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Behaviour and discipline

Hampden Gurney Primary School wishes to provide a school environment that is safe and stimulating for the children in our care. Our behaviour policy was created with the support of staff, governors, parents and pupils and outlines procedures to create a calm, secure and happy working environment for all.

Our Behaviour and Discipline Policy reflects the overall positive approach we have in our school towards all aspects of children’s learning and development. Hampden Gurney wishes to encourage children to co-exist peacefully and to get along amicably with one another, in order to enable all children to achieve their full potential.


At Hampden Gurney, we aim:

  • To promote a positive, whole school approach towards behaviour and discipline by providing clear guidelines and establishing procedures for all members of staff, children and carers to follow.
  • To encourage good behaviour by establishing a system of praise and reward for children of all ages and abilities.
  • To make clear to children the expected behaviour in the school and the consequences that will follow any misbehaviour.
  • To teach moral values and attitudes through the school curriculum in order to promote responsible behaviour, self-discipline and respect for others.
  • To motivate children and to help them succeed by developing positive self-esteem.
  • To ensure that positive behaviour management strategies enable all pupils to achieve the five outcomes of the Every Child Matters agenda. (Be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic well being).
  • Encourage good behaviour


Our behaviour and discipline policy aims to encourage children to exhibit good behaviour – this is reinforced with a system of praise and reward for all children. Hampden Gurney uses a range of different systems to reward children for academic and non-academic achievements, for effort, good work and for behaviour. These include:

  • House points for good behaviour.
  • Well done cards and stickers for good work in class.
  • Certificates for academic or behaviour achievement.
  • Notes homes celebrating good behaviour or good work.
  • Weekly celebration of awards and birthdays.
  • Annual awards and trophies.
  • Attendance certificates.
  • Verbal praise.
  • Individual class rewards (e.g. pasta jar, stickers, class bear).


Other ways in which pupils are rewarded includes being given extra responsibility or privileges. These include being asked to become a Playground Buddy or a Sports Leader and working with younger age groups, becoming a member of the School Council or being part of the school’s mentor programme.


Discouraging unacceptable behaviour
There will be times when children behave unacceptably. The following sets out clearly what the school agrees are appropriate sanctions and consequences to secure effective behaviour.

  • All members of staff are expected to deal with unacceptable behaviour immediately.
  • Children will be able to make amends for their unacceptable conduct.
  • Any sanction is balanced with encouragement and support with an aim to re-establish relationships.
  • All classes display and use the school system of traffic lights (green, amber, red) to maintain good behaviour – children are able to move down the traffic lights.
  • Housepoint demerits are able to be used as a sanction for bad behaviour.


Adults are expected to set a good personal example for children.
If at any time, the safety of the child or other children is threatened, the Head teacher or Assistant Headteachers will be involved.
If there are repeated incidents of unacceptable behaviour, these will be brought to the Head teacher or Assistant Headteachers' attention.


We understand that it is vital that parents are involved when pupils display repeated examples of poor behaviour. In such instances, we aim to communicate regularly via notes home, phone calls or meetings. A child may be placed on a daily report card or a home/school communication book in order that parents are fully included in the process of ensuring pupils are engaged in their learning, and not a disruption to other pupils as they learn.

Specific examples of unacceptable behaviour and its consequences are outlined in the school’s Behaviour and Discipline Policy.


The school does have the power to exclude a pupil if there is considered to be a significant detrimental effect on the moral, physical or educational welfare of the pupil or others in the school, there is a risk of serious disruption or there is considered to be a risk of serious damage or loss to school property. The decision to exclude a pupil rests solely with the Headteacher, or the Assistant Headteachers in her absence.