Shenton Primary School

Empowering and nurturing young minds to achieve excellence

Behaviour Policy


We believe that all individuals within the school community have the right to develop their skills and knowledge in a safe, secure and supportive environment, free from intimidation, prejudice or discrimination of any kind, and they should be guided to extend this beyond school into the wider community. This is carried out through:

  • Teaching, modelling and promoting respect and tolerance for each other
  • Helping everyone towards an understanding of what is right and wrong
  • Supporting everyone in forming good relationships

Our behaviour policy will give you much more detail, however we have summarised our approach below.

All adults in school follow the policy so that children are all treated fairly and equally. Any sanctions for behaviour are balanced against positive rewards to encourage the children.

A central aspect to our approach is that we work with parents to identify any wider issues, and to establish a consistent approach between home and school. 

Foundation Stage


We approach children in the foundation stage to develop their social skills through a nurturing approach which is appropriate to their age.

We seek to work with parents to develop a consistent approach that will help their child.

In school adults build strong relationships with the children and use specific positive praise that recognises that child's positive attitude or efforts e.g.

Well done you have made .... so carefully.

That's fantastic, I could see that you spent a long time ....

You have been a very kind friend by.....

This is how we deal with any incidents in the foundation stage

Step 1: We approach the children calmly, stopping any hurtful actions;

Step 2: We recognise how the child is feeling e.g. I can see that you are upset 

Step 3: We ask the children and any relevant adults what has happened.

Step 4: We summarise back to the children what we think has happened in a way they will understand.

Step 5: We ask the children for ideas on how we can sort the problem out.

Step 6: We aim to sort out the problem.

Step 7: We support the children to understand and accept the outcome.

Year 1 to Year 6

Positive Rewards to Inspire Expected Behaviours

Catch me Being Good - Any adult in school can give children stickers for when they have been seen being kind or helpful. These stickers reward positive behaviours and attitudes. Each week classes count up how many they have found and the classes with the most stickers in each key stage are given the school trophy.

Stamps - Teachers reward children with stamps when they have learned well, they may have learned the spellings well or completed a fantastic piece of work that shows progress.

Special Mentions - Every week in assembly teachers nominate children for a special mention. This means their achievements are celebrated in an assembly so that other children and adults can acknowledge their accomplishments. Children receive a special sticker.

Prizes - For exceptional progress children can be nominated for a prize.




Year 1 to Year 6


With incidents of low level disruption e,g, not listening, a child will in the first instance be reminded of expectations.If the behaviour continues they will be warned that a repeat could place them on a 'stage'.

We have a 5 stage approach.

If there is an incident involving your child we all follow the same protocol:

Step 1: Ask each child what has happened.

Step 2: Check with any witnesses.

Step 3: Clarify the problem and how it could have been resolved better.

Decide on a sanction and/or support that the child may need.


The school considers some behaviours unacceptable:

For any incidents of swearing a child will go straight to stage 3.

For any incidents of physical harm, a child will go straight to stage 4 and parents will be invited in to discuss what has happened.

The behaviour policy includes information about how we would handle more complex situations, including our approach towards children placing themselves or others in danger and exclusions.

The behaviour of our children is very good and we have rarely had to use any of these wider sanctions. The school has also rarely excluded a child, there has been one incident over the last 5 years. We do not believe that exclusions for young children are effective in the vast majority of cases.

We are very proud of the way our children treat each other with respect, how they value differences and how they can work collectively to support each other. Many of our older children hold positions of responsibility for example as Student Counsellors, Buddies, Sports Leaders and Computing Support Agents.