Positive Reinforcement 

We celebrate good behaviour and provide rewards and recognition to motivate and acknowledge our pupils' efforts. 

What we do: 

• Verbal praise. 

• Dojo points given to children who are behaving in the Sunnyfields Way. 

• At the end of each term; 100 points = bronze badge, 200 = silver badge, 300 = gold badge, 400 = platinum badge. 

• Stars of the week certificate awarded in Friday’s mentions assembly (parents to be informed and invited by Wednesday). 

Managing Unacceptable Behaviour 

Unacceptable behaviour is defined as behaviour that causes disruption in lessons, in or around school, and at break and dinner times. 

Serious unacceptable behaviour is defined as repeated breaches of the school rules that lead to unreasonable high-level disruption of children’s right to learn. Any form of bullying, harassment or discrimination such as racist, sexist or homophobic behaviours (please see Anti-Bullying Policy). Physical violence or verbal aggression directed towards an adult or pupil. Use of object/weapons to hurt others.  

Serious/ continued bullying incidents. Vandalism leading to significant damage of school property and resources. Possession of any article a staff member reasonably suspects has been, or is likely to be, used to commit an offence, or to cause personal injury to, or damage to the property of, any person (including the pupil). 

Behaviours, strategies and consequences 

The school’s behaviour expectations are developmentally appropriate and differentiated across EYFS, KS1 and KS2 to ensure they reflect pupils’ varying stages of social, emotional and cognitive growth. While the core values and whole-school rules remain consistent, the way these expectations are taught, reinforced and responded to is adapted for each phase.  

In EYFS, behaviour expectations are modelled through play, routines and co-regulation, with a strong focus on developing early self-management skills.  

In KS1, children are supported to understand simple rules, reflect on their actions and use emerging self-regulation strategies with adult guidance.  

By KS2, pupils are expected to apply behaviour expectations with increasing independence, taking responsibility for their choices, using more advanced problem-solving and engaging in restorative approaches.  

This phased approach ensures fairness, clarity and high expectations for all learners. 

Home–School Agreement: Parental Support for Behaviour Expectations 
 

The school and parents/carers share responsibility for promoting positive behaviour and fostering a safe, respectful learning environment. We ask parents to support the school’s behaviour policy by

• reinforcing our expectations at home  

• encouraging their child to follow school rules,  

• and promoting courteous, kind and responsible behaviour.  

Parents agree to work in partnership with staff by

• communicating promptly about any concerns,  

• supporting restorative approaches,  

• and ensuring their child understands the importance of attending school ready to learn—emotionally, socially and academically.  

We expect parents to model respectful conduct in all interactions with staff and to approach any issues calmly and constructively so that solutions can be found together.  

By upholding these shared commitments, we create a consistent and supportive framework that helps every child thrive.