Rules, Rewards & Sanctions

Promoting Good Behaviour

In order to respect one another’s rights children should behave in a way that allows themselves and others to learn and stay safe at school. Adults will talk to the children in terms of “making good choices” to make it clear to them that they are responsible for their own behaviours.

Our classroom Traffic Light System:

Each class will use the traffic light system.

The Traffic Lights show the children Green, Amber and Red Behaviours and will be clearly displayed in all classrooms. The Traffic Lights are used to remind children of the positive or negative consequences of their behaviour.

Rainbow Board

Each class will have a rainbow board with 7 bands (red, orange, yellow, green, blue, indigo, violet).  Each child will start the day at the bottom of the rainbow and will move up the colours of the rainbow as they show Green behaviours, linked specifically to the school and class expectations.  The aim is to get to the pot of gold before the end of the day.

If a child achieves the pot of gold they will be awarded a sticker for their bookmark. When children complete their bookmark with all the stamps they will visit the Mengham Animal Adoption Centre and adopt one of the collectable soft toy school mascots complete with adoption certificate.

Behaviour Management Procedures

These are intended to complement the Traffic Lights showing the possible consequences.

Amber Behaviour Consequences

Thinking Space

•    This needs to be a physical space set apart from the main body of the class.  It may be necessary to have more than one.

•    The space needs to be clutter free and could have the charter displayed,  a picture of Wise Owl for problem solving,  along with calming down activities, behaviour prompts and a timer, depending on the age of the class.

•    The length of time a child stays there may depend upon individual circumstances, but they should expect some adult intervention within 3-5 minutes and a rapid return to the class

•    It will be necessary to use discretion as to how many times a child goes to the thinking space before they are removed from the class, depending upon the problem.  Generally if it is more than twice in a morning or afternoon they are not ready to learn in their class.

If a child is struggling to behave in accordance with expectations they will be invited to go to the thinking space in the classroom.  The children can also make this choice for themselves.  The thinking space will be an individual seated area away from the general learning space but where children can still hear the lesson.  It may be a chair and table or, in some classes, a marked position or small rug may be more appropriate. The thinking space is a neutral space which provides an opportunity for reflection and to make better choices.  While the child is in the thinking space. When the child has been on the thinking space for 3-5 minutes, an adult will go and problem solve with the child to support their return to class. 

Some children may need to have their thinking space outside the classroom on occasion.  The same rules that apply to the thinking space can be applied to the use of this area.  Teachers and other adults can negotiate with individuals how they may use the thinking space area.

The thinking space can also be used to provide a calm space for children who may be distressed or needing a little time to make a good choice about their conduct.

Paying Back Minutes

If it is more appropriate a child may be asked to pay back minutes of missed learning time at the next suitable period of play time

Red Behaviour Consequences

Work packs

Work packs will be completed by the child in a partner class

•    These will be pre-prepared and readily accessible with activities to match abilities reinforcing previous learning

•    Common to each will be a card displaying the school charter; the child will copy out the aspect of this that has been contravened and write or draw how they will make a different choice in the future.  There will also be a pro forma for a letter of apology in addition to work appropriate for the age and ability of the child.  The work pack should be labelled with the child’s name and class.

•    The work will be checked by the teacher who will decide if it needs to be completed or redone at home

•    The completed work packs will be returned to the teacher

Internal Exclusion

Child will complete their learning in isolation for a suitable period of time supervised by a member of the leadership or pastoral team.


•    Exclusions will only be used in extreme circumstances

•    If it is warranted the Headteacher has the authority to enforce a fixed term or permanent exclusion which will be done in accordance with national and local guidance.

For Red Behaviours a Red Behaviour Card will be handed to the parent at the end of the school day. The card will be clearly marked with the unwanted behaviour together with the sanction that has been imposed.

If a child receives three Red Behaviour Cards in one half term period the child’s parents/carers will be called in for a meeting with the Head Teacher and the Classteacher to agree an action plan to support the child in improving his/her behaviour.