We believe that the use of a positive, supportive behaviour management system, which operates within a well-structured and consistent framework, contributes significantly to meeting the needs of all children.


A Sense of Order
We aim to create a learning environment which is predictable and orderly, and from which children can develop a sense of independence and responsibility.

To minimise the potential for inappropriate behaviours to arise therefore, rituals and routines, such as how pupils settle into the classroom in the morning, or lead into assembly, as well as expectations of good table manners at lunchtime, are built into the school day in order to create a structure within which children can feel safe and secure.

To view Orchard Primary School’s Behaviour Policy, please click the link below:


The Golden Rules
Pupils are expected to work and play in a manner that is sensible, caring thoughtful. To support this we have six golden rules which provide clear guidelines for children’s behaviour and which ensure consistency across the school.

  • We are polite, kind and helpful - we don’t offend others with our actions or bad language
  • We are gentle - we don’t hurt others and keep our hands and feet to ourselves
  • We work hard and always try our best - we don’t waste our or others’ time
  • We listen carefully - we don’t interrupt, answer back or ignore instructions
  • We are honest - we don’t cover up the truth
  • We look after our school and equipment - we don’t waste or damage things

Through the application of these rules, we aim to develop children’s sense of responsibility and forethought and to instill in our children the need to consider consequences of words or actions.


Reward System

Children behave appropriately when they feel good about themselves and others, when they have good models to follow, when they achieve success and when they are valued. Rewards are therefore an important way in which the school focuses on desired behaviours.


We recognise and reward positive behaviour through:

  • Verbal praise
  • Comments on work
  • Affirmation stickers and stampers
  • ‘Ask Me What I Did’ stickers to share good news with parents (KS1)
  • ‘Good News Notes Home’ (KS1 and KS2)
  • Merit certificates are written by class teachers or Teaching Assistant
  • Special stickers awarded by the Midday Supervisors
  • Showing work to the Headteacher
  • Team Points
  • House Points

Classroom behaviour which may lead to one of these rewards includes:

  • Overcoming a barrier to learning
  • Consistently good performance in class
  • Outstanding achievement in a particular subject
  • Demonstrating excellent learning attitudes, such as perseverance, effort, co-operation etc.
  • Kind and caring actions or helpfulness
  • Following the Golden Rules

Whilst most children behave well, there are occasions when we need sanctions.

In every classroom, there is a Behaviour Management board divided into green, amber and red zones. At the beginning of each day, all the children have their names placed in green. All children whose names are in the green zone at the end of a lesson receive a team point which counts towards their own rewards and that of their house.

Should behaviour occur which is undesirable, a verbal warning from the teacher is usually a sufficient reminder in the majority of cases. If a child continues to misbehave after two clear warnings, his/her name is put into amber and the expected behaviour is made clear to the child. This is initially the ‘choice’ zone and children have an opportunity to make a good choice, improve their behaviour and return to the green zone.

Children who choose not to improve their behaviour and continue to disrupt learning will receive up to 3 ticks, each corresponding to 5 minutes of reflection time (at break or lunchtime). Continued poor behaviour or extreme behaviour will result in a pupil going into the red zone. In this case, pupils are required to complete a ‘Think’ sheet, which is used for discussion with the Headteacher and parents.

Parents will be contacted at an early opportunity if there are concerns about a child’s behaviour.

Depending on the situation, it may be necessary to deal with persistent misbehaviour by: removing privileges; separating the child within, or from, the class using a daily report sheet; or by devising an individual behaviour programme. In extreme circumstances, pupils may be excluded from the school. This is always a last resort, and generally only where there are serious health and safety concerns.

At lunch times our Midday Supervisors deal with any minor behaviour issues using strategies agreed in the school behaviour policy.