Behaviour Policy and School Expectations

At Pear Tree Mead we help all the children to grow so that they can reach the branches to their future.

To achieve this vision, we base everything we do around making sure that we help children grow.  If a plan does not help us get closer to our vision, then we won’t do it.

To become a fully grown citizen, children need to reach the branches of the Pear Tree.

Each life skill is introduced to the children with a forest animal which sits on a branch of the tree.  In EYFS 3 skills are focused on, KS1 and KS2 all 6 will be focused on but with clear progression of what this looks like within each key stage – see below.


Respectful Mouse     

Self-Belief Squirrel

Inquisitive Fox 

Aspirational Owl

Togetherness Rabbit 

Resilience Hedgehog



Early Years





Respectful Mouse Respectful Mouse Respectful






Beliefs/opinions/difference, trustworthy and honest, health and self-care




Open minded, tolerance, self-respect (healthy relationships, online behaviour), empathy, morality

Self-belief Squirrel Self belief Squirrel Self belief



Try our best

Health and self-care




Independent, confidence, challenge




Emotions (mental health), okay not to be confident all the time, support (others and yourself), optimistic

Inquisitive Fox Inquisitive Fox Inquisitive

Grow our brain

New things



Involved, enthusiastic (optimistic), imaginative


Curiosity, enquiring mind, greater depth, creativity
Aspirational Owl Aspirational


Pride, aiming high (short and long term), goal setting, outside clubs/skills, job experiences


Volunteering/hobbies, jobs, pride, goals
Togetherness Rabbit Togetherness


Team work, supporting others





Self-togetherness, self-awareness (impact on others and others on you), community, team work (choosing the right role)

Resilience Hedgehog Resilience

Take risks (practical), managing failure, try again, new ideas, responsible





Academic risk, emotional resilience, determination, learning (managing failure/emotions), perseverance, responsible (taking responsibility)


The animals can be seen around the school to remind children of the branches (skills) they are working towards.  PSHE lessons, assemblies and class times are planned around the branches so that children are taught and reminded of these on a regular basis.  There is a focus on reaching one of the branches each half term.




Children receive recognition for working above and beyond expected behaviour and effort. We have a structured behaviour system where children can be recognised for exemplary behaviour or for reaching (or striving towards) each branch on the tree (achieving the skill).

Positive notes  – this is a certificate that is given to a child when they have shown behaviour that is ‘above and beyond’ – this is for them to take home. Positive notes home are also given to visitors to the school, who have the opportunity to give then to a pupil if they see exemplary behaviour. To ensure fairness, children can achieve sections of their positive notes over time i.e. one week achieve a quarter, following week another quarter until they have a complete note – this supports pupils that find consistency a challenge.

Positive phone call home – Each positive note home is recorded on the class recognition chart. When pupils have enough positive notes home, they will receive a phone call home! Further notes home will amount to them being invited to a ‘hot chocolate Monday’ run by the Headteacher, Deputy Headteacher or Assistant Headteacher, where children will have a little hot chocolate treat and time with the leaders of the school. When attending, children can also collect a Headteachers award!

Headteachers Awards are also awarded for hard work and exceptional effort in class.


The children are arranged in house teams and can earn points for their house. The houses are named after British flowers, these are Bluebell , Poppy , Clover  and Daffodil . House points are given out with a maximum of 5 at each occasion. A special treat is organised for the winning team each half term.


For our full behaviour policy, please click the following link: