Behaviour Policy


The fundamental aim of the Behaviour policy is one of inclusion. Woodland Community Primary School strives to create a safe environment in which all can work, learn and succeed together.


The basis of the policy on behaviour is the aim of promoting values of tolerance, honesty, appreciation and respect of others, their beliefs and their property


Our school aims to provide a caring environment and during schools hours the Head teacher and teachers assume parental responsibility for the well being of the children. The support staff also assist with pastoral care.

Parents are welcome to come into school to discuss with Mr Millar and the staff any matters of concern.


The team is comprised of a Lead Behaviour Professional, a learning mentor, Nurture teacher and four behaviour support assistants. Our school is committed to inclusion and pupils who experience social, emotional and behavioural difficulties are supported by a member of the  team in their mainstream class. Each pastoral team member is responsibility for an area within school (please see staffing structure).


The curriculum encompasses all the experiences, opportunities and activities planned to promote the development of children. It comprises not only the formal teaching programme and the informal programme of extra curricular activities but also, crucially, the equality of relationships which contribute towards the ethos of the school.

By transmitting its values and attitudes through its everyday life, the school strives to ensure that each child receives his/her full curriculum entitlement and learns to build positive relationships and make a full contribution to school life which eventually prepares them for the responsibilities and experience of adulthood.


This policy has been devised to inform staff (teaching and non- teaching ),parents, governors, advisors and the wider community. It will form the basis of child/ staff relationships and leads to certain expectations as follows:

Adult roles: all adults involved with the school community have a responsibility for the safety and the personal and social development of its pupils. Adults need to work together to provide role models and to form effective relationships with the children, thus reflecting the aims and beliefs of the school and its determination to value the individual.

These beliefs can be nurtured by:

  • Teaching and demonstrating positive behaviour.
  • Developing personal, social and health education.
  • Having high expectations of all pupils, in terms of both behaviour and achievement.
  • Ensuring discipline in constructive and positive whilst demonstrating clear and consistent guidelines of what is expected and what is unacceptable.
  • Implementing an agreed common policy and utilising the structures and systems in place.
  • Encouraging pupils to set and organise clear goals for themselves and to reflect on and take responsibility for their own progress in meeting these targets.
  • Providing opportunities for children to explore ideas, feelings and emotions, to share personal experiences and listen with sensitivity to others i.e. sharing/ circle time, class discussions etc.
  • Recognising that good management and organisation are conductive to promoting good behaviour and learning.



By providing an environment where children feel secure and valued, it is hoped that each will develop self-discipline, a sense of worth and an enjoyment and pride in belonging to a school community where learning is seen as exciting and challenging.


Pupils can be helped to achieve this by encouraging them to:

  • Be truthful and honest at all times
  • Act with courtesy and consideration at all times.
  • Understand and accept other people’s point of view even when they are different from their own.
  • Be prepared for lessons, listen carefully and follow instructions.
  • Take responsibility for and accept the consequences of their own actions.
  • Behave sensibly at all times.
  • Exercise self-control
  • Enter and leave the classroom in an orderly manner.
  • Move carefully about school, be polite and have regard for the safety of others.
  • Be proud of their school and keep it clean and tidy.
  • Respect the schools property and equipment and that of other people.
  • Be helpful when visitors are in school.
  • Speak politely to everyone.
  • Behave well outside school and act as ambassadors for the school.

 Structures and systems

A positive attitude is taken towards discipline and children are encouraged to behave well at all times.

The children themselves have written and agreed a class charter that is personal to each class. The children are expected to follow these rules, treat teachers and other members of staff with respect, have consideration for their fellow pupils, learn self-discipline and be proud of their school. Each charter is displayed in every classroom.



Sticker charts for bronze, silver and gold will continue for children in KS1. New certificates will be given out in celebration assembly on Friday. Sticker charts need to be sent home with certificate and prize. Teachers need to keep a class record (not on display) of each award. A pigeon hole in the staffroom will be given to Peter and staff need to complete slip of paper with child's name on, date and award. Children who are on individual sticker charts cannot use the stickers for these awards.

In KS2 children have the chance to earn class cash for good work or behaviour. Cash can be collected individually up to £50 before it is added to the whole class cash prize. Children can use their cash in golden time to purchase certain activities. A whole class reward can take place when the class have earned sufficient funds.

Headteacher’s Awards

At the end of each half term class teachers will nominate a small number of children from their class who have consistently behaved throughout the half term. Children will receive a prize in celebration assembly and their name put in a special raffle box. A child could be nominated 6 times during the year. The more times their names are in the box the more, chance of winning a prize at the end of the year.

Team Points

Every child in the school will be put into a team; Ash, Birch, Oak or Willow.


Tokens will be given to every adult at the beginning of each week. Tokens can be given to any child, not just children in your class. Tokens will be collected in jars related to which team a child is in. on Friday tokens will be counted and points will be given to the teams e.g. winning team 4 points, team with the least points awarded 1 point. Points will be displayed in the hall at the end of each half term the winning team gets a rewards afternoon. All unused tokens will be collected at the end of the week. A gold token worth 10 points will be given out by Head, Deputy and Prefects for exceptional behaviour.


Each class teacher also chooses a pupil each day to sit on the ‘Special Table’. Stickers, juice and fresh fruit are also on offer. Children will get a raffle ticket and during Headteacher’s assembly, at the end of every half term, one ticket will be chosen. The child will receive a prize.

Golden Time

Every class must have a slot for golden time on Friday afternoon. Generally it should be from 2-2:30pm. Children should contribute to what kind of activities they would like. Golden time or part of it can be lost as a sanction but children will remain in the classroom and be monitored by staff within the class base.


Children in Year 6 need to earn the right to be a prefect. They will have specific jobs during the week and as a reward for doing their job they will enjoy prefect time. This will be a separate time from Golden time. At the end of each half term there will be a reward for being a prefect e.g. bowling trip.

Class charter

Class charter is looked at on an annual basis and displayed in each classroom.

Thinking Room

The thinking room has been relocated to the bench (outside). Slips need to be given to relevant welfare lady or June. If a child makes the wrong choice between 9 and playtime they will lose time from their playtime by sitting on the bench, monitored by pastoral. Information will be updated onto CPOMS. If the same children are sitting on the bench they will progress up the steps of behaviour.


As stated above, the school endeavours to promote good behaviour primarily through positive reinforcement. On occasions when appropriate responses are not made by the children the situation is dealt with promptly, firmly but fairly. Meetings involving staff, pupils, parents/carers and others are held in order to deal with problems before they escalate.



A small number of children may present on-going emotional and behavioural difficulties. For these children it will be necessary to implement behavioural support plans using PIVATS (Performance Indicators for Value Added Target Setting) to facilitate assessments, target setting and the development of appropriate individual strategies.  Individual Behaviour Plans are reviewed half-termly.


Parents will be informed and the concerns will be discussed. The Behavioural Support Team, SENCO and class teacher will monitor progress against the targets set for improvements. If there is no significant improvement the Headteacher will be involved.


Strategies used to promote positive behaviour include:

  • Positive reinforcement programme and self-management programmes.
  • Reward charts and daily monitoring books.
  • Circle time
  • Curricular / behavioural IEP / SSP.
  • Outreach support through the key worker.
  • Parent drop-in to advise upon behavioural strategies.
  • Consultations with other agencies – eg CAMHS / counselling / school nurse.

Peer on Peer Abuse

This occurs when a young person is exploited, bullied and / or harmed by their peers who are the same or similar age; everyone directly involved in peer on peer abuse is under the age of 18.


This is most likely to include, but may not be limited to:

  • bullying (including cyberbullying);
  • physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm;
  • sexual violence and sexual harassment;
  • sexting (also known as youth produced sexual imagery); and
  • initiation/hazing type violence and rituals.


  • ALL staff and volunteers understand that children can abuse other children
  • ALL staff and volunteers will inform the DSL of suspected peer abuse and record in line with schools recording policy
  • Peer on peer abuse will be taken as seriously as any other form of abuse
  • All staff understand that abuse is abuse and should never be tolerated or passed off as “banter”, “just having a laugh” or “part of growing up
  • All staff will understand that pupils with SEND are more prone to peer group isolation and school will have extra pastoral support to address this.



Sanctions may be used for the safety and well being of all. The school operates a clear and structured behavioural management system (please see Steps of Behaviour).

A number of possible sanctions relevant to the child and his/her behaviour may be used. The emphasis is that the behaviour is unacceptable, not the child. Pupils who have been excluded for disciplinary reasons are reintegrated into the system in a clear and positive manner.



The school does not tolerate bullying and takes the issue seriously. Any incidents are investigated immediately and followed by appropriate action. A separate Anti-Bullying Policy is in place to support the aims of the school.


These systems are intended to ensure that each child feels happy, safe, secure, positive and valued within the school, so that self-esteem and confidence are built up and productive learning and achievement can take place,



Through this policy we can ensure that all who help and support the children in particular and the school generally i.e. governors, headteacher, senior staff, class teachers, support staff and other agencies (outreach staff, Education Welfare etc) are clear about our philosophy as regards behaviour and about the outreach procedures adopted.


Regular in-service training on various aspects (eg. Care and Controls of Pupils, Circular 10/98), careful monitoring and cooperation with High Schools to make transfer between key stages as smooth as possible, should help to ensure that the policy continues to enhance the Mission of the school and that every child will benefit.



  • Inclusion of all pupils
  • Prevention of exclusion
  • Successful early intervention for children with S.E.N
  • Support for parents/ families
  • Effective practice within the school in relation to the Code of Practice.
  • Staff and school development / improvement.
  • That the school has access to a wide range of support pertinent to need.


If a pupil behaves inappropriately, the following steps will be taken.

  • Parents will be informed of the pupils behaviour
  • Strategies will be discussed with the class teacher.
  • Pupil and teacher will set a class target and the pupil’s behaviour will be monitored.
  • Pupil will be supported in school at appropriate times by a member of the pastoral team.


If strategies do not succeed and the inappropriate behaviour continues, the next step will be managed transfer. 

Behaviour Policy September 2020

Behaviour Steps September 2020