Behaviour and
Discipline Policy
Crossgates Primary School a great and safe place to learn.
S Safe – we should feel safe and secure at home and at school.
C Comfortable- in school we should know how to behave and what we need to do, so that it is
always a comfortable and safe place to be.
H Happy – every teacher knows that a happy child learns well and an unhappy child does not.
Families and schools should be happy places.
O Optimistic – always thinking that good things will happen is a good sign that we feel happy,
safe and comfortable.
O Orderly – orderly routines make us feel secure and safe.
L Laughing and learning – it is good to laugh, and if you are happy you will learn better
.
At Crossgates Primary School everybody
matters.
Everybody is valued and respected. Together we work towards a shared vision.
Education at Crossgates is a fusion of excellence, enjoyment, engagement in
learning and excitement. We enable the development of the whole child in a caring
positive environment.
At Crossgates:
 We are proud of our family.
 We make the most of every day and everybody.
 Every child has the right to make progress through personalised learning and
equality of opportunity.
 We will ensure that all the teaching and learning will be of the highest
quality.
 Children will be prepared for the 21st century. We will equip children with
the technological skills they will need for their future.
 Through a broad, rich, creative curriculum we build upon secure foundations
for learning. We promote an enjoyment of learning to develop life long
learners.
 We value all parts of the day and all areas of the curriculum.
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We develop children’s rights, respect and responsibilities and encourage
pupil voice.
We provide the opportunity to be a part of a caring community where the
school is at the hub; where every individual is respected and valued.
We develop independent inquisitive learners with the ability to persevere
through challenging tasks.
We will raise awareness of global issues and the impact on their lives.
We promote healthy lifestyles through a range of sporting activities,
education and healthy food choices.
And why? Because we are ALL worth it!
EXCELLENCE
ENGAGEMENT
CROSSGATES
ENJOYMENT
EXCITEMENT.
CONTENTS
What is good discipline?
Agreements
Discussion time – Circle time
Expectations
Our agreement
Positive comments
Negative comments
Dealing with problematic behaviour
Sanctions
Setting the example
Professional discussions
The School Community
Use of reasonable force
Confiscation
Playtime – Lunch time
Lunch time supervisors
Playground Pals – Best Buds
What is Good Discipline?
Good Discipline is good self-discipline that comes from within. Teachers need to be firm and
fair but should not do the thinking for the child.
Good discipline is a partnership between teacher, parent and child. Children should be aware of
the consequences of their actions and what they do and don’t do has an effect upon others. It is
the role of the teacher to provide a warm, supportive, safe learning environment.
Agreements
Agreements need to be decided by the children and the teacher in a class. What is permissible?
What is not? These should be written in a positive manner.
At the beginning of a school year children should be asked to specify the class agreement and
agree on what is acceptable and what is not. These rules should be clear and kept to a minimum.
The teacher should contribute too and then the rules are owned by the whole class. “I thought
we had agreed not to interrupt when someone is speaking” is a lot better than - “Be quiet:”
Rules should be meaningful to all the children. They should understand why the rules are
important e.g. working quietly helps themselves and others concentrate and learn. This means
that the rules will have an intrinsic value to the children.
Discussion Time – Circle Time Philosophy
It is a good idea to set aside a period, when the whole class can see examples of their friend’s
work and discuss openly any problems – issues. Encourage children to be honest but positive.
Avoid blaming. Again emphasising corporate responsibility.
Constantly remind the children of their corporate rules. Ask them to reflect on their behaviour,
e.g. have they considered others by working quietly?
The Always Board
In September 2016, the Always Board was introduced. This is to reward those children who
always behave and work in the correct manner. The aim is to encourage all children to always do
the right thing. The children achieve stickers and badges for being on the Always Board.
Expectations
Fostering a “warm supportive learning environment” involves using lots of praise and
encouragement. Expectations in this area are of crucial importance. Children will live up to not
down to expectations. Any label which may damage a child’s self esteem MUST be avoided.
Positive comments should be used, avoid negative comments, they simply reinforce the role.
OUR AGREEMENT
Each year our school agreement will be put together with the children. It will be written
positively and all children and staff will sign it. It is displayed in the hall so it can be used in
assemblies.
To keep us HAPPY, to keep us SAFE
Crossgates Primary School
School agreement.
On the 7th September 2016 all the children in school put together the agreement below.
Children and Staff should always:
o Walk around school and into school.
o Try their best at all times.
o Show respect to EVERYBODY in our school community.
o Treat people the way you want to be treated.
o Be kind and helpful.
o Use our manners.
o Be truthful.
o Look after each other and keep each other safe.
o Say kind words to each other.
o Show respect for school property.
o Listen to each other- OOPSAAT.
o Play in safe places.
o Try to wear school uniform everyday and look smart.
o Use the internet safely.
o Think about what you are doing and about other people’s feelings.
o Use the playground rota and play appropriate games.
o Be a good role model.
o Ask before you take something.
o Enjoy school and have fun!
THINK OF OTHERS
In Our Hall at Dinner Time
We will talk quietly.
We will walk.
We will tidy up after ourselves.
We will help other children.
THINK OF OTHERS
Children should NEVER be spoken to in a negative way. The use of sarcasm is inappropriate.
Examples of Negative Comments (Reinforcing Negative Behaviour)
“Why are you always so naughty?”
“I suppose that’s all I can expect from you.”
“Why is your writing always untidy?”
“It’s useless talking to you isn’t it?”
Comments like these must never be used.
Dealing with Problematic Behaviour
The class teacher has responsibility for the pastoral care of the children in his/her class. If
problems concerning individual children arise, then the teacher will talk with the child, with
colleagues and the Headteacher. Communication with parents it vital. It can often have a huge
impact on a child when they realise that home and school are working together. Never speak to
parents as a ‘last resort’. Encourage them to be involved in the partnership.
Poor behaviour can result from failure or boredom. In a particular area of the curriculum – avoid
giving children a lot more of what they are failing at, or work that is too easy – keep the
curriculum broad to keep interest and set work that they are capable of. Teachers should show
an active, positive interest in all the children, expecting good behaviour.
If a child ignores what a member of staff has asked them to do then the Headteacher or Assistant
Headteachers must be informed.
Sanctions
Sanctions should be fair and consistent. Do not punish the whole class for the misbehaviour of a
few. Teachers should be careful about depriving children of a “favourite” area of curriculum –
all children; have a right and entitlement to a broad, balanced curriculum. Think also of the
hidden signals in “No games for you this week”.
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Does it mean games is the most desirable subject?
What does this say for Mathematics and English?
If a child’s behaviour is preventing the learning of others in class then the Headteacher or the
Deputy Headteacher should be called to remove the child. The child will then continue to work
in the Headteacher’s office or with the Deputy Headteacher.
If a child’s behaviour is a real concern then the child will have a behaviour plan and their
behaviour monitored on a lesson to lesson basis. This will form the basis of discussions with
parents, we can look for patterns and it will also inform staff if they need further support with the
child. An attachment plan may be more appropriate than a behaviour plan. See Emma McMahon
or Joanne Tonge.
Setting the Example
The teacher should be a positive role model. Abide by the agreed class rules. Teachers should
avoid the: “Do as I say and not as I do” syndrome e.g. if it is bad manners for children to jump the
queue for meals then it is also bad manners for adults to jump the queue.
In relationships with children, teachers should never take advantage of the fact that they are
children. Children deserve the same courtesies and respect that we would expect.
Professional Discussion
Teachers should be extremely professional in their discussions concerning children. It is easy to
“hang a tag” around a child’s neck. As a simple guide teachers should be able to repeat to
parents anything that they say about their children in private to colleagues.
The School Community
It is important that the children have a sense of “ownership” of their school. Children should be
given responsibilities and “jobs” right through their school life and be taught to care for and look
after their environment and the other people (both adults and children) in it. Children also need
to hold as valuable the efforts of all in the school, by looking at and listening to other children’s
work with appreciation and respect.
Play Time – Lunch Time
Children who stay in school when others are outside should be supervised by a teacher.
If the weather is not good then the children will of course, stay in school. Remind the children of
your positive expectation during “inside play”. Play or draw quietly and sensibly.
A class box of comics or games should be at hand and the teachers will also have board games.
Use of reasonable force
The term ‘reasonable force’ covers the broad range of actions used by most teachers at some
point in their career that involves a degree of physical contact with pupils.
Force is usually used either to control or restrain. This can range from guiding a pupil to safety
by the arm through to more extreme circumstances such as breaking up a fight or where a pupil
need to be restrained to prevent violence or injury.
Reasonable in the circumstances means using no more force than is needed.
All members of school staff have a legal power to use reasonable force.
When can reasonable force be used?
o To prevent pupils from hurting themselves or other, damaging property, or from causing
disorder.
o To control pupils or to restrain them.
o The decision on whether or not to physically intervene is down to the professional
judgement of the staff member concerned and should always depend on individual
circumstances.
o Remove disruptive pupils’ children from the classroom where they have refused to follow
an instruction to do so.
o Prevent a pupil behaving in a way that disrupts a school event or a school trip.
o Prevent a pupil leaving the classroom where allowing the pupil to leave would risk their
own safety or lead to behaviour that disrupts the behaviour of others.
o Prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the
playground.
o Restrain a pupil at risk of harming themselves through physical outbursts.
Schools cannot use force as a punishment – it is always unlawful to use force as a punishment.
Staff training
Staff are ‘Team Teach’ trained.
Confiscation
Schools general power to discipline, as set out in section 91 of the Education and Inspections act
2006 enables a member of staff to confiscate retain or dispose of s pupils property as a
disciplinary penalty where reasonable to do so.
Staff must ensure that if they confiscate items from children, they must keep them safe and
return them at a set time. Home time on the same day is reasonable unless the child repeatedly
brings the same toy or cards into school. No items must be kept longer than a week.
Lunchtime Supervisors
We recognise the important role which lunchtime supervisors have to play and recognise that
these people will need training and need to be aware of this policy. Lunchtime can be a difficult
time for some children because it is less structured. Children should show the lunchtime
supervisors the same respect they show all adults in school. This will be reinforced in
assemblies. Regular meetings will be held with lunchtime supervisors to discuss any issues they
may have.
Best Buds
Playground helpers or “Best Buds” are selected from our Year 6 children. Using a rota, these
children help with games and care in both play areas at lunchtime. Training is provided by
school.
This policy will be shared with all staff and will be reviewed on a yearly basis.
Signed
Chair of governors
Name Mr. Millington
Date September 2016
Headteacher
Name Mrs. Norton
Date September 2016