Behaviour & Attendance Policy
Social control creates a complex and sticky web enmeshing those who think they
control, those who think they are controlled and those who resist. Deviance arises as
tears, warps and breaks in the web.”
J.F. Schostack, (1983) pg.15
Malpas Court Primary School promotes a Restorative Approach when transforming all forms of
conflict. We foster a caring and supportive environment which enables all members of the
school community to feel secure and respected, which enhances and promotes good behaviour
irrespective of ethnicity, attainment, age, disability, gender or background. The school focuses
on development of personal qualities, enhancing social skills and fostering socially acceptable
behaviours being a core aspect of our school curriculum. Malpas Court work to repair
relationships by moving through the Five Themed questions in response to conflict using a
Restorative Approach.
Theme 1 – Unique and equally valued perspectives.
Theme 2 - Thoughts influence emotions, and emotions influence subsequent actions.
Theme 3 – Empathy and consideration for others.
Theme 4 – Identifying needs comes before identifying strategies to meet these needs.
Theme 5 – Trust and empowerment.
“If we are not modelling what we teach then we are teaching something else”
Helen Flanagan
Each Theme has specific questions that staff ask in order to develop and restore relationships
at Malpas Court. Each member of staff has received training in this approach and has been
given a set of The 5 Theme Restorative questions to use when they act as a mediator in order
to transform conflict. We also use a visual behaviour monitor and visual prompts, ComIT
pictures to support communication for all our pupils. Staff wear these prompts as reminders,
which are shown to pupils when required.
“a truly effective discipline plan must include, but go beyond rules, rewards,
consequences and punishments. It must send a message of respect, dignity, belief and
hope.”
Curwin and Mendler (1989 pg. 83)
Pupils at Malpas Court Primary school have a named person Mrs Webb who pupils can go to if
they encounter difficulties and want to discuss their behaviour. Mrs Guy the head teacher is
responsible for Behaviour and attendance she works with the EWS collecting attendance data
to ensure a consistent referral processes for non attendees is in place which contribute to the
All-Wales Attendance Framework. We collaborate with receiving schools to ensure good
practice and improve and update pupils Transition Plans.
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Aims:Our school aims to be an inclusive school
We aim :- to ensure consistency and care;
- to be fair and be seen to be fair;
- to treat all with respect;
- to have clear expectations and strategies to ensure they are met;
- to provide planned activities which motivate all to learn academically and socially.
Social Conventions
These objectives for behaviour are derived from the aims listed above.
Conventions for social development are the unwritten rules by which a society manages
reasonable behaviour which has the good of the community uppermost. They underpin the
Golden Rules. These rules are displayed in each classroom and will be discussed and
reviewed at the beginning of each school year by the School Committee. They are teaching
tools which need to be constantly reinforced and highlighted.
Our school committee consists of a broad range of pupils some of whom have experienced
behaviour and attendance difficulties themselves. The School council is effective in addressing
pupils needs and participates in all kinds of decision-making across all areas of school life
including improving behaviour. Pupils views about issues that affect their lives in school
influencing the quality of learning and the school environment is a key element in ensuring that
pupils’ experiences of education are positive. The School committee takes an active role in
using the updated good practice website and guidance as a resource to consider ways to
improve behaviour and attendance. Which pupils present through whole school assemblies and
to the governors of the school.
The social conventions followed will be consistent with the following concepts:
 we understand it is alright to make mistakes if we recognise them as such;
 be sensible, thoughtful, kind and think before you speak or act;
 walk in all parts of the building;
 help each other and get on with everyone;
 be respectful to others around you.
Class rules are as follows:
 Follow directions first time without argument.
 Keep hands, feet, objects and unkind words to yourself.
 Listen silently without shouting out.
 Use the correct voice (sound) level.
 Stay on task.
 Allow others to work without being distracted.

“Poor behaviour seemed to be more a reflection of rules and relationships in different
teachers’ classrooms. When rules were clear and consistently enforced, there was a
more positive working climate than when rules were inconsistently applied, and
relationships were sour.”
Wagg in A.T.L (March 1996 pg.8-9)
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Happy Play and Lunch Times
In order to promote good social interaction and behaviour on the playground all lunchtime
supervisors and teaching assistants have been trained in Zoned Play provision and these
activities are set out and put away each day by the Playground Leaders (Juniors) and Pals
(Foundation Phase). Staff train pupils in use of equipment and walk around and monitor
appropriate use of equipment and enjoyment of activities. Play Ground Leaders and Pals teach
new and old playground games and encourage all to play happily together. Pupils who have
social interaction difficulties are encouraged to join in games and make new friends. These
pupils are also supported at lunch time through a social fun club. Pupils use ComIT social
interaction activities and social stories to enable transfer of these skills onto the yard at play and
lunch times initially with TA support and then independently. Peer mediators support pupils in
sorting out minor conflict without teacher intervention using a Restorative Approach.
We promote school based counselling and support the use of Circle Time, Peer Mediation and
SEAL in order to develop the emotional health and well-being of all our pupils. We work closely
with our local community by developing after School clubs and involve the voluntary sector and
Police Liaison officer in order to enhance pupils self esteem, respect, behaviour and attendance
at school. At Malpas Court we select pupils who have social emotional difficulties and
Attachment disorders to take part in our alternative curriculum. These pupils enjoy planting,
growing and cooking vegetables whilst learning about the world around them. All activities being
linked to the curriculum which develop literacy and numeracy skills meeting the needs of these
pupils, making the curriculum accessible to all. Individual pupils have a morning Buddy
(Teaching Assistant /Teacher ) who they can discuss difficulties with, play on the computer have
breakfast etc, in order to make a good start to their day. At Malpas Court we care about the
Wellbeing of all our pupils and strive for outstanding practice in this area. Behaviour difficulties
will diminish if pupils have their needs met through Maslows pyramid.
Incentives to Positive Behaviour
At Malpas Court Primary School if a child successfully applies the Social Conventions, this
should be acknowledged. In our school we believe the ideal incentives are the intrinsic rewards
offered by:
(i)
warm relationships
(ii)
a stimulating curriculum
(iii)
positive role models
“ It is clear from research that the key to effective management is prevention. Effective
managers are distinguished by their success in preventing problems from arising in the
first place rather that by special skills in dealing with problems once they arise.”
Brophy (1983)
We have a reward system in place which recognises all forms of social and academic
achievement and effort. To ensure every child has the opportunity to experience success we
use the following as rewards.
In each level there are a variety of options, which can depend on age, need or pupil choice. All
pupils begin on green this is good behaviour by all pupils and the desired colour for the whole
class. If individuals, groups or even on occasions the whole class show above average Bronze, very good – Silver, or Outstanding behaviour – Gold pupils can move up from the green
traffic light. Children's work will be presented in such a way that it will be obvious to any visitor
that we are proud of individuals success whether it is in quantity or quality of effort. This is also
highlighted for outstanding behaviour, where pupils are rewarded and have their name written in
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the special mention book, which is kept outside the school office. Pupils are called to the front in
celebration assembly on Friday and the special mention is read out, for all to hear.
Level One – Bronze Medal Award
Forms of reward could include any of the following – class teachers choice
 Non-Verbal Praise
Pats on the back, a touch on the shoulder, smiles, thumbs up and winks. Visual symbols used
as rewards for individual pupils in order to meet their needs.
 Verbal Praise
We believe that verbal praise is the most important factor in creating a positive atmosphere
which promotes good behaviour.

10 minutes computer time at the end of the day

Extra time to play board games etc

Privileges or Jobs

stickers/stars/medals/sticky labels/Happy notes
If there is a very good contribution or a consistent period of effort the pupils may move to Level
Two.
Level Two – Silver Medal Award
 Sharing
In recognition of a particular task or behaviour the pupil may share their success. A pupil can
choose a friend who also deserves a treat to take part in any or the bronze activities
 Class Star Chart
If a child has moved onto silver medal award they will place a silver star on the class star
chart to acknowledge good behaviour.
 Silver Certificates
Silver Certificates are issued when a pupil has behaved in a manner which brings them credit, in
the classroom or elsewhere. These will be given out at the end of each day.
 Pupil choice of activity
Pupil can choose from a selection of items in the games cupboard, join another class for Food
Technology, PE etc
 Extra Responsibility Reward
Children may have the opportunity to be appointed to assist staff. The expectations for the
children's behaviour will be extremely high. The pupils may go to other classes to help teachers
pupils or other members of our school community e.g. school caretaker

stickers/stars/medals/sticky labels /Happy notes
Level Three – Gold Medal Award
The ultimate reward for outstanding behaviour is a congratulatory Gold Medal certificate. These
are only rarely given but the Head teacher who will not only describe the child's success but
offer to meet the parents to talk through the school's reasons for rewarding the pupil in this way.
The pupil will have a Golden ticket to put in the golden year group box. At the end of each week
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the Head teacher will pick out tickets from the golden Year group boxes. One lucky pupil from
each year group will be able to choose a prize from the golden prize box.
Particularly for Level 2/3 there will be discussion with the pupil to ensure that the reward given
will have the desired effect of promoting positive behaviour.
All pupils begin the day on the green traffic light the desired good behaviour. If however a pupil
or group of pupils misbehave. In a similar way to moving up through Bronze, Silver and
ultimately Gold Awards pupils will move down through Amber and Red as sanctions. Pupils will
record and track their own behaviour in their good to be me booklet.
Disincentives to Negative Behaviour
If a child breaks any of the Social Conventions there will be a sanction. It is our belief that
sanctions consistently and firmly applied will result in boundaries being clearly drawn and
therefore good behaviour promoted.
It is important to remember at all times to criticise and target the behaviour and not the
child. As with the incentives, there will be different levels.
Level One – Amber Traffic Light – The process is as follows
 Praise
Praise those children sitting nearby showing appropriate behaviour in class.
 Non-Verbal Reminder
A glare, shake of head, a slow walk to the child, a hand placed on the shoulder. Direct pupils to
ComIT pictures (visual aids to remind pupils how to follow social conventions e.g. good
listening, good sitting etc.)
 Verbal Reminder
A reminder of the Social Conventions. At this stage it is hoped that this will be in a 1:1 situation,
quietly without the rest of the class becoming distracted.
 Verbal 1st Warning
A clear concise message. “`X', if you carry on with `Y' behaviour then `Z' will happen to you.”
 2nd Warning Time Out/ Thinking time/ Restorative
A child is asked calmly to move from their seat to another (if space available, a designated area,
carpet square, chair), where they will have a clear explanation of the behaviour required in order
for them to return to their original seat. The pupil will be given Thinking time using a timer 2-5
mins depending on age/need of pupil.
 NB - House Points
At no time will a pupil have House Points deducted from the class record for behaviour which
does not meet positive expectations. House Points are only awarded - never deducted.
In all these possible strategies once the child has successfully completed their sanction, their
modification of their own behaviour should be acknowledged positively.
A TEACHER WILL GIVE TWO WARNINGS, THINKING TIME, USE THE RESTORATIVE
APPROACH AS SET OUT ABOVE IF THIS APPROACH FAIL’S TO REINFORCE THE
APROPRIATE BEHAVIOUR THE FOLLOWING WILL HAPPEN.
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If the pupil on Amber does not correct their behaviour and return to green i.e. continues to
misbehave they will be sent to a neighbouring class (not a senior managers class) for 10 mins
or the duration of the session. Pupils will write /draw (depending on the age/ability of the child)
about how they will improve their behaviour when they return to their class. The pupil will return
to their class at the end of the teaching session, knowing the expected behaviour, still on Amber
and endeavour to return to green. The class teacher specifically trying to look out in order to
catch pupil being/doing good in order to return them quickly back to green. If a pupil refuses to
conform at this level then the pupil will move from Amber to level two Red Traffic Light. Upper
Junior Yr 5/6 pupils names who have been put on Amber and written in the yellow file will be
asked to write lines during the first half of lunch time explaining how they should have reacted in
this situation, in order to reinforce the desired behaviour on return to the class that afternoon
e.g. listen to my teacher and follow instructions first time. Pupils will then go to the canteen for
lunch. If the pupils name appears in the yellow file three times over a short period of time, the
head teacher will meet with the parents/carers to discuss the pupils change in behaviour.
Ongoing low level disruptive behaviour prevents all pupils from learning, achieving and enjoy
coming to school. At Malpas Court it is at this level, through early intervention that we want to
tackle and change inappropriate behaviour.
Level Two – Red Traffic Light
 Referral to Senior Manager – Mrs Guy/Mrs Benson/Miss Lee/Mrs Webb
Once a child is referred to the senior manager, the pupils name will be written in the red book.
The pupil will be given a Restorative Enquiry 1:1 using the 5 Themed Approach. The pupil will
work in the senior managers class until the end of the teaching session, and the manager and
all involved parties will decide on an appropriate sanction from the possible list below:
(ii)
loss of free time (usually during the lunchtime/break times)
(iii)
loss of privilege – school trip, disco, end of year Prom, Gilwern etc.
The parent/carer will be spoken to by the Senior Manager (or class teacher if Senior manager is
unavailable) at the end of the day. The Headteacher will meet with parents/carers in order to
discuss the way forward using a Restorative Meeting as set out through the Restorative Meeting
framework.
The Manager must ensure that the referrer has followed the sequence described in Level
1 and that the child appearing at their door is on the sanction route not the reward one
(pupils being sent for a reward will be given a smiley face!
 Fast Track
For certain behaviour found in the list below, a child will by-pass Level 1 and enter the sequence
at Level 2. The referrer will do so when one or more of the following have been displayed:
(1)
(2)
(3)
(4)
(5)
serious fighting
bullying and harm to pupils including racism
bad language (especially directed at an adult or another pupil)
defiance and harm to staff
damaging to school or others' property
It is felt that due to the seriousness of these behaviours the parents may be contacted at this
stage. It is our aim to work proactively with parents at the earliest stage to ensure behaviour and
attendance issues are addressed appropriately. We seek to involve families and other members
of the community in raising awareness of acceptable and unacceptable behaviour as early as
possible.
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Level Three – Danger pupil has seriously stepped out of line, now the Red light is
showing
The senior managers may feel that the behaviour is so serious or so persistent Having recorded
evidence in the ‘Red Book’ that they then refer the matter to the Headteacher and outside
agencies. This may necessitate an internal exclusion where a child will be working away from
the class for a day. Further steps will depend upon the "evidence" accumulated at this stage.
Malpas Court promote inclusion not exclusion. Individual pupils who show violent behaviour as
set out in a Positive Handling Incident Form may need a Positive handling Plan written up All
evidence would need to be discussed with a parent e.g. positive handling plan, incident report
forms, written evidence in Red book relating to level 2 behaviours.
At all times it is recognised that it is the behaviour and not the child that will be referred to.
Looked After children, children in need and those on the child Protection Register are carefully
monitored by the senior Management in order to promote these pupils wellbeing. Where
inappropriate behaviour is noted in relation to these pupils this is recognised in context and all is
done to promote positive relationships and behavioural responses with out moving on to level 2
if possible. There will obviously be occasions when these pupils may reach level 2, as good
boundaries, rules, rewards and consequences have failed. Pupils need to develop consistency
and understanding of approach and what is appropriate and in appropriate behaviour.
Understanding and sensitivity is paramount in relation to these group of pupils.
At Malpas Court investigation into whether the pupil may have an underlying Additional
Educational Need which has to be addressed in order to see improvements in behaviour will be
sort, through additional support, withdrawal groups, change of teaching style or appropriate
resources to meet the individuals learning style auditory, visual or kinaesthetic.

Children `Beyond' Normal Incentives and Sanctions
Very occasionally some children may be `beyond' normal incentives and sanction. They can
often be confused with emotional or physical needs as they have not been or are not being met.
It is important to identify small achievable targets so that they can experience success. In this
case a Pastoral Support Plan needs to be agreed which concentrates on one target of
achievable behaviour which should be regularly monitored, with specific rewards that will
motivate the child. In cases like this, the child will be placed on School Action Plus of the AEN
procedures and the AEN Coordinator will be informed and an ILP/IEP will be put in place.
Parents will be involved in agreeing the Pastoral Support Plan which will be consistent with the
principles and practices within this policy. All staff will be informed of the needs of the child and
will work together. There may be a need for a positive handling plan to be put in place for an
individual, so that all staff use a consistent approach to addressing an individuals needs. This
pupil may also require incident forms to be completed and recorded in a bound and numbered
book. (see Physical Intervention Policy)
Recording & Monitoring Behaviour
When a child is in need of removal from the classroom setting for a Time Out on level 2- Red
Traffic Light. The Head teacher, records the issue in a log known as the Red Book before
dealing with the pupil themselves or passing the child on to the Key Stage Co-ordinator. The
purpose of the log is to enable the Head teacher to track occurrences for patterns of behaviour.
The Red Book is designed to follow a strict protocol, as follows:
Parents are notified by letter once a child has a log opened in the Red Book. Pastoral Support
Programmes may be initiated when a child’s log is opened.
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The log in the Red Book remains valid for the course of the academic year, and begins anew at
the start of each new year.
If the Headteacher deems a child not to be responding to the warnings inherent in the Red Book
system, she will advise the parents and discuss the options for collaborating in behaviour
modification. Where it is felt that a short period of monitoring may assist the pupil to overcome
behavioural concerns, a Behavioural Report Card may be issued by the Head teacher. Negative
judgements may result in the loss of privileges (normally time during the break/lunch break) on
the following day.
As the parents of the child are involved at each key point in this protocol, it is felt that failure to
achieve satisfactory outcomes would indicate an inappropriate level of support from the parents,
and would justify an approach which put the interests of the class ahead of the interests of the
individual.
On some rare occasions the Headteacher may feel that the formal process should be activated
to remove the child from the school temporarily.
Exclusion
Exclusion is an extreme step see our School Exclusion Policy. This step will only be taken in
cases where;
 long term misbehaviour is not responding to the strategies and the safety and learning of
others is being seriously hindered. In such cases pupils will be considered to have
Additional Educational Needs. The procedures for meeting these needs are laid out in our
Additional Educational Needs Policy and our Restrictive Physical Intervention Policy.
 an incident of extreme seriousness has occurred and all parties need a short period to
consider the best course of action.
If the Head teacher feels that collaboration between school and parents is not proving effective,
the child may be excluded on a fixed-term exclusion.
Should the Head teacher deem that the behaviours of the child at this final point are such that a
further fixed-term exclusion is likely to be ineffective, the exclusion may be made permanent. As
a school we work with the local authority and the Assembly Government on this issue and follow
the correct protocol for exclusion.
As a school we work alongside our local authority EWS and Inclusion Services and various
agencies to ensure early identification and resolution of attendance and behaviour problems in
order to improve the welfare of children in our care.
Children who fail to respond adequately to a Pastoral Support Programme may be referred to
the LEA’s Inclusion Team after consultation with the educational psychologist. In more extreme
cases, and for fixed periods, the case may be referred to the LEA’s provision of Pupil Referral
Units or Education Otherwise Than at School EOTAS team for additional support in school.
“We conclude that the central problem of disruption could be significantly reduced by
helping teachers to become more effective classroom managers.”
Elton Report, p.12
At Malpas Court Primary school we prioritise behaviour management training using a
Restorative Approach in our staff development programmes and School Improvement Plan and
adopt a whole school approach to behaviour management. We strive to promote staff guidance
on Behaviour in School and safe and effective Intervention which does include the Welsh Law
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and guidance on positive handling (physical restraint). Teachers and teaching assistants have
opportunities to gain initial training and refresh their skills and knowledge as to the latest
approaches with in behaviour management from an accredited company recognised by BILD,
teaching unions etc. Staff trained in Team Teach behaviour de-escalation and positive handling
techniques know their responsibilities for promoting good behaviour and discipline and as staff
we know that our Head teacher has the power to search for weapons. However in this instance
we would follow the recommendations and call the police.
Application
This Behaviour Policy is for all of our school community. If it is to be effective everyone must
use it with confidence and consistency.
All Supply Teacher and new teaching staff will have access to the files out side the head
teachers office where this policy is in order that behaviour management is consistently used by
everyone. A short written explanation will be given to every supply teaching/support member of
staff to ensure confidence and consistency in approach.
There may be occasions when special rules need to be applied, i.e. the dining room, swimming
pool, Science or Technology lessons, but the same principles of promoting good behaviour
through the policy will always apply. On such occasions risk assessments will be put in place.
Monitoring, Review and Evaluation
Maintenance and development of the policy will ensure that it is an active policy.
Records need to be kept by Head teachers in order to monitor and evaluate any changes
brought about by the policy.
All concerned parties will be kept informed of any review and action that will need to be taken.
The areas targeted for review will be:
(i)
The aims - are they still valid?
(ii)
Rules - are they still pertinent and being applied consistently?
(iii)
Rewards/sanctions - are they appropriate and do they act as
Incentives/disincentives?
This Policy should be read and applied in conjunction with the following policies
Equalities Action Plan 2012-2016
Child Protection Policy
Restrictive Physical Intervention Policy
Emotional, Health and Wellbeing Policy
Sex and Relationship Policy
AEN Policy
More Able and Talented Policy
Teaching and Learning Policy
Anti Bullying Policy
Individual curriculum policies
Add others as appropriate
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Summary
At Malpas Cout Primary School we recognise each child as an individual. We strive to promote
positive behaviour management for all our pupils, and seek to ensure that we meet all statutory
requirements related to behaviour. Malpas Court Primary School follows the guidance set out by
The National Behaviour and Attendance Review (NBAR) Action Plan March 2009 Information
Document No: 076/2009
“While some schools seem preoccupied with bad behaviour, others have concerted
policies for raising expectations and improving standards. The schools we saw which
had such positive policies……. had marginalised bad behaviour by promoting good
behaviour.”
Elton Report, p.66
Headteacher
Approved by Governing Body
Review Date
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