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Westgate Primary School

Behaviour Policy




Excellent behaviour in school is central to the development of high standards of achievement and the development of an effective learning community.

The nurturing of good citizens, who know right from wrong and have the strength to behave in the proper manner, is naturally one of the aims of our school.

 At Westgate we believe the majority of children whose curiosity is stimulated, whose abilities are challenged and whose self-esteem is intact, will behave appropriately. Once this group understand the behavioural expectations of the school and are clear about the ethos running through the community, they are able to behave well. We believe these children need positive reinforcement of their good behaviour to encourage and reward them.

Well behaved children can beoverlooked as we support those who find appropriate behaviour achallenging concept. At Westgate we look to reward all children individually when they behave up to our expectations, or make animprovement in their general standards of behaviour.

Those children who find appropriate behaviour more challenging are provided with incentives, sanctions and support to assist them in the modification of their behaviour. Those children who have complex behavioural needs are supported in line with the Authority’s guidance on inclusive education and behavioural support plan. When needed, we will use a range of strategies and agencies to support both the child and the family who are experiencing the difficulties associated with poor behaviour management.




The basis of this policy is a clear statement of expectations, which aredetailed here.


School’s expectations of the child


Be on time for start of school


Be kind, caring and helpful to all


Make it easy for everyone to learn and for the teacher to teach


Listen politely to everyone


Speak quietly to everyone


Move calmly and sensibly around our school


Respect our school and keep it clean and tidy


Respect all others and their possessions


When outside of school remember you are an ambassador and


represent all of us.


Parent and Child’s expectations of the school

All children are treated in a fair, professional manner

Classroom activities are engaging, interesting, enjoyable and challenge

individuals at an appropriate level

Children are made welcome and feel safe and secure in their school

A child’s self esteem is always nurtured by staff

When poor behaviour is displayed it is the behaviour, which is highly

criticised and not the character of the child

Staff keep parents informed about their child’s behaviour

Any bullying is investigated and dealt with quickly and effectively.


School’s expectations of parents


Parents carry out their role as active partners in their child’s education and send their child to school well turned out, bright eyed and bushy tailed after a good night’s sleep and ready to learn. Parents support the school’s behaviour policy and actively speak to their children on a regular basis about their behaviour at school. When asked by the school to work with us on the development of improved behaviour in their child they do so willingly and see this move as a unified approach to the benefit of their child. When their child brings home a behaviour reward the child is praised and the reward put on show for all to see. If the reward involves an activity outside of school e.g. a free visit to the bowling alley, then parents will do their best to ensure the child can enjoy this reward.

 If parents hear of or witness poor behaviour out in the community they will communicate this to the school so appropriate action can be taken. In order that all expectations are achieved it is vital that the principles within this policy are communicated to all parts of the school community, so we are all aware of our role in relation to the development of excellent behaviour. Parents and children need to be very clear about the school’s expectations of them and therefore will have a copy of the expectations sent to them.


The Role of Staff in School

All staff are expected to provide an excellent role model for the children of the school, in the manner in which they speak, listen and in their general approach to all matters. Leading by example is vital in developing positive behavioural traits in our children. Staff should seek opportunities to speak positively about children’s work and behaviour. Staff should take corporate responsibility for the quality of the children’s behaviour and movement around school at all times. All staff should ensure the school environment is tidy, bright and attractive in order to foster a caring attitude and pride in our children for their school. Staff should interact with all children evenly and not leave themselves open to accusations of favouritism. Staff should deal with behavioural issues individually, using the available rewards and sanctions effectively. Beyond this level there are clear guidelines, which need to be followed (see sanctions).


Positive Reinforcement


Catching the children when they are good feeds their self-esteem and provides a platform for further good behaviour. This needs to be done on a daily basis and is achieved in our school through: ‘Catch-me’ cards – these are awarded for a different reason each term e.g. helping others, being friendly, having a positive attitude... etc. these cards can be given to children when they are spot ted behaving appropriately.


The displaying of the children’s work in the classroom and around the school.


Use of positive remarks in the children’s workbooks.


Positive comments made to the children on an individual basis around the school for good behaviour or movement around school.

Classroom praise and a teacher specific points system which is individual to their class, Year group or Key Stage. (marbles in jar etc)

Excellent work certificates presented in assembly each week.


Recognition of achievements outside of school during assembly time.


Recognition of achievements in the school newsletter.




Praise and encouragement should be used at every opportunity.


                                                                              Appendix 1

Foundation and Key Stage 1 agreed practice

Traffic Light System


This system is designed to give children the opportunity to manage their behaviour by making the correct decisions.


  • All children start the day on the green traffic light.
  • If a child misbehaves the teacher will then move that child’s name from the green to the amber traffic light.
  • If the child continues to misbehave, the teacher will then move the child’s name to the red traffic light.


 If a child is moved to the red traffic light they have to miss 5


minutes of their golden time. In Reception the children will all return to green after each break and


dinner time.

In Y1 the children will all return to green after lunch

In Y2 the children stay on the same traffic light system all day and return

to green the following morning.


If a child does something the teacher deems to be very serious, instead of moving them to a red card, they can be sent straight to the Head, Deputy or Assistant Head who will then deal with the situation. This is to ensure that the child has the time to think about their behaviour and make the correct decisions. If the child is returned to class, they remain on green so that if they do misbehave again they still go through the process and have the chance to manage their own behaviour, although they will still lose 5 minutes of their golden time.


Golden Time


Golden Time takes place on Friday afternoon and is a reward for good behaviour in school. Any child who has been moved to a red traffic light loses 5 minutes of golden time for each day they have been moved to a red traffic light. Loss of golden time minutes will be recorded by the teacher, but not kept on show, so that a child’s self esteem is not damaged.

A child who has lost 15 minutes or more of their golden time can be given specific targets by their teacher in order to ‘earn back’ the time. They can earn back all but 5 of their minutes. Any child who has lost golden time will have to sit out of the activities with an egg timer until their missed time has ebbed away. As soon as this time has elapsed they can join in with the golden time.




All class teachers can give out diamonds to individual children for good behaviour (as well as for good work, good attitude...etc). These diamonds contribute to a group or table’s score each day or week. At the end of the day or week the diamonds for each group are counted up and the winning group receives a reward for the following day or week (e.g. special cushions to sit on, medals to wear...etc.) Each teacher decides on the groupings and rewards for her / his class.


                                                                                                   Appendix 2

KS2 agreed practice

The Card System


This system is designed to preserve the learning environment in class and support every child’s right to learn. We want to encourage children to think about and manage their behaviour at all times. If they do misbehave, they are given a warning and the time to reconsider their behaviour so that they can get back on track. To encourage good behaviour and support golden time we use the card system:

Verbal warning: given to a child if they misbehave for the first time that day.

First yellow card: given to the child if they have not moderated their behaviour after the verbal warning.

The child will only be able to earn 3 minutes of golden time for the day if they have received a first yellow card.

 Second yellow card: given to the child if they have still not moderated their behaviour despite their previous 2 warnings.

The child’s parents will be informed by letter The child will not be able to earn any golden time that day if they have received a second yellow card.

Red Card: given to a child who has received their second yellow card and has still not moderated their behavior

The child will be removed from class immediately and taken to the Head or Deputy by the class TA.

 The child will be placed in another class and given some work by their own class teacher for a period of up to 5

days (determined by the Head)

The child will not be able to earn any golden time in that week The child’s parents will be informed by letter, telephone call or in person.


Golden Time


Children in Key Stage 2 are rewarded with ‘Golden Time’ for good behaviour and a good attitude to work. Children are able to earn up to 30 minutes of golden time each week (6 minutes per day). Children who behave well and work hard all week will have earned 30 minutes of Golden Time which will take place on a Friday afternoon. A Rocket will be displayed in each classroom showing the amount of time earned by the children during the week. All children who have earned the maximum amount of time will be in the big rocket, other smaller rockets will follow with children who have earned reduced amounts of golden time. Children who earn all of the available minutes in a half term will be given a certificate in assembly.

Children have input into the type of activities that take place during golden time to ensure that they look forward to it. Teachers will ensure that children who have earned all of their golden time in the week are able to choose their reward activity before those children who have earned less time.

Strike System


To avoid children persistently forgetting homework, PE kits... etc, we have a strike system. Children will lose 3 minutes of golden time when they receive 3 strikes.

Behaviour on the yard


If a child misbehaves at playtime or dinnertime, they miss the following one and have to go to the reflection room which will always have a member of staff timetabled to be on duty in there. The children will have to complete work related to their poor behaviour which will be provided for the member of staff on duty. The name of the child missing the following day’s break or dinner time will be put into a book by the member of staff who dealt with the incident. The book will be kept in the main office so that the member of staff who is on duty the next day will know which children should be in the reflection room that day.

Children who are causing concern because their names are cropping up frequently will be seen by the learning mentor who will be able to work on group games skills, social skills etc. Children who have to miss a playtime or dinner time can only earn 3 minutes of golden time in the day in which the behaviour occurred.




All class teachers can give out gems to individual children for good behaviour, good work, good attitude...etc. These gems contribute to a group or table’s score each week. At the end of the week the gems for each group are counted up and the winning group receives a reward for the following day or week (e.g. special cushions to sit on, medals to wear...etc.) Each teacher decides on the groupings and rewards for her / his class, but not sweets.


Further Sanctions


These are for children who behave so badly, either in class or outside the classroom, that the card system and behaviour on the yard systems are not appropriate. A child who throws a chair, is abusive to an adult, is violent towards another child – in the classroom – has hurdled the card system and should be sent to the office (or someone comes to the office to request assistance if that’s the best way forward).

A child who is abusive or seriously violent in the corridor or outside during lunchtime/playtime also needs the same treatment.

Once the child is being dealt with by the most senior manager available

Any sanctions thought to be appropriate can be applied (including

the loss of golden time, lunchtimes, allocation to another class,

temporary exclusion etc)

The child goes on a school report card for a minimum period of two


Parents will be notified and asked to support the school’s management of the situation Once the child is being dealt with by the most senior manager available.