Behaviour Policy

1. Policy Statement

Teachers and pupils at the Academy should work together to establish and maintain a learning and social environment which emphasises positive behaviour, and where care and concern for others are valued. Behaviour management is an integral part of the whole Academy curriculum which teaches appropriate and relevant social skills to all pupils. This enables pupils to participate fully in the home, Academy and local community and prepares them for the responsibilities of adult life in an ethnically diverse society.

2. Aims

The Academy aims to:

  1. promote the highest possible degree of consensus about standards of behaviour among staff, pupils and parents/ carers;
  2. provide clear guidance to staff, pupils and parents about standards of behaviour and their application;
  3. encourage staff to recognise and praise good behaviour as well as deal with inappropriate behaviour and notify parents of successes and problems;
  4. develop rewards and sanctions to reinforce positive behaviour and challenge inappropriate behaviour, ensure that rewards and punishments are fairly and consistently applied and that they are appropriate to the situation;
  5. promote tolerance and consideration for others regardless of race, creed, gender, perceived ability, age, appearance or disability and develop appropriate strategies to eradicate bullying;
  6. ensure the safety and well-being of pupils, members of staff and the general public;
  7. allow pupils to develop and demonstrate positive abilities and attitudes;
  8. teach pupils to have self-control, to take responsibility and be accountable for their own actions and to make the distinction between minor and more serious misbehaviour;
  9. teach pupils to take care of and respect their environment and community;
  10. give pupils every opportunity to take responsibilities and to make a full contribution to improving behaviour in the Academy.

3. Roles and Responsibilities

It is the responsibility of the Governing Body to establish a policy and procedure for Behaviour and Discipline and to monitor the effects of the procedure.

It is the responsibility of the Head Teacher to:

  1. encourage and foster acceptable standards of behaviour, good personal relationships and a respect for the individual;
  2. address promptly any breaches of good conduct and behaviour, using informal procedures where possible but implementing formal procedures where necessary.

It is the responsibility of all staff to familiarise themselves, and comply, with this policy and procedure in accordance with relevant professional standards. In particular staff should:

  1. be punctual for lessons;
  2. ensure that pupils enter and leave the classroom in an orderly manner;
  3. display good classroom management;
  4. establish a stimulating learning environment;
  5. provide adequate supervision during lessons;
  6. mark and return work promptly and regularly;
  7. be courteous and polite to pupils and avoid the use of sarcasm or scathing remarks;
  8. praise, encourage and reward pupils wherever possible and consequently encourage appropriate behaviour rather than rely on negative sanctions;
  9. make it obvious that each pupil is of equal importance and that praise, rewards and sanctions are used equitably; and
  10. seek further help and guidance from other members of staff and regard this as an appropriate strategy rather than an admission of failure.

Staff should recognise that through their own behaviour and manner they will demonstrate and encourage high standards.

It is the responsibility of pupils to develop positive relationships in the Academy and demonstrate acceptable standards of behaviour, good personal relationships and a respect for the individual.

It is the responsibility of parents/carers to support the Academy in encouraging and fostering in their children, acceptable standards of behaviour, good personal relationships and a respect for the individual.

4. Procedures

The Academy will encourage positive behaviour by:

  1. providing a challenging and stimulating learning environment;
  2. involving the School Council in the review of this and other relevant policies;
  3. reinforcing positive behaviour through individual guidance and counselling;
  4. informing parents at the earliest opportunity of successes and behavioural problems and involving them fully in measures to recognise these and where necessary remedy them;
  5. liaising with outside agencies to develop strategies to encourage positive behaviour in pupils;
  6. offering the opportunity for individual guidance and counselling to pupils to develop monitor and review behaviour;
  7. motivating pupils through the content and methods of delivery of the whole school curriculum and expecting high standards from them; and
  8. offering appropriate training to meet the needs of teaching and support staff dealing with behaviour problems.

Wherever a teacher is confronted with examples of inappropriate work and/or behaviour from pupils in the classroom, the strategies and procedure in the Appendix A should be followed.

5. Rewards and Sanctions

We praise and reward children for good behaviour in a variety of ways:

  • Staff congratulate children.
  • Staff give children merits/ team points towards the four house teams.
  • Staff can reward children in the form of stickers.
  • Staff can distribute merits to children either for consistent good work or behaviour, or to acknowledge outstanding effort or acts of kindness in school.
  • All classes have an opportunity to take part in a sharing / WOW assembly where they are able to show examples of their best work.

The school employs a number of sanctions to enforce the generic school rules, and to ensure a safe and positive learning environment. We employ each sanction appropriately to each individual situation/child.

  • We expect all children to engage wholeheartedly in lessons and a variety of strategies are used to help children engage in keeping pace and resources stimulating and accessible.
  • If a child does not co-operate the adult may begin with ‘a look’ to establish good behaviour.
  • If co-operation is not established the adult talks quietly to the child to establish an opportunity to make the right choice.
  • We expect children to listen carefully to instructions in lessons. If they do not do so, we ask them either to move to a place nearer the teacher, or to sit on their own.
  • We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task.
  • If a child is disruptive in class, the teacher uses the 4 levels of intervention (see Appendix C). If a child misbehaves repeatedly, we isolate the child to address the problem from the rest of the class until s/he calms down, and is able to work sensibly again with others. This will also instigate the PINK SLIP.
  • The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session.
  • If a child repeatedly acts in a way that disrupts or upsets others, the school contacts the child’s parents/carers and seeks an appointment in order to discuss the situation, with a view to improving the behaviour of the child.

In addition to generic school rules, each class also has its own classroom code of conduct, which is agreed by the children and displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that we expect in our school. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class where necessary.

The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear.

6. Monitoring and Review

The school keeps a variety of records concerning incidents of misbehaviour. The main recording method is via the PINK SLIP (Appendix B). The head teacher records those incidents where a child is sent to her on account of bad behaviour. We also keep a record of any incidents that occur at break or lunchtimes: lunchtime supervisors give written details of any incident in the incident books that they keep individually, to class teachers and file copies in the log that we keep in the medical room.

The Head Teacher will report to the Governing Body on any relevant aspects of the working of the policy as appropriate.

The Governing Body will review the policy every two years.


Behaviour Identified:

  • Staff use strategies to amend behaviour, e.g. counsel the pupil individually and discuss the problem, move them within the classroom – refer to Levels of Intervention (Appendix C)
  • Verbal warning given / record name on board or similar classroom practice, offering ‘way out’ of behaviour pattern
  • 3 verbal warnings is now recorded onto Pink Sheet as ’Step 1’
  • Step 2 – 2nd serious warning
  • Step 3 - Loss of playtime and/or send to alternate Key Stage Class teacher for ‘Time Out’
  • Step 4 – Loss of lunch time and / or send to Assistant Head teacher for ‘Time Out’
  • Step 5 – Head Teacher involvement and Parents notified.

Although this is accumulative, starting with low level disruption / behaviour, more extreme or serious behaviour may result in Head teacher involvement from the outset.

When pupils have been withdrawn from lessons and they have completed a 5 W’s sheet (Appendix D), it is important that appropriate work is set for the remainder of the lesson.

Whenever a member of staff is required to deal with inappropriate behaviour during breaks, lunchtimes, before morning school or between lessons the following procedures should be followed:

  1. Deal with the matter personally either by reprimanding the pupil verbally. In doing so it should be made clear to the pupil what s/he has done wrong and why this is inappropriate behaviour. Try to ensure that the punishment is fitting for the misdemeanour and that appropriate information slips are completed and distributed to class teachers.

  1. Refer the matter to the appropriate member of staff. S/he will then deal with the matter appropriately and complete the necessary forms if required. Referral should take place promptly and the pupil should be aware of the reason for the referral.

  1. It is not advisable to leave pupils standing outside the staff-room or the Head teacher’s office as a punishment for misbehaviour during breaks or lunchtimes.

Teachers should always expect the highest standards of behaviour from pupils both in their lessons and around the Academy. However, it is not realistic to expect all pupils to behave impeccably all of the time.

It is important to differentiate between pupils having fun on the playground and those being dangerous or malicious.

Pupils should show consideration and respect to visitors to the Academy.

Teachers should be able to expect high standards of behaviour and attitude from our pupils, for example:

Politeness at all times - Courtesy

All adults should be addressed as Mr/Mrs/Ms/Miss . . . . . . . . . . or Sir/Miss. Pupils should be encouraged to use ‘please’ and ‘thank you’. Similarly teachers should be polite to pupils.

Pupils should move around the school quietly. They should allow all adults to pass through doorways first and hold doors open for them as well as for each other.

Behave appropriately and politely when wishing to ask/answer questions e.g. by putting their hands up.

Follow instructions quickly, quietly and efficiently.

When the measures outlined have no effect, or in cases of dangerous or violent behaviour, then the Head Teacher may decide to exclude the pupils either for a fixed term, indefinitely or permanently (see Policy on Exclusions).


Pink Slip

Each class teacher keeps these slips to discuss with parents, if needed.