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Promoting Positive Behaviour



Effective learning and teaching is dependent on positive relationships being established at school and classroom level. In order to support staff and pupils in creating a productive learning environment we need rules which are seen as fair, consistent and easily understood by pupils.

Our School Mission

Be a STARat St Gerardine.

S    Successful, motivated learners.

T    Try to do our best in everything we do.

A    Achieve excellence.

R   Responsible citizens respecting others, confident and happy.

Rewards and Sanctions are used to promote positive behaviour


Positive behaviour, either of a class or an individual, is rewarded by marbles put into a class jar. Once the jar has been filled, the class will receive a reward of their choice.

If a pupil maintains a very high standard of behaviour over a whole week they will receive a stamp in their Star Award Booklet. For ten stamps they will then be given a coloured Star Wristband at assembly.

Individual pupils may receive weekly STAR awards, promoting the four capacities of Curriculum for Excellence, at assembly. Different coloured certificates can be earned, culminating in a badge.

Achievements in and out of school are celebrated at assembly, displayed on our Achievements Board and taken home to share with parents/carers.


Each teacher will discuss and set up their own behaviour rewards with their class. These may change through the year as appropriate to support the individual class’s behaviour and are sometimes adapted to fit in with the topic which the class are studying. Children will be able to explain their own class’s rewards to parents. Examples of reward systems sometimes used:


Teachers or support staff in class give children a token reward (eg. bananas, rays of sunshine). Children put their name on the token and add it to a box. At the end of the week, one token is drawn from the box and the child whose name is on the token may choose a small reward from a special treasure chest. The more tokens a child has in the chest, the more likely the child’s name will be drawn!

Wall charts:

Staff in class give children a sticker to put on a wall chart displayed in their class. When they get 10 stickers, they can choose a reward/prize from a treasure chest.

Secret Student:

The teacher selects a pupil from the class at the start of a day/lesson but does not tell anyone who this is. At the end of the day/lesson, if the pupil’s behaviour merits a reward (eg. a number of marbles), the pupil’s name is revealed to the class. If not, the teacher explains how the pupil’s behaviour fell short of what was required but does not reveal their name.

Table/group rewards:

Each table or group in the class competes through the week to be the best table/group. Points may be given in a variety of ways (eg. on race cars). At the end of the week the teacher can see which table/group has won and the class will celebrate their achievement or a reward may be given.


Consequences of not following the school or class rules are warnings. Each day there are five warning chances and each day is a new day.Warnings are recorded on a chart in the classroom.

  • 1st warning – verbal
  • 2nd warning – 3 minutes time out in class
  • 3rd warning – 5 minutes time out in class
  • 4th warning – 10 minutes time out in another class
  • 5th warning – head teacher (or depute) discusses behaviour with the pupil, a behaviour contract form is completed and sent home to parents to sign and return to school

Most warnings are given for low level behaviours which disrupt the learning and, hand in hand with incentives, form a normal part of the day to day management of the class.

In some instances, parents may be asked to come and discuss a pupil’s behaviour in order to find a way forward. There may then be individual behaviour systems or charts which are agreed and implemented to support the pupil’s behaviour.

You should also note than any incident involving violence, dangerous weapons, drugs or alcohol are reported to Educational Services, and the Police may also be involved.


In the following situations, exclusion may be appropriate:

  • persistent pupil behaviour problems or incidents over a period of time resulting in a number of behaviour contracts
  • a single serious incident
  • a parent’s persistent failure to recognise and/or respond appropriately to the rules and behaviour codes of the school    


We believe that children learn best when they feel happy and secure and that they have the right to feel safe and secure both in school and on their way to and from school.

Bullying may be verbal, physical or mental. It is a persistent "attack" by one or more pupils on another, or the deliberate exclusion of a pupil by others.

It is not an argument or disagreement between people, or the breaking up of friends, although this may be the cause of bullying later.

The problem of bullying can only be addressed if the school knows it is happening, so we need to know.  Parents who are concerned about any incident should be in touch with the school immediately.


  • Victims of bullying, onlookers or parents should report incidents to a member of staff.  This can be done in complete confidence and everyone will receive a sympathetic hearing.
  • All reports of bullying will be investigated and recorded.

In many cases the problem is resolved at this stage if the incident is found to be a more general behaviour problem.

However if bullying is happening the following procedures apply:

  • The Head Teacher will be informed of all incidents of bullying and will become involved as necessary.
  • Parents of victims will be informed of the investigation and the outcome.
  • Parents of bullies will be informed of incidents and will be given an opportunity to discuss their child's behaviour and the sanctions imposed.

We do not have many incidents of bullying in our school, but even one is one too many.

We expect the co-operation of all parents and children in our efforts to stamp out any bullying in our school.