Behaviour Policy




Learning and growing together to achieve our best in the love of God’


Behaviour Policy


For approval by CDCS Committee: November 21  

To be reviewed on or before:      Autumn 22


Signed……………………………………………  Chair of Committee

Signed……………………………………………  Headteacher



Our Mission Statement


‘Learning and growing together to achieve our best in the love of God’


School Aims


In order to prepare today’s children for tomorrow’s challenges, Rainford CE Primary Schools aims to achieve the following:


  • Every child will be encouraged to understand the meaning and significance of faith, experience God’s love and develop the spirituality to enable them to live out our Christian values of love, joy, peace, friendship, forgiveness, perseverance and justice


  • Every child will achieve their full potential through being a highly motivated, resilient and independent learner who embraces new experiences, has confidence to tackle challenges and go onto develop a lifelong love of learning.


  • Every child will value themselves as a unique individual with special qualities and strengths developing self-discipline and honesty; taking responsibility for their own actions and appreciating their ability to make a positive difference in the world.


  • Every child will appreciate and respect others, celebrate differences between individuals and groups and respect and care for God’s creation and the environment.


  • Every child will be encouraged to make healthy choices and appreciate the benefits of a healthy lifestyle.

In order to do this, we will constantly reflect the Christian ethos of our school in our relationships with our children, their families, our staff, the church and the wider community.



Behaviour Policy Aims

  • To promote a positive and caring environment in which pupils feel valued and secure, where positive behaviour is celebrated and effort and achievement are valued and rewarded. Where negative behaviour is displayed, it is our duty to try to change this behaviour to a more positive approach.
  • To ensure that pupils are positively motivated in order that they may develop a sense of purpose in all aspects of school life.
  • To create a community in which pupils are considerate and courteous, relating well to each other and to adults.
  • To encourage pupils to be responsible for and realise the consequences of their actions within a secure framework which reflects our Christian values and encourages independence.
  • To ensure that all adults show a consistency of approach to behaviour, rewards and sanctions throughout the school and that pupils are made aware of this consistency by reinforcement during lunch and play-times.
  • To ensure that agreed rules, rewards and sanctions are communicated clearly to all concerned and that expectations, boundaries, responsibilities and rules are clearly understood.
  • The school is aware of its duties under the Equality Act 2010, including issues related to pupils with special educational needs/disabilities and how reasonable adjustments are made for these pupils.
  • The school will liaise closely with parents and other agencies.
  • The school will take appropriate disciplinary action against pupils who are found to have made malicious accusations against staff.


The Roles of the Staff

Behaviour Management is the responsibility of all staff at Rainford CE Primary School.


Role of the Headteacher

It is the responsibility of the Headteacher to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the Headteacher to ensure the health, safety and welfare of all children in the school.

The Headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in their implementation of the policy.

The Headteacher keeps records of all reported serious incidents of misbehaviour including bullying. racism and homophobia

The Headteacher has the responsibility for giving fixed-term exclusions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the Headteacher may permanently exclude a child.

The Role of the Class Teacher

It is the responsibility of class teachers to ensure that the school rules are enforced in their classes, and that their classes behave in a responsible manner during lesson time.

The class teachers in our school have high expectations of the children with regard to behaviour, and they strive to ensure that all children work to the best of their ability.

The class teacher must be a role model for the children and treat each child fairly, and enforce the classroom code consistently. The teachers treat all children in their classes with respect and understanding.

The class teacher should follow the graduated steps as laid out in this policy in response to any poor behaviour.

The class teacher should ensure that parents are aware of repeated low level negative behaviour such as calling out or disrupting the class.

Repeated incidents of low level misbehaviour or a serious breach of the Behaviour Policy will result in a red card.  Reflections logs must be completed for red card by children missing all or part of their break time.  Reflection  logs should be given to the Headteacher within two days of the reflection log completion date.    Incidences involving more than one child or more serious breaches of the Behaviour Policy, which would result in an immediate red card, should be recorded on CPOMS preferably on the same day but always within two working days of the incident.

The class teacher reports to parents and carers about the progress of each child in their class, in line with the whole-school policy. The class teacher may also contact a parent (in discussion with the SENCO and the Headteacher) if there are concerns about the behaviour or welfare of a child.


Disruptive behaviour can be an indication of unmet needs. Where the school has concerns about a pupil’s behaviour, it will try to identify whether there are any causal factors that can be mitigated.  The school may consider whether a multi-agency assessment that goes beyond the pupil’s educational needs is required.

It is the role of the SENCo to advise teachers regarding strategies that can be used in the classroom to meet a child’s needs and reduce the likelihood of disruptive behaviour.  The school may consider a Behaviour Plan which would be shared with parents and if necessary  the school may consider the involvement the Behaviour Improvement Team.

The Role of Support Staff

Support staff should provide a positive model of behaviour and ensure high expectations are made explicit to the children. They should inform class teachers of any inappropriate behaviour.

The Role of Parents and Carers

Parents and Carers agree to a Home School Agreement when enrolling their child at the school. Parents are expected to adhere to the Home School Agreement and support the actions of the school but are able to address any queries regarding sanctions firstly to the class teacher, then to the Headteacher.

The school collaborates actively with parents and carers, so that children receive consistent messages about how to behave at home and at school. We expect parents and carers to support their child’s learning, and to cooperate with the school and follow this protocol:

  • Alert issues to school staff quickly
  • Try to remain calm and objective about what has happened and keep what has occurred in proportion and adopt a collaborative, problem solving approach.




The Role of Pupils

Pupil Code of Conduct

Our pupils’ Code of Conduct was agreed by the School Council on behalf of everybody. The Code of Conduct should be displayed around the school and in classrooms. The code should be discussed with the children at the beginning of each term and at other times when necessary.

Rainford CE Primary School

Code of Conduct


Always try your best and never give upset a good example and always show kindness to one another

Treat others as you would like to be treated

Always tell the truth

Respect each other’s belongings

Walk around the school sensibly

Class Rules

  • Class teachers, support staff and children in their class devise these at the beginning of the academic year.  They are intended to be guidelines for the sort of behaviour the children and adults would like to see in their classroom.  They should focus on the positive rather than the negative.
  • Rules should be written up neatly and prominently displayed in the classroom.

Classroom Strategies for Promoting Positive Behaviour

  • Positive relationships between staff and pupils
  • Descriptive Praise - how we speak affects how pupils learn
  • Using Rules - consider alternatives to repeating, reminding and nagging
  • Reflective Listening - respond to pupils in a calm way so they can focus on solutions
  • Rewards – see Good to be Green below
  • Routines and Rituals - consider ways to foster self-reliance and strong work habits
  • Engaging lessons – children who are interested in what they are doing are less likely to misbehave
  • Differentiating - simplifying/enriching work so that pupils can cope and really learn to succeed

In the classroom

We have a consistent approach to the management of behaviour within the classroom, based on the ‘It’s Good to be Green’ Strategy. It is an approach which should be followed by all members of staff. Every class has a Wall Chart, displaying the names of each pupil, along with a ‘It’s Good to be Green’ card. At the start of each day, each pupil has a green card on display.  Children can also earn platinum cards for positive learning behaviours, respect and showing the school’s values.

The Consequence Pathway

Pupils should be given a quiet, verbal warning by the teacher, highlighting incorrect behaviour and specifying to the pupil what he/she needs to do. This verbal warning should be given quietly and discreetly, not delivered in a raised voice.  The teacher may give a ‘stop and think’ card at this stage. The aim here is to point out behaviour that is unacceptable, not to humiliate the pupil. If the disruptions by the pupil continue, then the pupil will be given a ‘Warning card’. Further negative behaviour will lead to their card changing from a ‘warning ‘card to a ‘consequence’ card. Sometimes a pupil’s behaviour may be more extreme and they may need to turn their card straight to ‘consequence’ card. Below are some actions that could lead to cards being changed.

If a child makes a concerted effort to stop the disruptive behaviour and behave positively, the teacher will turn their card in stages back to green.  If a red card has been reached, the consequence will still take place.  If a child keeps moving up to a warning card and then back down to green card then the teacher should ensure that the change in behaviour is determined and sustained before returning the card to green.

Warning card – low level misbehaviour

Consequence card – more serious misbehaviour or repetition of low level misbehaviour

·         Getting out of seat unnecessarily

·         Speaking over the teacher

·         Shouting out

·         Singing/humming in class (does not apply when asked to sing by teacher)

·         Talking inappropriately to other children and distracting them from learning

·         Fighting

·         Attacking a pupil or member of staff

·         Causing damage to property

·         Throwing items

·         Disrespect to a member of staff

·         Swearing

Powers to Search

The school has the power to search pupils’ belongings for prohibited items including (but not limited to) knives or any kind, items that could be used for personal injury or damage to property, items that have been banned by the school e.g. mobile devices (except for Y6 with permission), and pornographic images.  Searches will follow guidance as laid out in DfE guidance for Behaviour and Discipline in Schools.

Rewarding Good Behaviour

Daily reward- Children can earn platinum cards for displaying good learning behaviours, school values and showing respect in the classroom and around the school.

Weekly Reward- Children who have earned platinum cards will be placed into the weekly draw. The children have the chance to win a £5 voucher for a book store.

Weekly Reward- The class that has achieved the most platinum cards will receive 10 minutes extra break time.


If a child has received a consequence card, sanctions can include the following depending on the seriousness of the misbehaviour:

  • Miss some of all of a number of break times
  • Parents will be informed by the class teacher
  • Children may be withdrawn from extra-curricular activities including football/school trips etc.

As well as our Good to be Green whole school system, we praise and reward children for good behaviour in a variety of other ways:

  • Teachers congratulate children.
  • House points, Certificates, Class dojos
  • Pupils may be sent to another member of staff to re-enforce the praise and they may receive a sticker.
  • Each week one child from each class is nominated to receive a certificate in the Awards assembly, to celebrate attitudes and achievement.
  • The Head teacher actively encourages staff members to send children to her for good behaviour, improved attitudes to learning, and outstanding achievement.



Expectations of the School

Rainford CE expects the school Code of Conduct to be followed to ensure a safe and positive learning environment and we review each situation on an individual basis.

  • We expect children to listen carefully to instructions in lessons. If they do not do so, we ask them either to move to a place nearer the teacher, or to sit on their own.
  • We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task, or complete it during playtime.
  • The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session. The teacher may at this point seek further support from the Deputy Headteacher or Headteacher.
  • If a child repeatedly acts in a way that disrupts or upsets others, the teacher will seek further support from the Deputy Headteacher or Headteacher. The school contacts the child’s parents or carers and seeks an appointment in order to discuss the situation, with a view to improving the behaviour of the child.
  • In extreme cases each teacher has an ‘assistance required’ card which a child will present to a senior member of staff to signify that the teacher needs immediate assistance.
  • The following behaviour triggers a child being sent immediately to the Headteacher or Deputy Headteacher:
    • physical violence or threatening behaviour
    • swearing intentionally to cause offence
    • racist, sexist or homophobic remarks (these are recorded separately and reported to Governors)
    • repeated disobedience
    • continued inappropriate behaviour after behaviour has been recorded on weekly behaviour sheet or in incident book.


  • The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear.
  • Racist or homophobic incidents will not be tolerated in any form.

Playground Expectations

Expectations for playground behaviour are very clear to all staff and children.

  • Children are reminded about how to use each playground area and the equipment. Adults warn children verbally if their behaviour is inappropriate.
  • If the child receives a second warning then they are asked to shadow the adult for 5 minutes. If inappropriate behaviour continues then the child will be sent inside to the Headteacher.
  • Serious incidents such as aggressive behaviour both physical or verbal will be dealt with by the Headteacher or the Deputy Headteacher.
  • Staff will be made aware if any individual child is having particular difficulties with their behaviour or are following an individual behaviour plan.
  • Positive behaviour is acknowledged with praise
  • Behaviour concerns are recorded in a behaviour log by supervisors detailing incident, responses and action taken
  • Serious misbehaviours are reported verbally to class teacher
  • Behaviour log (along with accident log) is brought to end of the day meetings where information is shared and strategies agreed

Moving around the school

  • Children are expected to walk sensibly, in lines and without talking when moving from the playground to the classroom and around the school.

Behaviour Monitoring

The following systems are in place to monitor behaviour:

  • Reflection logs are stored in the Headteacher’s room.
  • Incidences involving more than one child or a serious breach of the Behaviour Policy will be recorded on CPOMS.
  • Red cards or serious incidences will be reported to parents on the day that the incident occurs or the following working day if further investigation is needed.
  • If a parent is contacted by a teacher to discuss behaviour or welfare concerns, the Headteacher must be informed.
  • Class teachers must be informed by playground supervisors of any playtime incidents.
  • Verbal or physical aggressive behaviour, bullying, racism or homophobic incidences are reported to governors termly.


Further Sanctions

We do not wish to exclude any child from school, but sometimes this may be necessary. Therefore when all reasonable strategies have been attempted and have failed (including internal sanctions and the application of any available support), exclusion is the next option for the school.

A child may receive an internal exclusion – working outside the classroom for a fixed period. Parents will be informed and the incident or incidences leading up to this will be recorded on CPOMS alongside the action of an internal exclusion.

Fixed term external exclusions will occur if:

  • Children repeatedly violate the Behaviour Policy
  • Children seriously assault children or staff
  • Children commit serious breaches of the Behaviour Policy
  • Exclusions from lunchtimes will also be considered if children are repeatedly violating the Behaviour Policy during this time.

This policy should be read in conjunction with the following policies:

The Governing Body’s Statement of Behaviour Principles

Anti-bullying Policy

Child Protection and Safeguarding Policy

Online Safety and Acceptable Use Policies

SEND policy