Canterbury Road Primary School

Behaviour policy


The consistent use of this policy ensures that children are safe and happy at school and not subjected to abuse or harassment. It supports children, staff and parents in knowing what is acceptable at Canterbury Road Primary School and understanding what procedures and systems are in place to ensure acceptable behaviour is maintained and encouraged.

Our Golden Rules

We are respectful.

We are gentle.

We are kind and helpful.

We are honest.

We look after our things.

We let ourselves and others learn.

We keep our hands, feet and objects to ourselves.

The rule ‘We are respectful’ is our main rule and the others support this. These rules should be displayed in all rooms in the school and staff should refer to them often and know what they mean.


All children’s names are displayed on a chart or the whiteboard at all times. There is space next to their name to add dots and house points. At the end of each day, the total for each child must be recorded.

House points

These are awarded for keeping the rules, for courtesy, kindness, extra effort etc. The house points are collected from the classes by the year 5 monitors and announced in Friday assemblies. The winning team each week is the first to choose Golden Time activities for the next week. Any member of staff can award house points.

A record must be kept of individual children’s total so that certificates can be awarded. Staff must write the children who are to receive certificates in the relevant book by Friday lunchtime. Books found in a staff room in tray.

100 points – bronze certificate

300 points – silver certificate

500 points – gold certificate

700 points – Governor’s award.  Certificates will be given out on Friday assemblies.

The house with the most house points will have a non-uniform day on the last day of each term. The count will begin afresh each term.

Star of the week

Each week, every teacher should choose a child to be ‘Star of the Week’. This is someone who has done exceptional work, behaved in an outstanding way or achieved highly in some area. It could also be awarded for continuous effort etc. The certificate should be completed and returned to the headteacher ready for Friday assembly. The child’s picture should be displayed in the entrance hall. Staff should try to ensure that all children receive this award once during the year.

Behaviour stamps

This are awarded for continual good behaviour in the week in the homework diary/reading record. If the child has lost Golden Time then it should not be awarded.

Consequences for breaking rules

  1. Reminder of rule.
  2. Warning of possibility of dot.
  3. If continued, dot next to child’s name.
  4. If continued, another dot and reminder of rule.
  5. If continued, another dot (3 in total) and 5 minutes of Golden Time lost. Recorded next to child’s name. Dots should not be carried over from the morning session into the afternoon or from the previous day.
  6. Exiting can also be used at any stage – see below.
  7. For extreme behaviour, the child should be sent to the Headteacher, Deputy headteacher or KS1 co-ordinator. The child may remain with this adult for a session/s and the parent usually informed either through a letter, phone call or face to face contact.
  8. The SLT should record when a child is sent to them in the behaviour folder. If this is happening once a week or more (or after 3 times in a term), the parents should be called to discuss their behaviour and arrange a report card and/or PSP.
  9. For extreme aggression, violence or defiant behaviour see point 7. The parents should be informed and an internal exclusion or fixed term inclusion may be used.

Staff may, at their own discretion, keep children in at break times to complete unfinished work.


There are two types of exiting.

1        This is used to enable the child to calm down and gives the staff and other children a break. Exits should usually last for 5-15 minutes and no more. It is not a punishment but a management strategy and so the child should not be told off when they arrive in their new classroom. Staff should send children with an ‘Exit’ card or Post it note to say how long the child should remain and why the child is there.

2        The second exiting strategy is a punishment and the child has been exited for poor behaviour to a senior member of staff. In this case they will have work set to do and will be accompanied to the next classroom by a member of staff who will explain the situation. The parents will then usually be informed by the SLT.

Further consequences for breaking the rules

  1. Persistent, low level behaviour (often attention seeking) – child to be exited to partner class with work. 5 minutes Golden time lost.
  1. Poor behaviour at break/lunchtimes – MMS will remind the children of the rules first and/or send the children for Time Out for minor misdemeanours. All MMS have a behaviour book in which to record more extreme or persistent low level behaviour. This is collected from the class room at the start of lunch and given to the class teacher at the end of lunchtime. Extreme behaviour should be passed to the deputy headteacher or KS1 co-ordinator as above.

Attention seeking behaviour

At times, children may present with attention seeking behaviour that can seem extreme. For example, banging furniture or hurting themselves, refusing to come in from/out to the playground, ‘toddler type’ tantrums etc. If a member of staff come across a child who behaving like this they should –

  1. Check the class teacher is aware of the situation
  2. Ask the teacher/TA ‘Do you need any help?’ and ‘Do you need me to tell someone?’ If the answer/s is ‘yes’ then the staff member should assist as required and/or tell a member of the SLT.
  3. Always remove the class rather than the child.
  4. Ignore the child unless asked to do differently. Do not chase children around the building/grounds or cajole the child. This is giving them attention for negative behaviour.

This phrase may be useful ‘I am now going to my room/office and I expect you to come and see me in 5/10 minutes to talk about what has happened.’

Or ‘We do not chase children in this school, when you are in the right place (state where this is) I can talk to you and try and help you.’

  1. The class teacher or SLT should monitor the situation from a distance and not intervene until either
  2. They judge that the child is ready to talk,
  3. They feel they can distract the child and therefore diffuse the situation or   3, if the child is endangering themselves, other people or property and in very rare and extreme cases, physical intervention may be needed. This can be done by the headteacher who has a valid Team Teach certificate. This is always a last resort and all instances must be reported in writing to the headteacher.

For all children and particularly ‘children beyond’, it is essential that children are treated consistently and that staff keep calm and impersonal at all times. Do not find yourself in a confrontation that you could lose. If in doubt, state the rule quietly, tell the child what you expect and walk away.

Playtime and lunchtimes

All rule breaking except fighting should be treated as above. In the instance of fighting, the adult in charge or MMS should ascertain what happened and then the children should be brought to a member of the SLT. The child/ren will then miss playtime/lunch as determined by the SLT and parents will be informed.

The child/ren may miss their break/lunchtime in the SLT’s classroom, headteacher’s office or entrance hall at the discretion of the SLT.

Dots are won back by conforming to rules, e.g. child settles to work, child puts hand up etc.

Golden Time is won back at 1 minute a lesson. This is achieved by keeping the rules so that no dots are gained in that lesson. Staff should record this each session as appropriate.

All children start the week with 30 minutes Golden Time. Children who have to miss Golden Time are to be supervised in year 5. Children who are missing golden time should collect their Golden Time tag before going to year 5.


MMS have silver tickets to reward good behaviour and children put these in the jar in the entrance hall. Four winners are chosen at random during Friday assembly and receive a certificate.

Mrs Willett gives a certificate out each term to a child who is helpful and well behaved in the dinner hall.

Children with SEN

Some of our children have conditions such as ADHD, ASD, speech and language difficulties etc. The management of these children may differ from that suggested in this policy to best meet their need. Instructions, rules and rewards may be more detailed and applied differently to ensure that these children behave well but also at a level that is appropriate to their need or disability. That said, it is our expectation that all children behave safely and respectfully. In extreme cases, PEPs, reports, part time timetables etc. may be used. This would be done with support from specialist teachers and where possible, parents.

Children ‘beyond’

There may be a very few children that this behaviour policy is not suitable for because their behaviour is extreme, they have multiple and complex needs or because the SLT and/or SENCO deem an additional plan is needed. These children are termed ‘children beyond’.

In these circumstances, an individual behaviour plan may be necessary and this will be known and shared by all staff so that everyone is consistent and supportive in their approach in dealing with the child. This ensures the child is getting one message and can not argue or try to manipulate situations. Staff are also supported by knowing exactly what to do and that other staff will treat the child in the same way.

Continual bad behaviour

Children who continue to break the rules and/or disrupt learning may be considered for a part time temporary placement. Each of these provide very high child:adult ratios in a small group setting in order to both tackle the child’s behaviour and enable the class they left to learn without interruption. This is often used as an alternative to a fixed term exclusion. Children in these settings would have a PSP agreed with the parents.

Children who lose at least 20 minutes for 3 weeks consecutively will be placed on report until their behaviour rises to an appropriate standard.

A fixed term exclusion may be necessary following an extremely violent incident or racial/homophobic etc. abuse. Work will be set for the child and a re-integration meeting with the child, parent and teacher is expected on the first day of return. A PSP is put into place.

If a child consistently breaks the rules or is an extreme danger to children, staff or equipment or if the relationship between the school and family has broken down then a managed move may be considered. This is where the child moves to another school for a ‘fresh’ start. In very extreme circumstances, permanent exclusion may be necessary.

Report card

If a child is sent to the SLT more than 3 times in a term then the child is place ‘on report’. A meeting is arranged with the headteacher, child and parent and targets are agreed. Failure to improve behaviour could lead to a fixed or permanent exclusion.

Pastoral Support Programmes (PSP)

These are arranged for children at risk of exclusion or following an exclusion. These are arranged by the SENCO after discussion with the headteacher.


Mrs Z King