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Behaviour Policy Appendix 1

Classroom Management  

Sanction Cycle: 

Stage 1. Low level misbehaviour

Utilise suitable ones within this group:  

  • Try non-verbal gestures. As well as being private and non-threatening, it is a way of gaining attention and brings you physically close to the pupil.   

  • Praise appropriate behaviour nearby 

  • Address the child by name with a clear expectation, so they know what they should be doing. E.g.  Jack, please turn round and listen to me 

  • Have a quiet word with the child to discuss the behaviour and expectations. 

  • Ask what they are doing wrong and what should they be doing. 

  • Ask them to identify if there is a problem with the task, level of difficulty, location or resources. If a pupil finds a task difficult either make the task easier or try to remove the threat of failure by a comment like ‘this is very hard but I know you will do your best’, which part is difficult, is there some key information that you need to get you started, how about we work on the first one together till you get the hang of it. 

  • Give them an alternative task to allow them to be successful and learn. Be aware of any additional needs they may have and the provision that is needed to enable them to manage in the learning environment 

  • Change their location to focus their attention on you or a task, consider if the children near the child are helping them to work. 

  • Get the child to say what they are going to do now, i.e. appropriate behaviour – I am now going to do my work for 10minutes and I won’t disturb other people.  

  • Be willing to accept responsibility for the wrong task or location. 

  • Watch that a child does not get labelled as a “naughty” child and your expectations are that they can behave appropriately. 

  • Get to the heart of the issue, the behaviour is their way of telling you there is a problem. 


Stage 2 - Quiet time/Time out in the class

  • A short interval (age appropriate length) away from the activity in class to think about what they need to do and then return to it, or a change of activity. Any learning time wasted that is not reasonable for the child will be made up at break time. 


Stage 3 – Formal Warning

  • Quiet time/Time out of the class (If regularly happening inform parents so that they can explore any issues with their child at home) 
  • Short interval away from the class escorted by an adult. The class teacher will decide where the child must go, for a specific time and then they are expected to return to the task with support. 
  • If the child has missed learning time, without a valid reason, this needs to be made up at break time/lunch time. 


Stage 4 – Time with a member of SLT

Inform the staff member of the behaviours and inform the child about the need to explore the issues, in a positive sorting manner not a punitive manner.  Restorative work is also undertaken between the class teacher and child during this time.  Provide opportunity for the child to make amends for their behaviour, e.g. a letter/picture of apology, lines, repair of the damage, make costs of repair, poster to teach others, etc… Class teacher will inform parents at the end of the day. 


Stage 5 – Non-compliance with Deputy Head/Head teacher

Removal to the Deputy/Head Teacher. Parents called in for a meeting with class teacher and Head teacher. (Acts of physical aggression – children must be fast tracked to Head Teacher. 


Behaviour Report

If a child has had repeated difficult days that prevent learning taking place of self or others, or a Stage 4 involvement then they may be placed on report.  Each day a report is completed to identify the positive and any issues; this is copied to the Head teacher and given to the parents.  When the behaviour has consistently improved the child comes off report. 


Alternative Learning Environment 

If the behaviour does not improve then an alternative learning environment in the school is utilised.  The purpose of which is to break patterns of behaviour, ensure the child has a real consequence to their inappropriate behaviour and so restorative and conflict management work can be undertaken.  The child remains in the alternative location until they have achieved three days with no incidents on the behaviour logs. Upon returning to the classroom they remain on report until they have achieved three days without incident. 

  • The Head teacher, SLT/Class teacher meet with the parents to explore the issues and the alternative learning plan 
  • The child’s Class teacher sets suitably differentiated work to be independently completed in the alternative location 
  • The child has breaks and lunch with their own class, except if on a red card 
  • The child has group/1:1 work for restorative, conflict management and resolution work during the alternative learning arrangement and weekly group time/monitoring until the behaviour is changed. 
  • 1:1 counselling is offered to the child 


Playtime Sanctions - Red Card System (Run by Head Teacher or SLT)

  • Incident card completed from behaviour log 
  • Child remains inside each day and is given simple tasks to complete whilst discussing behaviours and ways to improve behaviour in the future.  Restorative work is also undertaken during this time. 
  • When they have complied for three days in a row they can move on to a monitoring card. 
  • Child selects area to play in whilst being monitored by a lunchtime supervisor, when they have achieved a non-incident three days in a row they can come off the system and play in areas of their choice. 
  • NOTE: Put note of major incident in PSHE record and complete a behaviour log. 
  • Repair the relationship at the next opportunity.  Ensure the child knows the matter is closed and do not remind the child of their behaviour as a form of warning. 


Alternative Playtime Environment

If the behaviour does not improve then an alternative playtime environment/grouping in the school is utilised.  The purpose of which is to break patterns of behaviour, ensure the child has a real consequence to their inappropriate behaviour and so restorative and conflict management work can be undertaken.  The child remains in the alternative playtime location/grouping until they have achieved three days with no incidents on the behaviour logs. After which they move on to the red card system above. 


If the conflicts continue to occur at lunchtimes the child will be taken home for lunch by the parents/carers for 1 week, or longer as required.  Upon returning they will go through the red card system. 


The guiding principle is that the sanction must fit the violation and the age of the child.  This is not an exhaustive list but gives guidance to typical sanctions carried out in the school. 

  • Remember to make a distinction between the children and their behaviour.  Although you are displeased by what they have done, you still value the person.   

  • The child is clear about the precise behaviour being punished and is given the opportunity to discuss the offence and sanctions.   

  • Sanctions respect pupils’ dignity and self- esteem. 

  • The school does not allow any class to be the victim of an individual or smaller group incident. 

  • At lunchtime, the Senior Midday Supervisor informs the class teacher through the class book, of any incidents to ensure everyone is aware of the situation and matters are recorded if necessary. Likewise the class teacher informs the lunchtime supervisor of any morning incidents that they need to be aware of. 

  • At all times children are encouraged to take responsibility for their actions and the effects on others. 

  • Corporal punishment is illegal and must not be practiced. 

  • The punishment must be equal and fitting to the offence. 


Examples of sanctions

  • Child is rude to another child – they would be expected to write a letter of apology in the next lunch break. 

  • If the child was disrupting other people’s play – they would miss the next break time (a lunchtime for a lunchtime violation and a break time for a break time violation) 

  • If a child is continually talking (despite reminders and quiet words by the staff), the child would sit out of the area (back of the class) and do a task to refocus them (this may be lines to remind them of what they should be doing). Any learning missed must be made up in the break times. 

  • Child is rude to a member of staff or volunteer - they would be expected to write a letter of apology in the next break time. 

  • If a child has hurt (physically or emotionally) another person the victim must be supported also to ensure they are aware of the consequences and is able to express their feelings.  

  • If unsure of a suitable sanction discuss with SLT. 

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