Gooseacre Primary Academy
Behaviour Policy
At Gooseacre Primary Academy we believe that children have a right to learn and
teachers have a right to teach in an environment in which everyone feels safe, secure
and successful.
Through this we aim to:
 develop each individual to their full potential
 foster self-esteem and encourage self-discipline and respect for others
 instil an awareness of individual responsibility in the shared school community
 raise levels of attainment through the development of positive learning
behaviours
 liaise with parents/carers to promote positive behaviours in and out of the
academy
 ensure inappropriate behaviour is effectively managed
Our objectives are to ensure:
 all children know and understand the academy procedures and protocols used
for managing behaviour.
 all staff fulfil their responsibilities to establish and maintain approaches to
behaviour management that are consistent throughout the academy.
 parents are supportive of our behaviour policy, that they understand how it
works and their role within it.
 systems are in place that support the behaviour policy e.g. play leaders, buddy
system, lunchtime clubs, mentors.
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We recognise that positive behaviour management plays a key factor in
establishing the optimum learning environment within our context.
Home Academy Links
Good relationships with parents are highly valued by the academy. We strongly
believe that the well informed supportive parent is a crucial partner. We strive to
establish positive relationships with parents that inspire mutual trust and confidence.
Only through working together can we foster optimum progress in our learners. It is our
view that the more parents know and understand what is happening in our academy,
the more they will support our aims and practices.
Code of Conduct
Children need clear boundaries and it is important that they know what is expected of
them. The overall ethos we wish to create is underpinned by three core values.
BEST WORK
BEST MANNERS
BEST BEHAVIOUR
Class Codes for Learning
Each class will have a set of clearly defined codes for learning on display. The wording
may vary from class to class, though the principles remain the same.

Codes for learning make explicit behaviours that are expected of children in
classrooms.

Codes for learning are to be negotiated and written by the children at the
beginning of the school year.

Codes for learning should be positively phrased and reflect behaviours which
encompass virtues of best work, best manners and best behaviour.
Children need to be familiar with codes for learning, and know that they will be
praise and rewarded when these are adhered to. Equally the children need to
know what sanctions will follow should they choose to break these.
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Rewards
Nothing succeeds like success. The academy uses a wide range of rewards to
reinforce: best work, best manners and best behaviour. Our rewards include: verbal
praise, stickers, special responsibilities, lunchtime privileges, Headteacher’s weekly
celebration assembly, smiley face charts etc. Rewards can be given in formal and
informal ways. Rewards can be awarded to individuals or to groups. They can be
earned for consistently good standards and adherence to shared codes of conduct as
well as for particular achievements of note.
Our rewards include: 
verbal praise (including a high rate of codes for learning related praise)

written praise e.g. well done stickers/ stamps

the sharing of good news with parallel class, previous teacher, subject
coordinator, Head of Academy etc.

privileges and responsibilities e.g. given special jobs at the discretion of the adult
concerned

recognition through weekly celebration assemblies

golden assemblies - which held at the end of each term to celebrate ‘golden
achievement’ of a child selected from each class.

contacting parents to acknowledge good effort/behaviour

stars/ stickers/smiley faces

letters from the governing body with regard to good behaviour/achievement

attendance awards
Individual Awards – Merit Awards
Merits are awarded for a wide range of desirable behaviours, e.g. good work, kindness
to others, homework or being helpful.
1 merit leads to a stamp on the merit card.
3 merits lead to a sticker.
10 stickers = bronze award (30 merits)
20 stickers = silver award (60 merits)
30 stickers = gold award (90 merits)
40 stickers = platinum award (120 merits)
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Each award level links to a certificate and a reward. Certificates are given out during
each Friday’s Celebrations assembly.
Any adult in school may award merits. Merits may not be taken away from children
who behave badly. However, if the teacher feels that the child is not performing well
during the week when the certificate is achieved, he/she may decide to withhold the
praise letter/certificate until there is an improvement. The child should be informed of
the reasons for withholding the certificate. A record is kept of how many merits a child
achieves each term which is reported on SIMS.
Playtime/Lunchtime Awards
Each playtime and lunchtime children may be rewarded for playing nicely or behaving
well when having lunch and for being kind and helpful.
Traffic Lights
Within the classroom there are shared understandings. Most children follow these
understandings. Children who choose to break the codes for learning know that logical
consequences must follow. The codes for learning are displayed alongside the
behaviour traffic lights. All children begin the day with their name in the green zone.
Most minor infringements can be resolved with a look of disapproval or through positive
redirection e.g. “I like it when you show me smart sitting.”
If the misbehaviour is more serious or repeated the following stages are followed:
children who break the learning code have to move their name into the amber zone.
At this point children are prompted to find a way to move back into green, and staff
watch for a positive change. If the infringement continues or if disruption is severe,
children are moved to the red zone. Children in the red zone are asked to sit at a
separate table within the classroom ‘sunshine table’ and are asked to write out the
class codes for learning. Records are kept of children who appear in red or amber and
their behaviour is monitored by a Pastoral Support Officer. All children who have been
placed in ‘red’ are seen by a member of the Senior Leadership Team. Behaviour
monitoring sheets are available from the Pastoral Support Officer to track behaviour
patterns.
Positive Behaviours
A sunshine is displayed in each classroom showing specific, desirable behaviours for
learning. Each time a positive behaviour is observed, the child’s name is placed on the
sunshine. The child’s name is then placed in a sunshine box. Each week a child’s name
is selected from the sunshine box, the selected child is able to choose a prize from the
class ‘treasure chest’.
Sunshine Room
Children who repeatedly break codes for learning or show aggressive or severely
disruptive behaviour can be placed in the ‘Sunshine Room’. The Sunshine Room is a
seclusion room where children have to sit and work in silence. This may be for a
playtime, lunch time or half day block. Parents are always informed of this prior to
seclusion and the infringement behaviours discussed.
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In certain cases the school reserves the right to exclude the child from extra-curricular
activities particularly if the child’s behaviour represents a health and safety risk.
If after every other sanction has been tried the child continues to refuse to conform to
the school’s code of conduct they will be excluded from school initially on a temporary
basis. At this point the governors will be involved.
Individual children with repeated challenging behaviour
There may be children who do not respond to the strategies already mentioned and
who require individual support in the form of an Individual Behaviour Plan (IBP). Where
possible, children will be involved in writing their own IBP.
For a child who refuses to be removed from a group/classroom someone from the
Leadership Team will be sent for. The class can be removed from the classroom and the
offender left in if necessary.
Other Agencies
Full use will be made of such agencies as Educational Welfare, Social Care, Health
Services, Behaviour Support Service, Family Action and Educational Psychological
Service as appropriate.
Policy Review
All procedures follow a stage system to ensure that pupils are treated in a fair and
consistent manner. This can be viewed in appendix 1 of this document. These systems
are reviewed on an annual basis.
This policy will be presented to the Autumn Governors meeting for their approval.
Policy date………………………..………Signed……………………………………… Head of Academy
To be reviewed…………………………..Signed……………………………………… Chair of Governors
Related Policies: Equality, Anti-Bullying, Safeguarding, Special Educational Needs and
Disability
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Appendix 1:
Stages of Behaviour Management
Stage 1
Inappropriate classroom,
playground behaviour
Class
Sanctions
Thinking Time
Loss of
Privileges
Amber
warning
Red warning
Time Out
writing out
class codes
of conduct
play time,
social time
responsibilities
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Stage 2
Repeated inappropriate behaviour
during class/social times
Parents
informed by
letter or
telephone of
infringements
and action to
be taken
Behaviour
tracking
record
established
and shared
with parents
Child to work
in supervised
isolation area
’Sunshine
Room’
Stage 3
Extreme disruptive behaviour,
violence towards others
Parents/Carers to
attend meeting
with Behaviour
Management
Team
Fixed term
exclusion from
school.
1 day
2 day
3 days up to 15
days
External
agencies
contacted to
provide
support.
Stage 4
Extreme violence/disruptive behaviour
Persistent violence/disruptive behaviour
Permanent Exclusion
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