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Gilsland C.E. School

Positive Behaviour Policy


All children have the right to an education which offers them the best opportunities to work hard, be happy and to make good progress. We recognise that all children have the right to feel safe and secure and that all staff are here to create the appropriate environment and opportunities for this to happen.

This Positive Behaviour Policy has been produced by the school community working together and it reflects the Christian values promoted in the school’s mission statement.

This policy sets out the expectations of behaviour at Gilsland CE Primary School. The Governors, staff and pupils seek to maintain an environment which encourages and reinforces good behaviour and positive attitudes. It also explains the consequences should misdemeanours arise.

This policy should be read in conjunction with the School’s Anti-bullying Policy, Safeguarding Policy, Equal Opportunities Policy, Race Equality Policy and Gilsland CE Primary School’s mission statement.

Aims and Principles

We believe that the most effective way of achieving these aims is to encourage and praise positive behaviour. These are the underlying principles we wish to nurture throughout the school:

The School recognises that all children have the right to feel secure and they are encouraged to talk and to be heard. Children know that they can approach any of the adults in school if they are worried and that they will receive a consistent supportive approach.

Role of the Pupil

At this age, children are still learning to socialise and develop their own opinions. Occasionally, despite all efforts, conflicts will arise. This is different to bullying. Bullying involves applying power and control consistently. (see Anti-bullying Policy)

Pupils are expected to:

Role of Staff

Adults in the school have an important responsibility to model high standards of behaviour.

Adults in school are expected to:

It is the responsibility of all adults to implement the school behaviour policy consistently throughout the school.

When a pupil behaves inappropriately, it is the responsibility of all adults to ensure that the child is heard without interruption, at the appropriate time. Adults should not act upon the information until all areas of the investigation have been explored.

It is the responsibility of the Headteacher to report upon the effectiveness of the Behaviour Policy as requested.

Role of Parents

Parents are expected to:

Role of Governors

The Governors of the school support the Headteacher and staff by:

Positive Behaviour Management

Positive behaviour management may be defined as the strategies the school employs to promote a well-ordered, purposeful school community. These strategies underpin the Behaviour Policy.

Formulating class rules

At the start of the school year in September, each class negotiates together their own class rules in language appropriate to the age of the children and worded positively. These rules will be reinforced regularly by all school members through praise and rewards and through the use of sanctions, if necessary. These rules are displayed in each classroom and are reinforced regularly with the children.

Our Behaviour Procedure

We celebrate good work, good behaviour, good attitudes and individual effort at Gilsland C E Primary School. We encourage children to always try their best and we aim to encourage each child’s self-discipline through positive praise and rewards. However, we recognise that it is necessary to address inappropriate behaviour.  

Rewarding Good Behaviour

Reward systems are in place across the school - these differ depending on the age and abilities of the children in each class and the agreed classroom rules. The underlying principles of the reward systems are however, the same.

Some of the ways we reward children are:

Addressing Inappropriate Behaviour

Every class and all staff use the same ‘Traffic Light’ system for recording and reporting inappropriate behaviour. The same system is used to record inappropriate behaviour in the

classroom, assembly, outdoor environment, at playtimes or lunchtimes. It is a visual system that all children and staff can monitor and the system allows children to reflect upon their behaviour and to make improvements.

The traffic lights are displayed in each classroom:

Every child’s name will start each day in the green section of the traffic lights.


It is expected that the majority of children for the majority of the time will keep their

name in the green traffic light.

Green Behaviours  

Amber Behaviours

Red Behaviours



The school aims to establish collaborative links with parents and will try, whenever possible, to accommodate the personal needs of parents so consultation, discussion, advice etc is always available. Staff are happy to be approached about worries parents may have concerning their children. If the behaviour of a child is causing the school some concern parents will be contacted and actively involved in finding a suitable approach to the individual child’s behaviour.

Incidents of a Serious Nature

Incidents of a very serious nature or a persistent nature (e.g. bullying), will be referred to and

dealt with by the Headteacher. This will usually involve the Headteacher and relevant school staff working closely with the child and parents to address and resolve the inappropriate behaviour. If necessary, an ‘Individual Behaviour Plan’ will be formed and this will involve specific rewards and sanctions, as governed by the plan.

Additional support

When a child is persistently behaving in a way which disrupts teaching and learning or causes distress to other children, other support may be required:

Teachers may monitor behaviour using a behaviour chart. These highlight areas giving cause for concern. We may also use a home school diary so that children can start to understand that home and school work together to solve problems.

When a child is on the Additional Needs register for specific behavioural difficulties, the procedure for dealing with that child may differ to our traffic light procedure. The alternative procedure will be formed in agreement with the child, their parents and the relevant school staff. The procedure will be clearly explained to all those who might have contact with the child.

It may be necessary in some cases to request advice from the Educational Psychologist and use their expertise in dealing with children whose behaviour is causing concern. It may be necessary to seek the advice of other external agencies. A referral will be made upon parental agreement, should this be required.

In the most extreme situation, where a child’s behaviour is becoming physically aggressive, and where they are a danger to themselves and others, staff may employ the ‘Team Teach’ techniques in order to physically remove the child to another setting. Decisions to restrain or remove pupils will only be done under guidance and direction of senior members of staff, and only fully trained members of staff will be involved. All incidents will be recorded and reported to parents.

In some cases exclusion may be considered.


If all strategies fail and a pupil still behaves in an unacceptable manner or a pupil is endangering other pupils, themselves or an adult it may be necessary to exclude the pupil. In such cases the Headteacher will contact the parents of the child giving the reason for the exclusion. Fixed term exclusions will only be issued after the school has tried all strategies and no other options are available. The school reports all fixed term exclusions to the Local Authority and to the Governing Body. The school also works closely with the Crisis Response Team to prevent further fixed term exclusions and ultimately permanent exclusion, this may result in a managed move to another school for the pupil. A programme of support and risk assessment (If necessary) will be implemented with children, parents, staff and other professionals on return to school from fixed term exclusions.


The behaviour of the children is under constant review by staff, and approaches are adapted or modified for individual children or incidents, while still keeping to the broad guidelines contained in this document. Class teachers record all incidents and consequences and these are analysed by the Headteacher on a termly basis.


This policy will be reviewed annually. The Headteacher and Governing Body will have responsibility for the implementation, management, monitoring, resourcing and review of this policy.