Gillas Lane Behaviour Policy
BEHAVIOUR POLICY
Introduction
At Gillas Lane Primary Academy, children become part of a friendly co-operative environment where there is an atmosphere of
mutual respect and trust. Every child is made to feel that they have a vitally important role to play in the life of the school where
their achievements are recognised and acknowledged.
Behaviour Management is seen as an integral part of the curriculum that teaches social skills to all children.
Aims and Objectives
• To ensure the safety and well being of every member of the school community.
• To ensure all members of the school community are valued.
• To protect the school environment.
• To teach pupils to have self-control and take responsibility for their actions.
• To teach pupils that actions and choices have consequences.
• To encourage parents to work in partnership with school.
• To allow each pupil to develop and demonstrate positive abilities and attitudes.
• To work collaboratively as a staff, sharing skills and ideas for managing pupils’ behaviour.
• To maximise the effectiveness of the curriculum and individual learning for every child
The school therefore provides an environment in which pupils are encouraged to:
• Show self-discipline and self-control.
• Develop strong self-esteem.
• Take ownership and accountability for their behaviour.
• Have the right to learn.
• Be independent
• Co-operate in learning.
• Be honest.
• Recognise, share and celebrate their own achievements and those of others.
• Be confident to talk to an adult about any concerns.
The whole school works together to create a positive atmosphere, a sense of community and
shared values.
Values
At Gillas Lane Primary Academy, the staff want you to be the best you can be.
So this can happen, school needs to be a safe and happy place where you can learn and be treated fairly. This is why we expect
everybody to reflect the values that we have agreed to as a school and you should expect us to deal with any behaviour that
makes you feel unhappy or stops you from learning.
WEEKLY AND TERMLY REWARDS
Raising Self-esteem
At Gillas Lane we realise the part that self-esteem plays in the child’s health. The staff therefore undertakes activities which enable
children to recognise their successes in whatever part of the curriculum they occur. All contributions to the life of the class and
school are recognised. Gillas Lane Primary Academy are encouraged to take on responsibilities and to look after and consider the
needs of younger children. The year 6 children in particular are encouraged to undertake more responsibility within the school
environment.
Children are encouraged to listen to and consider the views of others by taking part in Assemblies, School Council sessions, Circle
Time, Parachute Games etc either within their class group or through smaller peer groups. Links are also made with appropriate
outside agencies.
The School Council was created to increase the children’s self-esteem and confidence by debate and action. It also assists in
promoting positive behaviour throughout the school, as well as encouraging mutual respect and concern for one another. The
Council allows the children to begin to understand the process of democracy and gives them the opportunity to be involved in
decisions about the future of Gillas Lane School.
At Gillas Lane we encourage good behaviour by: Weekly rewards
HOUSE TEAM POINTS
 Children will be organized into red, blue, yellow and green house teams. House point charts for each house will be
displayed in the classroom. Children will be able to earn house points for their house team. Each week the winning
team will receive the ‘cup’.
Each week the winning class will receive the ‘class cup’.
 In addition, staff can give out class based rewards such as stickers etc.
STAR CERTIFICATES
 Each week, each class teacher will select two children to receive star certificates.
The child will receive a certificate.
The child will select a ‘prize’ from a selection purchased by the school and attend the weekly Friday treat.
A list of children who have received certificates that week will be placed in the trophy cabinet in the school
foyer.
ATTENDANCE
 Each week the class with the highest attendance will receive the attendance cup.
SPORTS AWARD
 Each week a ‘sports award’ for one boy and one girl in school will be given out for committed effort in sports.
Termly awards
ATTENDANCE
 Each term children who have achieved 100% attendance will receive a reward. In term one the children would receive a
small certificate and badge for 100% attendance, in term two a Gillas Lane teddy bear and in term 3 a 100% attendance
trophy to take home.
CARD REWARDS
 The children who have not received a red card all term will receive the end of term treat. The School Council will discuss
ideas for the treat with the children and staff on a termly basis.
COLOURED CARD SYSTEM AND SANCTIONS
Adults will always refer to the consequences when reprimanding children and act accordingly. Each child has the right to reflect and
take responsibility for their own behaviour. Therefore, all children start each day with a clean slate, red or yellow cards changed
back to green, regardless of the previous day’s behaviour and consequences.
During the school day
Each class has a set of cards, each child has a green, yellow and red card. Every child starts the day on a green card. The
expectation is that they will sustain good behavior all day. If a child displays behavior as described in the ‘yellow’ section of example
behaviours then they will change their card from green to yellow. If a child’s behavior escalates to those as described in ‘red’ then
their card is changed to red.
If a child is given a red card then they will be placed in ‘Removal’ and miss a playtime session, the reasons for their red card will be
noted in the Removal book. If a child has three cards in a week a letter will be sent home to parents.
More than three red cards in a week or sustained red cards over a period of time will result in the Headteacher arranging a meeting
with parents.
During lunchtimes
Pupils are still expected to maintain good behavior at lunchtimes, where children display behavior as outlined in the behavior
Appendix 1.
Internal exclusions
When a child repeatedly disrupts the learning and teaching in their classroom, having been given warnings and the consequences
alongside the card system having been used, they may be given an internal exclusion. This is where the child will be removed to a
senior member of staff or the Headteacher, away from their peers, and work for a fixed period of time. This could include missing
break or lunchtime play, or any special activity that their class teacher may have arranged.
At Gillas Lane we believe that teachers have the right to teach and that children have the right to learn. If a child seriously breaches
the school’s behaviour policy and if the pupil remaining in school would seriously harm the education or welfare of the pupil or
others in the school, the Headteacher may take the decision to exclude for a fixed period. If this decision is taken, work will be set
for the pupil to complete at home. Following fixed-term exclusion the pupil and parents meet the Headteacher to discuss the pupil’s
reintegration to school. If appropriate, an individual Behaviour Management Plan will be drawn up for the pupil. The pupil may also
be referred to other professionals so that advice and support can be sought from another outside agency. For cases of continued
serious, unacceptable misbehaviour, consideration will be given to starting the process of permanent exclusion from the school.
Further DCFS guidance on fixed and permanent exclusion can be found in the DfE Guidance ‘Exclusion from maintained schools,
Academies and pupil referral units in England A guide for those with legal responsibilities in relation to exclusion’ effective from 1st September
2012, (updated February 2015)
Monitoring and Review
The monitoring of the above areas will be undertaken at two levels.
The first level will involve everyone in the school taking ownership of the policy and recognising when people’s rights are not being
considered.
The second level is the monitoring undertaken by the Headteacher and Senior Teachers. This will ensure that there is a consistency
of approach to behaviour throughout the school. Part of the monitoring will be on going and relate to normal observations of
children’s behaviour during lessons, assemblies, lunchtimes and playtimes.
Formal monitoring exercises take place throughout the year. These include:
• Monitoring the use of the Removal book and RED occurrences
• Monitoring of Mid-Day Assistant’s incidents book
• The overall impact of sanctions is monitored by age, ethnicity, gender, special educational needs and disability.
Any necessary alterations to the policy will then be made.
Policy reviewed: September 2016
Next review date: September 2017
Chair of Governors: ……………………………. Gillas Lane Primary Academy
Appendix 1
Gillas Lane Behaviour Consequences
All children start the day with a green card.
All children start each day with a clean slate, red and yellow cards removed, regardless of the
previous day’s behaviour and consequences.
Possible exclusion
Red
Yellow
Level
Example Behaviour
Calling out
Interrupting, silly noises
Ignoring instructions
Pushing in the line
Throwing/flicking small objects, e.g. rubber, Paper
to be irritating/silly
Name calling
Wandering around the classroom
Any minor incidents at lunchtime
Not working
Disrupting learning and teaching or assembly
Cheeky
Rude/threatening gestures
Taunting/teasing/winding others up
Rough play
Leaving classroom without permission
Continued poor behaviour at lunchtime
Aiming and throwing small objects at someone deliberately
Harming someone
Damage to property
Swearing deliberately at someone
Racist/homophobic name calling at anyone
Verbal abuse/threats to staff/children
Deliberately telling lies
Possible action by adult to promote good behaviour
Rule Reminder
Teacher’s refer to positive language,
e.g. ‘make good choices’.
Objects to be picked up by child and handed to
teacher
Proximity praise to others
Teacher ‘look’ or agreed visual sign
3 times clear visual warnings
Fighting/biting/ serious harm to others
Throwing dangerous objects
Serious verbal abuse to staff/children
Complete non-compliance after all above measures
employed
Serious damage to property
Serious incidents at lunchtime
Leaving school premises
Stealing
Office/police informed (If a child leaves the premises)
In such extreme circumstances then it may be
necessary to arrange a meeting with parents, teacher
and senior staff and possible fixed-term exclusion
arrangement. Also…
Privileges may be removed
Pastoral/behaviour plan drawn-up,
Referral to outside agency
Exclusion at break /lunchtime
5 Continued repeat of any of the above after
behaviour/pastoral support plan implemented
Possible permanent exclusion Gillas Lane Primary
School
Teacher to put the child in removal (following
playtime) - child’s name in behaviour book.
If a child has three red cards in a week then a letter
will be sent home to inform parents.
If a child as more than three cards in a week or is
frequently in removal over a sustained period then the
Headteacher will contact parents.