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Moorland Primary School

Behaviour Policy

Written September 2020

Review September 2021


 Aims and expectations

It is our aim that every member of our school community should feel trusted, valued and respected as a member of our community and should be treated fairly and well.

Our policy is based on a commitment to support one another and to encourage a positive atmosphere where everyone achieves his or her full potential, and feels happy, safe and secure. When relationships are good, people can work together for the common purpose of helping everyone to learn. We treat all children equally, and this policy is driven by the same principles as our Inclusion and Racial Equality Policies. Our expectations of pupils’ behaviour also apply to all after-school activities and all educational visits. All pupils are encouraged to foster independence by demonstrating good behaviour and kindness. Older pupils are also expected to set a good example to younger children and become positive role models.

We have developed seven core values for our Moorland community.  These are our RESPECT Values of Resilience, Empathy, Self- Awareness, Passion, Excellence, Communication and Teamwork.  We believe that a happy child is a successful one, so we are working hard to design a curriculum that is adventurous, challenging and enjoyable. We are committed to ensuring that every child feels valued and we will always aim to provide high quality learning opportunities to enable every child to succeed and become passionate and resilient learners.

Our policy is applied consistently across the whole school and is implemented by all members of the school’s community. We treat children fairly  so that they may become responsible and increasingly independent members of the school community equipped with tolerance, attitudes and values for later life. Children have the right to feel safe and secure at school. Everyone should respect the feelings and property of others. Developing the confidence and self-esteem of our children is a very high priority.

Class teachers develop a set of class rules with their classes at the beginning of the year, and these form the basis of some PSHE lessons. The class rules are displayed in each classroom and revisited regularly; both to celebrate positive behaviour and to reflect on poor behaviour choices.

Trackit Lights

Trackit Lights is a permanent feature on every teacher’s interactive whiteboard. It’s an engaging, motivational behaviour management tool bar down the right side of the board that allows teachers to quickly log positive and negative behaviour and motivate pupils. Children are given points when they demonstrate specific behaviours (see Appendix A). Green points recognise positive behaviours, whilst orange and yellow points are used as warnings. Green points can be earned back at this stage.  Red Trackit Light points are given for more serious behaviours and an incident report must be written which is quickly accessed on the Trackit light system.   All red points will automatically be logged on to our online safeguarding software MyConcern.


Rewards and Sanctions

We praise children frequently for positive behaviour choices. Praise may be verbal to the child, shared with parents at the end of the day, or by sending home a letter or postcard.   We use rewards and incentives such as awarding green Trackit Light points or awarding House points. Children have opportunities to celebrate their work in Celebration Assemblies and on other occasions. “Star of the Week” and “Star of the Day” stickers are given in recognition too.  Teachers aim to use positive language to reinforce expectations, for example “Let’s get on with our work now” rather than “Stop talking now”, and children are reminded frequently of what the teacher’s expectations are. 

At the end of each week; Trackit light points are totalled and each child is given a percentage. Every child whose percentage of positive green points is at or above 85% is rewarded by taking part in a ‘Golden Time’ activity e.g. extra time using the Chrome books, playing football or spending time on the play equipment.

Children who have received red points will not take a full part in ‘Golden Time’ activities. Class teachers, in consultation with the SLT, will use their professional judgement when deciding if a child who has received a red point is entitled to any Golden Time (for example, if a child earns a red card on a Monday morning but has shown outstanding behaviour for the rest of the week the class teacher may feel it is appropriate to reward their improvement with a small amount of Golden Time. This obviously depends on the nature of the incident and should be discussed with the SLT first).

Those children that are not receiving ‘Golden Time’ will spend their time with the class teacher or a member of the SLT. They are encouraged to reflect on why they have missed this reward time and set themselves targets for the future.

We aim to use positive rewards as much as possible, but sanctions are in place as an added deterrent. When speaking to children about their behaviour, we stress that it is the behaviour we find unacceptable, we do not criticise the child.

There are times when sanctions have to be used because pupils have not met our expectations. To enforce our school rules and promote a safe and positive learning environment, we adopt the following strategies to help children to behave appropriately:

  • Move a child to a separate table or away from a particular child
  • Ask a child to redo a piece of work if it is unacceptable
  • Reflection time
  • Lose playtime and stay in own classroom with teacher or TA to complete unfinished work
  • Talk to the parents at home time or telephone parents at home, or use a behaviour “diary” in agreement with that child’s parents.
  • Lose lunchtime and spend time with a member of the SLT or behaviour team. Parents will be informed at the end of the day.
  • Depending on the severity of the incident, the child may be sent to a member of the SLT to have time out of the classroom. Parents will be informed at the end of the day.
  • The Headteacher may decide to have a pupil taken home for lunch
  • The Headteacher may decide to enforce a fixed term exclusion (see Exclusions Policy)

These actions reinforce the fact that certain types of behaviour are unacceptable because they prevent the child, and probably other children, learning and therefore cannot be overlooked.


House Points

House points can be given for outstanding pieces of work and consistently excellent behaviour. If a child receives 10 or more Trackit Light positive green points in a day they may also be awarded a house point. Children receive stickers/certificates for achieving the following:

20 house points – bronze

30 house points - silver

50 house points – gold

70 house points - ruby

80 - house points – platinum

100 house points - diamond

Star of the Week and Celebration Tea Party

Class teachers award a Star of the Week certificate to a child who has demonstrated excellent behaviour, hard work or significant improvements that week. These will be announced during Celebration Assembly. Those children who receive a Star of the Week certificate can then invite their parents/carers in the following week to give them the opportunity to share their work whilst sharing refreshments hosted by a member of the SLT.

Restorative Conversations

Restorative conversations enable children to discuss how they feel about their own behaviour and that of other children. We emphasise the fact that children CHOOSE how they behave, and whether or not they incur sanctions.

Children should know why their behaviour was unacceptable on that occasion, and what they can do, with the teacher’s help, to put it right. Our responses to inappropriate behaviour should not damage a child’s self-esteem or his/her relationship with any teacher but should reinforce the fact that teachers are there to help.


We have a separate Anti-bullying policy and an incident book for occasions when bullying is brought to our attention. The consequences used for instances of bullying are not the same as those for behaviour problems. Parents will always be informed if we suspect bullying.


Our Behaviour Policy is available to parents, and we ask parents to sign a Home-School agreement at the start of each school year. We share our concerns about behaviour with parents, and we celebrate with them good or improving behaviour. We contact parents when we have concerns about children’s behaviour and value their support. A record is kept of instances when parents are contacted about poor behaviour.

Our school values are stated in the prospectus/school website and we hope that parents will support us in enforcing sanctions such as loss of part of break time or other rewards. If parents have concerns, they should speak to the class teacher in the first instance, and if the matter cannot be resolved, they should speak to a member of the senior leadership team and then the Headteacher.


Behaviour incidents are logged on My Concern through Trackit Lights. All members of the school community – teachers, teaching assistants, midday supervisors and other non-teaching staff - are responsible for monitoring this policy and evaluating the effectiveness of our sanctions. After lunch a midday supervisor should share information about any lunchtime incidents with the class teacher in the first instance. Whole school behaviour issues are discussed with the School Council and are included in parent and pupil surveys.


This policy will be reviewed in line with the school’s timetable of policy reviews.


Appendix A



What behaviours will we see?

What will happen if you show these behaviours?

Trackit light icons

Being an Excellent Role model


  • High levels of wellbeing and involvement in all lessons
  • Taking on a leadership role within the classroom by helping others to understand and follow our school rules
  • Consistently demonstrating our RESPECT values throughout the school day
  • Representing the school and your class – e.g. School council representative
  • You will regularly receive green behaviour logs on  track it lights and will have achieved ALL of the different green icons


  • You may receive an “Excellent Role model” postcard at the end of term
  • You may be invited to take part in a special termly superstar experience
  • You will receive an “Excellent Role model” certificate at the end of term
  • You will be able to win house points
  • You may receive a certificate in “Celebration assembly” and then be able to invite a family member along to the “Celebration Tea Party” the following week
  • You will have earned ALL of your Golden Time







Warning 1

  • Not following instructions
  • Talking/Calling out
  • Not on task/not listening
  • Disrespectful/silly
  • Negative attitude
  • Distracting others/making inappropriate noises
  • Not ready for learning
  • Pushing in line
  • Other
  • If you display any unacceptable behaviours you will be given an orange warning.
  • You will have the opportunity to earn back a green icon when your behaviour improves



Warning 2

  • Not following instructions
  • Talking/Calling out
  • Not on task/not listening
  • Disrespectful/silly
  • Negative attitude
  • Distracting others/making inappropriate noises
  • Not ready for learning
  • Pushing in line
  • Other
  • If you continue to display unacceptable behaviours you will be given a yellow warning
  • You will miss some of your playtime or lunchtime and time off of Golden time

Warning 3

  • Persistent negative attitude/behaviours
  • Dangerous behaviour
  • Bullying
  • Disrespectful/silly
  • Refusing to follow instructions
  • Aggressive behaviour/
  • Violence/fighting
  • Damaging property
  • Swearing/offensive language or gestures
  • Other
  • You will miss a playtime or some of your lunchtime as well as some or all of your Golden time
  • You will meet with a leader to discuss your behaviour
  • We will meet with your parents/carers






Campfire Trust Admissions Policy - Moorland Primary School

Moorland Primary School Single Equality Plan 2020-23

Moorland Primary School Accessibility Plan 2020-21

Equality and Diversity Policy

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