Chelsfield Primary

Chelsfield Primary School

Behaviour Policy


Date approved:

Autumn 2018

To be reviewed:

Autumn 2021


Chelsfield Primary School and the South Orpington Learning Alliance schools are committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment


1. Introduction

This document is a statement of the aims, principles and strategies for the positive management of behaviour at Chelsfield Primary School.

 DfE guidelines have been taken into consideration in the formulation of this policy. In order to establish the general ethos of the school it should be considered in conjunction with the relevant school and Trust policies including SEN, Racial Equality, Anti-Bullying, Online Safety, PSHCE, Child Protection and Teaching and Learning Policies.

This policy was adopted by Governors in September 2018. It should be reviewed within two academic years of the date of this document.



2. Rationale

This document outlines a framework for the establishment of a safe, happy and calm environment, which is essential for the most effective learning to take placeAlthough applying most pertinently to the behaviour of pupils, it is written for all members of the school community to allow each one to understand the policy of the school and to apply it consistently and fairly.

It is important that all adults working in school accept responsibility for behaviour throughout the school and act appropriately when misbehaviour is noticed.


3. Aims & Expectations

Our aim is that outstanding behaviour is valued and promoted throughout the Chelsfield Primary School community. We expect the children to:

Develop into caring, thoughtful and independent members of the community

Respect and value the feelings, opinions, beliefs, property and differences of others

Feel good about themselves and others

Make positive choices about their own behaviour

Develop an understanding of how their choices and actions have consequences both for themselves and others

Develop good self-discipline and be polite and courteous

Co-operate with one another and the adults in the school

Feel proud of their school and look after it

4. Success Criteria


We will achieve our aims through:

Having clear and high expectations which are shared with staff and children

Ensuring that all children clearly understand the behaviours expected of them

Ensuring that parents are informed and are aware of disciplinary procedures

Making every child feel valued and showing respect for them as individuals

Recognising, acknowledging and rewarding positive behaviour at every opportunity to develop role models and build self-esteem

Issuing clear sanctions if children make poor behaviour choices

Encouraging children to be responsible for their own behaviour by treating misbehaviour as a choice made

Not accepting bullying or other anti-social behaviour in school - on any level, at any time

Identifying and supporting vulnerable children according to their needs and circumstances

Handling confidential information with sensitivity

Having regular liaison meetings internally and with relevant outside agencies to make our policy effective

Using pupil voice to promote good behaviour choices



5. The responsibilities of adults








6. Golden Rules


















Adults around school are role models of expected behaviour and positive relationships. As role models, adults should:

Treat other adults and pupils with respect, fairness and consistency

Listen to others and consider all reasonable points of view

Display positive body language towards others

Maintain self-control and make positive choices in challenging situations

Act to avoid or diffuse confrontation

Provide support for others when appropriate

Develop a class charter with children so that children are clear about how they are expected to behave.

The school has a set of ‘Golden Rules’. These provide a framework of acceptable behaviour which can be used as a basis for each teacher establishing a Class Charter at the beginning of the school year.

We are gentle;

We are kind;

We listen;

We are honest;

We work hard;

We respect our environment.

All staff share responsibility for the behaviour of all children. They should reinforce and promote the ‘Golden Rules with their own class as appropriate. Whenever a child, or group of children, has infringed a school rule, this should be communicated clearly by the adult dealing with the incident. Staff should make it clear to pupils which rule has been infringed and reinforce what the correct behaviour choice would have been before administering any sanction. Staff should communicate with other class teachers where they have had to deal with an individual or group of children from another class. Children are expected to accept the authority of all staff.

7. Classroom



Each class teacher is responsible for establishing the ‘climate’ of their own classroom. Whilst certain factors depend on the individual teacher’s approach, there are general expectations and entitlements that apply for all children. They have the right to feel safe within the classroom, and are entitled to be able to learn in an environment which is calm and free from distraction.

Classrooms are organised, and classes are managed, in such a way as to provide a welcoming and stimulating environment that promotes inclusion and learning and opportunity for all. The Class Charter and expectations provide a clear structure within which positive interaction is made possible, success is shared and celebrated and independence built. 

At the beginning of each year, every class teacher establishes their Class Charter that sits within the agreed expectations as set out by the school’s Golden Rules. The Class Charter should be simple and easy to follow. Wherever possible they should represent positive expectations. At the time of setting this a set of rewards and sanctions are also established. The system should be easy to understand and to administer. From then on the teacher must ensure that these agreed rights, rewards and sanctions are adhered to consistently. Common rewards/sanctions will be administered on a consistent basis from one class to another in accordance with this policy and as agreed through whole staff dialogue.


Teachers should make optimum use of praise and positive reinforcement of behaviour to support the aims and expectations of this policy. 



8. Rewards


Research suggests that children need to be praised far more often than they are corrected. It is our policy  










































9. Sanctions



that all staff seek to praise children at every opportunity and reward positive behaviour choices as appropriate in line with established whole school and class systems.

Whole-school Level Rewards

 House Points: To develop a sense of community and friendly competition across the age groups at Chelsfield, pupils on entry are organised into four Houses – Chartwell, Hever, Knole and Lullingstone. House Points can be earned when children show examples of leadership, organisation, resilience, initiative and effective communication; these are our “LORIC values”. House Points are added up regularly and the houses celebrated at the end of term and in our weekly achievement assemblies.


Five Stars: Children are awarded five stars for achievement and effort in their learning. When they have collected five they will then receive a certificate in achievement assembly.

Each week, for either notable effort, learning or behaviour, a child is selected by the Class Teacher to be awarded “Pupil of the Week” in achievement assembly. The Headteacher will also choose a child to receive “Headteacher’s Star of the Week.”

Each class in Key Stage Two will be provided with 30 minutes of “Golden Time” on Friday afternoon where the children can choose an activity they would like to be involved in to reward behaviour that has been consistently good throughout the week.

Class-level Rewards


Teachers are free to establish their own individual reward systems in classes, such as table points, stickers or lucky dips but some positive strategies are common across classes:


Use of praise or affirmatory gestures

Awarding of House Points

Awarding of Five Stars


Lunchtime Rewards

It is of great importance to promote excellent conduct at all times of the school day and, to this end, Midday Supervisors award the “Playground Trophy” to a child in each Key Stage for examples of good behaviour and play. This is awarded in the whole-school achievement assembly. Children can also receive house points when they have demonstrated the LORIC values.

In addition, children can be awarded Golden Tickets for positive behaviour (indicated on the ticket) which will then be placed into a raffle draw for a prize at the end of the half-term.

Where poor behaviour choices are made and correction/sanction is deemed to be necessary, staff will ensure that the pupil understands what the sanction is and why it is being applied. Group punishments are to be avoided, although occasionally groups may need to be spoken to by staff collectively in order to reinforce or rehearse wider expectations. When dealing with individual pupils, staff will focus on the actions and choices made, not the individual pupil themselves. It is important that pupils are encouraged to consider the consequences of their actions and more positive choices which they can make in the future.



In Lessons


In typical classroom circumstances a clear hierarchy of sanctions is used. Each classroom will display a set of “traffic lights” which are used as a visual reminder. All children will begin the day in the “green zone” which shows that they are following the Golden Rules.

For ‘Low-level Misbehaviour,’ sanctions will be enforced in the following order.

A verbal warning that the child is in danger of sanction if the misbehaviour persists

A visual warning – name moved into yellow zone.

KS2 Sanction enforced – name moved into red zone and five minutes of “Golden Time” will be removed. In Reception and Key Stage One children will receive an immediate 5 minute “time out” in their partner class.

If the mis-behaviour continues the child is then removed for ten minutes ‘timeout’ to another class.

If a pupil continues to misbehave and receives a second timeout in one day, the pupil should then be referred immediately to either the Head teacher or Deputy Headteacher. When children are moved into the red zone or receive a red card, their parents or carer will be notified with a communication slip that day. A record will be made in the behaviour log; if there is an issue with persistent misbehaviour, the parent or carer will be invited into school to discuss this.

The sanctions are to be applied in steps throughout the session. Children are given a fresh start every day in KS2 and morning and afternoon in KS1.  

For Significant Misbehaviour children may bypass some or all of the above steps and immediately be sent to the Senior Leadership Team.



Children are expected to enter and leave the hall silently, and may need to be reminded of this from time to time. They should also be silent during assembly, unless they are involved or responding to it.

The following hierarchy of sanctions will apply for misbehaviour:

Non-verbal reminder.

Child is moved to sit at a different part of the assembly room.

Child will be further reprimanded and this recorded as a repeat occurrence.

If the behaviour continues, the child will then be asked to leave the assembly room and the incident followed up by a member of the SLT.

A teacher from each year group must attend all relevant assemblies and act to ensure good behaviour. All class teachers will attend Friday assemblies. Teachers should provide a good role model for pupils at all times, not talking amongst themselves or taking other work into assembly. Children are dismissed to their classrooms and are expected to walk silently.


Morning Break and Lunch Time

The school’s Golden Rules apply in the playground just as they do inside school. Where pupils infringe these rights on the playground, the following sanctions apply:

Low-level Misbehaviour

A verbal warning that the child is in danger of further sanctions if the misbehaviour persists

Yellow Card: walk beside the member of staff on duty for two minutes.

For continued misbehaviour (red card), the pupil will walk beside the staff member for the remainder of the break time. If a red card is given, the class teacher is told and it is recorded in the behaviour log.

Significant Misbehaviour

The pupil will walk by the side of the staff member for the remainder of the break period, as the matter is further discussed or sent inside to meet with the Class Teacher.

The incident will be followed up by the SLT.

For abusive behaviour a member of teaching staff will be consulted immediately. All incidents must be reported to the SLT for appropriate follow-up actions.

Hands-off Incidents

Where appropriate, some low-level incidents will be recorded as ‘hands-off.’ This is when a pupil has physically engaged with another pupil in an inappropriate manner but without intent to injure and causing no injury. Examples of this type of physical contact would include play-fighting, invasion of personal space, jostling for position, or collision caused by careless behaviour. Where a hands-off incident has led to harm, the sanction will be escalated to the Class Teacher. Where there is a continued pattern of hands-off behaviour and the child has not responded to other strategies, this could also be escalated to the SLT.

Significant Misbehaviour

Midday Supervisors will respond to this by issuing a ‘Red Card.’ This involves the child being sent to see a member of teaching staff/SLT.

Lunch Hall

The children should enter the dining hall in a quiet and orderly manner. They should be polite to the Midday Supervisors and eat their lunch quietly and sensibly, demonstrating good manners at all times. The children may only return to the playground with permission.

End of Break/Lunch Routine

At the end of a playground session a member of staff on duty will ring the bell to signify that the children should stop playing and stand silently. The bell will then ring again to tell the children to walk sensibly to their class lines. When the class is ready they should be led quietly into school ready to start learning straight away.





















































Moving around the School

 Safety is of the utmost concern when moving around the school and, for this reason, the standards of behaviour expected of the children are high. The children are instructed to walk and no running or jumping is allowed. As classes they should walk in single file on stairs and in corridors.  

Year groups should spend time establishing which routes and doors children should use at certain times and year group staff should supervise the movement of groups around the school at all times, including when taking them out to the playground at the beginning of morning break and lunch.

Where children are noisy moving around the building or are acting in a way that is unsafe, they should be reminded of the rules, and if necessary made to practise the correct way. Any individuals identified behaving in this way should be moved immediately to the yellow zone on return to their classroom.