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Policy for Positive Behaviour and Motivated Learners

Supporting young people to manage their behaviours and make the right choices...

... we catch young people doing the right thing! We award 'Dragon Tokens', 'I've Been Green All Week' stickers, and Certificates of Achievement. Behaviour at the school is good, and many of our young people have outstanding behaviour and attitudes. However, as a community school, we recognise that some of our young people benefit greatly from specific support and guidance to help them make positive decisions, and as a result be maturing into wonderful citizens of the future!

St George's School...

…where we grow together to reach our dreams and achieve our potential;

build nurturing, caring and secure partnerships, enjoy opportunities for all to build skills for life and make a difference in our world.


The purpose of this policy is to support good behaviour amongst the pupils so that all children access their entitlement to learn, to be safe and to be respected.

If children live...

If children live with criticism, they learn to condemn.
If children live with hostility, they learn to fight.
If children live with fear, they learn to be apprehensive.
If children live with pity, they learn to feel sorry for themselves.
If children live with ridicule, they learn to feel shy.
If children live with jealousy, they learn to feel envy.
If children live with shame, they learn to feel guilty.
If children live with encouragement, they learn confidence.
If children live with tolerance, they learn patience.
If children live with praise, they learn appreciation.
If children live with acceptance, they learn to love.
If children live with approval, they learn to like themselves.
If children live with recognition, they learn it is good to have a goal.
If children live with sharing, they learn generosity.
If children live with honesty, they learn truthfulness.
If children live with fairness, they learn justice.
If children live with kindness and consideration, they learn respect.
If children live with security, they learn to have faith in themselves and in those about them.
If children live with friendliness, they learn the world is a nice place in which to live.

We believe that children learn to behave in socially appropriate ways:

  • From birth and through the early year experiences
  • Through a supportive home environment
  • Through understanding clear social expectations
  • By being praised and recognized when making the right decision in a difficult situation
  • By being supported when making a poor decision

We believe that the school has an important role to play in this learning:

  • By prioritizing personal, social and emotional learning
  • By valuing positive relationships
  • By leading by example
  • By having appropriately high expectations
  • By ensuring that everybody takes responsibility for positive behaviour
  • By meeting the needs of the child
  • By ensuring that learning is effective and engaging

Personal and Social Learning : The school will:

  • Entitle children to a personal and social curriculum that supports positive behaviour and attitudes that can be applied throughout life, and underpin good behaviour.
  • Take time to focus upon different aspects of personal development as a whole school.
  • Plan and deliver effective PSHEE
  • Value and develop the aspects of learning, e.g. empathy

Positive Relationships : The school will:

  • Expect all adults to demonstrate positive relationship building with each other
  • Expect all adults to demonstrate positive relationship building with children
  • Demonstrate respectful, genuine, empathetic relationships
  • Speak positively to children
  • Demonstrate that you do not need to be friends to be friendly
  • Phrase conversations with care, for example, by asking ‘What did you want by doing that? … Have you got it? / Did it happen? … Did that help you? … What choice could be made next time?’ instead of asking ‘Why did you do that?’.

Leading by Example : The school will:

  • Expect, and deliver, the strongest role models, showing children how a community can exist and flourish within a mutually respectful environment.
  • Understand that children may make childish decisions, but adults are expected to make mature decisions. Therefore, always lead by good example.
  • Expect every member of the school to adopt this philosophy and positively promote it. Our most powerful tool is our own personal modeling, walking the talk.

Appropriately High Expectations : The school will:

  • Expect all children to learn and adopt positive social behaviours
  • Support children whose social and emotional learning is at an earlier stage
  • Monitor the behaviour of groups as they grow through the school
  • Value children as individuals, and personalize their journey forwards
  • Establish a reward system that is applied across all year groups of the school.

Taking Responsibility : The school will:

  • Act when there is a problem
  • Help to resolve issues
  • Have a team of colleagues that all take active responsibility
  • Support children to learn how to resolve tensions and interpersonal challenges with increasing independence.
  • Engage children and give them a real voice in the school
  • Agree class codes of conduct each year that value general positive themes, not specific negative behaviours (e.g. ‘respect the property of others’ not ‘don’t steal’)
  • Model and teach the management of behaviour, for example, through a Peace Path approach (peaceful independent problem solving)

Meeting the Needs of the Child : The school will:

  • Personalise support for a child or family where required
  • Consider underlying issues that may affect a child’s behaviour
  • Invite or involve other agencies to help support children and families.

Ensuring Effective Learning : The school will:

  • Differentiate the curriculum to make learning correctly pitched for all children
  • Support every child to make good progress
  • Involve children in the learning process
  • Plan for engaging and enjoyable learning
  • Ensure children know what they are aiming for
  • Establish a dialogue with the child about their learning journey.
  • Ensure children recognize when they have reached their goals
  • Use teaching strategies that encourage good and outstanding pupil behaviour

Taking Responsibility : The school will:

  • Act when there is a problem
  • Help to resolve issues
  • Have a team of colleagues that all take active responsibility
  • Support children to learn how to resolve tensions and interpersonal challenges with increasing independence.
  • Engage children and give them a real voice in the school
  • Agree class codes of conduct each year that value general positive themes, not specific negative behaviours (e.g. ‘respect the property of others’ not ‘don’t steal’)
  • Model and teach the management of behaviour, for example, through a Peace Path approach (peaceful independent problem solving)

Recognising Positive Contributions

We believe that positive behaviour is enhanced when:

  • Children’s contributions are valued
  • Verbal praise is a key tool for affirming contributions and behaviours
  • The good behaviour of ‘the many’ is regularly given recognition.
  • Strong relationships are built, and praise valued
  • Opportunities are made for shared praise, e.g. awarding certificates, informing families, including behaviour related comments in written reports, vocally praising in front of others.
  • Effective ‘learning to learn’ skills are identified
  • Openly celebrate children’s involvement in making a positive contribution and keeping safe.

Strategies for Sharing the Message

  • Share the message ‘Show Respect, Keep Everyone Safe, Let Everyone Learn’
  • Each class has a system of classroom contract (code of conduct) that the children discuss, negotiate and agree.
  • Each class has a regular discussion time on a specific theme in their Personal Social Health Education session. Their findings are shared with the school community
  • Assemblies focus on weekly themes to raise awareness of multicultural and multi-faith aspects of our world
  • Surveys and questionnaires are offered to families to gain feedback about perceptions.


  • The school environment must be calm and purposeful
  • Children and adults must have access to excellent resources
  • The physical environment must be adapted and evolved to provide an improving place to learn


Recognising the behaviours that we desire, and sharing our thanks for this, is central to improving the behaviours offered by all people in a school. There are a range of rewards that we can offer to show our recognition of good behaviour.


  • Personal Praise (verbal praise is the number one tool)
  • Special treats (not food) and rewards for an individual child or the class (earned)
  • Certificates of Excellence (outstanding achievement)
  • Classroom Certificates (making progress)
  • Stickers (as a regular, earned reward)
  • Smiley Faces (create a culture of acceptance and value)
  • Public praise in assemblies (outstanding achievement)
  • Praise from staff members (taking responsibility as a whole school)
  • Letters home to parents (marking significant achievements)
  • Telephone calls to parents (marking significant achievements)
  • Monitors to do special jobs (asking children to show how to lead by example)
  • Represent the school (be offered a significant role)
  • Use of ‘special chairs’ in collective worship etc to reward excellent behaviour.

Key Mentoring Rewards

  • Verbal praise and recognition
  • Awarding of ‘Dragon Tokens’
  • Collection of Dragon Tokens towards the six stages of certificate:

    Bronze, Double Bronze, Silver, Double Silver, Gold, Double Gold

  • RAG rating behaviour during half termly mentoring sessions.
  • Dragon teams with the most tokens receive rewards at the end of the year.


Dragon tokens should be presented to children for going ‘above and beyond’, and being the ‘superheroes’ of the school. They are a whole school reward, not just for the classroom.

Sanctions and Strategies

We can use a range of strategies to support children, and help them turn from negative behaviour choices to positive behaviour choices. Sanctions and strategies must be proportionate and aim to improve a child’s decision making.


  • Establishing an environment filled with ‘general praise’
  • Directing specific praise with the intention of supporting the individual
  • Non verbal communication … a look, nod, smile, frown, gesture
  • Ignore the low level attention seeking behaviours
  • Remind the child of agreed positive behaviours
  • Use peer pressure strategies … e.g. who is ‘green’ on the chart?
  • Spend time talking through the problem in a direct, supportive, calm manner
  • Explain the problem, describe the solution. What are we looking for?
  • Give simple choices to help the child make a good, independent decision.
  • Asking a child to working in different group or with another person
  • Spending time out … negotiate some minutes in a safe place away from the group
  • Keep a visual RAG chart so the child can see how their behaviour has been
  • Arrange for the child to be with another class for a set period of time
  • Ask another member of the team to speak with the child (TLR2 or Deputy Head)
  • Make time to speak with the family
  • Home-school book
  • Support from the Nurture Mentor
  • Arrange for the Inclusion Leader to complete an action plan with the family
  • Ask the Headteacher to speak with the child
  • Multi-agency working
  • Internal Exclusion (break/lunch) Forfeiting playtimes or dinner times or both
  • Loss of responsibilities or privileges.
  • Withdrawal from activities that pose a significant risk.

Key Mentoring Sanctions

  • Verbal informal warning
  • Verbal warning, explaining that an official warning may be given next time.
  • Official warning, recorded by the class teacher
  • Amber Colour Change (either due to 4 official warnings in a 15 day period, or due to an incident of specific concern). RAG chart to be Amber for 5 days. ‘Privileges’ are likely to be withdrawn, and attendance on off-site visits will be risk assessed. One lunch session is spent with a senior leader, and one learning session in another class.
  • Red Colour Change (either due to 4 more official warnings whilst Amber, a second Amber incident whilst already Amber, a particularly violent or concerning incident that is deemed more serious than an Amber warning. Loss of privileges, with most off site visits withdrawn until back to Amber. Remain on Red for five successful days. All lunchtimes and breaks spent with a senior leader, and one learning session in another class.
  • Countdown to Amber/Green cards are used to map each child’s progress back.
  • Families are informed of colour change behaviours.

Fixed Term Exclusions

The school will try its best to work with the child and the parents to avoid exclusions and discourage unacceptable behaviour. However, if the child continues to breach the school rules and the health, safety and welfare of both the staff and the pupils and the property of the school is jeopardized, and then fixed term exclusions may take place.


Fixed term exclusions can become permanent exclusions from the school – this is dependent on the circumstances at the time following investigations of the incidents that led to the exclusion in the first instance. 


Reintegration meetings will be held prior to a child’s return to school. Expectations will be made clear, and barriers to a successful return clarified, assurances gained, and strategies for avoiding reoccurrence arranged.

Permanent Exclusion

The school rightly has a duty to ensure good order and discipline amongst pupils and to safeguard their health, safety and welfare both on the school premises and when they are visiting other places and enjoying other activities outside the school. Serious breaches of behaviour, either for a significant one off incident, or for a number of incidents over time, may necessitate permanent exclusions for a first time offence. An example would be a series of serious assaults upon another children leading to significant injuries.


Informing Parents

Parents will be telephoned immediately of the exclusion and a letter will follow indicating

  • Why the exclusion has been decided
  • Parents right to attend the Discipline Committee
  • Who parents contact to state their case
  • The opportunity to see the child’s records
  • The length of the exclusion unless permanent
  • Contact number of the LEA and the Advisory Centre for Education

Monitoring Behaviour

  • The staff team are able to inform a senior leader of concerns at any time
  • Specific concerns can be monitored over time through ABC (identify Antecedents, Behaviour, Consequence)
  • The Headteacher will constantly form a judgement on the quality of behaviour in the school
  • External perspectives will be welcomed upon the standard of pupil behaviour, including that of OFSTED.
  • A named governor will have the responsibility of maintaining a conversation as part of the monitoring role.
  • Exclusions of any kind will be formally recorded.
  • Patterns of behaviour will be recorded for specific children, e.g. by the Inclusion Leader as part of an IEP, or by the class teacher using a home-school contact book.

Monitoring Through Mentoring

  • Recording of warnings and colour changes by the class teacher
  • Updating RAG charts in the classroom
  • Nurture Mentor monitoring of rewards


Effective behaviour management is enhanced by applying an emotionally smart approach. Therefore, concerns will be managed proportionately, but with due consideration to the individual children involved and their personal circumstances. Actual decisions made may therefore reflect an emotionally smart response.


The Nurture Mentor and Inclusion Leader are able to offer additional strategies and support that are in addition to those mentioned here. The Essex Approach to Positive Behaviour is valued as a resource tool at the school.


The Step-On Therapeutic Approach

The school adopts the ‘Step –On’ approach for de-escalation and conflict resolution. Colleagues are trained in the principles of:

  • The importance of a whole school culture
  • Pro-social language and body language.
  • Physical guidance, stopping short of physical intervention.

Bullying : The Seven Steps

Issues of bullying are normally dealt with through a red colour change in our behaviour management processes. Families will be informed of actions taken, and of the nature of the concern. Red colour changes are risk assessed where necessary, and trust will need to be established again prior to a return to amber or green conditions.


In some cases, the Support Group approach to improving behaviour can be used in suspected cases of bullying. The Support Group strategy aims keep the victim safe from continued bullying behaviour, and change the behaviour of the young person who has been ‘bullying’. The victim is supported whilst the perpetrator has to work with the teacher/headteacher and peers change their behaviours.

1. Interview the Victim

  • Ask the victim how they are feeling
  • Ask what impact bullying is having
  • Ask who is involved
  • State you wish to inform these people the impact they are having
  • Ask if there is any information they do not wish you to pass on
  • Explain what you will say to the group
  • Ask if the victim would like to draw / write how they feel (e.g. poem)
  • Ensure that the victim understands throughout that they are in charge of the process


2. Convene a Group Meeting

  • All people involved in the incident whether the ‘bully’, those encouraging the bully, by-standers, those defending victim, to be present.
  • Other persons invited to include friends of the victim and peers who can add positively to the meeting.
  • Ensure this group is a ‘positive’ group, with positive peers, identified by the victim, outnumbering the perpetrator(s).

3. Explain the Problem

  • ‘I have a problem…’
  • Describe the feelings of the victim, as agreed with the victim.
  • Share pictures / poems / writing they have produced
  • Avoid directly blaming or punishing the ‘bully’ within the actual meeting
  • Ask help to find a solution to your problem

4. Punishment and Sanctions

  • No one is punished within the meeting,


5. Offering Solutions

  • Children to talk individually using ‘I’ language, eg ‘I could …’

6. Leave it up to them!

  • Encourage the team to support the child as promised
  • State that you knew they could be trusted, relied upon etc

7. Evaluate Progress

  • Evaluate approximately one week after initial meeting
  • Meet pupils individually, meeting victim last, to gauge success
  • If limited success, alter group structure and repeat process
  • It is the role of the victim to identify whether the approach has been successful.


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