile.
Physical Presence E.g. Students passing notes to one another. Walk up near to the student and
the likelihood is that they will put the note away, as they do not want you to see it out of
embarrassment. Once they have put it away remind them to keep it away or it will be
confiscated.
Role Models E.g. (Teacher) “Daniel do you notice how Christopher is … Do the same, thank
you?”.
Mirror the Behaviour E.g. A student is shouting out “Sir, Sir, Sir!” etc Teacher responds “What,
what, what”.
Reinforce Expectations E.g. “Susan … (pause) … what’s our agreement (rule) for when you want
to ask a question? … (pause) … use it … thank you”.
Reinforce Individual Responsibility E.g. “Sean, when you shout out then I can’t hear other
people’s opinion. When you put your hand up then I will listen to your opinion”.
Diversion E.g. “Are you ok Steve?”, “Is everything ok there?”, “What did you think of …?”
Assertive Instruction E.g. “Jenny … (pause) … Gum, bin, thank you”
‘I’ Statements E.g. A student is getting annoyed. “I can see you are upset but when you have
calmed down I will listen to what your problem is and see if I can help.”
Separate the Behaviour from the Person E.g. A student is being abusive. “Mike I like you but I
don’t like the fact that you are shouting at me.”
Refocus E.g. Natalie is talking to another student and has stopped working. Teacher would
respond “Natalie what should you be doing?” Student is likely to start working immediately or
reply “working”. Teacher would then reply “Start working then, thank you”.
Maybe … but … E.g. (Student) “Sir, David is giving me dirty looks”, (Teacher) “Maybe he is, but I
would really like you to continue with your work, thank you”.
Thank You for the Criticism E.g. (Student) “Sir, you have got sweat stains on your shirt.” “Thanks
for pointing that out, you have just reminded me to put a new shirt on for tomorrow – back on
with you work now, thank you”.
LINDEN ROAD PRIMARY SCHOOL
Fixed Term Exclusions Protocol (up to 16 Days)
Immediately after the incident:
Isolate pupil(s) away from others involved in the incident.
Interview all pupils and staff involved.
Secure written witness statements from all involved.
Corroborate details of incidents and secure coherent picture of the incident.
Complete Incident Form.
Consult behaviour file/ SIMs to check pupil behaviour profile and previous exclusions.
SLT Behaviour Lead notified.
Headteacher notified.
Complete fixed term exclusion letter.
Contact parents to ask for collection of pupil.
Provide fixed exclusion letter to parents.
N.B - all serious incidents must be reported immediately to Stephanie Butterworth, Executive
Director for Children’s Services, Tameside and a mobile contact telephone number must be given in
case contact needs to be made out of school hours.
After exclusion:
Parental interview on return to school.
Agree behaviour plan for reintegration into school including monitor of reintegration and behaviour.
Within 2 days of incident:
SIMS system updated.
Exclusions Officer notifies Tameside.
Governing Body informed via headteacher's update.
Copy documentation to Behaviour file and pupil file.
F.Bradshaw March 2014