Kirkhill Primary School

Promoting Positive Behaviour




‘The development of a positive ethos within schools is the foundation for better learning as highlighted in the Discipline Task group report’– Better Behaviour- Better Learning.

The establishment of a positive learning environment is essential if effective learning and teaching is to take place within a school. Effective learning and teaching is also dependent on the development of positive relationships in school and in classrooms through the daily inter-action between staff and pupils and between pupils themselves.

Positive Behaviour Aims:

  • To create an atmosphere of mutual respect, trust and  shared responsibility
  • To promote a positive school ethos through positive behaviour strategies and celebrations of success
  • To raise standards of attainment, behaviour and attendance for all pupils
  • To involve parents, pupils and staff in setting rules/standards of behaviour within the school
  • To encourage pupils to manage their own behaviour effectively while respecting the rights of others
  • To inform parents and pupils of sanctions that will be taken for negative behaviour
  • To develop social and citizenship skills within a variety of school contexts

Our School Ethos

  • The above positive behaviour  aims link to our school aims in particular- To be a happy, friendly and safe community where we respect and care for each other as we are learning, living and playing.
  • Kirkhill School has a number of other school policies that contribute to achieving our whole school ethos such as Race Equality Policy, our Anti-Bullying Policy and our Health Policy. Etc. We have a Pupil Council, Prefects and pupil buddies for new pupils plus a number of other school initiatives to help promote positive behaviour within our school.
  • Our basic school rules are shared and agreed by the pupils and staff. They are common sense ones based on the Golden Time initiative which allow us to work in harmony with one another and ensure the safety and wellbeing for all our school community.

Managing positive behaviour

Positive behaviour is best achieved by employing the following:

Prevention – Preventative strategies which encourage each pupil to develop a self awareness and self discipline.

Management – When negative behaviour occurs we aim to respond quickly, positively and effectively. 


Staff: The whole school staff, both teaching and non-teaching, share a collegiate responsibility for consistently implementing school policy on positive behaviour. The Head Teacher has overall responsibility for ensuring positive behaviour.

Parents: Parents have a responsibility for ensuring that they support their child in meeting school expectations in respect of positive behaviour 

Pupils: The pupils’ are encouraged to manage and be responsible for their own behaviour and to endeavour to meet the expectations set out by the school.

Advice for Staff

  • Be consistent, fair and persistent. The key to children learning positive behaviour is consistency and patience. As in all aspects of life, children often have to learn from their own mistakes and experiences!
  • Keep any promise you make to the pupils and be open and honest with them at all times.
  • Before taking any action communicate, clearly and effectively your  expectations and intentions
  • Act rather than react.
  • Impose appropriate, fair and effective sanctions that are relevant to the misdemeanour, whenever possible explain the relevance of the sanctions.
  • Be confident and indicate via your voice, body language and manner your expectations.
  • Seek advice and support if a situation escalates.
  • Reprimands should focus on the behaviour not on the pupil’s personal qualities.
  • Pupils should be reprimanded privately whenever this is possible.

School expectations:

  • All members of the school community are encouraged to respect each other
  • Pupils are expected to care for and value  all school property and equipment
  • Pupils are expected to conduct themselves in an orderly manner at all times
  • Pupils are not allowed to bring any potentially dangerous objects to school that could harm themselves or others. Electronic objects such as mobile phones, ipods, DSI’s or MP3 players etc as they can cause distractions in classrooms  and may  get damaged or lost.If any of the above are brought to school they must be handed into the school office at the start of the day and collected at the end of the school day.
  • Pupils are expected to bring in an note from their parents /guardian after every absence unless the school has been  previously notified
  • Pupils are not allowed to leave the school grounds during the normal school hours without first having obtained permission from the school and a note from home seeking permission. 

Positive Behaviour strategies:

  • The allocation of 30 minutes of ‘Golden Time’ each week is to encourage positive behaviour and achievement during the week. Regular Golden Time activities are run by staff which the pupils chose. If pupils have lost ‘time’ they attend the ‘Think tank’ which is supervised and the  reason for and loss of their time is recorded and discussed ( See attached appendix re Golden Time)
  • Self assessment and personal management is encouraged by the use of visual indicator eg class traffic lights .NB each day pupils have a fresh start.
  • Merit awards, class points, House points ( See attached appendix re House points), Citizenship awards/nominations, certificates and stickers  are awarded for positive behaviour and achievement in areas across the curriculum and out with school
  • Use of ‘Circle Time’ to discuss aspects of personal and social development including positive and negative behaviour within class, school, society
  • Nomination of  class ‘Star’ pupils who are presented with a certificate at termly  assemblies
  • Achievements recorded in ‘Achievement Folder’ displayed in school foyer
  • Discussing whole school behaviour issues at Pupil Council meetings
  • School prefects acting as ‘role models’ and as mediators regarding ‘minor’ play time issues
  • Whole school assemblies on moral and social issues
  • Discussion  and implementation of aspects of Citizenship within the classes
  • Use of ‘Buddying’ system within the school –older pupils working with younger pupils etc and new pupils being ‘buddied’ by class members to ensure they settle easily to school
  • Staff using praise as a sincere and prompt response to reinforce positive behaviour or achievement
  • Setting of personal targets for improving work and/or behaviour 

If negative behaviour occurs we have the following agreed sanctions

  • Initially a verbal rebuke and reinforcement of correct course of action by member of teaching/auxiliary staff.
  • Withdrawal of privileges/loss of awards /Golden Time or possibly House Points
  • Detention during break-times
  • Incidents during break times may require a pupil to spend short time in ‘time out circle’ while they cool off!
  • Change in seating arrangements within the classroom/their name being moved to orange or red on traffic lights in class to make them aware that they have to rethink their behaviour/attitude
  • Pupils sent to see Head Teacher
  • Pupils having to apologise/face up to consequences if their actions/write letter of apology
  • Parents informed of unacceptable behaviour and their support enlisted
  • Completing behaviour modification form with Head Teacher/Support Staff
  • Record of incident in incident log folder/appropriate incident forms
  • Interview requested with parents and pupil
  • Individual targeted behaviour programme and/or home –school diary set up
  • Advice  sought from outside agencies e.g. Educational Psychologist, Child Psychiatrist, School Doctor 
  • Possible temporary or permanent exclusion from agreed activities/school


Procedures for dealing with major breaches of discipline:

  • Temporary informal exclusion in agreement with parents
  • Two/ three day recorded temporary exclusion in agreement with parents
  • Formal exclusion procedures are implemented in consultation with Education Office
  • A case conference is called involving parent and support agencies
  • Recorded Permanent exclusion
  • Parental right of appeal to Authority against decision to exclude

Incident log folder:

This is used to record:

  • Any incident involving a child or anyone employed at the school, which results in personal injury
  • Theft or damage to property
  • Any complaints/ concerns about a child’s behaviour  from own/other  parents
  • Any contact about pupil from outside agencies
  • Aspects of bullying or racism
  • The log is dated, indicates people involved, relevant information and action taken. Incidents of proven bullying and racism are recorded on ‘Anti-bullying and anti-racist’ incident form and forwarded to the Performance Management Unit.

Use of Physical Restraint

  • If a pupil becomes physically aggressive towards another pupil or member of Staff, and will not refrain from actions by a verbal rebuke, or if the pupil is likely to cause physical injury to others or him/her self, staff may use acceptable level of restraint to part the bodies involved or prevent the pupil from self- injury. No further attempts should be used to physically restrain the errant pupil unless staff have been specifically been CALM trained for that purpose. The Head Teacher should be informed of incident immediately and parents/guardian or outside agencies should be contacted for further support. Any injury to pupils or staff should be recorded and dealt with according to Highland Council Guidelines.

Monitor and review of policy:

  • This policy is drawn up in consultation with Parent Council and staff and will be monitored and reviewed as part of the ongoing audit of practice within the school. Parents receive a copy of the policy and contents are discussed with the pupils. A copy of the school rules are displayed on the school notice boards.

Further guidance can be sought from:

  • Highland Council polices on Anti-Bullying and Social and Personal Development on the intranet website
  • ‘Promoting Positive Behaviour in the primary school’ (Strathclyde Regional Council) Staff Training Pack
  • ‘Better Behaviour, Better Learning (Discipline Task Group Report)
  • ‘Dealing with disruption’ CD Rom (FITC)

Resources: (in upright cupboard in staffroom)

  • Circle Time resources
  • Golden Time resources
  • Citizenship materials
  • P.S.D. resources
  • Award stickers/certificates  as appropriate etc


Golden Time Rationale

To be used throughout the school as a method of ‘positive reinforcement’ to encourage pupils to moderate/regulate their own behaviour and actions.

Each child has 30 minutes Golden Time each week which they can choose to spend on an activity of their choice.

If during the week they have lost golden time because of their negative behaviour or actions, they report to the Think Tank with Mrs Ford in the Head teachers room to watch the time they have lost pass (sand timer) and discuss their actions with a member of staff.

The loss of Golden Time is recorded as a method of noting any regular negative actions so these can be discussed further with them or their family, if necessary.

Aug’12-Any children who lose a large amount of their  Golden Time for either 3 consecutive weeks of 3 weeks in any  term may receive a letter re their behaviour to take home so their behaviour can be discussed and hopefully improve…..


  • 30 minutes of Golden Time is awarded each week – so there is a ‘fresh start’ to every week.
  • Golden Time charts displayed in each class in order for staff and children to have  clear, visual reminder
  • It is not ‘intended’ that any child should ever lose all their time ( or else there wouldn’t be any reason for them to behave for the rest of the week)
  • Time is only to deducted for ‘silly’, unnecessary minor offences, the type that wastes teacher time, irritates other pupils etc
  • Pupils should be given a real opportunity to regain lost points, if possible.
  • Time should only ever be deducted in small blocks as previously agreed by staff eg 1min -P1, 2mins -P2, 3mins -P3 and 5 mins – P4-7
  • Negative behaviour that requires more punitive measures must be reported to and dealt with by class teachers or the HT, as appropriate.
  • Golden Time Choice Chart  to be circulated, starting at a different classes each time to ensure all pupils have the same chance to choose their golden time activity.
  • Activities to be changed regularly depending upon weather, availability of space ,expertise, equipment etc
  • Pupil Council to be active in making golden time suggestions and encouraging pupil choice. 

House Points

In school we have 4 Houses –

 Beauly (green), Connon (yellow), Ness (blue), Orrin (red )

  • Each pupil is assigned to a House when starting at school. Pupils are not placed in the same house as their siblings.
  • All the pupils in school are eligible to vote in the House elections to choose their own House and Vice Captains from the P7 pupils.
  • House points are given to pupils for a variety of reasons eg responsible behaviour; care for others/property, or for improved or good work etc.
  • House points should only be awarded or removed in small amounts.
  • Each House point should be valued therefore staff should reward/remove appropriately.
  • House points are recorded by pupils on sheets in their classes then collected and counted by House Captains each Friday and the results announced in School Assemblies. A House Point graph displays the weekly results.

Please note House Points should only be taken off any pupil in small amounts and where possible the pupil should be given an opportunity to regain them. It is more effective to remove house points from pupils for group misdemeanours than for individual actions the removal of Golden time is more appropriate for individuals.