Positive Behaviour Policy
School Mission Statement
At Great Milton Church of England Primary School we aim to provide the best possible education and
opportunities for all our pupils.
We endeavour to cultivate respect for the spiritual and moral beliefs of the Christian tradition, showing
tolerance and understanding of alternative religions.
We aim to create a community in which pupils, cared for as individuals, are helped to find fulfilment as
they grow towards adulthood.
Working together ~ striving for excellence
Aims and objectives
It is a primary aim of our school that every member of the school community feels valued and
respected, and that each person is treated fairly and well. We are a caring community, whose values are
built on mutual trust and respect for all. The school's behaviour policy is therefore designed to support
the way in which all members of the school can live and work together in a supportive way. It aims to
promote an environment in which everyone feels happy, safe and secure.
The school has a number of rules, but our behaviour policy is not primarily concerned with rule
enforcement. It is a means of promoting good relationships, so that people can work together with the
common purpose of helping everyone to learn. This policy supports the school community in aiming to
allow everyone to work together in an effective and considerate way.
Expectations:
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The school expects every member of the school community to behave in a considerate way
towards others.
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We treat all children fairly and apply this behaviour policy in a consistent way.
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This policy aims to help children grow in a safe and secure environment, and to become
positive, responsible and increasingly independent members of the school community.
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The school rewards good behaviour, as it believes that this will develop an ethos of kindness and
cooperation. This policy is designed to promote good behaviour, rather than merely deter antisocial behaviour.
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As a school we are committed to providing an environment that is supportive to the emotional
health and well-being of both children and staff.
PROMOTING POSITIVE BEHAVIOUR
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High expectations of behaviour develop respect, responsibility and positive relationships. Parameters of
behaviour need to be discussed, agreed and set, thus ensuring the safety and well- being of all. Good
behaviour is encouraged by having clear and simple rules, rewards and sanctions for pupils,
encouraging pupils to take responsibility for improving their own behaviour and that of others, and
providing pastoral support for all pupils. To work, approaches have to be consistently and fairly
implemented as part of a whole-school approach.
Specifically we aim to: Provide a safe and secure working environment in which respect is shared by staff and
pupils alike. We strongly discourage calling out and interrupting others. Children are praised for
waiting in turn to speak and listening to others politely. Ensure the voice level in classrooms is appropriate to the task in hand Pupils are not
allowed to disrupt the work of others and any anti -social behaviour is dealt with promptly. Develop children’s awareness of the world around them and respect for property
Openly address issues of emotional health and well-being by helping children to
understand what they are feeling and to manage their emotions. Through Circle Time and our
SEAL work children are given strategies to deal with aggression and to take responsibility for
their actions. Reinforce the need for respect, politeness and kindness to all members of the school
community. At Great Milton C of E Primary School we expect all members of the school
community to say please and thank you, and treat visitors with respect. Our Values emphasise
the importance that as a school we place on respect, responsibility, friendship, kindness and
perseverance. Ensure fair treatment for all. At Great Milton C of E Primary School we maintain a
positive atmosphere and promote a sense of community in which every child and adult is
respected and valued.
All members of our school community are encouraged to accept responsibility for maintaining excellent
behaviour throughout the school day. Expectations of behaviour and class rules are shared with all
pupils at the beginning of each school year. Children are encouraged to devise a list of all the rules they
can think of, and then discuss how these can fit into the six clear and succinct Golden Rules, created by
Jenny Mosley:
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We are gentle- We don’t hurt others
We are kind and helpful- We don’t hurt anybody’s feelings
We listen - We don’t interrupt
We are honest- We don’t cover up the truth
We work hard- We don’t waste our own or others’ time
We look after property- We don’t waste or damage things
These rules are displayed in all classrooms and are revisited regularly during Circle Time. They are
discussed at length with children and reasons are given for them.
Our expectations and Golden rules for good behaviour apply equally at playtimes and lunchtimes. Good
behaviour, kindness on the playground etc will be praised.
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When we are outside we remember to:
Play well together and share our equipment, our space and our friendship!
Be thoughtful of others!
Care for our environment!
and we must always
Respect those who care for us!
At all ages, pupils are aware that they hold responsibility for their own behaviour and should be able to
manage it sensibly. One of the benefits of being a primary school is that good behaviour can be
modelled for the younger pupils and we actively encourage our older pupils to take on responsibilities
and extra duties in their later years. For instance our reception children have year 6 buddies each year,
so they have an older child who they know and trust that they can go to outside if they need help.
SEAL (Social and Emotional Aspects of Learning)
ACCEPTABLE BEHAVIOUR
At Great Milton C of E Primary School we define acceptable behaviour as that which promotes respect,
co-operation and consideration from all pupils in terms of their relationships with other pupils, teachers
and other school staff, and with visitors or other persons within and outside the school premises.
UNACCEPTABLE BEHAVIOUR
We have identified examples of unacceptable behaviour as that which includes name calling, verbal
abuse, threatening language or behaviour, intimidation, physical abuse, damage or theft to property
belonging to another, bullying (including cyber bullying), harassment and all forms of prejudice-related
behaviours (including bullying on the grounds of body image and other physical characteristics,
homophobic bullying, racist bullying, faith-based bullying, ageist bullying, disability bullying and sexist
bullying).
MANAGING BEHAVIOUR: INTERVENTION STRATEGIES TO SUPPORT POSITIVE BEHAVIOUR AND
LEARNING
The following are strategies recommended by the Behaviour Support Service and should be used by
staff to support positive behaviour:
Non-verbal messages: The Look, moving closer to the child who is not behaving
appropriately, visual prompts such as finger to lips, frowning. Tactical or planned ignoring: The teacher decides temporarily not to notice specific behaviour
from a specific child. This is part of a planned method of dealing with that child’s behaviour and the class
will all be aware that the behaviour will be discussed with the child later, at an appropriate time. Description of reality: A simple statement of fact describing inappropriate behaviour. ‘David,
you’re talking’. ‘Martha you’re pushing Laurie.’ This is a calm statement of what is happening and will
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Simple direction: Clear statement of required behaviour. ‘Jane, turn round, thank you.’ ‘Carlos,
give Tom his pencil, thank you.’ The use of ‘thank you’ rather than ‘please’ is a subtle way of showing
that you expect children to do as you have asked. Rule reminder: Restate the rule. ‘Scott our rule is that we follow directions’. ‘Natasha
remember our rule about being polite’. Question and feedback: Asking a prompt question to show that you have noticed
inappropriate behaviour. ‘What’s happening here girls?’ This can be sufficient to alert the children to the
fact that you have noticed and will stop the behaviour. Expressing disappointment or disapproval, or using humour ‘Alex, I’m disappointed that you
have forgotten our rule about taking care of things.’ ‘Mary, that was a good choice to make!’ Blocking or assertive statements: Where the least intrusive interventions do not seem to be
effective, it may be necessary to insist firmly on what is required. You can use a ‘broken record’
technique where you repeat the instruction until the child complies. ‘Nina, put your pen down... put your
pen down....Nina, put your pen down, thank you. I understand that you haven’t finished but I need you
to put your pen down now and listen, then we can talk about when you can finish.’ Choices and consequences: Enabling a child to take responsibility for his/her own actions.
‘Simon, I have asked you to move away from Billy. If you continue to sit there you are choosing to stay in
at playtime. It’s your choice.’ The adult then moves away to give the child thinking or ‘take-up time’
before using the consequence if they continue to behave inappropriately. Exit procedures: On rare occasions, when none of the strategies the teacher or other adult has
used has been effective, it may be necessary for the child to be removed from the classroom. The child
may be asked to work outside the classroom or be sent with a Teaching Assistant to the classroom of a
member of the Leadership Team to work. If a child is removed from class, the follow-up meeting where
his/her re-entry is discussed is vitally important.
Behaviour Guidelines: Procedures.
We must avoid shouting at all costs and shouting must not be used as a classroom management
technique. However there may be occasions when it is necessary to use a raised voice i.e. in order to
re-establish control, be heard on the playground etc.
No child should ever be ‘sent to the head’ as a sanction, as there is no guarantee that the child will arrive
or that the head will be available. If, in exceptional circumstances, a child needs to be removed from
class or refuses to go to a time out location, the head should be sent for. If unavailable, the deputy or
most senior staff member available should be called.
Our ‘Use of Force Policy’ clearly defines what is and is not acceptable practice should physical
intervention be required. It is vital that any such intervention be reported and recorded.
Movement in and around School
All movement in and around school should be purposeful. Staff should see that all children are suitably
supervised when moving around the school. Expectations of behaviour of children sent around the
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school with messages or to show good work should be clearly stated and frequently reinforced by
appropriate rewards when followed (refer to Rewards).
Children not behaving appropriately should be encouraged to do so; reminded of what is expected or
face sanctions for repeated lapses (see Sanctions).
Example: If observed running, a child should be sent back to a stated point and be observed to walk
correctly, accompanied by positive verbal feedback by the teacher or other adult such as ‘There you are,
you can walk sensibly. Well done!’ and so on.
If observed running with a total disregard for other people or displayed work then sanctions should be
brought to play (see Sanctions).
Children observed behaving appropriately, politely and considerately, i.e. holding doors, lining up quietly
etc, should be thanked and praised .
Playtime Supervision
Teachers and teaching assistants are required to perform supervisory duties including playtime
supervision. A minimum of three staff members are required to supervise playtimes for each morning
break. Supply teachers should cover the duty of absent teachers but should never be without support.
Staff on morning duty should be present on the playground by 8:40am, when children are asked to
arrive. At the end of the day, all staff need to ensure their pupils have been collected or have left the
premises before leaving their classroom or the playground. Hot drinks taken onto the playground
should be in safety cups.
All staff should be fully aware of playtime procedures, rules, sanctions and rewards and apply them
consistently. The ‘Playground Book’ needs to be taken out every playtime to record the application of
these procedures and track the behaviour of individuals.
When on duty, staff should circulate and take the opportunity to socialise with children from other
classes, whilst maintaining an overview of the play area and spotting potential problems before they
escalate. One member of staff per yard area maximises levels of visual supervision.
Upon hearing the whistle, children should stand still and await the instruction to walk to designated class
lines sensibly. Staff send children in a class at a time, ensuring there is no running or congestion. Good
behaviour whilst entering school should be reinforced with praise and/or the awarding of a Golden
Moment.
In suitable weather conditions the field may be used at playtimes. This is the decision of staff on duty.
In poor weather, duty staff may decide that children should not go outside at break time. In these
circumstances teachers remain responsible for the supervision of their own classes. They may decide to;
work through and allow a later playtime if there is a break in the weather, or allow an indoor playtime
with suitable, quiet activities provided for children. It is permissible for teams to share supervision of
indoor play allowing teachers a staggered break, provided that classes are never left unsupervised.
Playground procedures
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In order to influence behaviour when dismissing children at playtime, lunchtime and home time teachers
should supervise their own children in the corridor, putting on coats etc. Children should be well
informed by their teachers that if they do not put on their coats at the beginning of playtime then they
may have to do without for the whole of playtime. Children are not allowed back into the school
building during playtimes, except to go to the toilet. Children are not allowed to remain in the building
unsupervised unless they have permission from their teacher.
Children may not bring balls or equipment from home for use at playtimes but may use those supplied
by the school. Any misuse of playground equipment will lead to confiscation.
Any other behaviour at playtime should be dealt with by the teachers on duty, or reported to a senior
member of staff according to severity or frequency, (refer to Playtime Sanctions).
Any child needing medical attention at playtime will be sent to the year one classroom to be dealt with
by a member of the staff with first aid training.
After playtime all children can be reminded that playtime is over and that a change in behaviour is
expected in and around school (i.e. indoor voices, walking etc).
Behaviour Guidelines: Rewards
It is very important that praise and reward should have great emphasis. Children will achieve more, be
better motivated and behave better, when staff commend and reward their successes rather than focus
on their failure. Pay attention to what you want to see more of.
Praise has a reinforcing and motivational role. It helps a child believe he/she is valued. Praise can be
delivered in formal and informal ways, in public or in private; it can be awarded to individuals or to
groups; it can be earned for the steady maintenance of good standards as well as for particular
achievements.
We praise and reward children for good behaviour in a variety of ways:
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Teachers congratulate children.
All staff can give children golden moments.
Each week, we nominate a child from each class to be 'star of the week'.
Each 'star of the week' receives a certificate in the school assembly.
We give golden moments to children, either for consistent good work or behaviour, or to
acknowledge outstanding effort or acts of kindness in school.
Golden Moments are displayed in the entrance for all visitors to see.
Boards in hall for work from each key stage are displayed.
All classes have an opportunity to lead a sharing assembly where they are able to show
examples of their work.
The school acknowledges all the efforts and achievements of children, both in and out of school.
Children are invited to complete an achievement report at the end of the year and to include any
achievements outside of school as well.
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Classroom Traffic Light System
This system will be used in every classroom throughout school. Its consistent use is essential in ensuring
its success as a system and it forms an integral part of both the rewards and sanctions systems:
Gold- Above and beyond the expectations at Green. Consistent effort and following of rules. Setting an
excellent example. Showing a good attitude.
Green- Being ‘Ready to Learn’. This will need to be regularly reinforced and re-visited. These are the
minimum expectations we have for all pupils at all times. All children will begin on Green each
morning.
Amber- Following a verbal warning (see sanctions)
Red- Time out (see sanctions)
Children who are on the Gold traffic light at the end of a day will earn a ‘Golden Moment’. All children
return to Green the next morning. Follow the sanctions procedure for children who are repeat Red Card
offenders.
Sanctions
In the use of sanctions, pupils learn from experience to expect fair and consistently applied
consequences which differentiate between serious and minor offences. Sanctions are applied
consistently by all staff, but with the provision for flexibility to take account of individual circumstances.
We should be consistent in our principles but flexible in our approaches.
Sanctions are seen as a ‘last resort’ once all the previously mentioned strategies have been applied. We
can recognise that sanctions do not have the long term positive impact on behaviour that positive
reinforcement does but does accept that ultimately, when all other options have been explored, they
may have to be implemented.
Note
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See also our policy on the ‘Use of Force’.
If behaviour results in physical or verbal abuse towards a teacher/adult an ‘Assault’ form should
be completed and a copy forwarded to the LA.
If physical intervention of any kind is required then a ‘Major Incident’ record should be
completed as soon as possible.
Any other incident deemed ‘serious’ or resulting in injury should be recorded on a Major
Incident form, the teacher’s class diary or the Playground Incident Book.
When sanctions are applied, children should be helped to understand why what they have done is not
acceptable. Express your displeasure with the action and never the child i.e. ‘That was a silly thing to do
because…’ and not ‘You are a silly boy’. It is important to remember that the behaviour is the problem,
not the child.
The school employs a number of sanctions using a ‘Traffic Light’ system, to enforce the
school rules, and to ensure a safe and positive learning environment. We employ each sanction
appropriately to each individual situation.
Each class follows the ‘Golden Rules’. If a child breaks a golden rule, they are reminded of the behaviour
that is expected of them. If they break a rule again, they are put on amber and reminded again of the
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behaviour expected and that they have the chance to prove themselves and be put down on green
again.
If they continue to break the rules, they are placed on red and a consequence is enforced. This might be
missing playtime, working in an alternative classroom or having responsibilities removed for a limited
period of time.
Incidents of physical or verbal abuse carry an immediate sanction of ‘red’.
The senior leadership team monitors all ‘red’ behaviours. If a child is on red three times in one week,
they are put on a report card that goes home at the end of the day for the parents to discuss with the
child and sign. The report card breaks down the day into sections which the teacher and welfare staff fill
in. It is hoped that this will also help to identify when the child has the most problems so we can support
them to make good choices at those times.
Similarly there are rules for playtime and lunchtime displayed in the classroom and at external doors.
Children are given a warning if a rule is broken, then if they break a rule again, they are sent in for the
remainder of the play and miss the next playtime. Welfare staff keep a record of behaviours in the
lunchtime supervision books and the Head Teacher monitors this.
The class teacher discusses the school rules with each class. 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 during circle time.
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 (see Anti-bullying Policy).
All members of staff are aware of the regulations regarding the use of force by teachers, LA Guidance:
‘The Use of Force to Control or Restrain Pupils’ 2010. Teachers in our school do not hit, push or slap
children. Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in
danger of hurting him/herself. The actions that we take are in line with government guidelines on the
restraint of children.
We have an agreed system of sanctions to register disapproval of unacceptable behaviour. Responses
range from polite reminders to permanent exclusion, and are intended to:
 Provide clarity and consistency of suitable responses.
 Minimise disruption to others especially teaching and learning time.
 Provide every opportunity for children to correct their own behaviour, make sensible choices
and prevent further sanctions being applied.
 Allow early involvement of parents, line managers, SENCO and support agencies.
 Do everything reasonably possible to avoid exclusion from school.
SANCTIONS PROCEDURE
Children should be familiar with our procedures and know what will happen next if they refuse the
sanction or continue with the behaviour. Careful use of language is essential in helping to deal with poor
behaviour. Use the language of limited choice e.g. ‘if you continue to do……., you are choosing
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to…..(inform them of the sanction here). Do not enter into negotiation as this usually escalates a
situation. Maintain a calm and measured voice. Give the choices and walk away to give the child time
and space to consider their response.
Professional judgement is required regarding which step best reflects the most suitable sanction given
the behaviour displayed. Depending on the nature of the offence this may include immediate exclusion.
However, as a general rule for minor misdemeanours, the following sequence should be adhered to,
with steps 1 and 2 being compulsory.
If unacceptable behaviour occurs:
(Classroom teacher/teaching assistant)
Use normal strategies:
e.g. Polite but firm requests, warnings (no more than three). Consider repositioning, separating etc.
Step 1 (Classroom teacher or adult in charge)
Give a final warning:
Use the agreed phrase, ‘This is your final warning. Do you understand?’
Children should be fully aware of what this means and the possible consequences of continuing with the
behaviour. Place them on the Amber traffic light and also give them a warning card to keep on their
desk as a reminder.
FROM NOW ON NO MORE WARNINGS. TAKE ACTION
Step 2 (Classroom teacher or adult in charge) Time Out (A) Letter home not required until a child has
received 3 classroom timeouts in one week.
Child sent to designated chair/area of classroom.
 5-10 minutes sitting alone in order to reflect, calm down etc without causing disturbance.
 Child records when, why on class list at isolation table.
If behaviour improves return to lesson.
If not or if child refuses, move to Step 3
For a regular offender:
 Record who, when, why.
 Possible removal of treats / playtime etc.
 Discussion with KS leader and/or SENCO : consider Behaviour Intervention.
Step 3 (Teacher colleague)
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Time Out (B) Letter home ALWAYS required for an out of class
time out.
Child escorted to designated colleague.
Up to 1 hour/session working alone without causing disturbance.
Possible removal of a treats / playtime.
Child records when, why on Incident form.
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If behaviour improves return to class.
If not or if child refuses, move to Step 4
For a regular offender:
 Discussion with Team Leader and/or SENCO: consider School Action of the Code of Practice.
 Begin monitoring to identify areas of concern / possible causes/ appropriate targets.
 Complete a ‘Behaviour Assessment Profile’ if necessary.
 Parents informed by letter that behaviour is a cause for concern.
 Parents discuss concerns agree targets/support.
 Consider alternative strategies, inform other agencies.
 Access to extra-curricular/enrichment activity linked to improvement.
Step 4 (Senior teacher/Head)
Time Out (C)
 Child escorted to Senior teacher/Head.
 Up to half a day working alone without causing disturbance.
 Record who, when, why on incident form.
 Parents informed of isolation by letter.
If behaviour improves return to class.
If not or if child refuses, move to Step 5
For a regular offender:
 Discussion with Team Leader / Head/ SENCO: consider the need for School Action Plus
 Initiate closer monitoring i.e. frequency monitoring, time sampling etc.
 Complete a ‘Behaviour Assessment Profile’.
 Parents / LA informed by letter that child’s behaviour is causing serious concern.
 Meeting with parents to investigate possible causes/alternative strategies i.e. parents working
alongside child, reduced school day etc.
 Access to extra-curricular / enrichment activities dependant on progress.
 Referral to multi agencies i.e. Behaviour Support/Ed Psych etc.
Step 5 (Head /SENCO)
Pastoral Support Programme (On Report)
 Teacher completes a Behaviour Assessment Profile to identify areas of strength and concern.
 PSP Meeting with parents/child to agree the way forward.
 Clear/realistic targets for behaviour agreed (maximum of three).
 Clear rewards/consequences identified for success/failure (including possible exclusion).
 Daily feedback to child (x 5), weekly feedback to parents.
 Involvement of all necessary agencies, i.e. Behaviour Support, Educational Psychologist etc.
 Consider CAF.
 PSP to last a minimum of 2 weeks/a maximum of 20 weeks, and reviewed fortnightly
If targets are achieved remove from PSP.
Step 6 (Headteacher)
A last step before exclusion
If PSP failed, move to Step 6.
Behaviour Contract
 Clear specific rules which the child must uphold in order to remain in school.
 Further sanctions an immediate consequence of breaking the contract.
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 Reviewed weekly.
 Parents, Chair of Pupil Discipline Committee, Behaviour Support informed.
If behaviour improves return to PSP
If not move to Step 7.
Step 7 (Headteacher)
Internal Exclusion (up to 5 days)
 Child has no contact with own class or classmates.
 No access to playground, extra-curricular or enrichment activity.
 Parents, Chair of Pupil Discipline Committee, Behaviour Support informed by letter.
 LA informed of likelihood of external exclusion.
If behaviour improves return to class on a Behaviour Contract or PSP.
If not move to Step 8.
Following latest government guidance
Step 8 (Headteacher)
Fixed Short Term Exclusion (up to 5 days per term)
 Parents, Chair of Pupil Discipline Committee, LA informed via extranet.
 Parents may make representations to Pupil Discipline Committee.
 Pupil Discipline Committee may meet but cannot reinstate.
 Upon return to school, child stays on Contract for a minimum of 2 weeks.
If behaviour improves remove from Contract to PSP.
If not move to Step 9.
Step 9 (Headteacher)
Permanent Exclusion
 Parents, Chair and Clerk of Discipline Committee, LA, MAST informed.
 Discipline Committee meet and consider all representations and reports (parents/child may attend).
 Discipline Committee either reinstate or uphold exclusion.
 Parents notified of right to appeal.
 If appeal successful, or reinstated child stays on Contract or PSP for the maximum 20 weeks.
 If appeal unsuccessful, remove child from school roll.
Serious incidents need to be treated on an individual basis and the circumstances investigated.
In exceptional circumstances permanent exclusion may be considered for a first or ‘one off’ offence.
These may include:
 Serious actual or threatened violence against another pupil or a member of staff;
 Sexual abuse or assault;
 Supplying an illegal drug;
 Carrying an offensive weapon;
 Serious deliberate damage to school property.
Troubled children
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A small minority of our pupils (referred to as Tier 3) will require a considerable amount of input in order
to help them manage their behaviour and attitudes. If we can predict the behaviour, we can prevent it.
Before we can predict it, we need to understand the reasons behind it. All behaviour has an ‘I message’
attached to it. By recording it using ABC charts, we not only de-personalise the behaviour but we can
start to recognize patterns that may trigger poor behaviour. Some children face levels of stress outside
school that they find it very hard to cope without certain levels of stimulation. Shouting, punishment
and anger may be what they feel comfortable with as it is what their day to day context is based upon.
In these exceptional circumstances the school will make every effort to avoid exclusion. It is vitally
important that parents are informed and involved when behaviour targets are agreed in order to
establish possible causes and form a partnership of support.
Regular communication between home and school as well as daily feedback to the child regarding
progress is essential. This can be achieved through the use of:
Communication books, regular meetings, texts or telephone calls.
Behaviour Targets
 Should provide limited (maximum of three) unambiguous and, above all, achievable targets for the
child’s behaviour e.g.
“To stay on task at all times” is not a realistic target for the best behaved child let alone a troubled
child.
 If clear targets cannot be identified - monitor (see appendix)
 Should provide clear consequences for breaking the agreement e.g. exclusion.
If in doubt, consult a senior teacher.
Daily feedback on progress should be given and targets reviewed fortnightly either:
 to make targets more difficult as behaviour improves,
 to set new areas to tackle or
to remove completely from report.
If a child should run out of school for whatever reason, staff should not overreact and must never run
after them. They may be placing a child in greater danger by doing so. The headteacher should be
informed immediately and lessons returned to normal as quickly as possible.
In most cases the child will remain on site, stay within visual contact or quickly return. Once the child has
calmed down, the head or appropriate staff member will attempt to approach the child and calmly
persuade him/her to return to school and discuss the situation.
If the child refuses or leaves the site, parents should be informed immediately followed by the police. If
parents and emergency contacts are unavailable the police should be informed directly.
Upon returning to school it must be made clear to the child that there is no justification for leaving the
premises and alternative strategies explained i.e. voluntary ‘Time Out’. As well as trying to solve the
cause of the problem, the child must be left in no doubt as to the dangers they are exposing themselves
to and how seriously the school views this behaviour.
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The role of the class teacher
It is the responsibility of class teachers to ensure that the Golden Rules are enforced in their classes, and
that their classes behave in a responsible manner during lesson time.
The class teachers in our school have high expectations of the children with regard to behaviour, and
they strive to ensure that all children work to the best of their ability.
The class teacher treats each child fairly, and enforces the Golden Rules and Traffic Lights consistently.
The teachers treat all children in their classes with respect and understanding.
If a child misbehaves repeatedly in class the class teacher deals with incidents him/herself in the normal
manner. However, if misbehaviour continues, the class teacher seeks help and advice from the
headteacher.
The class teacher liaises with external agencies, as necessary, to support and guide the progress of each
child. The class teacher may, for example, discuss the needs of a child with the education social worker
or the LA's behaviour support service.
The class teacher reports to parents and carers about the progress of each child in their class, in line with
the whole-school policy. The class teacher may also contact a parent if there are concerns about the
behaviour or welfare of a child.
The role of the headteacher
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It is the responsibility of the headteacher, under the School Standards and Framework Act 1998,
to implement the school behaviour policy consistently throughout the school, and to report to
governors, when requested, on the effectiveness of the policy. It is also the responsibility of the
headteacher to ensure the health, safety and welfare of all children in the school.
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The headteacher supports the staff by implementing the policy, by setting the standards of
behaviour, and by supporting staff in their implementation of the policy.

The headteacher keeps records of all ‘red’ behaviours and any reported serious incidents of
misbehaviour.

The headteacher has the responsibility for giving fixed-term suspensions to individual children
for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the
headteacher may permanently exclude a child. These actions are taken only after the school
governors have been notified.
The role of parents and carers

The school collaborates actively with parents and carers, so that children receive consistent
messages about how to behave at home and at school.

We explain the school rules in the school prospectus, and we expect parents and carers to read
them and support them (see Appendix 2).

We expect parents and carers to support their child's learning, and to cooperate with the school,
as set out in the home–school agreement. We try to build a supportive dialogue between the
home and the school, and we inform parents and carers immediately if we have concerns about
their child's welfare or behaviour.
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
If the school has to use reasonable sanctions to punish a child, we expect parents and carers to
support the actions of the school. If parents and carers have any concerns about the way that
their child has been treated, they should initially contact the class teacher. If the concern
remains, they should contact the school governors. If these discussions cannot resolve the
problem, a formal grievance or appeal process can be implemented.
The role of governors

The governing body has the responsibility of setting down these general guidelines on standards
of discipline and behaviour, and of reviewing their effectiveness. The governors support the
headteacher in adhering to these guidelines.

The headteacher has the day-to-day authority to implement the school's policy on behaviour
and discipline, but governors may give advice to the headteacher about particular disciplinary
issues. The headteacher must take this into account when making decisions about matters of
behaviour.
Fixed-term and permanent exclusions

We do not wish to exclude any child from school, but sometimes this may be necessary. The
school has therefore adopted the standard national list of reasons for exclusion, and the
standard guidance, called Improving Behaviour and Attendance: Guidance on Exclusion from
School and Child Referral Units (DfES, January 2003). We recognise the legislative changes which
take effect from 1 September 2007, namely the new duty on schools and local authorities to
make full-time educational provision for excluded pupils from day 6 of their exclusion, the duty
on parents and carers to ensure their child is not present in a public place during the first five
days of an exclusion, and the duty on heads to offer the parent a reintegration interview in
respect of certain fixed-period exclusions.

Only the headteacher (or the acting headteacher) has the power to exclude a child from school.
The headteacher may exclude a child for one or more fixed periods, for up to 45 days in any
one school year. In extreme and exceptional circumstances, the headteacher may exclude a child
permanently. It is also possible for the headteacher to convert a fixed-term exclusion into a
permanent exclusion, if the circumstances warrant this.

If the headteacher excludes a child, s/he informs the parents or carers immediately, giving
reasons for the exclusion. At the same time, the headteacher makes it clear to the parents or
carers that they can, if they wish, appeal against the decision to the governing body. The school
informs the parents or carers how to make any such appeal.

The headteacher informs the LA and the governing body about any permanent exclusion, and
about any fixed-term exclusions beyond five days in any one term.

The governing body itself cannot either exclude a child or extend the exclusion period made by
the headteacher.

The governing body has a discipline committee which is made up of between three and five
members. This committee considers any exclusion appeals on behalf of the governors.

When an appeals panel meets to consider an exclusion, they consider the circumstances under
which the child was excluded, consider any representation by parents/carers and the LA, and
consider whether the child should be reinstated.

If the governors' appeals panel decides that a child should be reinstated, the headteacher must
comply with this ruling.
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Drug- and alcohol-related incidents

It is the policy of this school that no child should bring any drug, legal or illegal, to school. If a
child will need medication during the school day, the parent or guardian should notify the
school and ask permission for the medication to be brought. This should be taken directly to the
school office for safekeeping. Any medication needed by a child while in school must be taken
under the supervision of a teacher or other adult worker (see Medicines Protocol).

The school will take very seriously misuse of any substances such as glue, other solvents, or
alcohol. The parents or guardians of any child involved will always be notified. Any child who
deliberately brings substances into school for the purpose of misuse will be punished by a fixedterm exclusion. If the offence is repeated, the child will be permanently excluded, and the police
and social services will be informed.

If any child is found to be suffering from the effects of alcohol or other substances,
arrangements will be made for that child to be taken home.

It is forbidden for anyone, adult or child, to bring onto the school premises illegal drugs. Any
child who is found to have brought to school any type of illegal substance will be punished by a
temporary exclusion. The child will not be readmitted to the school until a parent or guardian of
the child has visited the school and discussed the seriousness of the incident with the
headteacher.

If the offence is repeated, the child will be permanently excluded.

If a child is found to have deliberately brought illegal substances into school, and is found to be
distributing these to other pupils for money, the child will be permanently excluded from the
school. The police and social services will also be informed.
Monitoring and review

The headteacher monitors the effectiveness of this policy on a regular basis. S/he also reports to
the governing body on the effectiveness of the policy and, if necessary, makes recommendations
for further improvements.

The school keeps a variety of records concerning incidents of misbehaviour. The headteacher
records those incidents in which a child is sent to him/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 incidents book.

The headteacher keeps a record of any child who is suspended for a fixed-term, or who is
permanently excluded.

It is the responsibility of the governing body to monitor the rate of suspensions and exclusions,
and to ensure that the school policy is administered fairly and consistently. The governing body
will pay particular attention to matters of racial equality; it will seek to ensure that the school
abides by the non-statutory guidance The Duty to Promote Race Equality: A Guide For Schools,
and that no child is treated unfairly because of race or ethnic background.

The governing body reviews this policy every two years. The governors may, however, review
the policy earlier than this if the government introduces new regulations, or if the governing
body receives recommendations on how the policy might be improved.
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Signed:
Date:
Appendix 1
Golden Rules






We are gentle- We don’t hurt others
We are kind and helpful- We don’t hurt anybody’s feelings
We listen - We don’t interrupt
We are honest- We don’t cover up the truth
We work hard- We don’t waste our own or others’ time
We look after property- We don’t waste or damage things
When we are outside we remember to:
Play well together and share our equipment, our space and our friendship!
Be thoughtful of others!
Care for our environment!
and we must always
Respect those who care for us!
Appendix 2 GOOD PRACTICE
At Great Milton C of E Primary School we recognise the importance of a consistent professional
response to all pupil behaviours.
•
•
•
•
•
•
•
•
Provide take up time
Encourage professional language as opposed to emotional
Promote confidence to say things you want to say
Let children know we are trying to understand
Create opportunities to scaffold / model more appropriate behaviour
Promote verbal communication
Provide pupils with a vocabulary to describe feelings
Support adults faced with continuing stressful and frustrating situations
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•
•
Enable pupils to make “an informed choice”
Emphasise the positive behaviours desired
The quality of teaching and the organisation of the physical environment have a considerable effect on
children’s behaviour.
Always:
1. Create an interesting, stimulating and attractive classroom environment.
2. Provide an ordered environment in which everything has a place. Children should know where
materials/equipment are and how to treat them with respect.
3. Make sure the children know what they are doing and that their work is matched to their ability.
4. Be aware of what is going on around you.
5. Do not be static.
6. Do not let children queue.
Remember that problems are normal when children are learning and testing the boundaries of
acceptable behaviour.
Remember to:
 Set high standards
 Apply rules firmly and fairly
 Smile and relate
 Avoid confrontation
 Listen
 Stay calm
 Use humour
 Know the children as individuals
 Look out for good behaviour
 Praise quickly and consistently
 Praise the behaviour rather than the child
We do have a choice in how we behave, we can either give pupils a negative experience by using
sarcasm, ridicule and humiliation which tends to destroy their self esteem. Or, we can give them a
positive experience which will build their self-esteem.
Never: Humiliate
 Shout
 Over react
 Use blanket punishment
 Over punish
-
it breeds resentment
it diminishes you
the problem will grow
the innocent will resent you
never punish what you cannot prove
CHILDREN’S RIGHTS




To be looked after by caring adults
To be taught well
To be able to rely on an atmosphere conducive to learning
To be made to feel welcome
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




Not to be talked down to
To feel as important as anyone else
Not to be smacked or shaken
Not to be bullied
Not to hear swear words
RECORDING ISOLATION: Notes
Time Out A : a class list
It is not essential or even desirable that all isolations are always recorded but do record if:
 Monitoring individuals
 Patterns in behaviour emerge
 An individual is frequently being isolated
Time Out B: Incident form: one sheet per child
All should be recorded and stored in the child’s Mentoring File:




To check on frequency of isolation
Identify any patterns in behaviour
Facilitate target setting and parent discussion
To help with possible IEPs
Time Out C: Incident form: one sheet per incident
More detailed recording required. What happened, and why.
Letter sent to parents
All should be recorded and stored in the child’s Mentoring File:
Statements/Comments should be brief but succinct, clear, unambiguous e.g.
‘disturbing class’, ‘being a nuisance’
meaningless and open to misinterpretation
rather : ‘tore up Anthony Brown’s work’, ‘thumped Rebecca Smith in the back’,
story etc
Appendix 4 Parents Information
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‘refused to sit for
The fundamental principle of this policy is based upon the concept that all behaviour has meaning and
is a communication from the child. Pupils should be encouraged and led to understand the
consequences of their behaviours and given options of alternative behaviours from which to choose.
Great Milton C of E Primary School
Celebrating Good Choices!
At Great Milton we want to enjoy our time together—to play and learn
together in a safe and happy environment. Sometimes we make mistakes but we can
always aim to make changes, to say sorry and try again. We all want to help each other make the right
choices and support each other.
We celebrate achievement, progress or citizenship with ‘Star of the Week’ awards. Every week, the class
teacher chooses someone who has shone in some way to be rewarded with a special certificate and
these are awarded during our Celebration Worship.
The Golden Rules form the basis of behaviours that all in school should show and all have the right to
expect.
We are fortunate that our children are usually wonderfully behaved and a credit to their school, family
and themselves. As well as ‘Stars of the Week’ we want to celebrate the wonderful examples of
behaviour we see every day —these Golden Moments that happen at any time will also be recognised
and anyone who has been congratulated during the week will be written in our Golden Moments Book.
This will be read out and celebrated at Celebration Worship.
There are times when we all make mistakes and need reminding of the Golden Rules. In the classroom,
should a child’s behaviour not meet the Golden Rules, the Traffic Light system will be used (Rainbows in
Reception). There is a red, amber and green ‘light’ on the classroom board, with all the children’s names
starting on green at the beginning of the day. If a child breaks a rule, they will be reminded of the
correct behaviour. If the wrong behaviour continues, their name will be placed on the amber light. If the
child corrects the behaviour, they can earn their name back on the green. If the bad behaviour
continues, they will be placed on red and lose some golden time.
At all times, children will know they can turn things round and by making the right choice they can work
back to green . Every day all the children start on green, regardless of what has happened the day
before.
If a child is on red three times in one week, then we will instigate a simple
report card to monitor behaviour during a week for parents to check. This will also help us identify when
the child is finding it hardest to behave and to try and find ways of
supporting them. Also we hope that parents will be able to discuss the report card every evening and
work with the school at supporting the child to make better choices.
Playtimes and lunchtimes are difficult especially in the winter months when the play area is smaller but
we want all children to be able to play safely and happily but also to show
respect to the adults who are working to support them at these times. We have
established outside rules to help with this and should a child break the rules, they will be reminded of
the correct behaviour and given a chance to change. If a rule is broken again, then they are sent into
school and miss the rest of that playtime and the following
playtime.
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