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Ravenshead C of E Primary School

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The Behaviour System

At Ravenshead C of E Primary School, we believe that all children have the right to learn in a calm and safe environment.  We are committed to maintaining high expectations of good behaviour as an essential contribution to the educational experience of the children and to their happiness and well-being at school.  The children are encouraged to have an understanding of the needs of others and to develop considerate and co-operative behaviour.


We want to help our children to:


  •  Create the conditions for a caring, orderly community based on mutual respect in which effective learning can take place.
  • Take responsibility for their own actions and by so doing develop self-discipline.
  • Develop a sense of identity, achievement and self-worth.
  • Develop the ability to co-operate with others.
  • Develop tolerance and understanding of the needs and opinions of others.
  • Develop a greater sense of personal responsibility by giving them responsibilities in a number of ways in school.


Our behaviour system is based on positive reinforcement whenever possible (through Reward Time, and Dojo points).  However,  we occasionally need to issue sanctions when the Ravenshead Rules are broken (using the C0s - C3s system). 


Ravenshead Rules


1. Be ready to learn.

2. Listen and follow instructions.

3. Raise your hand to share.

4. Keep hands, feet and objects to yourself.

5. Respect people and property.

6. Be honest.


Class Dojo Points

These are earnt by positive behaviour and attitudes in class and around the school by Years 1-6.  Each child has their own Dojo monster avatar which is displayed in the class interactive whiteboards, along with their points total.  The child in each class with the most weekly Dojo points, receives a prize in Achievement Assembly, their class Dojo monster to sit on their desk for the week, and their name in the school weekly newsletter.


Reward Time

All children from Years 1-6 begin the week with 15 minutes of Reward Time which rewards children for their positive behaviour throughout the week.  On a Friday afternoon, children take part in fun activities for their Reward Time.  Children lose some of their Reward Time if they are issued with a C1, C2 or C3 and must sit out of the activities for their allotted time.


C0s- C3s

We believe that children feel more secure if they know where the boundaries lie and what sanctions will be used if a rule is broken.  The children are issued with a C0-C3 depending on the extent to which the rule broken.  

All Dojo points can be viewed on the Parent Class Dojo app.  If C1-C3s are issued, parents will be notified also via the Class Dojo app (in the reports section).  Class teachers will monitor the behaviour of their children each week, and where they have ongoing concerns and feel it is necessary, they will contact the child’s parents/carers to discuss the issues.  Should the concerns persist, it may be the case that a meeting is held with the Foundation or Key Stage Leader to discuss the strategies that can be put in place to best support your child to develop the high standards of behaviour we are striving for.  If necessary, the Assistant Head, Deputy Head or Headteacher will arrange a meeting with parents to discuss behaviour.


Foundation Stage Rewards and Sanctions

The staff will model good behaviour for all children.  Kind and respectful behaviour is taught through the Personal, Social, Emotional Development part of the curriculum.  Children are rewarded with stars and stickers in F1 for following the School Rules and in FS2, children have a Dojo Character (as in the rest of the school).  FS2 children are   awarded Dojos for following the School Rules and Dojo points are celebrated during Foundation Assembly times.


Children are encouraged to talk about their feelings with the staff within the unit.  Staff actively promote emotional wellbeing.


It is important to consider behaviour as a method of communication and staff will always attempt to identify what a child is trying to tell them. The word ‘behaviour’ covers a wide range of actions and staff within the unit are highly skilled in identifying concerning behaviours and tracking age appropriate behaviours. 


Inappropriate behaviour


If children do not follow the school rules, they receive a warning and are reminded of the School Rule which they are breaking. The adult will say (for example), “One of our School Rules is..... please think about your behaviour.”

Step 1:  If a child continues to demonstrate inappropriate behaviour, they receive an empty circle.  The child will be reminded that they have the chance to change their behaviour.


Step 2:  If a child receives another warning, eyes are added to the circle and a reminder of the School Rule being broken is given.


Step 3:  If a child receives another warning, a sad mouth is added to the circle and a reminder of the School Rule being broken is given. 


The child is then asked to leave their peers for 5 minutes and he/she goes to the ‘Thinking Spot’ to think about their behaviour and allow time for them to calm.  Social stories are used to remind children how to behave appropriately.  If this is not possible or if the child is showing violent behaviour, then their time out will be taken in a different area, away from their peers. 


Each session is a fresh start and any warnings are removed after discussion with the child.


Sad Faces are recorded in a class Behaviour Log and these reviewed by the class teacher weekly and the Foundation Stage Coordinator half termly.  Repeated incidents of inappropriate behaviour will be discussed with parents and the school SENCO and a Behaviour Plan written if necessary.


Additional Measures that may be Used to Support Children in all Year Groups

On occasions, additional or individual measures may need to be implemented in order to address a range of behavioural needs or to take into consideration any specific special educational and/or disability needs.  Members of staff will work with parents/carers and external agencies to develop a plan that is appropriate.  Such measures may include (though this is not an exhaustive list):


  • If a child fails to complete work in the classroom, even though the work is well within their capabilities, the class teacher may keep him/her in during playtime to complete their work.
  • Contact with parents/carers: this is optional and will be used at the class teacher’s discretion if it is thought that a particular situation may be resolved through discussion with the family.
  • Removal of privileges, for example pupil not attending after school clubs, school discos, not to represent the school at an activity (particularly if other children’s well-being would be affected).  In these cases, parents/ carers may lose any deposit they have paid for clubs (this  is to cover costs incurred by the school as a result of booking fees, coach places etc.).
  • Weekly Report Chart/Star Chart: if the rewards and sanctions fail to provide the necessary support a child needs to help them develop the high standards of behaviour we are striving for, then the class teacher asks to see the parents/carers who are then notified that their child will be put on report.
  • For school trips, reasonable adjustments may have to be made to ensure that a child’s behaviour will not prevent others from having a good time.  In these instances, a child’s  parents/carers will be informed of the measures being put into place.
  • Behaviour plans: In cases where individual reports/star charts do not have the effect of improving a child’s behaviour, a formal behaviour plan may be introduced, in consultation between the child’s teacher, the SENDCO, Head of Pupils and Personnel/Strategic Headteacher and the child’s parents/carers.  External support from the Sherwood Area Partnership may also be sought to support the child, family and school.


We expect parents and carers to support their child’s learning and cooperate with the school.  We ask that they support and respect the decisions that we make regarding rewards and sanctions.  We aim to build a supportive dialogue between home and school and we talk to those at home if we have concerns about a child’s welfare or behaviour.


The school works collaboratively with parents and carers so children receive consistent messages about how to behave both in and out of school.  Where necessary, children will be spoken to by members or staff and/or the Senior Leadership Team.


Should a child be absent when they are due to lose some of their reward time following a sanction, upon their return, a child will lose their time from the first available break time.


To read the full behaviour policy, please visit the parent section on the school website