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Pupil Behaviour

Okehampton Primary School Behaviour Code




This document is a statement of the aims, principles and strategies for behaviour and discipline at Okehampton Primary School.


Our expectations


  • Children are expected to show respect for other children and adults working on or visiting the school site or whilst engaged in off-site visits.
  • Children are expected to respect the environment and all property in and around the school and its grounds.


Our rationale


  • To provide a consistency of approach and practice to the care, well being and control of pupils.
  • To provide a behavioural framework for all members of the school community.




  • To ensure the safety, security and happiness of all the children in our care and to safeguard their environment
  • To encourage high standards of behaviour leading to increasing independence and self-discipline
  • To teach an understanding of what constitutes appropriate and acceptable conduct
  • To establish systems which deal effectively with unacceptable and inappropriate behaviour
  • To have a consistent approach to behaviour throughout the school with parental support and involvement
  • To provide experiences and reward systems which recognises positive behaviour and encourages the development of self-discipline
  • To teach all children that actions and choices have consequences


Strategies For Promoting Good Behaviour


Positive reinforcement of good behaviour in the form of praise and encouragement is preferable to sanctions.


  • Staff will provide models of good behaviour
  • Good and appropriate behaviour will be encouraged, praised, reinforced and rewarded
  • Expectations will be made clear
  • Disagreements between children will be thoroughly and fairly analysed and resolved
  • Pupils will be deterred and diverted from unacceptable and inappropriate conduct
  • Learning experiences will be provided through PSHE
  • Children will discuss and sign the school rules at the beginning of each school year
  • Children will be involved in devising their own class rules/code of conduct.
  • Bullying will not be tolerated and all reported incidents will be taken seriously. All cases of two or more incidents will be recorded. Support and reassurance will be offered to the victim and the bully will be helped to recognise their unsociable behaviour and offered support to modify it.


Our Reward Systems


Reward systems will be employed appropriate to age, class and teacher preference.


  • “Star/ Learning Leaf of the Week” Assemblies. To mark the achievements of children from each class when academic efforts and exemplary learning behaviour will be applauded and noted on stars/leaves, which will be displayed.
  • School Stickers. This is an accumulative reward system to mark examples excellent behaviour and effort in class. Children will earn stickers. In Key Stage 2 these will be added to the 'My Stickers' online reward system. In Key Stage 1 they add up to certificates. If stickers lose their appeal another system will be implemented to maintain interest.
  • Classes will have the opportunity to earn ‘nuggets’ by their exemplary behaviour and academic achievements. A whole class treat is then decided upon and chosen with the children.
  • Whole school focus. There will be a periodic focus on elements of behaviour which are identified as needing improvement. During this period additional stickers will be awarded to children who are clearly responding to the initiative.
  • Teachers can also use individual reward systems within their own class for individual pupils who may have individual needs


Strategies for Managing Inappropriate Behaviour


  • Staff will be explicit in their refusal to accept inappropriate behaviour
  • Required and appropriate behaviours will be explained and exemplified
  • Teachers will employ classroom strategies and sanctions appropriate to the age of the child which could include loss of playtime and privileges (these will be used prior to detention)


Stages in Whole-School Management of Inappropriate Behaviour




We believe that pupils feel more secure if they know where the boundaries of acceptable behaviour lie and what consequences will be used if they overstep the mark. For a consequence to be effective, it must be an action that the pupil does not want, but should never be meant to embarrass or humiliate a pupil. It is crucial in helping to shape acceptable behaviour that children are clear what it is was that was unacceptable, and what they should have chosen to do instead.


Consequences are a choice


For consequences to be effective, and a helpful tool in teaching pupils how to behave, they are presented to pupils as a choice.


Consequence Hierarchy


When a pupil breaks a rule: Non verbal warnings should be used whenever possible.


First incident of misbehaviour

Body language/Eye contact

Second incident of misbehaviour

Informal Verbal warning using the language of choice and reinforcing the rule that was broken

Third incident of misbehaviour

Child is moved to Amber = 5 , 10 or 15 minutes loss of playtime, if low level behaviour persists , teachers discretion

If a child is still looking unsettled at this point try to send them to a paired class in order to give them an opportunity to calm down and ‘re-start’ their day. The child should be encouraged to re-join their class at a suitable time. If the misbehaviour persists then they should be sent to the Head/Assistant head’s office.

Fourth incident of misbehaviour

Child is moved to Red = 30 minutes loss of playtime at lunchtime. The child must complete a behaviour self-reflection sheet (for those children for whom the written version is not appropriate the form should be completed verbally with an appropriate person) Once a child has had 3 red cards a target book will be set up.

If a child is still looking unsettled at this point try to send them to a paired class in order to give them an opportunity to calm down and ‘re-start’ their day. The child should be encouraged to re-join their class at a suitable time. If the misbehaviour persists then they should be sent to the Head/Assistant head’s office.

Extreme physical /verbal misbehaviour

Child is sent to the Head/assistant head’s office, a letter from the class teacher is sent home to notify parents of the child’s misbehaviour. The letter should detail the rule that was broken. An incident form must be completed.


When a child has ‘paid back’ their time (i.e. missed time at playtime/lunchtime), they should be moved back to ‘green’ and the whole series started again. Some children may continue to misbehave and may incur further consequences resulting in more time lost at playtime/lunchtime. However, for some children whose behaviour is persistent and for whom missing 5 minutes at a time does not seem to be having the required effect please see below;


Severe Misbehaviour


In the case of serious or persistent misbehaviour a child will lose the right to proceed through the hierarchy of consequences and will be removed from the classroom situation and sent straight to the Head. The decision will be taken when a child's behaviour;


a. is not compatible with the provision for the efficient education of other children with whom the child in question is being educated


b. involves serious, actual or threatened violence against another pupil or member of staff


c. puts himself/herself, other pupils, members of staff or the wider community at risk if harm or injury


In such cases the parents will be informed as soon as possible.


A decision whether to exclude the child for a further fixed period of time or to permanently exclude the child will be taken. A pupil support plan will be offered (PSP)


Loss of time in the afternoon session;


If children are moved onto amber or red during the afternoon sessions and there is not the opportunity to ‘pay back’ their time during the afternoon they will need to do so during morning break the following morning. It is important to ensure that the child understands that they start each day on green but that they have not yet faced the consequence of their choices the day before.


Managing behaviour at lunchtime


MTA’s are encouraged to promote positive behaviour during dinnertime by using the following rewards;

·         Use of verbal praise to encourage and develop the engagement in positive behaviours

·         Stickers to be worn on school jumpers

·         Special mention book: children who have been seen being kind or thoughtful to others can be recorded in this book, this will be shared in assemblies at a later date.


However when children choose to break the rules MTA’s will use the following consequences;


1.    Use non-verbal communication such as body language/eye contact whenever possible (i.e. shake of the head)

2.    Give an informal verbal warning that reminds the child that they are choosing to break the rule (say which one) and that if they persist they will get an amber warning card.

3.    The child is given an amber warning. This means that the child has 5 minutes time out in the playground.

4.    If the misbehaviour persists the child is given a red card and sent into the behaviour support room (room 21). They are required to complete a behaviour self-reflection sheet which is sent back with the child to the class teacher.


Paying back time lost- at Lunchtime


If a child has been moved onto amber or red during the morning but has not had the opportunity to ‘pay’ back their time they need to do so at lunchtime. They should be given a ‘time out’ card to take to reception. The receptionist will record the child’s name and ensure that the supervising TA is aware of the children who should be attending behaviour support. The child should go straight into lunch at the beginning of their lunch break and then to the behaviour support room  to meet the supervising TA by 12.30pm.


Challenging Behaviour


In the case that a pupil's attitude and behaviour is not responding to the system of rewards and consequences, and there is persistent inappropriate behaviour the following stages will be followed:


Stage 1: The class teacher will talk to the pupil and make them aware that their behaviour is inappropriate. The pupils’ behaviour will be monitored and behavioural targets set to encourage the pupil to make the correct choices. The parents will be informed of the concerns about their child’s behaviour and regular (daily) contact made to reinforce good behaviour.


Stage 2: The parents will be invited into school to discuss the concerns about their child's behaviour and discuss how best to proceed. The child will be placed on an individual behaviour plan and their behaviour monitored by the Headteacher/Assistant Heads/Senco.


Stage 3: Outside agencies will be involved such as educational psychologists and the behavioural support team. They will offer practical support and advice on strategies that can be used to help support the child within the school setting.


Stage 4: At this stage if the individual pupil is not responding to any of the previous stages, a request for a statutory assessment will be completed with the parents consent. If a child is in danger of exclusion, a Pastoral Support Programme (PSP) may be agreed with parents


Stage 5: In exceptional cases, there may be times when all the support given does not work, and having tried every practicable means of managing a pupil's behaviour the individual pupil's behaviour is so badly disruptive they have to be excluded from school, or have a managed move to a more suitable setting.




Children whose behaviour is deemed to be inappropriate, dangerous, confrontational, provocative or uncooperative will be:


  • Given a verbal warning
  • On repetition or if severe, the child will be asked to stand against the wall or next to the person on duty to take time out to calm down and reflect


Reporting and Recording


  • Inform the Head teacher of any incident involving racial abuse
  • Racial Incident Reports will be completed as necessary by the Head teacher
  • An Exclusion Report is kept and examined at each termly meeting of the full Governing Body.
  • The Governing Body’s Discipline Committee will monitor the use and application of exclusion within the school.


Continuity and Progression


Close co-operation between all members of staff ensures the understanding and implementation of agreed expectations and outcomes.


Okehampton Primary Parent Guide on Anti- Bullying


This is a statement of the principals and strategies for the management of bullying at Okehampton  Primary School. It supports the school’s Behaviour Policy and Anti Bullying Policy.


We define bullying as the persistent and/or premeditated victimisation of a child by one or more persons. This may include physical, verbal and mental abuse or intimidation. The logs kept in school will help to identify these children.


Generally we do not perceive bullying to refer to the arguments, disagreements, disputes or occasional assaults that children sometimes become involved in. However, it is the duty of all staff to establish whether the reported incident is bullying or unacceptable behaviour and to deal with the matter in an appropriate manner. It is then the responsibility of staff to make this distinction clear to children.


We are explicit in our intolerance of bullying. Any reported incident will always be recorded on incident sheets, investigated promptly and appropriate action taken.


  • A first offence may be dealt with by discussion, warning and/or sanction. Where it is seen necessary, we will notify parents of allegations and outcomes
  • Repeated offences will always be reported to parents


All parties will be spoken to at length, especially the perpetrator, so that they are made fully aware of the consequences of their actions.


The strategies and sanctions to be employed are outlined in the school’s Behaviour Policy. Where parents are informed they will be included in monitoring future behaviour.


We encourage parents, staff and children to report all bullying incidents.


Our Anti -Bullying policy is available on this website and in s