At West Park we believe that the development of self-discipline in learning and the establishment of positive relationships with others are the foundations for the success of our learners and of the school as a whole. Without these our aspirations will not be met and our potential will not be fulfilled. This policy aims to set out the part the school plays in establishing these foundations and how it motivates its learners, children and adults alike, towards their development.

Within our school community everyone has rights, but also has the responsibility to ensure that the rights of others are respected. It is for this reason that the starting point of this policy is to set out what these rights and responsibilities are. These are the agreed principles of all the school community, including children, parents, staff and governors and have been arrived at through consultation with all these parties.

At West Park School we believe that:

We have the right to be treated with respect by all people irrespective of age, gender, colour, status or disability.

We have the responsibility to respect all others within our community

We have the right not to be bullied in any way, shape or form.

We have the responsibility not to bully others and to report any bullying we see.

We have the right to feel safe in and around school.

We have the responsibility to ensure the safety of all pupils by behaving in a reasonable manner in and around school.

We have the right to an education and to learn according to our ability.

We have the responsibility not to ridicule others for the way in which they learn or disturb the learning of others.

We have the right to express our opinions and to be heard.

We have the responsibility to allow others to express their opinions and to be heard.

We have the right to expect that our possessions will be safe in and around school.

We have the responsibility not to steal or mistreat school property or the possessions of others and to report anyone who does this.

We have the right to choose our friends

We have the responsibility not to force our friendship upon others or to abuse a friendship.

We have the right to play in safety and without interference.

We have the responsibility not to disrupt or endanger the play of others.

We have also, with agreement of all parties, established a school code of conduct.


 Our School CodeAdults and Children

At West Park we will:

  • Listen to each other
  • Care for people and treat them with respect and politeness
  • Disagree without losing our tempers
  • Care for our surroundings and our own and other people’s property
  • Ensure that other people are not put at risk by our actions
  • Respect other people’s views


In the classroom we will:

  • Get on with our work responsibly and complete it to the best of our ability.
  • Use books and other materials sensibly and return them to the correct place
  • Let others get on with their work
  • Listen to and follow instructions
  • Raise hands to join in at appropriate times
  • Speak to adults and each other with respect

Around the school we will:

  •  Walk quietly and sensibly

In the playground we will:

  • Respect the right of other children to play without interference.
  • Resolve differences of opinion without fighting or calling people names
  • Look after school and other children’s property.
  • Play sensibly and safely and not put others at risk by selfish actions
  • Respect the separate play areas

At lunchtime we will:

  • Line up quickly and quietly when the class is called
  • Listen respectfully to the midday supervisors and follow their instructions

On school trips and on our way to and from school we will:

  • Behave sensibly so as not to let ourselves and our school down

This code is underpinned by a consistent and well understood approach to rewards and consequences. Rewards are given to acknowledge positive behaviour in all areas of school life and there are consequences to ensure that behaviours which contravene the school’s code of conduct are dealt with.

It is recognised that policy on teaching and learning and the quality and consistency of these across the school have a key role to play in the development of positive behaviour. Children who are stimulated and excited by what they are learning are far more likely to display good behaviours than those who are not. It is the responsibility of all staff to ensure that learning is presented in such a way that children can make good progress, regardless of their ability, gender, race or level of disability. This calls for a good understanding of the way our children learn and the manner in which learning can be differentiated to get the most from them. However, it is not the purpose of this policy to set out precisely the way this should be achieved, other than to say that the more responsibility that children display for their own learning, the more likely it is that our and their aspirations will be met.

Our vision is to raise children’s aspirations, helping them to become life-long learners by developing skills which will equip them to succeed. We believe that every child can fulfil their potential and we aim to develop a child’s wider well-being by :

We work towards ensuring that all children to grow into self motivated, self disciplined, confident and independent young people, who are patient, honest, tactful and sensitive to the needs of all around them.

In order for children to develop these qualities we aim:

consequences for them and others;

Our strategy is to identify and model appropriate behaviours for our children and to identify how they should behave individually and towards others. This model encourages adults to develop strategies for supporting positive behaviour and to intervene when behaviour is inappropriate with minimum disruption to teaching and learning.


We support this behaviour policy through a system which rewards positive behaviour in a range of different contexts, assisted by a number of approaches e.g. GIVE ME FIVE, which all children are expected to respond to.

Staff can find a number of useful posters and printouts which will assist in raising children’s awareness in the Behaviour Folder on the school network.

There are many ways within the school that children are rewarded for good behaviour and good work/ achievement.

These consist of:

It is agreed that these should be awarded for:


It is disappointing to have to implement the consequences system, but it is testament to the good behaviour of the large majority of children at West Park that few have to be dealt with in this regard.

The school’s consequences system comes into play when a child needs to be reminded repeatedly about something e.g talking in class. This operates at a number of levels.


Behaviour reminders are given for the following actions, if repeated more than once (This list is given as exemplification):

Behaviour reminders are recorded in the Class Behaviour Booklet.


When the children have been given three behaviour reminders over a short period of time (eg a half term / six weeks) they should be sent to member of our senior staff.  They will be spoken to about their conduct and reminded that a fourth reminder will lead to a behaviour warning and the sanctions below.  It is hoped that this discussion will have a positive impact on behavior.

Four behaviour reminders in a half term lead to a behaviour warning, which involves a phone call / discussion with the parent / carer, followed by a loss of privileges in the form of a loss of play for one lunchtime.  The Head Teacher would deal with all warnings.

It was agreed that the following behaviours deserve an ‘automatic’ behaviour warning and should be followed by an immediate punishment and loss of privileges (a loss of play for one lunchtime). In these instances the parent will also be contacted by phone by either the Parent Support Assistant (PSA) or the class teacher.

The following behaviours are considered more serious, even though they would still only receive a behaviour warning, loss of privileges would be increased. (a loss of  playtime and lunchtime play for more than one day)

After three warnings in a term, children will again, be sent to the Headteacher.  Parents will be contacted and be given an update, a meeting will be arranged.

Behaviour warnings are recorded in the Class Behaviour booklet. The record of behaviour warnings is passed on to the next teacher at the end of the year in the purple folder.


If four behaviour warnings are given during one term this will lead to an internal exclusion. (the child will be supervised with work away from the classroom for a day). At this point the child’s parents are invited in to school for a consultation with the Headteacher.



In the case of repeated misbehaviour after an internal exclusion or a single very serious incident a fixed term exclusion would be considered.  West Park School and The AdAstra MAT adopt the DfE guidelines on all exclusions.


(Children know that certain occasions at school are regarded as ‘privileges’ and their participation in these events is dependent on their good behaviour e.g  school events, behaviour reward events/ sessions, extended school visits)

School Break-times / Lunchtime Behaviour

When children are playing on the yard or school field, high standards for behaviour must be maintained.  Playtimes and lunchtime rules are attached with clear guidelines for all staff on duty.

Other related policies include:


Governors are free to determine the renewal of this policy at any time, in line with changes in school systems or statutory guidance.


Appendix 1

Playtime and Lunchtime Rules


When on the yard, an area of the playground will be called out in order

When on the field all of the children walk in on the second whistle / bell

Children should walk into school calmly and quietly

All staff should be aware of timings to ensure an adult is in each classroom as the children return from the playtime / lunchtime.


Good behaviour should be rewarded with Dojo points, stickers etc.  Lunchtime staff record positive behaviour in the lunchtime book.


Appendix 2

Lunchtime Behaviour Support

Please see below the behaviour supports systems which the children should work through at playtimes and lunchtimes if required: