Cottesmore School


Promoting Good Behaviour and Sanction Policy



Cottesmore School has high expectations of all pupils.  The purpose of the behaviour policy is to enable everyone – pupils, staff and parents to share responsibility for creating an atmosphere which is conducive to successful school and childcare.

At Cottesmore School we believe that courtesy, consideration and common sense are important aspects of a child’s education.  We aim to provide a friendly, caring, calm and orderly environment in which children can enjoy learning.  We encourage pupils to respect property and take a pride in their school and the community in which they live.  Good behaviour and learning achievement are valued and celebrated by the whole school community.

This policy written in conjunction with the DfE’s guidance on Behaviour and Discipline (January 2016):

Policy Aims:

  • To create a school community which is safe, purposeful and a happy environment for effective learning, based on high standards, shared values and a clear understanding of the behaviour expected.
  • To foster mutual respect and caring attitudes where all achievements are acknowledged and celebrated.
  • To help pupils develop responsibility for their own behaviour and grow into self-disciplined young people who show respect for others.
  • To manage pupils’ behaviour effectively by a whole school approach to behaviour management that is clearly understood by pupils, parents and staff.
  • To make boundaries of acceptable behaviour clear and ensure children feel secure.
  • To promote a partnership of shared responsibility for behaviour

School Rules:

In order to achieve a safe, pleasant working environment certain simple rules must be followed.

Our rules encourage children to:

  • Take responsibility for their actions
  • Realise they will be accountable for their actions
  • Emphasis is placed on self-control.  Any behaviour is a chosen response. Children are expected to:
    - Care for the environment
    - Care for the property and fabric of the school
    - Help others
  • Praise is offered when a child is seen to be behaving well.  We acknowledge care and consideration for others.
  • Form tutors discuss school rules with the children at the beginning of every term.

Promotion of Good standards of behaviour:

Undertaking at least annual review of the behaviour policy and provide training for staff in effective behaviour management.

Developing our focus on promoting positive behaviour by evaluating and developing our use of incentives and rewards. 

Using Chapel Line-Up, Chapel, rewards and responsibilities and PSHE to provide shared values and respect for each other and to celebrate children’s positive attitudes to learning and behaviour.

Whole staff approach:

Every teacher has a responsibility for ensuring good behaviour of the children in the classes they teach and the maintenance of standards throughout the school.

All staff are expected to follow the behaviour policy and to follow agreed procedures for management of poor behaviour when necessary.

All staff are encouraged to apply rules, rewards and sanctions as consistently as possible and to treat all children fairly and with respect.

All staff are encouraged to be good role models for pupils, setting high standards for behaviour, work and respect.

Teachers will endeavour to form good working relationships with parents to ensure everyone works to the child’s best interests.

Details of our sanctions both behavioural and academic are in our Rewards and Sanctions Policy which is available on request.

Being Positive – Rewards and Recognition:

Details of our rewards system is shown in our Rewards and Sanctions Policy which is available on request.


We consider it important that praise and rewards should have a considerable emphasis within the school and pupils will thus achieve recognition for positive contributions to school life. 

Contributions include sound academic work, effort, good behaviour and adherence to the code of conduct.  Attention should not be limited to those whose academic work is outstanding or to those whose behaviour is consistently poor.

It is expected that good standards of behaviour will be encouraged through the consistent application of the school’s code of conduct supported by a balanced combination of rewards and punishments, consistent with the school’s ethos.  It is important to develop and maintain consistency in the application of the reward system.


To develop a consistent pattern of rewards, which are known, understood and agreed to by all.
This is achieved in the following ways:

To distinguish between informal rewards (such as giving praise for appropriate behaviour in and outside the classroom) and formal rewards such as the giving of Show Ups and stars, for further agreed aspects of school life.

Examples of situations and circumstances in which formal rewards (such as pluses, aces, merits, certificates) may be awarded, will be reviewed and agreed upon in consultation with staff.  Departments may wish to consider whether or not rewards need to be differentiated for different age groups.  (You may also wish to consult and gain the agreement of pupils).

In the Prep school only a list of rewards, both formal and informal, may be drawn up for pupils, in order to support the development of consistency.

Examples of informal rewards which staff are encouraged to use for academic achievement, appropriate behaviour and outstanding effort include:


  • General praise and encouragement in lessons, which should be used as much as possible
  • The Headmaster or other appropriate members of senior staff to be invited to praise individuals, groups or classes and being invited into classrooms as appropriate
  • Recognition to be given to success of differing kinds in Chapel Line-Up, Prize Giving or in form time.
  • Pupils’ work to be displayed as much as possible in order to give recognition to it.
  • Weekly newsletter posted on the website is used frequently covering a wide variety of academic and non-academic achievements.

Reviewed by TFR, September 2020

To be reviewed, June 2021