Behaviour for Learning Policy and Poster

We aim to make the link between teaching, learning and behaviour as clear as possible. In our school, we believe that teachers have the right to teach and learners have the right to learn. This policy has been put together from the ideas of staff and pupils and therefore, every member of the school community has a responsibility to see that it is carried out consistently. It will help us to create a positive climate for learning in our school, where everyone can achieve their best and everyone’s contribution is valued.


Our aims are to:

  • Create a caring friendly happy school where there is respect for all people and property.
  • Promote self-discipline through encouraging positive models of behaviour.
  • Encourage an open partnership between parents and school in supporting a common behaviour code.
There will be times when children express their feelings and emotions through inappropriate behaviour. Children learn to discover where the boundaries of acceptable behaviour lie as part of growing up.


Rewards and sanctions are displayed around the school on the “Behaviour for Learning Pyramid”. It is part of the Home school agreement. Expected behaviours will be taught through good role modelling and is reinforced through circle time and assemblies.

Using rewards – “being positive”


As a school we will:

Carefully mark and assess work with children.

Take photos and display work.

Say something positive at the start of lessons to engage pupils.

Show examples of good work to other staff.

Meet and greet pupils at the classroom door.

Insist upon high expectations and model them.

Apply all routines consistently.

Insist upon, recognise and reward punctuality.

Refer to, and reward positive behaviour when we see or hear about it, whether inside or outside the classroom.

Recognise and reward appropriate, positive behaviour that has been noted in the playground at break or lunchtime. Any rewards gained at lunchtime will be celebrated in assembly.

Meet lunchtime supervisors during a wet lunch to publically celebrate the lunchtime positives.


Rewards whole school

  • Learning Stars are given for great effort; in presentation, in learning or in thinking carefully about answers that given
  • House points are given for conduct in class and around the school.
  • Certificates are presented for: Bronze, Silver, Gold and Platinum Learning stars, homework, spelling success, handwriting, times tables, and attendance.
  • Leaves are given for lunchtimes and added to the tree in assembly
  • Letters or postcards or a texts are sent home for great effort.
  • Work can be shared with Mrs Davies, Mr Harrison or Miss Rowsell.
  • We have an attendance cup and 10 minutes extra play each week for the class with the best attendance.
  • Mr Brum presents a Tidy Classroom award each week with 10 minutes extra play.
  • If the reading challenge is completed a book of choice is presented each term.
  • There are end of term rewards which link to our aims to be Successful learners, Confident individuals and Responsible members of our community.


Behaviour for Learning


Any system of consequences (or sanctions) must start from the assumption that effective planning for teaching, learning and behaviour has taken place to help create a positive climate for learning.  The following strategies and structures are designed to support the work of adults in the school of maintaining that climate and managing instances of unwanted behaviour by pupils.  When using any of the formal procedures for behaviour management it is vital that their use and the reasons for it are explained.


Any response to unwanted behaviour needs to be realistic, proportionate to the action and, most importantly, at the minimum level required to effect the changes we want.  At all times staff are empowered to act in accordance with their professional judgement.


Informal Behaviour management strategies

These can take many forms and depend upon the relationships that have been developed with pupils.  Examples of this are;


Tactical ignoring of unwanted behaviour

The ‘look’

Non-verbal gestures

Shift the focus of the pupil back on to the work in progress

Use positive choices, either…or…

Give time to respond which allows the child not to lose face

Partial agreement can deflect confrontation-when you have.....then you can.......

Proximity praise

Language of choice and consequences

Casual statement or question


Time out

This list is not exhaustive!


Behaviour for Learning and behaviour management


Behaviour for Learning is a fair and just system, where behaviour expectations are clear and easily understood.  All behaviour expectations are based upon inclusion, common sense, mutual respect, and a desire to work hard and learn effectively in a safe and happy environment.  At Mengham Junior School, there are only consequences to actions.  Everyone has choices. If someone chooses to misbehave then they will do so in the clear understanding that their action will bring about a consequence.  The consequences in our school are simple, easily understood and calmly and consistently applied, and are used in line with school policy.


Behaviour management is an equal and joint responsibility of all adults who work in the school. The key to improving behaviour is to recognise and reward good behaviour when it happens. However, when pupils make the wrong choice, the following guidelines are to be used:

Behaviour management consequences

Behaviour for Learning.jpg

1st Warning with a reminder
2nd Warning with a reminder
Moved in class or sent in from play/lunch
Placed in an allocated class (with work until end of lesson). This results in ‘Work catch-up’ with a text home to parent/carer.
Children asked to phone their parents and explain their actions.
Refer to Head or Assistant Headteacher
Internal Exclusion
Lunchtime reflection time
Lunchtime exclusion

Exclusion from school

This system is not hierarchical and major incidents will be addressed immediately by the Headteacher, Assistant Headteacher or a member of the Senior leadership team. Major incidents include: physical assault, stealing, deliberate damage to property, verbal abuse and leaving the school premises without permission.


All of the above apply at play and lunchtime. Those children not following the school expectations at lunchtime will be given a reminder. Should they continue to make the wrong choice, they will spend some time in school  completing a reflection sheet.


Reflection sheets are kept in the lunchtime behaviour file. All incidents are logged onto CPOMS and a report is printed each month for the Headteacher.


A small number of children will need Individual Behaviour plans which will be written with the SENCo, ELSA and child and shared with parents. All staff will be made aware who these children are. Their differentiated approach will have clear targets, rewards and consequences but the child may need adult support to achieve them. Records will be kept for those children in the form of a diary to demonstrate progress in behaviour management.



These guidelines apply to everyone and each incident. Each case is treated individually. Staff will keep a record of violent incidents and copies are given to the Head teacher or Assistant Head teachers.


*At any stage, the class teacher or responsible adult has the delegated authority to contact home.  A record must be kept. Avoid, where possible, ‘advertising’ the poor behaviour (such as putting names on the board). Publicise the ‘good’ behaviour including when children meet expectations. Pupils will be expected to do work at home if they are excluded from school, and parents will be invited to attend a re-integration meeting before the pupil returns to class.

Serious cases of direct verbal or physical abuse of any member of the school’s staff or another pupil will result in serious action being taken; this may include a formal exclusion from school for a fixed period of time.


This policy should be read alongside the following policies:

  • Anti bullying
  • Child protection and safeguarding
  • Health and Safety
  • Physical restraint

Clicking on the link will produce the Behaviour for Learning Policy

Clicking on the picture below will produce the Behaviour for Learning Pyramid.

Behaviour for Learning Pyramid 2017.jpg


Return to Policies page




Stage 1








No                                                              Stage 2

Further action

1st Warning with a reminder

2nd Warning with a reminder

Moved in class or sent in from play/lunch

Placed in an allocated class (with work until end of lesson). This results in ‘Work catch-up’ with a text home to parent/carer.

Children asked to phone their parents and explain their actions.

Refer to Head or Assistant Headteacher

Internal Exclusion

Lunchtime reflection time

Lunchtime exclusion

Exclusion from school