Behaviour For Learning

Our vision, values and learning characteristics at Lea Forest all help to reward and promote positive learning behaviours in and outside of school. We are a SILVER award Rights Respecting School and promote a calm and caring learning environment where children have a voice and are challenged to find their remarkable.

The whole school community, including: children, staff, governors and parents are responsible for promoting positive learning behaviours.

We regard good learning behaviours as a highly important aspect of children's education and development; that they learn to behave well towards others and towards the community in which they live. Good learning behaviours underpin good personal and social skills in order to live fulfilling and rewarding lives as adults.

Lea Forest Primary Academy is also Restorative Justice school with a 'no blame' culture. This successful method is used effectively in and around school. Our values and learning characteristics are displayed around our the school site.

Behaviour Management

Classroom behaviour management may include:

· Targeting specific behaviour using dojos

· Modelling and naming the values of Lea Forest Academy

· Early intervention to identify any underlying causes of inappropriate behaviour

· Involvement of parents

· Work with outside agencies – COBS, PSS, EP and others (as appropriate)

· Staff development – relevant professionals to support with advice and / or signpost to available courses

· ‘Team-teach’ de-escalation techniques


We praise and reward children with good learning behaviours in a variety of ways:

· Dojos - an electronic reward system used across the Academy. Pupils may be instantly rewarded with ‘dojos’ by members of staff. Parents will be able to log into their child’s account to see if they have received any dojos and what they have been awarded for. Teachers can also send messages and photographs to parents directly if they have permissions.

· Celebration assemblies - held weekly to award certificates to specific pupils or groups of pupils. We also celebrate successes outside of school.

- ‘Wonderwalls’ - used to display pupil’s work that shows outstanding effort / achievement.

· ‘Child of the day / week’ - this status rewards the efforts and achievements of all pupils across our Academy.

· Standing up at the beginning of assembly – for pupils sitting sensibly

In addition to the Academy reward system, class teachers are responsible for creating a positive ethos through praise and rewards for good work and behaviour in their classrooms. Teachers establish their own methods of rewarding positive behaviour with a consistent approach (using Class Dojo) and to suit the individual needs of their pupils. For example, this may include table group points.


We use the following sanctions to enforce rules and values, and to ensure a safe and positive learning environment. We employ each sanction appropriately to each individual situation.

· Report Cards - pupils on ‘report’ will have been referred to the Learning Mentor team by any member of staff. All pupils are encouraged to take personal responsibility for the five Lea Forest values. There are three levels of report – 6 green, amber and red. The colour will be decided by the learning mentor team and this will determine the level of focus given to that pupil. Red – SLT Amber – Learning Mentors Green – class teacher Pupils will be expected to achieve well whilst on report and show the grading for the six rated sessions to staff as outlined above. Pupils are responsible for showing the report card to their parents and getting it signed.

Negative Dojos

· If a child is disruptive in class and has not responded to verbal reminders of values and expectations, a flexible ‘time out’ system is in place across our Academy. A pupil who has been given a verbal warning during a lesson may, by prior arrangement between staff, be sent to another classroom for a short period of time. This will always be recorded on the Academy CPOMS system for future reference.

· We have high expectations and expect all children to push their limits and do their best. If they do not do so, we may ask them to repeat a task or activity.

· Privileges can be withdrawn from children, such as leisure times and clubs.

· If a child repeatedly acts in a way that disrupts or upsets others, the academy contacts the child's parents or carers and seeks an appointment in order to discuss the situation, with a view to improving the behaviour of the child, with the full co-operation of the parents. All teachers, teaching assistants and learning mentors have the right to impose sanctions except for exclusion.

The academies policy for dealing with incidents of inappropriate behaviour is available from the academy office on request or can be downloaded from the website policy page.

- Updated September 2019-