Positive Behaviour (Rewards and Sanctions) & Discipline Policy

This policy applies all staff, volunteers and pupils in the School, including in the EYFS. Policy information for EYFS, which should be read IN ADDITION to this policy is available here: EYFS Positive Behaviour & Discipline Policy

Status: 22/01/16 Approved

Policy Written by: Mr G Pennyfather

Date Reviewed: January 2016

Headteacher: Mr J Thayer

Behaviour Coordinator: Mr J Thayer

EYFS Behaviour named person: Mrs B Thorn

Next Review: Annual Cycle


We believe that all children are special and unique and recognise that some children have particular needs. We enjoy and encourage an open dialogue with our families and value communications about celebrations and concerns. The School is managed to ensure that pupils gain knowledge and experience, which aims to help them to:

  • Lead healthy lives
  • Know how to keep themselves safe
  • Enjoy and achieve in their lives
  • Understand the principles of achieving economic well being
  • Make a positive contribution to British Society

Links with PSHCE:

The school curriculum aims to provide opportunities for all pupils to learn and to achieve. It also aims to promote pupils' spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.

Mission Statement:

Crowstone Preparatory School aims to offer the maximum opportunity for every child to develop intellectually, emotionally and socially within an environment that is both stimulating and caring. We encourage all our pupils to achieve the best possible standards academically and in personal and social development so as to equip them with a sound primary foundation. Positive behaviour is not an accident but requires the responsibility of all those involved with the school and pupils. This policy aims to provide the ideal climate for children’s learning and personal development so they will learn to be hard working and courteous, develop friendly relationships and respect themselves and others.


We want our children to feel part of all aspects of school life, where the needs and opinions of all are respected and valued. We believe that if the children are to learn and grow, a climate of mutual respect and positive behaviour is essential. It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure. The school has a number of school rules, but the primary aim of the behaviour policy is not a system to enforce rules but a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn and be happy. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way.

  • The school expects every member of the school community to behave in a considerate way towards others. We treat all children fairly and apply this behaviour policy in a consistent way.
  • This policy aims to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.
  • The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.

Responsibilities of the Staff:

  • Have a low emphasis on punishment and a high recognition for positive.
  • Establish a uniform and consistent approach to all pupils. All aim for the same standards all the time, and deal with all misbehaviour immediately and firmly - to ignore is to condone it.
  • Prompt start to registration, assemblies, lessons etc.
  • Keep all the children occupied and interested; extend and motivate all pupils, encourage creative dialogue.
  • Mark all work promptly and constructively and set homework regularly to schedule.
  • Keep an attractive, clean and tidy room, maintaining interesting wall displays with evidence of pupils’ work.
  • Set high standards of speech, manner and dress.
  • Encourage pride in the School.
  • Recognise the importance of positive working habits, attitudes, skills, knowledge and of the provision of a happy working atmosphere.
  • Encourage self discipline.
  • Provide support for individual pupils.
  • Be vigilant for signs of deterioration in pupils’ work, behaviour or physical appearance.
  • Guard against a downward spiral of negative expectations.
  • Encourage positive ways in thinking about pupils and use disapproval as a sanction.
  • Make a clear distinction between minor and more serious offences.
  • Establish positive links with parents so that a climate of trust can be fostered to encourage a responsive attitude if the school required support with difficult issues.
  • Treat pupils with courtesy, respect their ideas, value their individuality and listen carefully to what they say since pupils learn by example.
  • Encourage pupils’ self esteem since pupils will respond better and are more likely to develop considerate and responsible attitudes.
  • Make a real effort to stamp out any aggressive behaviour.
  • Expect positive and sensible behaviour in the classroom and outside.
  • Be vigilant about behaviour as pupils change classes/move around the school.
  • Use praise whenever possible since it recognises and motivates, particularly when the pupils are polite and responsible.
  • Insist on positive manners at all times
  • Always set high standards and continuously aim to improve them both in work and behaviour.
  • Demand a high quality in everything! - work, general surroundings, in the classroom and around the school.

Responsibilities of Parents:

  • Support the Home/School Agreement Policy and Code of Conduct and Positive Behaviour and Discipline Policy.
  • Share concerns about your child’s education, welfare and behaviour within school.
  • Take an active interest in your child’s work and achievements.
  • Be willing to help children in their work and behaviour.
  • Attend school functions and activities.
  • Bring and collect your child on time.
  • Ensure your child has the correct equipment, uniform and P.E. Kit.
  • Encourage your child to act responsibly and learn self control.
  • Encourage your child to be friendly, respectful and kind to others

Rewards and Sanctions


The children are all assigned to one of four "Houses." We praise and reward children for good behaviour, presentation, attitude and attainment in a variety of ways:

  • Staff verbally congratulate children
  • Staff may award children "Smiley-Face" stickers, which are visually displayed and recorded by class teachers and in the Rewards & Sanctions book, kept in the Office. Once five "smilies" have been earned the children receive one merit star. Merit stars are added to the child's House Merit chart, displayed in the main cloakroom.
  • Headmasters Commendation Certificates are awarded for behaviour, work, and attendance in the final assembly for that term.
  • Merits can be awarded to children either who display consistently good work or behaviour, or to acknowledge outstanding positive behaviour in school.
  • At the end of each term winning House is decided by the House which has received the most Merit stars and the House Captain receives the House Trophy on behalf of that House.
  • We send home ‘"A note for you..." …’ slip to recognise good work or behaviour at the end of particular day.
  • All classes have an opportunity to lead an achievement assembly where they are able to show examples of their best work.
  • The school acknowledges all the efforts and achievements of children, both in and out of school.
  • The Pupil Portfolios also contains information regarding pupil achievement out of school, for example, music or swimming certificates.


The school employs a number of sanctions to enforce the school rules, and to ensure a safe and positive learning environment. We employ each sanction appropriately to each individual situation, including pupils conduct outside of school e.g, Organised school trips or events. Refer to DfE advice for Behaviour and discipline in schools 2016.

The School employs a '3' Strike system with lunchtime detentions if 3 strikes are accrued.

The Head and class teacher discusses the school rules with each class. In addition to the school rules, each class also has its own classroom code, which is agreed by the children and displayed on the wall of the classroom and reviewed at the start of each term. In this way, every child in the school knows the standard of behaviour that we expect in our school. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class at an appropriate time.

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.Their name will be written on the board and if the behaviour does not improve a 'strike' will be issued.

We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task.

If a child is disruptive in class, the teacher reprimands him or her. If a child misbehaves repeatedly, they may be moved away from others within the classroom until s/he calms down, and is in a position to work sensibly again with others.

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.

If a child threatens, hurts or bullies another pupil, the class teacher records the incident and the child is punished. If a child repeatedly acts in a way that disrupts or upsets others, the school contacts the child’s parents and seeks an appointment in order to discuss the situation, with a view to improving the behaviour of the child.

Verbal warnings may be given, before the official sanction of 'Strikes' and detentions.

'Strikes' and detentions are given out according to the Code of Discipline and records kept by the class teacher and in a centrally recorded 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.

Physical Restraint

All forms of corporal punishment are unacceptable and could render a member of staff liable for prosecution. Reasonable force may be used for self-defence, where there is risk of injury or where a pupil is behaving in a way that is compromising good order and discipline e.g.

  • A pupil attacks a member of staff or another pupil
  • Pupils are fighting
  • Pupils are about to, or are damaging property
  • Pupils are running in a way likely to cause injury
  • A pupil tries to leave the class/school
  • A pupil persistently refuses to leave the classroom when ordered to do so
  • A pupil is seriously disrupting the lesson.

Before intervening physically a member of staff, wherever practicable, should tell the pupil to stop and what will happen if he or she does not. The member of staff should try and get help from another member(s) of staff and continue to try and communicate with the child throughout the incident making clear that physical contact or restraint will stop as soon as it ceases to be necessary. Do not give the impression that you have lost your temper or are acting out of anger or frustration or to punish the pupil. The degree of force must be in proportion to the circumstances of the incident and the seriousness of the behaviour. Any force should be the minimum needed to achieve the desired result.

Physical intervention may involve:

  • Physically interposing between pupils
  • Blocking a pupil’s path
  • Holding
  • Pushing
  • Pulling
  • Leading a pupil by the hand or arm
  • Shepherding a pupil away by placing a hand in the centre of the back.

Staff should not:

Hold a pupil around the neck, by the collar or in any way that might restrict the pupil’s ability to breathe:

  • Slap, punch, or kick a pupil
  • Twist or force limbs against a joint
  • Trip up a pupil
  • Hold or pull a pupil by the hair or ear
  • Hold a pupil face down on the ground
  • Hold a pupil in a way that might be considered indecent.

Sometimes it may be dangerous to try and restrain a pupil. In this instance remove other pupils, send for help and try and make the area as safe as possible while continuing to try to communicate with the pupil.

If physical intervention is used, the Incident (Physical Restraint) Form must be completed on the day (and handed in to the Designated Safeguarding Lead or Deputy) and parents informed, likewise on the same day if at all possible. See the Safeguarding Policy for further information if required.

The Role of the Class Teacher

It is the responsibility of the class teacher to ensure that the school rules are enforced in their class, and that their class behaves in a responsible manner during lesson time. The class teachers in our school have high expectations of the children in terms of behaviour, and they strive to ensure that all children work to the best of their ability. The class teacher treats each child fairly and enforces the classroom code consistently. The teacher treats all children in their class with respect and understanding. If a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents. In the first instance, the class teacher deals with incidents him/herself in the normal manner. However, if misbehaviour continues, the class teacher seeks help and advice from the Headteacher.

The class teacher liaises with external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the education social worker or LEA behaviour support service.

The class teacher reports to parents about the progress of each child in their class, in line with the whole–school policy. The class teacher may also contact a parent if there are concerns about the behaviour or welfare of a child.

The Role of the Headteacher

It is the responsibility of the Headteacher to implement the school behaviour policy consistently throughout the school. It is also the responsibility of the Headteacher, so far as is reasonably practicable, 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 the implementation of the policy.

The Headteacher keeps records of all reported serious incidents of misbehaviour.

The Headteacher has the responsibility for giving fixed-term suspensions 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. Both these actions are only taken in extreme circumstances and in line with Section 6 of the School's Terms & Conditions.

The Role of Parents

The school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school. We explain the school rules on the School Website and within whole school policies. We expect parents to read these and support them.

We expect parents to support their child’s learning, and to co-operate with the school, as set out in the home–school agreement. We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child’s welfare or behaviour.

If the school has to use reasonable sanctions to punish a child, parents should support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the school. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.

Fixed-term and permanent exclusions

Only the Headteacher (or the acting Headteacher) has the power to exclude a pupil from school. The Headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The Headteacher may also exclude a pupil permanently. It is also possible for the Headteacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.

If the Headteacher excludes a pupil, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the Headteacher makes it clear to the parents that they can, if they wish, appeal against the decision. The school informs the parents how to make any such appeal.


  • The Leadership Team monitors the effectiveness of this policy on a regular basis.
  • The school keeps a variety of records of incidents of misbehaviour.
  • The class teacher records all classroom incidents.
  • The Headteacher records those incidents where a child is sent to him/her on account of bad behaviour.
  • We also keep a record of any incidents that occur at break or lunchtimes: lunchtime supervisors give written details of any incident in the incidents book that we keep in the office.
  • The Headteacher keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded.
  • Confidential weekly Staff meetings make reference to any behavioural problems/issues and this is shared by ALL staff.

Review Cycle

The Leadership Team reviews this policy annually.

Documents relevant to the Positive Behaviour Policy are as follows:

  • Anti Bullying Policy
  • Home/School policy and Code of Behaviour
  • Incident Reporting Form
  • Code of Discipline
  • Record of "Smilies," Merits, Strikes and Detentions
  • EYFS Behaviour Policy