Managing Behaviour

Our Aims

  • to provide a safe, calm and caring atmosphere for learning through a rich and varied curriculum

  • to ensure consistency, fairness and clear expectations

  • to ensure that everyone within the school community is listened to and treated with equal respect

  • to enable pupils to develop social skills and moral values in the context of the school as a community

  • to support caring and co-operative behaviour

  • to promote a respect for individual views, freedom from prejudice and a tolerance and appreciation of difference

  • to ensure commitment to the policy from all members of the school community.

Other related policies can be found here and under the 'Policies & GDPR tab' such as:

- child protection policy

- e-safety policy

- restrictive physical intervention policy


  • Do be gentle, kind and helpful, don’t hurt people or their feelings.

  • Do be honest, don’t cover up the truth.

  • Do work hard, don’t waste time.

  • Do look after property, don’t waste or damage things.

  • Do listen to people, don’t interrupt.

  • Do remember your manners and respect each other, don’t be afraid to ask for help.


  • Children will always be praised for effort, good work and good behaviour. This can be extended by being praised by another adult/teacher/headteacher.

  • Teachers organise times throughout to school day to celebrate good work and behaviour.

  • Children can receive stickers, stamps, etc., appropriate to their age, to reinforce achievements.

  • Sharing good work with others in class, in displays and with other age groups can have further positive outcomes.

  • Good behaviour and effort are rewarded by teachers through a system of credits. Each half-term, when a child receives 100 credits they receive a bronze certificate; 250 - Silver, 500 - gold.

  • Good behaviour and effort are also rewarded through the issue of “raffle tickets”. These are issued to individual pupils by the class teacher. Tickets are then given to the headteacher and entered in a weekly draw during our celebration assembly on Friday. The holder of the “winning ticket” receives a small gift.

  • Whole school assemblies are used weekly to celebrate behaviour, effort and achievement. Certificates are awarded to pupils on the recommendation of their class teachers.

  • Assemblies are used weekly to name and celebrate the achievements of a ‘Student of the Week’ from each class.

  • Older children should be encouraged by enhanced responsibilities which could include the role of Librarian, Playground Activity Leader (PAL) or Monitor.

  • Team successes are rewarded by mention in assemblies where “taking part” is stressed as well as winning.

  • Positive events are celebrated in our newsletters.

  • Parents/carers should be advised of good/improved work and behaviour using our Reading Record Books.

  • Golden Time; every child is entitled to 30min golden time each week unless they have received a red/yellow card or need to complete homework.


At Barling Magna Primary Academy we are consistent in our approach to sanctions across the school. Children will receive a sanction every time their behaviour is inappropriate. At each stage the children are encouraged to make the right choices and take ownership of their own behaviour. Every class uses the school’s “In class consequence system”, which is displayed and reviewed regularly.

At any time should behaviour under review gives cause to suspect that a child is suffering, or is likely to suffer, significant harm. Where this may be the case, school staff should follow the schools’ safeguarding policy. They should also consider whether continuing disruptive behaviour might be the result of unmet educational or other needs. At this point, the school should consider whether a multiagency assessment is necessary.

Consequence System =

Reminder of rule

Time Out in own class; 5 mins with egg timer, Record kept in class file

Time out in Buddy Class; 5 mins KS1 10 mins KS2, Child & CT fill in sheet to reflect on behaviour, Record kept in class file

Yellow Card; Miss a break & Lose 5 mins of Golden Time, Go to see DHT, Record kept in class file, Teacher verbally informs parents

Red Card; Miss 2 more breaks & Lose 10 mins of Golden Time, Go to see HT, Record kept in class file, Letter home to parents

2 Red Cards; Refer to HT, Meeting with parents, Class exclusion,

3 Red cards (within a half term) = School exclusion *

Teachers will ensure that each stage of the consequence system is followed in order. Most of the time it won’t be necessary to use the system at all in class as positive reinforcement should be enough to prevent behaviour from escalating. When going to a Buddy class the class teacher must send the child with a time out record sheet for the buddy class teacher to acknowledge the reason why the child has been sent there. This must then be handed back to the class teacher so that it can be filed in class records.


A similar system is in operation however, we acknowledge that much of the children’s learning is around appropriate social interaction. Therefore, much of the behaviour management involves praise and rewards alongside verbal reminders and corrections. If appropriate the child may be spoken to 1:1 to discuss the appropriate actions. The EYFS regularly converse with parents so will keep them informed of any consistent inappropriate behaviours. If negative behaviours continue then a 1min and/or later a 5min Time Out in class may be required.


The same system operates at morning breaktime. The individual or group is given a reminder of the rule. If the behaviour still continues they will be given 5 minutes timeout with the teacher on duty. If after this it’s still continuing a yellow card will be given, followed by a red card and the procedures above are to be followed.

Any incidents of bad language or fighting results in a yellow card being given immediately.

Incidents involving homophobic remarks, bullying and/or racism are reported directly to the Headteacher.

Parents will always be informed regarding swearing, homophobic/racist remarks, fighting and other serious or persistent misbehaviour.


A separate system will operate at lunchtimes.

  1. If a child/children display inappropriate behaviour in the playground a mid-day will speak with the children and then, if warranted, record their names on a ‘Red Card’

  2. The Senior Mid-day assistant will meet with them after lunch to discuss the incident. It will then be decided whether to issue the individual or group with a ‘Lunchtime Point.’ If a lunchtime point is issued the child will lose ten minutes off their lunchtime the following day. The red card will be filed and the details recorded in a ‘Lunchtime Behaviour Log’.

  3. If a child receives two lunchtime points in any one week they will be put onto a ‘Lunchtime Report.’ The individual(s) must present their completed cards to the Headteacher or Deputy Headteacher at the end of every lunchtime for a period of two weeks. A card will go home to inform their parents/carers.

  4. If any incidences of inappropriate behaviour has been recorded on the card then the child will lose the following lunchtime. After two weeks the child must have had at least a week of no incidences recorded before the report can be removed.

  5. If the child is on a lunchtime report twice in a half term a lunchtime exclusion may be considered.

  6. If the incidents involve any serious inappropriate behaviour (e.g. fighting, hurting adults, swearing at adults) the class teacher will inform the child’s parents/carers.

There may be situations whereby children’s names can be put straight into the behaviour log and brought into school for a cooling off period; fighting is one of these.