Behaviour & Anti Bullying:


Please read below to see the main points of our behaviour policy.  For a full copy of the document, please click here, or contact the school for a paper copy. 


Stokesay Primary School


Behaviour Policy



 All staff use every available opportunity to enhance children’s self-esteem. Staff, parents and the wider community encourage all children to adhere to the school rules which are displayed throughout the school. Children are taught to work co-operatively and form sound, respectful relationships. Every member of staff in school has a personal interest in our children and we all seek to educate them to have respect and concern for everyone in our community. We expect excellent behaviour and our children are taught to be polite and courteous. A copy of this policy is available for anyone to read on our website and is available from school. We use a wide range of rewards for good behaviour. Our aim is to raise children’s self-esteem and to enable them to develop and exercise self-discipline and respect for others. We expect children to behave sensibly, thoughtfully and with care for themselves and others in the school community.


We are committed to providing a caring, friendly and safe environment for all our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils are taught to tell an adult and know that incidents will be dealt with promptly and effectively. (see anti-bullying policy)

Our Behaviour Policy is designed to provide the above aims in partnership with all of the school staff , the children and their parents.




  1. MUTUAL RESPECT: acrostic of minimum expectations


     (From September 2018, included in pupil planners, displayed in classes/halls and shared with parents, lanyards for staff) 



    M anners; say please and thank you

    U nderstand yours and others’ feelings

    T hink before you speak

    U se your common sense

    A lways be positive

    L ove each other



    R espect our World

    E veryone be kind to each other

    S mile and the world smiles back!

    P ay close attention

    E ffort leads to excellence

    C are for your environment

    T reasure your family and friends





 At Stokesay School we take a positive view of behaviour and recognise the importance of GOOD behaviour.


We use a range of rewards within the school from Nursery to Year 6, such as:

  • Positive ‘Class Dojo’ points
  • non-verbal rewards and verbal praise
  • children will be given a privilege or choice of activity; for example: children will be invited to sit on a special chair
  • the Head gives out certificates during whole school assembly and at other times

Whole classes can be given rewards, such as:

  • an extra playtime outside
  • a choosing time
  • a fun activity, e.g. heads down, thumbs up 

We believe that good behaviour is not only noted but is praised and is shared:

  • teacher might speak to parent directly
  • teacher might write a note or send a text/call home to parents
  • Head  might send a letter home
  • Head holds Monday assemblies praising improved class behaviour with children present
  • Head of School holds Friday assemblies publicly celebrating improved class and individual behaviour with parents and the whole school

 What is ‘Class Dojo’?

 ClassDojo is an online behaviour management tool for the classroom ( Each student has a record of what points they achieve (and what they were awarded for) – complete with their own avatar – to which teachers can assign positive and ‘needs work’ points (or 'dojos') throughout the lesson. These are recorded electronically and positive points are celebrated publicly, but ‘needs work’ areas are dealt with privately. Each teacher customises the behaviours and attitudes to match the specific needs of their individual class.


Celebration Assembies:

The families of all ‘celebrated’ children are informed via text on a Thursday and in the newsletter that they are invited to the celebration assembly on Friday afternoon to see their child receive their award of a Golden Ticket.

 All ‘celebrated’ children are also allowed to come to school in their own clothes (non uniform). This all helps to make the child feel special and can boost their self esteem.




Stokesay School takes a positive approach to behaviour management. When a child shows undesirable behaviour or breaks the school rules then the consequence of their actions will be explained. We will make sure the child understands the reason he/she is in trouble, why the behaviour was unacceptable and its effect on others in the school. Strategies to avoid the behaviour repeating itself will also be explored.


It is important that the discussion:

  • is discreet and as soon as possible
  • is fair and appropriate
  • avoids humiliation of the child
  • does not apply to whole group of pupils
  • brings into play a known range of sanctions as a consequence of breaking the school’s rules and expectations

As far as possible sanctions that match the offence will be discussed with the child.


It is important that the child knows it is the behaviour that is unacceptable, not the child themselves.


Pupils need to learn that negative consequences are a natural outcome of misbehaviour. Misbehaviour can take two forms:


  • Non-disruptive
  • Disruptive

Non-Disruptive Behaviour is not so easy to recognise or respond to. The pupil is not disturbing others but is not paying attention or following instructions either. It should not be ignored but neither should it have an immediate consequence. Try to redirect the pupil by:

  • The “look”
  • Physical proximity
  • Moving seats
  • Mention the pupil’s name in an instruction or in the course of your teaching
  • Praise someone close to the pupil for doing the right thing, i.e. proximity praise 

Disruptive Behaviour means that a pupil is preventing you from carrying out your duties or preventing other pupils from learning in a safe and relaxing atmosphere. It is obtrusive and hence easy to recognise.


Disruptive Behaviour will result in an immediate consequence:


A Hierarchy of Consequences


  1. Rule Reminder
  2. The pupil is reminded of the expected behaviour again. If there is no improvement…..
  3. The pupil is given a strong verbal warning. If there is still no improvement…..
  4. The pupil's name is written in the class ‘blue behaviour book’. If there is still no improvement a cross is put next to the name and the pupil is removed from the class.
  5. The pupil has to sit by the Heads office (or in/outside senior staff’s classroom) for their age in minutes. During this time the adult supervising the pupil has no eye contact or conversation with the pupil.
  6. When the timer rings the adult then asks the pupil what they had done to cause them to have been sent out. This is to allow the pupil to reflect on their behaviour. We do not simply ask why, as this could give the impression that all negative behaviour can be easily justified by this.
  7. The reason(s) for the class exclusion is/are recorded in the behaviour book.
  8. If the pupil is sent out on multiple occasions in one week, parents are informed and invited to discuss alternative strategies of improving the behaviour of the pupil.


Pupils may be sent straight to head/senior manager if a school, class or playground rule is deliberately or persistently broken resulting in, for example: another child getting hurt, persistent and deliberate disruption/defiance etc.


  1. The matter may require reporting to/discussion with Senior staff and/or parent as appropriate (see 7, above)
  2. If the situation still does not improve, a letter is sent home to parents informing them of the unacceptable behaviour and inviting them to make an appointment to discuss the incident(s). as a repeat of the behaviour might lead to a fixed term exclusion
  3. Involvement of outside agencies, e.g. Behaviour Support Team
  4. Repeat of behaviour leads to fixed term exclusion. Letter to parents giving details of exclusion and, if appropriate, invitation to pupil planning meeting.  
  5. If behaviour persists ultimate sanction is permanent exclusion. Letter is sent to parents informing them of details of the exclusion and giving opportunity to make representations to Governing Body.


It is expected that most disruptive behaviour will not proceed beyond consequence 7.


Pupil Voice: Class and School Council

Each class in school has a Class Council and sends representatives to the School Council. Issues such as bullying, playground behaviour and ways to make playtime and lunchtime an enjoyable experience for all are frequent topics of discussion for the children. Our aim is to empower the children to make decisions about what they want their school to be like and as far as possible to support them in achieving this. We have found that they are very fair in their decisions and do genuinely want to make school a happy, fair place for everybody.


Break Buddies

There are times during a child’s school experience when they may feel lost or lonely or simply need a friend to talk to or play with. In our school we have a group of Year 5 & 6 pupils who have been nominated by school staff and are trained to be Break Buddies. Their job is to be a good friend to anyone who needs them, assist the lunchtime staff, organise playground games, help to diffuse minor disagreements between pupils and to monitor the use of and take care of equipment. They are easily identified by their caps and are a real asset to the school.



 We strongly encourage parents to be involved in their child’s education and believe that they should be informed of their child’s behaviour both positive and negative aspects.  This relates to the broader aim of cementing a successful school/home partnership.



This approach has been developed with input from:


  • parents
  • children (in assembly, class and school council),
  • support staff
  • teachers
  • senior leaders & governors



For information on our anti-bullying strategy, please see the links below:


School starts every school year with a renewed focus on Anti Bullying, and information is shared with all staff, pupils and parents.  This is followed up throughout the year.  Staff act on suspicions and allegations of Bullying immediately, and share this with senior staff as required (usually the Head).  School keeps records of all allegations/suspicions of Bullying, and the Head investigates these personally.  Swift and appropriate action is taken whenever required.


In addition, when any incidents of physical or verbal aggression take place in school, staff complete an 'incident form'.  This information is then passed on to the Head, who cross-references this with any prior incidents to look for any developing patterns, and also checks the Anti-Bullying records in the same way, before filing.