Statement of Intent

Four Dwellings Primary Academy is committed to raising standards of achievement by ensuring high quality learning experiences for all children.

This policy aims to provide a framework within which all members of the school community can work to help children grow into happy, responsible and increasingly independent members of the community.

Legal framework

Education (Independent School Standards) (England) Regulations 2014

The school has legal duties under the Equality Act 2010, in respect of safeguarding and in respect of pupils with special educational needs (SEN).

For that reason, this document should be read in conjunction with the SEND, Anti-bullying, Safeguarding and Physical Intervention policies.


Our values are as follows:

Rights and Responsibility

Everybody in the school community has rights and responsibilities that relate to our Values

We have the right to learn and work in an environment where:

We have the responsibility to create and maintain a safe and happy environment by:

  • we are respected and valued as individuals,
  • we feel safe to take risks with our learning,
  • our views are heard,
  • we are kept informed.
  • showing respect for others as unique individuals,
  • viewing our own and others’ mistakes as opportunities to learn,
  • speaking and listening politely and courteously,
  • communicating openly and honestly.


Our values, rights and responsibilities are encapsulated in our 4 basic rules. We expect all members or our school community to adhere to these.



All members of the school community are responsible for establishing and maintaining positive learning behaviours throughout the school.

At Four Dwellings Primary Academy, we promote positive learning behaviour in the following ways:

Whole School

  • Across all key stages positive learning behaviour is taught, described and rewarded using age appropriate systems.
  • Children are given clear and consistent ideas of what is expected in terms of behaviour by all adults.
  • All adults understand and demonstrate the school’s core beliefs about behaviour.
  • All adults model respectful verbal and non-verbal behaviours.
  • School assemblies are used to develop children’s social, emotional skills and to celebrate their strengths and learning behaviours.
  • Positive behaviour in corridors, playgrounds, the dining room and on visits is noted and celebrated by all adults using raffle tickets and stickers.
  • Everyone in the school community is made aware of, and contributes to the school’s positive behaviour ethos and our Values


  • Teaching routinely incorporates activities designed to promote children’s social skills and emotional development.
  • Lessons are structured to be interesting and appropriately challenging for all pupils.
  • Appropriate learning behaviours are taught and reinforced in class on a regular basis.
  • Children are taught the language of sharing and cooperation, choice and consequences.
  • Children are encouraged to identify their own strengths and to recognise and value the diversity within their classroom.
  • All children’s strengths are recognised and celebrated.
  • There are clear classroom routines (eg for entry and exit, moving around the classroom, sharing equipment, working in a variety of groups, changing for P.E. and tidiness of belongings and equipment) to reduce uncertainty and promote an appropriate climate for learning.
  • There is a classroom ‘behaviour ladder’ that promotes positive social and learning behaviours.


The needs or circumstances for each individual child will be taken into account when implementing this policy. For example, children with Special Educational Needs or a Disability (SEND) or children from families in difficult situations may require an adapted approach to the whole school positive behaviour management system. Teachers will ensure that all staff are made aware of any pupils who require special consideration. This does not exclude them from the behaviour policy but requires teachers to apply it with empathy and with consideration for the needs of the child and the whole class. Any adaptations must be made in agreement with members of the Senior Leadership Team, including the SENDCo and, where appropriate, parents and carers.

  • Teachers use behaviour management strategies and in-class support for any child needing additional, short term help to make good social and emotional progress.
  • The additional help given to children as part of a SEND support plan may involve an adapted or highly individualised timetable. The school accesses support from a range of professionals to support the specific social and emotional needs of the children where appropriate.
  • Teachers share the specific strategies planned for individual children with all relevant adults ensuring a consistent approach.

Early Years

We aim for the children to develop a growing understanding of what is right or wrong and why. During their time in the Early Years children will develop their learning about the impact of their words and actions both on themselves and others around them.

To comply with the Early Years Foundation Stage (EYFS) Statutory Framework we will:

  • implement this behaviour policy and procedure effectively.
  • recruit and assign responsibility to a named practitioner who is responsible for behaviour management in our nursery. They will have the necessary skills to advise other staff on behaviour issues and to access expert advice if necessary.
  • acknowledge and act upon any evidence revealing links between significant changes in children’s behaviour and safeguarding.

Inappropriate Behaviour

Inappropriate and disruptive behaviour is dealt with in a consistent, predictable and logical way. The consequences of such behaviour are logical and consistently applied according to each child’s age and stage of development. Sanctions will occur as soon as possible after the event has happened. Staff always create opportunities for children to repair and rebuild relationships that may be damaged by disruptive or aggressive behaviour. Children will be risk assessed for all school trips and alternative provision may be put in place. In extreme circumstances, exclusion may be used.


Children are subject to this policy at all times when they are under the supervision of a member of staff. Therefore they must comply with the expectations of behaviour and conduct when engaging in any activity including when using technology. The safe use of electronic, including mobile, devices will be monitored in line with the academy e-safety policy. In some cases, action will be taken even if a device is used off-site eg in the case of cyber-bullying, as outlined in the e-safety policy, and referrals may be made to other agencies.

Incidents of racism, sexism and homophobia

All staff are expected to recognise and deal with racist/sexist/homophobic remarks and gestures promptly and seriously. The incident will be reported to parents and recorded on School Cloud and in a bound book. The child will receive additional support so that they understand why remarks or gestures are not appropriate as part of the Plan, Do, Review cycle.

Anti-Bullying guidance

At Four Dwellings Primary Academy we teach children that:

Bullying is defined as deliberately hurtful behaviour, repeated over a period of time and can be: physical (eg hitting, kicking, theft); verbal (eg name calling, racist remarks); indirect (eg spreading rumours, excluding someone from social groups); gesture (eg pulling faces, waving fist); extortion (eg threatening to take property or tell tales); exclusion (eg taking away friends).

Cyberbullying takes place online, such as through social networking sites, messaging apps or gaming sites. Like other forms of bullying, it is the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power.

In order to reduce the incidences and minimise the impact of bullying we:

  • teach the children in class and assemblies to recognise and identify bullying and to understand the effects it has on individuals
  • adopt a common approach to deal with those who consistently bully.
  • adopt a common approach to support those who are victims.

This will be done through class lessons, assemblies, anti-bullying day, school council sessions and newsletters home. All children and families will be encouraged to report incidents of bullying.

Advice to parents about bullying procedures will be given annually. This will include information about what bullying is, the effect on individuals, how to recognise it in their child and what actions to take when concerned about it. The information will also explain the procedures that the school will take on their behalf.

Reporting concerns:

Pupils are encouraged to talk to their class teacher if they feel they are being bullied. The class teacher must then seek advice from a DHT and, if appropriate, report this on CPOMS and in the bound Bullying Incidents book.

Once a claim of bullying is made, all children involved will be interviewed to establish the facts and to agree the next steps.

Parents must report any concerns in the first instance to the child’s class teacher. If they do not feel satisfied that the issue has been dealt with then they should use the school communication procedure (detailed on the website).

The DHT responsible for behaviour will guide the teacher and pastoral staff on providing support for both the victim and the alleged perpetrator. A restorative approach is used to help all parties involved as detailed in our Restorative Approaches Strategy. Parents of both the victim and alleged perpetrator are informed and school and family work together to find a resolution. If the situation is not resolved, with the correct support in place, then further sanctions will be used, as detailed in Appendix 2.

Impact: monitoring and review

The impact of the policy and practice is measured against information and data collected. Behaviour data gathered includes:

  • Remarkable points awarded for getting to Gold, or other positive demonstration of the values
  • Negative points for behaviour that falls below Green on the ladder: disruptive, unsafe or aggressive behaviour recorded on Cloud School
  • Number of children attending Remarkable Reward parties
  • Number of children on sticker charts and report cards
  • Exclusions
  • Records of lunchtime incidences
  • Pupil voice: how safe do children feel in school, how effective do they think rewards and sanctions are
  • Staff voice: how effective do staff feel the behaviour policy is

The Pastoral Manager and SLT will meet regularly to review patterns and whole school issues: pupil groups will be monitored to ensure behaviour is improving for all children. This data will be reported to the Governing Body termly.

Exclusions are reported to Governing Body

Behaviour systems are monitored in each class through SLT meetings, DSL meetings and the Leadership Monitoring and Evaluation schedule.

Review date: September 2020

Behaviour policy for children September 2019.pdf
Website FDPA Behaviour Management Policy 2019-2020

Updated October 2019