Behaviour Management

St Margaret’s Academy 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.

At St Margaret’s Academy, 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 inappropriate behaviour
  • To teach moral values and attitudes through the school curriculum and ethos 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 are understood by all and enable pupils to achieve 
Encouraging positive behaviour

Good behaviour is reinforced with a system of praise and reward for all children. St Margaret’s Academy uses a range of different rewards for both academic and non-academic achievements.  These include:

  • Class points for good behaviour and good work in clas
  • Star of the week award
  • Notes / phone call home celebrating good behaviour or good work
  • Attendance certificates.
  • Reading certificates
  • Verbal praise.
  • Individual class rewards (e.g, stickers).
Another way in which pupils are rewarded is by being given extra responsibility such as being asked to become a Playground Leader, working with younger age groups or becoming a member of the School Council.

Dealing with inappropriate behaviour

We use a 'traffic light' system for behaviour management and focus on rewarding good behaviour.  However if a pupil behaves inappropriately the following consequences are used:
  • Time apart in the classroom or standing by an adult on the playground
  • Time out - the child moves to the parallel class for a short period of time or is sent inside at playtime / lunchtime
  • Loss of playtime / lunchtime
  • Internal exclusion - the pupil is away from their peer group for the duration of a lesson which may include a playtime or lunchtime
  • Children will will always be encouraged to reflect on their behaviour and to make amends wherever possible
  • Any sanction is balanced with encouragement and support with an aim to re-establish relationships
  • If the safety of the child or other children is threatened, senior staff will be involved and positive handling strategies may be used


The school has 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, if 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 Deputy and Assistant Headteachers in the Headteacher's absence.