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Cherry Tree Hill Primary School

Cherry Tree Hill Primary School

Be Safe, Be Caring, Be a Learner

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Rewards and Sanctions (incl Exclusions)

Our Behaviour Policy complies with section 89 of the Education and Inspections Act 2006.


Behaviour Policy


Aims of this policy


At Cherry Tree Hill Primary School, our policy is based upon Part 7 of the Education and Inspections Act 2006 (appendix i) and promotes British values (democracy, British Law, individual liberty, mutual respect, tolerance of those of different faiths and beliefs).


We aim to ensure all children:


  • Are safe
  • Demonstrate good attitudes to learning
  • Care for themselves and each other


School Ethos


We endeavour to create a happy, secure, relaxed atmosphere whilst, at the same time, insist on high standards of both work and behaviour. Together we strive for the fulfilment of every child’s potential. Children are encouraged to be independent and self-reliant. They are taught to have respect for property, themselves and each other.


Parents are seen as important partners in their child’s learning, and are actively encouraged to get involved in the life of the school. Parents are always made welcome in school, and staff endeavour to find time to listen to their concerns.


School Values


  1. Be safe
  2. Be a learner
  3. Be caring


Our values are known as our ‘3Bs’ (appendix ii). These underpin the behaviours we expect in school.


The Role of the Parents


Communication is vital between home and school and parents are encouraged to work in partnership with school staff. An open and honest relationship can help resolve minor incidents promptly. The parents, children and Headteacher are required to sign and follow, our Home School Agreement (appendices iii-iv). Where parents are notified of any behavioural concerns by letter, we ask that parents return any necessary paperwork to school promptly. It is essential that parents discuss matters of positive and negative behaviour with their children and how it impacts on their learning.


The Role of the Headteacher

It is the responsibility of the Headteacher, under the Education Act 2002 (appendix v) to implement our school Behaviour Policy consistently. The Headteacher will set out measures in the policy which aim to:


  • promote good behaviour, self-discipline and respect
  • prevent bullying
  • ensure that pupils complete assigned work
  • regulate the conduct of pupils


The Headteacher must also decide the standard of behaviour expected of pupils at the school and determine the school rules and any disciplinary penalties for breaking the rules (appendices vi-x).  The Headteacher will promote the School Behaviour Policy, in writing, to staff, parents and pupils at least once a year and it will be published on the website. The Headteacher will monitor the implementation of this policy. This policy may also apply for any child taking part in any school-organised or school-related activity; travelling to or from school; wearing school uniform or in some other way identifiable as a pupil at the school.


The Role of the Governors


Governing bodies must ensure they have a strong behaviour policy to support staff in managing behaviour, including the use of rewards and sanctions.


Rewards and Sanctions


The Behaviour Chart


We have a ‘Behaviour Chart’ on prominent display in each classroom throughout the school. The chart consists of five, differently coloured, horizontal bands. We place photographs or names of each child on the central band (green) at the beginning of each school day. Staff move the names/photos up or down the chart according to the behaviour of each child. Every child is treated as an individual and reasons for rewards and sanctions are age and ability appropriate.



Purple – exemplary behaviour throughout the day (10 housepoints given)


Blue  - better than expected behaviour throughout the day (5 housepoints given)


Green  - expected behaviour. When all children in the class remain on green, or above for the whole day, the class are given a merit.


Yellow – Prior to being moved to yellow for low level disruption, the children will be given a verbal warning. If the behaviour continues, moving to yellow will mean that they miss five minutes of their break time.


Red – If children persist in disrupting their learning and that of others, they will move to red. This means that they will receive a red card and miss a breaktime. A child may move straight to red from any other colour if they are responsible for a ‘serious incident’. This will result in a day’s detention.




We praise and reward children for good behaviour in a variety of ways, examples of these are:


  • Written comments / stamps on children’s work.
  • Sticker awards.
  • Public words of praise in front of the class, year group or whole school.
  • Words of praise and a certificate given out in ‘Achievement Assembly’ (A copy of the certificate is given to the child, another retained in the child’s Record of Achievement)
  • House points
  • Class Merits. (50 merits for a class treat of their choice)
  • Responsibility given to a child by the class teacher, eg. Monitor.
  • A visit to a senior member of staff for commendation.
  • Positive comments during Parents’ Evenings and School reports.


House Points


Each child belongs to one of four ‘houses’. The houses are named after local stately homes (Kedleston Hall, Chatsworth House, Haddon Hall and Hardwick Hall) and each child will visit their house during their time with us.


Children can earn ‘housepoints’ for their house for numerous reasons, these may include:


  • Politeness
  • Kindness to others
  • Courtesy
  • Good attitude to learning
  • Homework completion to a good standard
  • Excellent presentation
  • Good work.
  • Moving to purple or blue on the behaviour chart



Housepoints are placed into tubes and counted weekly. The house with the most points earns an extra fifteen minute playtime on a Friday afternoon.




When the behaviour of whole class is exemplary, the class will receive a ‘class merit’. The class merits are displayed permanently in classes. When a class achieves fifty merits, the class is awarded an ‘activity afternoon’ of their choosing.




Red Cards


Red cards are issued when a child moves to the red section of the class Behaviour Chart. The red card is sent home and parents are expected to sign it, discuss the issue with their child and return the card to school the following day.


If a child receives three red cards in a week, they will receive an in-school detention.




Where a serious incident occurs, or a child receives three red cards in a week, the child will receive a detention. Detention means that a pupil will miss the next two breaks and lunchtime.

Parents will receive a letter informing them of the detention and the reasons for it. Parents are expected to sign it, discuss the issue with their child and return the letter to school the following day.


When a child has received 3 detentions in a term the Head Teacher will invite parents of the child into school to discuss the behaviour and that child will receive a ‘report card’.


Report Cards


Following three detentions in a term, a weekly ‘report’ system will be used. The child is removed from the behaviour chart during this time. The report card is given to the child who must keep it with them at all times. The card is taken home at the end of each day and is signed by the parents.

Staff responsible for the child during the day will assess the child’s behaviour at the end of each session. This includes playtimes, lunchtimes and lesson times.


On the initial day of the report, the child will receive a full day detention. If there are no instances of poor behaviour, the child receives the privilege of breaktimes the following day.


Children in Foundation Stage and Key Stage One will be assessed using a smiley face system.

 :) -  Good behaviour

 :|-  Satisfactory behaviour

 :( -  Poor Behaviour

Children in Key Stage Two will be assessed using a lettering system.

A- Good behaviour

B- Satisfactory behaviour

C- Poor Behaviour

If there are five or more instances of poor behaviour on one report card, the child will be issued a report card again.

If a child receives three report cards, the parents will be informed of this decision and will be notified that their child is close to exclusion.




Good discipline in schools is essential to ensure that all pupils can benefit from the opportunities provided by education. The Government supports head teachers in using exclusion as a sanction where it is warranted. However, permanent exclusion should only be used as a last resort, in response to a serious breach, or persistent breaches, of the school's behaviour policy; and where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school.


When the head teacher excludes a child they must, without delay, notify parents of the period of the exclusion and the reasons for it. They must also, without delay, provide parents with the following information in writing:


• the reasons for the exclusion;

• the period of a fixed period exclusion or, for a permanent exclusion, the fact that it is permanent;

• parents’ right to make representations about the exclusion to the governing body and how the pupil may be involved in this;

• how any representations should be made; and

• where there is a legal requirement for the governing body to consider the exclusion, that parents have a right to attend a meeting,


When considering exclusion the Headteacher and Governing Body will use

‘Exclusion from maintained schools, Academies and pupil referral units in England’ document and complete an exclusions form provided by the Council.


Low Level Disruption


Our aim is to enable all children to learn to the best of their ability and not allow low level disruption to prevent this.  According to the ‘Below the Radar’ report published by OFSTED, low level disruption may include:


  • Swinging on a chair
  • Repeatedly tapping pencil
  • Shouting out
  • Making unnecessary noise
  • Work avoidance
  • Inappropriate verbal responses
  • Anything which interferes with the ‘flow’ of the lesson


Serious Incidents


In our view, a ‘serious incident’ is defined as one of the following:


  • Swearing
  • Deliberate and malicious physical violence towards another person
  • Stealing
  • Deliberate and provocative racist comments
  • Refusal to co-operate with a member of staff
  • Running away
  • Rudeness or Insolence to a member of staff
  • Deliberate damage to property
  • Sexual harassment
  • Bullying

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Cherry Tree Hill Primary School

Cherry Tree Hill Primary School

‘ Be Safe, Be Caring, Be a Learner ‘

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