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Behaviour Policy - New Brighton Primary School

Behaviour Policy

Giving our best, achieving success.
Together we will:

  • Work in partnership with families and the wider community to achieve the highest standards of learning and behaviour.
  • Develop and maintain an ethos of mutual respect and promote self-esteem, responsibility, independence and confidence whilst recognising individual strengths.
  • Promote positive attitudes and understanding of healthy lifestyles and physical activity.
  • Provide a learning environment which enables children to become happy, secure and resilient.
  • Build on the positive relationships with home and the wider school, national and global communities to promote respect and inclusion for all.
  • Prepare all children for the challenges ahead, embracing technology and promoting a life-long love of learning.

Our behaviour policy

This policy was first written and is amended with staff, children, parents and governors in order to ensure that we hold a shared understanding of what constitutes good behaviour and have clear expectations and sanctions.

The policy emphasises our commitment to teach appropriate social and learning behaviours whilst developing a sense of belonging and social responsibility amongst the school community.

We believe that good behaviour is essential to creating an environment where individuals are valued and respected. We also believe that positive behaviour is essential in creating an environment conducive to learning.

The Governing Body accepts this principle and seeks to create an environment in the school which encourages and reinforces good behaviour. Furthermore, it is acknowledged that society expects good behaviour as an important outcome of the educational process.

Within New Brighton School adults and children have the following rights and responsibilities:



To be listened to and to share opinions
? To listen to others
? To give opinions in a constructive manner

To be treated courteously by all members of the school community

? To model courteous behaviour

? To recognise and acknowledge positive behaviour in others ? (More so for staff)

To be treated with respect

? To behave respectfully to others

To be safe (to work and learn in a safe environment)

? To behave in a way which keeps self and others safe

To learn

? To attend school regularly
? To be willing to learn
? To allow others to learn

To make mistakes

? To own mistakes
? To allow others to make mistakes

To be listened to

? To give opinions in a constructive manner

? To listen to others


Staff also have the following rights and responsibilities:

To be supported by peers and managers

? To ask for support when needed
? To offer support to colleagues and managers

To receive appropriate training to increase skills in behaviour management

?To support others in developing their skills in promoting positive behaviour

?  To acknowledge areas of own behaviour management skills which could be developed

?To try new approaches

To be made fully aware of the school’s systems /policies/expectations

? To seek information and use lines of communication


Parents also have the following rights and responsibilities:



To be treated with respect

? To behave respectfully to others

To be listened to and to share opinions

? To listen to others
? To give opinions in a constructive manner

To have access to information about the policies and procedures within school

? To absorb information
? To contribute to parental consultation

To have concerns taken seriously

? To share concerns constructively

To be kept informed about their child’s progress

To make sure their child attends school regularly

To talk to their child about what they do at school

To talk to teachers if they have any concerns about
their child’s learning or well-being

To access an excellent and appropriate education for their child

To send their child to school on time each day,
rested and prepared for learning

To support their child’s learning at home ensuring homework is completed and returned to school

Our emphasis is on rewards to reinforce good behaviour, rather than focus on failures.

We believe that rewards have a motivational role, helping children to see that good behaviour is valued. The commonest reward is praise, informal and formal, public and private, to individuals and groups. It is earned by the maintenance of good standards as well as by particularly noteworthy achievements. This is as true for adults as for children. Rates of praise for behaviour should be as high as for work.

We believe that positive behaviour should be promoted and we do this in the following ways:

Whole School

  • ? Positive verbal praise
  • Certificates for good work and good behaviour
  • Bronze, silver and gold badges for achieving targets ? Headteacher’s certificates.
    ? Stickers
  • Attendance awards
  • Gold Award cards
  • Wicked work box prizes/Headteacher’s awards
  • SEAL assemblies
  • Promoting and recognising good manners
  • Circle time
  • Praise assembly/celebration assembly
  • End of year certificates and medals
  • Specific events eg walk to school week
  • Truancy call
  • After school clubs
  • “Golden Time”


  • Stickers. ? Stamps
  • Stars/Star charts
  • Progress charts for those experiencing behaviour difficulties
  • Class certificates
  • Best listener
  • Table of the week
  • Classroom rules
  • Verbal praise
  • Star of the day certificates
  • Raffle tickets
  • Goal system – red and yellow cards
  • Games as rewards
  • Table points
  • Year 6 cards
  • Responsibilities eg. School council, prefects,Head Boy /Girl


  • ? Charts for individual targets eg. football charts, headteacher’s awards
  • ? One-to-one discussions
  • Praise to parents
  • Parents’ evenings
  • Responsibilities
  • Stars/stickers
  • Mentor’s role
  • Home/school liaison

? Personal targets

  • ? Good work certificates
  • Positive praise for work, behaviour and god manners
  • Home / school book and possible behaviour book
  • Special mention
  • Sending children to the Headteacher/Other teachers for praise
  • Socially speaking groups

The whole school traffic light system to support positive behaviour

Should a child break a school or class rule the following process will be followed;

Warning: Identifying the behaviour, which is not acceptable.
Reminder: Making the child aware of the school or class rule being broken. Time out within the classroom if the behaviour persists.
Time out in a “partner” classroom if poor behaviour continues.
Referral to Head /Deputy if behaviour continues to be poor.

Should a pupil reach the red section of the traffic light system the Headteacher/Deputy will issue a red card. A red card will also be issued under the following circumstances:

  • Intentional violence to another child
  • Repeated refusal to follow directions
  • Violence towards a member of staff
  • Inability to control yourself
  • Wilful damage to school property

The appropriate Band Leaders have the authority to deal with more minor incidents, for which they may issue a yellow card.

If a red or yellow card is issued it will be sent home to inform parents who should sign and return it to school to confirm they are aware of the behavioural incident. Parents are encouraged to contact school should they need further information or if they wish to discuss this any further.

Very rarely, fixed term exclusion will be considered if an incident is sufficiently serious or if poor behaviour continues after parents have been brought into school and support has been given by the mentor and Band Leader. Should a child receive a fixed term exclusion parents will be asked to come to school and they will be informed about the incident triggering the exclusion. A letter detailing the exclusion will be given to the parent by the Headteacher and work will be given for the pupil t complete during an exclusion of less than 5 days. Where a pupil is excluded for more than 5 days arrangements will be made for the pupil to be educated within Gillbrook Special School exclusion unit.

On the agreed date of return parents will be asked to accompany the pupil to school and an appropriate behaviour contract will be drawn up and will be signed by the pupil, parent and Headteacher. This will identify the specific behaviours the child must agree to avoid and will identify strategies the child must employ to reduce the likelihood of receiving another exclusion.

To re-inforce the sanctions applied for breaking class or school rules the following flow chart will be displayed within classrooms/work areas alongside school and class rules.

Children will begin in the Gold response section and names will move to the traffic lights in response to their behaviour. The “Gold” section is to denote excellent behaviour.

Children reaching the yellow section of the chart will be issued with a yellow card by the Band Leader. This is to inform parents and must be returned, signed the following day.

Children reaching the red section of the chart will be issued with a red card by the Head/ Deputy Headteacher. This is to inform parents and must be returned, signed the following day.

Individual behaviour plans and restraint procedures

In some cases an Individual Behaviour Plan can help teach the pupil to behave responsibly, and includes:

  • The specific behaviours expected of the pupil.
  • Meaningful consequences to be imposed if the pupil does not choose to engage in the appropriate behaviour.
  • Meaningful positive recognition to be given when the pupil does behave appropriately.

The school will communicate policy and expectations to parents. Where behaviour is causing concern parents will be informed at an early stage, and given an opportunity to discuss the situation. Parental support will be sought in devising a plan of action within this policy, and further disciplinary action will be discussed with the parents. This may, in exceptional circumstances, include  strategies agreed to apply appropriate restraint strategies to remove the child from a potentially dangerous situation.

Such strategies will be negotiated and agreed with parents who will be asked to formally agree and sign the plan for their individual child.

Should restraint strategies be used they will be applied by suitably trained staff and all such incidents will be recorded and shared with parents.