Behaviour Policy
Richmond Church of England
Primary and Nursery School
Date Approved:
Autumn 2016
Approved By:
Full Governing Body
Next Review Date:
Autumn 2017
Author/Reviewer:
Mrs M Price
Richmond C of E Primary and Nursery School
Behaviour Policy
Our School Ethos
‘Our aim is through our Christian ethos, to promote all our children’s spiritual and
moral development. We will do this by enabling them to be independent and
considerate, developing to the full their different abilities and talents, and by
providing a broad, balanced education.’ – School Prospectus
We have five Golden Rules which help us all to be kind to others; these form part of
our Home/School Agreement:
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Follow instructions carefully
Keep hurtful hands, feet and words to yourself
Walk in a sensible way around school
Speak politely – no swearing, screaming or shouting
Take care of people, the school and all property
In Foundation Stage 1 these have been simplified to: Kind voices; Kind hands
and feet; Listen carefully; Use indoor feet; Be caring.
Our Home/School Agreement sets out the expectations of the school, families and
children so that all children have the opportunity to learn in a safe and happy
environment and we can all work towards and achieve our aims.
Our Approach to Rewards
We believe that rewards need to be consistent, age appropriate and valued and
inclusive for all children to benefit from. Children are rewarded for demonstrating the
Golden Rules and elements of Secrets of Success. As a school we use:
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Praise - giving the reason for praise and showing an appreciation and value
of children’s contributions
Personal and team rewards – Stars, House points, Stickers, Certificates,
Badges, Key rings, Pens etc. (these may be earned through achievement and
good behaviour). Use of the “rainbow”, “Aurora Borealis” and “Richmond
Pride” and “achieve” (along with the cloud and sunshine).
Public recognition – in class to share with peers, whole school in
Celebration Assemblies and through communication with parents/carers
SEAL (Social & Emotional Aspects of Learning)
The school uses the SEAL approach to help children understand their emotions and
the impact this has on learning, relationships and a sense of wellbeing. We use
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SEAL across the school to support the PSHCE curriculum and in promoting good
behaviour. Circle time provides the ideal opportunity for reinforcing our Golden Rules
and encouraging children to feel valued and included. We also follow the Chris
Quigley SOS to promote positive attitudes to learning and working together, these
are displayed in classrooms. We have a dedicated Specialist Support Adviser to
assist with the social and emotional aspects of learning of the children.
Special Education Needs and Disabilities
We recognise as a school that some pupils may have behaviour and social needs
that require additional and different provision for them to access the curriculum
alongside their peers. In these cases a specific Behaviour Support Plan and Risk
Assessment will be agreed, resourced and implemented in discussion with parents,
Pupil Support Adviser, Specialist Support Adviser, outside agencies and regularly
monitored by our SENCO.
Managing Unacceptable Behaviour
Our priority is to address unacceptable behaviour in a fair and consistent way
providing opportunities to turn situations around, put right things that have gone
wrong, reflect on actions and show forgiveness. The school uses elements of
Restorative Practice to promote good behaviour and resolve unacceptable
behaviour in a fair and consistent way where appropriate (see Appendix 1). Any form
of humiliation or sarcasm is not acceptable. Every effort will be made to maintain
safety and retain all children’s access to learning. Efforts will be made to establish
the truth of a situation and a ‘cooling down’ period may be advisable. However,
issues must be addressed appropriately and promptly. Decisions regarding
consequences must be considered, reasonable and not made on impulse. Teachers
should use their professional judgement to apply the sanctions as follows where
classroom behaviour is disruptive:
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Reminder of Golden Rules – verbal, classroom prompt/indicator, visual
warning.
In class/lesson action – move/isolate, time out, discussion at end of lesson
Further action – miss part of playtime/lunchtime or sent to another class or a
member of SLT to complete work or to discuss behaviour. This time could be
sent completing the 4Ws (see Appendix 2)
Parents/carers informed – by meeting at the end of the day or telephone.
Use of home/school link records to share positive behaviour, good pieces of
work they feel proud about and/or a diary of emotions as appropriate
A report card may be used for a short period of time to track and eliminate
unacceptable behaviour and praise appropriate behaviour.
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Behaviour Support Plan required – further discussions with child,
parents/carers, Headteacher & SENCO, Pupil Support Adviser, Specialist
Support Teacher and other outside agencies as required.
When a serious incident occurs, parents of all parties will be informed as soon as
possible. They will be given an indication of the seriousness of the incident and an
early opportunity for discussion. Such incidents may be hurting someone enough for
them to receive First Aid, known bullying, vandalism, repeated swearing or defiance.
These incidents will also be logged in the behaviour log for each class. Copies of
each entry will be given to the Head Teacher to enable the monitoring of behaviour
to take place.
When low level disruptive behaviour is becoming frequent (chatter during lessons,
calling out, not keeping on task), teachers will use a learning behaviour agreement.
Targets to improve learning behaviour will be discussed and agreed with the child,
along with support to achieve these and an agreed reward. These agreements will
also be shared with parents.
In rare circumstances unacceptable behaviour may be serious enough to warrant
further action the Headteacher may take the decision to use internal exclusions,
fixed-term exclusion, exclusion from school at lunchtime or permanent exclusion. In
this case parents/carers will be in full communication with the Headteacher and the
North Yorkshire County guidelines and policy for exclusion will be followed.
This policy is based around the Five Golden Rules that have been in place for some
time, have proved to be effective and are a good basis for managing and promoting
good behaviour in our school.
This policy has been produced in consultation with children, parents/carers, staff and
governors.
Reviewed and updated: Autumn 2016.
Review date: Autumn Term 2017
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Appendix 1:
Richmond C of E Primary and Nursery School
Restorative Practices
Definition
 The aim of restorative practices is to develop community and to manage
conflict and tensions by repairing harm and building relationships
: Restorative Questions 1
To respond to challenging behaviour:
 What happened?
 What were you thinking about at the time?
 What have your thoughts been since?
 Who has been affected by what you did?
 In what way have they been affected?
 What do you think you need to do to make things right?
Restorative Questions 2
To help those harmed by others’ actions:
 What did you think when you realised what had happened?
 What have your thoughts been since?
 How has this affected you and others?
 What had been the hardest thing for you?
 What do you need to do to make things right?
On some occasions it may be appropriate for a child to have ‘Time Out’ either during
a lesson or playtime. In class this may mean sitting away from the others for a few
minutes, working at a different desk or in another classroom. Sometimes a child
might be taken to work in isolation with an adult. As well as discussing the incident
(using the restorative approaches format) children may be asked to write about what
happened using the 4Ws format (see below). If the child will not co-operate and
leave the classroom when asked, a member of SLT is called.
At lunchtimes children may be asked to come off the playground and will be
overseen by a member of SLT. Incidents are recorded in the Time Out Folder and
the class teacher is informed as necessary. As well as discussing the incident,
children may be asked to write about what happened using the 4Ws format as
shown below (Appendix 2). In certain cases e.g. a second serious incident, the
parents and Headteacher are informed of the incident.
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Appendix 2:
TIME OUT – the 4Ws
Name:
Class:
Date:
What happened?
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------What rule did you break?
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Who has been affected?
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------What do you need to do so things can be put right?
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Further comments/consequences (from staff)
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Discussed with adult:
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Name …………………………………….
Time/Date…………………………………
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