Our Academy Rules

 Treat others with kindness and respect

 Look after people and property

 Make sensible choices and follow instructions

 Be in the right place, at the right time, doing the right thing

 There is one approach to behaviour management across the academy.

We believe in promoting positive learning behaviours through the use of restorative practice. This means we use the Good to be Green behaviour scheme that allows focus to be on making the correct choices and therefore developing children's undersatnding of what is and isn't socially acceptable as well as meeting the high expectations we have within the academy.

Rewards are given using our online credit system. Children each have their own login and password so that they can keep an eye on their ever increasing numbers of credits. When the children have saved enough credits, they may decide to swap them for one of the many toys in their credit swap shop.

The swap shop is run by pupils and overseen by Mrs Leslie. Credits can be awarded for the many jobs that children have applied for within the academy: classroom assistants, swap shop assistants, reprographics, dinner monitors, recyclers, grounds maintainance etc... as well as credits being awarded for attendance and punctuality, acts of kindness and green attitudes to learning.


Possible rewards

Following the academy rules.

Displaying positive learning behaviours


  • Pupil reward points – pupils are awarded reward points for good behaviour.  These points are linked with following the academy rules, good attendance and punctuality and displaying positive learning behaviours (associated with the KPA learning passport). Pupils’ points are recorded electronically and the points gained can be swapped for prizes.
  • celebration assembly- selected pupils’ work is celebrated in a weekly assembly
  • WOWs-pupils are given wow certificates for an instant reward.  Parents are notified immediately by text message, pupil names  who have achieved a wow  moment are published in the weekly newsletter and these are read out in the weekly celebration assembly
  • other rewards include positive verbal feedback, stickers, certificates and badges, praise texts to parents


Possible Consequences


Rule reminder

A warning can be given for low level behaviours such as swinging on chair, shouting out, talking when not appropriate, and distracting others. State what is happening and give rule reminder.


C1 -

The pupils’ name will be recorded at this point.

Remind pupil why they are now on a C1 and ask to choose to correct their behaviour.


C2 ticked by name.


C3 ticked by name. Remind the pupil it is their choice to break the academy rules and the rule they are breaking. Offer them solutions on how they can alter their behaviour. Ask the pupil to take 5 minutes out to think about their behaviour. 


At this point the pupil must leave the classroom and go to partner class for the rest of the session. Pupils going to a partner class should take work with them and it should be completed quietly in the partner classroom and not disrupt the learning of this class- if they do they will be issued with a C5. A C4 will also lead to detention.



Given for unacceptable behaviours such as; walking out of class, refusing to follow a reasonable instruction , swearing, hurting another child, threatening behaviour , destructive and/or unsafe behaviour.

Pupil will work for a half day on their own in an area appropriate to the age of the child and the design of the academy.  The pupil will be issued with a breaktime/ lunchtime detention. Unable to attend after-academy clubs


Progression to a C6 may result in exclusion; this will be issued for extreme behaviours such as: Physical violence against another pupil or adult, including threatened. Health and safety issues such as frequent non-compliance, refusal to follow behaviour policy. 

From C4- Class teacher to record on incident log, pupil to complete reflection, class teacher to inform parent.  Keep a copy for class record, pass a copy to Principal.

At any point for extreme behaviour or behaviour that does not show signs of improving under the current sanction this may be escalated


Sanctions to be put in place as appropriate: 

  • Letter home to parents
  • Report card to monitor behaviour over a set period of time

Meeting with parents with a member of the SLT                                                                                                               

  • Meeting with external agencies
  • Lessons in isolation away from the class, the pupil will earn back the right to go back into class.  In very extreme circumstances this could be in increments of 30 minutes per day.
  • Isolation /exclusion at lunchtimes
  • Behaviour contract
  • Behaviour management plan
  • Seclusion at partner academy
  • Agreed timetable variation
  • Fixed term exclusion
  • Managed move to another academy temporary or permanent.
  • Permanent exclusion

Fixed Term and Permanent Exclusions

  • Exclusion is seen as a last resort after all other attempts to modify behaviour have failed
  • Exclusion serves several purposes, including:
    • To maintain high standards of behaviour in the academy
    • To ensure the safety and well- being of all staff and children.
  • Under exceptional circumstances, the Head of Academy may issue a fixed term or permanent exclusion. It is also possible for the Head of Academy to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this. 
  • If the Head of Academy excludes a child, they will inform the parents immediately, giving reasons for the exclusion. Parents will be informed that they can appeal against the decision to the governing body.  The Head of Academy will follow the LA guidelines and would inform the LA, and the EAB.
  • After an exclusion a reintegration meeting will take place with the pupil and parents, where a support plan will be agreed. We would expect to see an eradication of the problem behaviour at the point of the child returning to the academy.  If not, the Head of Academy will consider permanently excluding the child.  Permanent exclusion is very rare and is for violence and behaviour which puts children and or staff at risk. The clerk to governors receives a copy of the exclusion letter and an official exclusion form is sent to the LA. The EAB will be informed annually of the number and types of exclusions.