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Barrow U.R.C. Primary School

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Behaviour for Learning Policy

Barrow U.R.C Primary School - Behaviour for Learning Policy 

In conjunction with Our School Values:


Our school is a place where we try to recognise individual sense self-worth by being thoughtful in our dealings with others and their belongings.


Our school is a place in which we try our best to be morally sincere in our dealings with others.


Our school is a place where you can rely on our resilience and integrity, and have a firm belief in us all.


Our school is a place where we look out for each other and display a warm, kind, personal affection.


Our school is a calm, ordered & secure community, with clear rules to help us all.


Our school is a place where we try to care for each other as Jesus has shown us.


Our school is a place where we try to forgive each other as Jesus forgives us.


Codes of Conduct


  •  We always walk around the school in a quiet, orderly manner.
  •  We are always polite and helpful to visitors
  •  We look after our environment and keep it clean and tidy.
  •  We treat others as we would like to be treated ourselves.
  •  We respect our own and other peoples’ property

On the playground

  •  We always stop when the whistle is blown and walk to line up quietly and sensibly when asked
  •  We play fairly and in a friendly manner
  •  We include others in games
  •  We take turns
  •  If we have been treated wrongly we tell a welfare assistant; we do not retaliate
  •  We always stay on the school premises.


In the Classroom

  •  We agree class rules with our teacher relating to how we work and cooperate. These are displayed on the wall.
  •  We have individual targets for our learning, and sometimes for our behaviour.
  •  We review these targets with the teacher regularly.
  •  Class rules might relate to noise levels, independent learning strategies, cooperation, listening skills, study skills, tidiness and use of resources, rules and routines.


Our school believes in the positive management of behaviour. We aim for all the children to achieve their maximum potential in a caring and safe environment. We accept that children make mistakes and believe it is the responsibility of all the adults in the school to help the children to learn from their mistakes. We aim for our children to become independent and self-disciplined learners.

The importance of good behaviour

The school ethos is based upon a positive, consistent and structured approach to appropriate behaviour management where expectations are clearly modelled and communicated to provide a secure environment. The ability to adapt behaviour which is appropriate to a variety of situations is an essential life skill. We believe that it is our responsibility to help children to understand the importance of good behaviour and therefore learn to make the right choices at school and as future citizens.

In implementing this policy the school will:

  •  Establish systems which are consistent throughout the school and which are clearly communicated
  • to children, parents and staff
  •  Encourage children to respect the needs and well-being of others
  •  Promote by example acceptable standards of behaviour
  •  Encourage positive relationships throughout the school community
  •  Consider the special needs of individual children
  •  Encourage children to incorporate respect for everyone and everything into their daily lives.


Roles and responsibilities

The Headteacher should:

 Promote a consistent approach throughout the school

 Support members of staff in their implementation of the school’s policies

 Oversee the implementation of the policy throughout the school

 Provide behaviour management training at least every two years

 Ensure that the policy is reviewed and revisited annually

The Governors should:

 Ensure that the policy is updated regularly by the Headteacher and reflects the ethos of the school.

All staff should:

 Establish and encourage positive relationships

 Implement the school policies for behaviour

 Encourage the pupils to gain Dojo Points and other rewards

Parents and Carers should:

 Support the school in implementation of the policy to ensure a cohesive and cooperative approach to managing their child’s behaviour

Children should:

 Take responsibility for their actions.

School Expectations

It is the belief of the staff and governors that close attention should be paid to on going day to day rules and regulations in order to establish a firm basis for courtesy and consideration for others.

All staff, therefore, must use positive behaviour management strategies to:

  •  Reinforce the codes of common decency and courtesy in order to help the children to grow up to be polite and caring members of society
  •  Reinforce and celebrate Barrow School’s 7 Values chosen as important by parents and children.
  •  Make certain that children show respect for each other and for all members of the school community
  •  Encourage children to move around the school appropriately without running and with consideration for others
  •  Prevent the use of inappropriate language
  •  Encourage children to show care for our school environment
  •  Foster good relationships within our school


Below is a list of actions and strategies all staff working within Barrow School agree to implement:

Smile – passing along positive energy and creating a sense of security and belonging

Display only behaviour which you would want children to replicate. Staff will demonstrate respectful interactions with all members of the school community.

Use of positive language (verbal and body) e.g. ‘please put your hand up’ rather than ‘do not shout out.’ This also includes positive body language and the avoidance of fear, anger and frustration in adult behaviour.

Giving time to ‘Noticing’ children will be a priority for all staff. Traditional activities such as ‘show and tell’ are celebrated as an opportunity to build connections and relationships with children. Children will be greeted positively when they enter the classroom each morning. Staff should notice that children are not ready for learning, they will intervene with nurturing strategies (time out, 1-1 talk time, engagement of the Pastoral Support Worker)

Consistent Celebration of children’s achievements through the presentation of Dojo Points, ‘public praise’, notes, texts, certificates and phone calls home.

Closing the gap and turning down the volume. Staff will not correct behaviour in school by shouting over distances, through crowds, or over noise. Signs, positive indicators, should be used wherever possible. We will endeavour to speak privately to children in behaviour correction, in order to maintain the child’s self-esteem.

Wait, watch, wonder. Becoming attuned to the child’s behaviour is key in assessing behaviour, preventing the escalation of situations and connecting with the child. Staff will endeavour to think empathetically when dealing with behaviour and understand that all behaviour is a form of communication.

Necessary involvement. Staff will avoid unnecessary involvement in behaviour issues that they are not dealing with. This includes questioning and approaching children who are being dealt with by other members of staff for a behavioural issue.


There are many ways in which positive behaviour is rewarded at Barrow.

Dojo points

Every day in class, on the playground, at lunchtime, children are rewarded with Dojo points, using the interactive reward system, "Class Dojo," online. There are many ways children can earn Dojo points and these are agreed under various categories in each class, such as excellent manners, displaying values, hard work. The children can gain points over a week. Their goal is to gain enough dojos the gain a bronze, silver or gold award. Children also need to have reached a certain number of dojo points and have been on green to take part in golden time. Dojo points can be awarded by any member of staff, and in discussion by other children.

House Team Points

There are seven houses teams in school. They are Oak, Maple, Elm, Cherry, Elder, Willow and Hazel. All children and staff are divided into one of these teams. House Team points are awarded to children by all adults in school for good behaviour, manners, attitude to work and work in class. Team points are totalled every Thursday and the winners of each class along with the winning team overall are announced in Celebration Assembly on Friday. The team icons are then placed on a display board which runs an accumulated total over each half term. The winning team each half term are rewarded with ribbons for their trophy the first Friday in the following term. Weekly and termly winners are reported on the weekly newsletter and on the website for parents. Parents of children in the winning team receive a text prior to trophy ribbons informing them of their child’s success. There will be a prize at the endo of the year for the winning house.

Pupil of the Week

In addition to dojos and the team point system, one child per week is chosen for a special mention. This is related to good behaviour, achievements and effort. The child’s name and reason for being chosen is recorded in a celebration book which is displayed in the Foyer.

Golden Time

Children are rewarded, and thanked, on the last Friday of each half term for good behaviour by receiving Golden time. Each child is invited to select an activity from a choice provided by the class teacher. These activities are designed to be fun and offer a range of activities which children might otherwise not encounter through the standard National Curriculum. If a child has been on the red zone as part of the Barrow Behaviour triangle, then they will not be able to take part in Golden time.

Barrow Buddies

When they start school for induction in June and July, all children are assigned a ‘Barrow Buddy’. This is an older child in Year 5 or 6 whose job it is to nurture them, be there, welcome them and guide them throughout the year. On school outings children may be paired up with their buddies, or when walking somewhere. Buddies make a welcome card for their child on entry and make a point of meeting them on induction days and when they first star school. We hope that some Barrow buddies will form lifelong friendships with the child they are helping.

Headteacher Awards

Every week, at least 2 children are chosen to receive a headteacher’s award for excellent behaviour or values displayed around school. The headteacher also encourages staff to send children to the headteacher to receive stickers for particularly outstanding effort in their work.

Star Writer

Each week a child from every year group is chosen for their brilliant writing. Their work is displayed and the child awarded is given a ‘Star Writer Pencil Case’ to use during the week in class.

Chance cards

When children are on green for a whole week, they complete a chance card with one thing to be celebrated written on it, which is entered into a draw. Children’s chance cards will remain in for a half term, and then be removed to start again. One child from each YEAR GROUP is picked in celebration assembly each Friday morning, the card read out in front of the school and parents and a prize is chosen from the treasure box by the child.

At Barrow we have developed our own behaviour triangle to recognise our children’s excellent behaviour and help with appropriate reward. However we also recognise than there are times that children’s behaviour falls short of that expected, for many reasons. In that case we try to ensure that processes and sanctions are clear and fair for all children.

Every child starts every day in the Green Zone.

For outstanding work, contribution and effort a child may be moved onto ‘Gold Star’ or receive special rewards in class. Here they would receive extra dojo points.

Children who stay here all day will be rewarded with Dojo points.

If a child disrupts the learning, safety or respect of another child in or out of class, then they will be given a warning and their name card will be moved to the Yellow Zone. This gives the child a chance to consider their behaviour and improve it without any further sanction.

Should the child continue with the negative behaviour, then they will be asked to sit somewhere, in the classroom, on their own or in another room or space. This is the Orange Zone. This will remove the child from their classmates and enable them to take some time out to consider their actions and again, give them the opportunity to improve.

The Red Zone is the child’s final chance. If a child continues to disrupt lessons, upset others or not follow the school rules then they will enter the Red Zone.

Here the child will receive, a red card, which will be logged on our system, a visit to the Head Teacher to discuss their behaviour that day, a letter home or conversation to inform parents of their child’s actions and will spend the rest of the day in another classroom so as to not disrupt the learning of their classmates further. The child will then be monitored for five days to ensure their behaviour improves. If a child receives two consecutive warnings or letters from the Head Teacher regarding their child’s behaviour, then they will be invited to attend a meeting with the Head Teacher to discuss further actions needed.

On rare and extreme occasions some children may move straight to the Red Zone. The Head Teacher will then decide on an appropriate sanction. This may include loss of privileges, a fixed term, or in extreme cases, permanent exclusion.



  • The school’s ethos is that reward and praise are more effective in the long term. Teachers should develop their own strategies for encouraging good behaviour.
  • It is important that all staff should establish a positive and welcoming atmosphere for children by welcoming them inside the classroom on their arrival.
  • Acceptable behaviours should be discussed with children and their views (phrased in a positive way) posted on the classroom wall and reviewed. These should form the basis of the whole Class Agreement developed at the beginning of each academic year with teachers and their class.
  • All school staff have the same authority as teachers in matters of behaviour, i.e. they are expected to insist on correct codes of behaviour and to issue routine rewards and/or sanctions.
  • Where unacceptable behaviour occurs the adult in charge will make the initial decision regarding the appropriate course of actions (see also Anti-Bullying Policy)
  • The School Council and Pupil Forum have an active role in the review and implementation of the behaviour policy
  • Each class operates their own positive behaviour management system of Dojos and Barrow Behaviour Triangle.
  • The Headteacher may in certain circumstances refer difficulties to parents and the Governing Body
  • Teachers may determine whether the circumstances require that parents should be informed about behaviour issues

When sanctions are necessary they may include:

  •  A child being isolated within the classroom
  •  Keeping a group of children indoors under supervision to discuss behavioural issues
  •  A child missing a playtime whilst completing a think sheet
  •  A child sent to an another class with work to complete
  •  A child being sent to a member of the Senior Leadership Team to complete work
  •  Sending incomplete work home for completion
  •  Parent’s being verbally informed by the Class Teacher with the Headteacher’s knowledge
  •  Parents being informed by the Headteacher either verbally or in writing


The school will avoid exclusions (both fixed term and permanent) whenever and wherever possible. However, in extreme cases, where behaviour has become violent and aggressive towards staff and other children, and is endangering the safety of staff and children, and preventing other children from their right to educations, then a short term fixed exclusion may be implemented as per LCC and school policy.

A return to school meeting will take place before the child returns back into their normal classroom provision. A parent or carer for the child must be present at this meeting.

A permanent exclusion would only be issued if violent or aggressive behaviour is prolonged and every other possible interventions and strategy (including external services) has been exhausted and has failed.


  • It is essential that adequate and effective supervision is provided. To this end the following systems are in place:
  • Staff on supervisory duties in the playground should distance themselves from the children and each other by positioning themselves strategically to establish good sightlines.
  • Playground supervision begins at 8.45am each morning and is undertaken by a member of staff plus a member of the School’s Leadership Team. Children enter the building from 9am.
  • Pupils should be discouraged from re-entering the building during break times, but should be encouraged to ask permission to use the toilets during break and lunchtimes.

Playground Issues

Because behavioural issues are most likely to arise during unstructured break times the school has the following procedures in place to ensure a positive playtime experience:

  •  There are three adults on duty during playtimes
  •  There are designated areas for football games
  •  There are designated quiet areas
  •  Key Stage 2 Play Leaders facilitate play with the younger children
  •  Playground equipment is provided by the school and is stored on the box against the wall by the Class 1 entrance.

Strategies to Encourage and Support Good Behaviour:

  • Asking support staff to spend regular one to one time with a small groups for a specified period, or to hold small circle-time group sessions
  • Adopting a more proactive approach during circle times and raising behavioural issues, perhaps using puppets for younger age groups
  • Giving learners an overview each morning of the day ahead to alleviate anxieties and insecurities

Dissemination of Rules and Regulations

All staff are asked to reinforce rules on an as needs basis but to avoid negativity and actively promote positivity. The Headteacher communicates with the whole school where necessary, again in a positive manner. All staff are provided with training in behaviour management. Lunchtime staff are issued with stickers and may award lunch time dojo points.