1. SS Peter and Paul Catholic Primary School
Behaviour Ladders
How to use the chart
Every one starts off at ‘ready to learn’. This means that there everyone has a
chance to move up and everyone is at a level start.
Move children up the ladder one step at a time, children can be moved up and
down the ladder through out the day.
I get the children to move their own pegs- it save me lots of time. Also it makes
them aware of their behaviour (link to techniques of Bill Rogers)
For example if they are on ‘ready to learn’ and you move them up to ‘showing
pride’ and then up to ‘role model’. But they then do something that requires
them to move down you move them down one step back to ‘showing pride’
This works for lower down the ladder if you have moved them down to ‘think
about it’ and then down to ‘teacher choice’ and they then do something that
moves them up, they move up one step at a time.
The ‘think about it’ step gives children time to reflect on their behaviour and then
a chance to move back to ‘ready to learn’.
The ‘teacher choice’ step is the consequence phase. This step must be followed
through otherwise the ladder does not work. Consequences must be consistent
throughout the school, relevant to children’s stages of development.
Parent contact step = speak to parents at end of day either face to face or
phoning. Again this must be followed through.
At the beginning of each day all the pegs return to ready to learn’.
Example: Year Two had a system where the children could earn different pegs
( keep the motivation going for getting to top of ladder!!!) If they got to
‘outstanding’, they could move one more step up by getting ‘Off the chart’ ( peg
onto top of the chart) If they managed to do this 3 times they then would receive
a sparkly peg.
2. If they do this again 3 times they get a golden peg!!! This obviously works in lower
year, however if you want to adapt it to keep motivation going is up to you! If
you want to do this discuss it in your phase and remember to all do the same!
Year 6 and 5 will be using the Marble Jar to earn rewards and work towards the
greater good than that of themselves.
Remember everyone who works with the children need to buy into this system
and work with the class teacher.
Please remember when the lunch time book comes round this too feeds into the
behaviour ladder – supplies, TAs, LSAs, French, Music etc all working towards the
same goals.
CONSEQUENCES:
Remember to be positive, fair and encourage the children to consider their
actions and make the right choices. This not only helps with learning but helps
with learning to manage themselves – part of BLP.
No Shouting or raised voices.
Dealing with behaviour issues should not effect the learning of other children.
Use PSHE time daily for sorting out STEP 1,2,3 actions and follow through with
consequences consistently.
STAGES ACTION CONSEQUENCES PERSON
RESPONSIBLE
STEP 1:
‘THINK
ABOUT IT’
- Swinging on chairs
- Deliberate rowdiness
- Sulking
- Bad manners
- Interrupting
- Answering back
- Getting others into
trouble
- Ignoring
instructions
from any adult
First warning – verbal –
Think about it.
Move peg on behaviour
ladder down on step.
Class Teacher or
Parallel
(Should teacher be
absent)
(TA, LSA, Supply,
Midday -
Supervisors to
inform teacher)
STEP 2: - Repeated Move the peg on Class Teacher or
3. TEACHER
CHOICE
behaviours from
Step 1
- Lack of respect for
property (including
graffiti).
- Rudeness to staff
- Refusing to co-
operate
- swearing
behaviour ladder down
two steps to teacher
choice.
Consequence:
Age related, consistent
across the phase - time out
from break – Use PSHE
time allocation (15 mins)
to discuss behaviour
consider actions and
possible solutions to the
issue causing
inappropriate behaviour.
May need to write out
answers to questions
relating to incident/
apology letter/ to keep on
file.
Parallel Class Teacher
(Should teacher be
absent).
(TA, LSA, Supply,
Midday -
Supervisors to inform
teacher)
STEP 3:
SMT / KS 1
or KS 2
LEADER AND
CONTACT
PARENTS
- Repeated
behaviours from
Step 1 or 2.
- Bullying (verbal,
physical, cyber )
- Threatening
behaviour.
- Ignoring a
request/ leaving
the class without
permission.
- Aggressive
behaviour.
Move the peg on
behaviour ladder down 3
steps.
Speak to parents at end of
day either face- to-face or
phoning.
ENSURE RECORD IS KEPT
OF INCIDENT, CONTACT
DETAILS ETC.
Consequence:
Age related, consistent
across the phase - time out
from break – Use PSHE
time allocation (15 mins)
to discuss behaviour
KS1 and KS2 leaders
or SMT member.
4. consider actions and
possible solutions to the
issue causing
inappropriate behaviour.
May need to write out
answers to questions
relating to incident/
apology letter/ to keep on
file.
STEP 4:
HEAD
TEACHER,
DHT and
AHT
Repeated behaviour
from Step 3
-Stealing
Parents brought in for
meeting with all records.
Children will be loose
privileges eg going on a
school trip, attending club
at lunchtime, be required
to do community service
for period of time - ½ a
term or be internally
excluded for repeated
fighting, bullying or other
serious incidents.
Record is entered in SIMS.
Community service: Sharpen pencils in pots (all classes), assist with office rounds, water
plants, pick up litter with litter pickers, count out letters/leaflets/ assist with recycling duty/
help in lunch hall/ etc
No child to be left unsupervised at lunchtime for any reason at any time.
