Promoting Positive Behaviour

Aim of Policy

This policy has been written to ensure that pupils, parents and staff are clear about our expectations and procedures.  We believe every child has a right to learn, free from distraction, and this document outlines the system we use to ensure that we all work together to provide all pupils with a quality education.

We are also determined that all children at Meadowdale should expect to receive continuing recognition for fulfilling our expectations of behaviour standards.


We recognise that the quality and range of the curriculum is a significant determinant of pupils’ behaviour.

The curriculum will be delivered using a wide variety of teaching methods and styles appropriate to individual children and classes.  There is a taught structured programme called SEAL which helps children to develop their understanding of their own and other people’s behaviour and its impact on the school and wider community.  This is an inclusive approach where children tackle a concept at the same time across the school at an age appropriate level. We also use another resource called ‘R Time’, which fosters positive relationships.

By providing an interesting and exciting place to learn we encourage children to respond positively and to actively engage with learning. When this happens, staff will consistently highlight and praise this appropriate behaviour.

Ethos and Atmosphere

We believe that Meadowdale Primary School is a friendly place which celebrates a caring ethos, where everyone is treated with respect and people’s positive contributions are valued.  All visitors and newcomers are made welcome to the school.

We understand that the atmosphere of the school is a key ingredient to establishing good behaviour.  All adults act as positive role models and have high expectations of behaviour standards and we will always encourage and support everyone to follow our school code of conduct.  The Headteacher will lead the school to monitor and review this policy (as per our monitoring and evaluation plan for policies) and in consultation with all adults working at the school.

All adults at Meadowdale Primary School recognise that some children may need support in attaining expected behaviours and will work with children on specific plans or programmes which will allow them to integrate effectively into school.

School Rules

  • Ready
  • Responsible
  • Respectful

From these rules class teachers will develop a set of classroom expectations and reward the pupils for consistent adherence to them.

Positive reinforcement – a key ingredient for managing behaviour

Positive reinforcement is a proven and highly successful behaviour management system which ensures that the pupils who consistently do the right thing get the recognition they deserve. This is mostly achieved through adults praising children for doing what is expected of them. This encourages the child to continue to behave well and contributes to a positive attitude to learning and increasing levels of self esteem. Moreover, the praising of a child will encourage other pupils to behave appropriately in order to receive praise themselves.

Research shows that the model outlined above is the best way to promote good behaviour and improve children’s learning in schools and we, at Meadowdale, are committed to its implementation. An analysis[1] in 2014 by Richard S. Lysakowskia & Herbert J. Walbera of the data from 39 recent studies confirmed the benefits of positive reinforcement and found the effects to remain constant across the different ages of a school pupil.

Positive reinforcement is a complex system and some of its elements can seem, at first glance, to be counter intuitive, but it’s effectiveness for improving the behaviour and attitude of all pupils is unrivalled. Its consistent and continuous use also ensures a reduction in low level disruption within a classroom.

Going for gold chart

Every classroom at Meadowdale has a going for gold chart. Each year group and each teacher will use theirs in different ways, according to age and class agreement, but the overall aim will be the same. The children will try to get themselves on to the next stage of the chart and ultimately aim for gold.

The use of chart encourages all pupils to behave appropriately and has the advantage of allowing the teacher to praise groups (or the whole class), by moving the relevant pupils up the chart together. This also encourages the children to work together to ensure everyone is doing what is expected.

If an individual persistently behaves in a manner which is disrupting others and the class teacher feels positive reinforcement of other pupils can’t be applied successfully then a pupil, after 2 warnings, can be moved on to the yellow area of the chart. If the child’s behaviour improves they can start to move up the chart again, but an incident of yellow behaviour will be recorded by the classteacher. More serious or persistent incidents of unwanted behaviour occur in all schools and how we deal with them at Meadowdale is detailed in the remainder of the policy document.

Incidents of unwanted behaviour

Incidents of unwanted behaviour which are deemed serious enough to be recorded will be categorised using the following system.


  • physical violence
  • abuse with an element of prejudice
  • repeated and targeted abuse
  • serious insolence or defiance
  • an incident which endangers the perpetrator or others


  • insolence or defiance
  • minor incident of violence
  • inappropriate incident which is more than low level disruption but not serious enough to be considered a red offence



A yellow incident is actually a series of incidents of the following

  • persistent low level unwanted behaviour during lesson time which causes disruption and / or
  • minor and persistent infringements of the rules outside lesson time e.g. play fighting

It would be an impossible task to try to list all of the incidents that might occur and others, not on the above list, might arise. At these times, a member of the leadership team will make a decision as to which colour to apply to the incident.

Only people with overall responsibility for a group of pupils during any session should assign an incident with a particular colour. Where there is any doubt about any issue, a member of the leadership team should make a decision.

Consequences of unwanted behaviour

As can be seen from the specific consequences below, we are very keen to work in partnership with parents to improve their child’s behaviour, as this leads to faster and more sustained improvements.


The child will be taken immediately to a member of the senior leadership team and will spend at least the remainder of the session (and possibly the rest of the day) with them. If a member of staff isn’t available to accompany the pupil, a senior leader should be contacted and asked to collect the child. The pupil may also miss their next lunchtime and spend it with the leader on duty. The child’s class teacher will speak to the child’s parents to discuss both the possibility of further sanctions and whether there is a need for a Home / School Behaviour Plan. Parents may also be required to attend a further meeting with the Head teacher.

An Unwanted Behaviour Incident Report form (see Appendix B) should be completed, copied and filed. The incident will be recorded on our database.


The child will miss break time or part of their lunchtime, in their classroom with a member of staff, when they will be required to help construct a plan to improve their behaviour.

The class teacher of the pupil will speak to the pupil’s parents within 3 days of the incident. Part of this conversation could include the agreement of a Home / School Behaviour Plan.

An Unwanted Behaviour Incident Report form (see Appendix B) should be completed, copied and filed. The incident will be recorded on our database.


When a teacher decides to speak to a parent about persistent disruption or rule breaking, a record of the child’s behaviour should be kept for a week prior to the meeting. Appendix C is a grid which can be used for this.

An Unwanted Behaviour Incident Report form (see Appendix B) should be completed, copied and filed. The incidents will be recorded on our database.

A list of supportive strategies to help develop positive behaviour of children who are struggling is attached as an appendix.

Lunchtimes and breaktimes (and house points)

At lunchtime, breaktime or any other time when children aren’t in a lesson, house points will be used to reward appropriate behaviour or a positive attitude.

At the end of each weeks, House captains will count up all the house points that have been awarded in that week and announce the result in our weekly awards assembly. At the end of each half term a cup will be awarded to the house with the most house points.

The Big Den

At Meadowdale, we strive to help pupils who struggle to integrate in the playground, for whatever reason. We have a Big Den, where play is a little more structured and members of the teaching and lunchtime staff are available to talk through ideas and solutions to problems.

Unwanted behaviour at lunchtime

If an incident of unwanted behaviour occurs at lunch time, which is serious enough to record, the pupil will be taken to the member of the leadership team on duty who will ensure the class teacher is aware of what has happened and has all the information they need to be able to proceed with the relevant procedure (see above).

Unwanted behaviour at breaktime

If a red incident occurs at breaktime, a member of staff on duty will take the child to a member of the senior leadership team.

If an orange incident occurs at breaktime, the child’s classteacher will receive all the information they need to proceed, from a member of staff on duty, by the end of lunchtime on the same day.


If a pupil exhibits persistent breaches of the school behaviour policy, the school may decide to implement an Individual Behaviour Plan. If this is not successful, the Headteacher may initiate exclusion proceedings. Only the Headteacher had the authority to do this.

In the first instance, a fixed term exclusion may be used. Ultimately, a permanent exclusion can be given.

At all times, the Department for Education statutory guidance of 2012 will be followed, as specified In Exclusion from maintained schools, academies and pupil referral units in England: A guide for those with legal responsibilities in relation to exclusion.



Appendix A

Strategies for improving behaviour

The employment of positive reinforcement brings benefits to both pupils and staff and helps to build positive relationships between these two groups. In addition, the self esteem of the children is given a consistent and regular boost, in the form of praise, and the pupils who are prone to disrupt others quickly learn that doing the right thing is the only way to receive the interaction and attention they crave.

This system will help to improve the behaviour and attitude of all pupils, including those who are recognised as having a disability or mental health issues which may affect how the individual behaves. For these children, however, further strategies are often required to ensure they are able to fully develop a positive attitude to learning.  Teachers may therefore wish, preferably in partnership with parents, to employ one or more of the following strategies:

  • home/school book
  • individual reward charts
  • home/school contract
  • daily visit to a member of the leadership team
  • jigsaw reward picture
  • regular contact with parents

These strategies are not in any kind of order and the list is not exhaustive.

[1] Classroom Reinforcement and Learning: A Quantitative Synthesis. 06 Dec 2014