Date Agreed: February 2016

This document is written with reference to the articles of the UN Convention on the Rights of the Child. The Convention states what countries must do to ensure ALL children grow as healthy as possible, can learn at school, are protected, have their views listened to and our treated fairly. Article 1, 2 and 3 apply to all of our policies. 

This policy has particular reference to:

  • Article 12: Every child has the right to have a say in all matters affecting them, and their views to be taken seriously
  • Article 15: Every child has the right to meet with other children and to join groups and organisations, as log as it does not stop other people from enjoying their rights.
  • Article 28: Every child has the right to an education. Primary education must be free. Discipline in school must respect children’s dignity.
  • Article 29: Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures and the environment
  • Article 31: Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.  

Aims of our Policy

This policy has been written:

  • To uphold our school vision and values as a Rights Respecting school.
  • To explain what we mean by positive behaviour and to promote a shared understanding.
  • To set out the roles and responsibilities of everyone in the school community.
  • To encourage, teach and reward positive behaviour.
  • To deal with poor and unacceptable behaviour with actions that are consistent and fair, teaching our expectations.
  • To set out the support and help available for children who have additional needs and need help with managing their behaviour.

We believe that school must be a welcoming and caring place for all. We recognise that children, families, staff, governors and our local community all have a vital part to play in the success of our school.

 Aspirations at Bignold Primary School 

As a school we aim to inspire our children to:

  • Be enthusiastic and focussed about learning
  • Be kind, caring and considerate of others
  • Be co-operative and able to work and play in groups
  • Aim high
  • Make good choices and do the right thing 
By creating a safe and secure learning environment, we believe that our children will discover their talents, develop their interests and have the self confidence to become successful lifelong learners.

OUR EXPECTATIONS for our school community


What we expect from:

Our children:

  • to be respectful to others
  • to be kind, helpful and caring
  • to look after equipment and resources in our community
  • to have a positive attitude
  • to be aware of their own and other’s safety
  • to be active learners and encourage others to learn
  • to take on responsibilities around the school and in the community
  • to show, through their own actions, that they are respecting the rights of others.

 Our parents/carers:

  • to be aware of, understand and support the policies and procedures that help our school run smoothly
  • to model the behaviour and actions expected of our children
  • to support the school in developing their child’s learning and their social and emotional wellbeing
  • to ensure that their children come to school ready to learn and on time
  • to do their best to support the children’s’ rights as set out in the UNCRC 

Staff and other adults in school:

  • to be aware of, understand and support the policies and procedures that help our school run smoothly
  • to model the behaviour and actions expected of our children
  • to be appropriately organised for the task they are here to do
  • to ensure that they are aware of specific needs and requirements of children in their care
  • to ensure that everyone is safe and secure within the school environment and on educational visits

How the adults in our school teach positive behaviour 

We help children to be enthusiastic and focussed about learning by:

  • Recognising and rewarding positive behaviour and achievements
  • Providing high quality learning and varied experiences in a stimulating environment
  • Promoting a ‘can do’ attitude
  • Displaying children’s work in a variety of ways and celebrating their achievements 

We help children to be kind, caring and considerate of others by:

  • Teaching children about their own and other people’s feelings
  • Modelling how we care for others
  • Modelling how we speak to others using our Rights Respecting vocabulary
  • Developing respectful relationships between everyone in our school
  • Adults modelling behaviour they would like to see in children
  • Noticing and praising consideration for others
  • Developing schemes such peer mediation and conflict resolution
  • Certificates to recognise kindness and support for others awarded in assembly
  • Using positive language to meet and greet each other
  • Understanding that the adults in the school need to look after themselves too
  • Teaching them to understand the rights that all children have and the importance of being respectful of these rights at all times. 

We help children to be co-operative and able to work and play in groups by:

  • Giving children jobs and responsibilities
  • Having organised classrooms and work areas so that it is easy for everybody to look after equipment
  • Establishing routines which are understood by the children so that they are able to organise their time effectively

We help children to aim high by:

  • Encouraging and praising all children’s efforts
  • Encouraging perseverance
  • Modelling how you can learn through mistakes
  • Rehearsing how you can do things in different ways
  • Setting realistic targets for behaviour and learning
  • Providing exciting learning opportunities which promote learning from each other
  • Providing challenge in our lessons for all groups of learners

We help children to make good choices and do the right thing by:

  • Having charters relating to areas of school life detailing children’s rights and how adults and children will support them and which are displayed and referred to,
  • Rewarding effort as well as outcome
  • Talking to them using clear, specific, positive language
  • Encouraging and praising all children’s efforts
  • Modelling how you can learn through mistakes and do things in different ways
  • Teaching children strategies to cope with minor setbacks through SEAL, Circle Time and RRS
  • Reviewing situations to encourage reflective thinkers

Rewards & Sanctions


We believe that rewards focus children on making good choices and doing the right thing.
We believe that the purpose of sanctions is to give children time to think about their behaviour and have the opportunity to make better choices.


 We place emphasis on praise and reward to encourage children to recognise and demonstrate good behaviour. It should always be made clear what the reward is for. Rewards MUST not be taken away once they have been earned- Any later incidents should be treated separately.  

We praise and reward children in school in the following ways:

  • Through congratulation and praise by class teachers, teaching assistants, lunchtime supervisers and other adults in school. This can include sharing recognition with other members of the class/group.
  • Informing parents verbally, or through a certificate/note home. 
  • Staff give points, stickers, certificates, stamps to individuals or table groups. 
  • Children earn Golden Time at the end of the week.
  • Children are sent to the Headteacher to receive a special sticker having earned 10 small stars. Work may also be shown to other members of staff.
  • All children and their families belong to a school team (Fire, Earth, Air or Water) and can receive team tokens for good work, behaviour or attitude. Other whole school competitions will also give the children opportunities to earn tokens for their teams.
  • Children are nominated to receive a Star of the Week certificate in the weekly Celebration Assembly from their class teacher for something ‘extra’ in behaviour or learning. This assembly also acknowledges effort and /or achievement out of school- visits, events, tournaments etc. 
  • A Headteacher award ( Headteacher Star of the Week Certificate and Headteacher sticker) in Celebration Assembly
  • At the end of every term the Headteacher gives out a Headteacher award to one child in each class who has demonstrated a positive attitude towards learning for the entire term.
  • Certificates are awarded termly for good attendance. 
  • A ‘be there Badger’ is awarded to a KS1 and KS2 class with the best attendance for the previous week. 


 Sanctions are more likely to promote positive behaviour if pupils see them as fair. Therefore staff:

  • Apply sanctions calmly, promptly, appropriate to the level of misbehaviour.
  • Make it clear that they are sanctioning the behaviour not the child.
  • Ignore the secondary behaviours
  • Avoid early escalation to severe sanctions, reserving them for the most serious or persistent misbehaviour.
  • Avoid whole group sanctions that punish the innocent as well as the guilty
  • Take account of individual circumstances. 
  • Encourage pupils to reflect on the effects of misbehaviour on others in the school community, and give opportunities to put things right. 

We use the following consequences when misbehaviour occurs: 

  • Reminders about rules and expectations of behaviour
  • Loss of privileges
  • Speaking to parents
  • Time out of the classroom for a short, specified time in another class See Appendix 1
  • Loss of playtime
  • Withdrawal from school activities, school visits, sporting events.
  • A period of time with a member of Senior leadership away from their peers.

During playtime and lunchtime the child may be required to:

  • To stay close to the supervisor for a set time
  • To have a period of ‘time out’ in the designated area to cool down (infant playground – the bandstand and in the junior playground stand by the block)
  • Change the activity if play is inappropriate 
  • Report to a member of staff in the school
  • To miss part or all of playtime
  • For the most serious or persistent misbehaviour, fixed term or permanent exclusion may be applied. In these circumstances, this is the responsibility of the Headteacher. Governors are informed, as well as parents who have the right to appeal ( See appendix on Exclusion)

Where there has been a specific incident between 2 or more children please use the restorative questions (see Appendix 2). 
Racial harassment or bullying will not be tolerated. For incidents of racial harassment, or identification of bullying, Bignold School has clear procedures for recording such behaviour, for reporting to governors, parents and carers, and supporting the victim. 

Further Support

In addition to regular teaching and learning about positive behaviour and regular attendance, and the support of caring school community, some pupils will need extra support to help manage their behaviour. 

The school will support these pupils and work to pre-empt escalating behaviour problems. 
A range of procedures are used to identify early those pupils most at risk.

 These include:

  • Classroom strategies such as additional targets and reward systems to promote positive behaviour - please refer to Behaviour Plan - Appendix 3.
  • Discussion with parents/carers where there are concerns about their child’s behaviour.
  • Setting up an Individual Plan with the child in consultation with parents with regular reviews.
  • A named adult to go to for ‘cooling off’ time.
  • Establishment of a pastoral support programme including working on specific skills with behaviour support staff.
  • Working with our Family Partnership Liaison Officer.
  • Referral systems with advice from other agencies. 
  • Seeking advice and or intervention from local authority services where the school has links. E.g. Community Support Officer, Children’s services, Health.

Bignold Primary School aims to support staff and parents in promoting positive behaviour. 
Monitoring will identify areas where staff may require additional information, support or training.

Parents are viewed as partners in ensuring the good behaviour of their child in school. We involve parents in the process by communicating our policy and expectations, and seek to provide parents with information about their child’s behaviour that is positive, as well as advising at an early stage where we have concerns. Where parents require support in managing their child’s behaviour, the school will aim to provide advice and guidance through the links with a range of agencies including Parent Support Adviser and Parenting programmes. 

Physical Restraint and Intervention

Although very rarely required, school staff are permitted to use reasonable force to control a pupil in specific circumstances in order to protect the child or others from harm. Where staff predict this may be required for a pupil, an ‘Individual Risk Plan’ is implemented, and permission from parents is sought.  

Only those staff with up to date training in Norfolk Steps or equivalent will be permitted to physically protect a child/children. Parents are always advised when this action has been required. 

 Monitoring of the policy

The Headteacher monitors the effectiveness of the policy and reports to the governing body. 

The use of rewards and sanctions should be monitored by ethnicity, gender, SEN etc. Any patterns revealed should lead to appropriate action.

Records of incidents are kept in the school ‘Incident Book’ These are reviewed regularly to identify any patterns of behaviour or concerns about individuals/groups.

Incidents of Racial Abuse are recorded and reported to governors and County. 

Records of Exclusion (fixed term and permanent) are recorded and reported to Governors. 

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