Staincliffe CE ( C ) Junior School
Behaviour Management Policy
Reviewed September 2015
Responsible Person: R Thornton
Adopted byHeadteacher………Mrs E Hobson…………
Chair of Governors………Mr M Patel……..
Review Date: September 2017
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Behaviour Management Policy
Rationale:
We want to encourage individuals and groups to understand what is commonly agreed as
acceptable behaviour, to develop into trustworthy, reliable and honest individuals who show
consideration and respect for others.
Aims of the Policy
 To enable teaching and learning to take place in a calm, orderly atmosphere and
promote good relationships between all.
 To provide a safe environment for both children and staff
 To recognize and value achievements both inside and outside of school.
 To create an ethos in which individuals feel valued; where personal endeavour is
encouraged and to ensure the promotion of high morale.
 To encourage independence and self-discipline so that each child will learn to accept
responsibility for his/her behaviour.
 To make boundaries of acceptable behaviour clear and ensure a consistent approach to
behaviour management throughout the school.
 To involve parents in recognising and celebrating positive behaviour as well as keeping
them informed of inappropriate behaviour.
 To help pupils staff and parents have a sense of direction and feeling of common
purpose.
Children's responsibilities are:
 To work to the best of their abilities, and allow others to do the same.
 To treat others with respect.
 To follow the rules of the school
 To take care of property and the environment in and out of school.
 To co-operate with other children and adults.
Staff responsibilities are:

To treat all children, colleagues and parents fairly and with respect.
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To raise children's self esteem and develop their full potential.
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To provide a challenging and interesting and relevant curriculum.
 To create a safe and pleasant environment, physically and emotionally.
 To recognize and reward success
 To use rules and sanctions clearly and consistently.
 To be a good role model.
 To form a good relationship with parents so that all children can see that the key adults in
their lives share a common aim.
 To recognise that each child is an individual and to be aware of their (special) needs.
 To offer a framework for social education.
The Parents' responsibilities are:
 To make children aware of appropriate behaviour in all situations.
 To encourage independence and self-discipline.
 To show an interest in all that their child does in school.
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To foster good relationships with the school and support the implementation of this
policy.
To be aware of the school rules and expectations.
To offer a framework for social education.
Procedures
Context
Sanctions and rewards need to be consistent and fair. The imposition of sanctions should be
done in a firm, no-nonsense way and consistent with the school expectation that all people will
be treated with respect. Many children misbehave in an attempt to be noticed / feel special by
implementing our positive ' rewards' structure we aim to avoid this. Children must know what to
do in order to achieve.
Rewards and Sanctions
The schools reward and sanction system are key to the success of the Behaviour Management
System. Rewards include:
 School Merits
 Class Merit-If the whole class keep the rules.
10= Golden Time, a class treat (extra play time, extra P.E or ICT time, etc)
 Individual points / sticker – 5= 1 merit
 A postcard home
 Golden Time
 A brick in the wall
 Caught being good
 Star of the week/day
Sanctions include:
 Removal of privileges such as playtimes, golden time etc
 Detention. At lunch time or after school
The following stages are a scale of response in the classroom.
All children and parents will be made aware of these stages.
All children must understand the stages. A child should be made aware of which stage they are
at.
Stage 1(S1) – verbal warning
Minor disruptive behavior.
eg. Calling out when talking to whole class, ignoring instructions, disturbing others, silly
noises…...
Child warned and given clear instructions as to the desired behaviour
Stage 2 (S2) – second verbal warning
Repeated minor disruptive behaviour.
Child warned and given clear instructions as to the desired behaviour.
Stage3 (S3) – time out
Behaviour has not changed
Child taken/ sent with a time out card to another class for 10mins, then returns to class.
Or Child works through 10mins of playtime supervised by class teacher.
Stage 4 (S4) – SLT intervention
Behaviour continues to be poor.
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Intervention by Senior Leadership Team.
Behaviour recorded sanction applied eg work through playtime/ dinnertime in timeout.
Stage 5 (S5)– Parental involvement
Behaviour continues to be poor
Intervention by Senior Leadership Team.
Parents informed. Behaviour recorded. A behavior log may be started.
Stage 6 (S6) - Consequence
Behaviour does not improve, it is disruptive to learning and may be a danger to the child or
others.
Parents informed. Governors informed. After school detention / Exclusion.
Behaviour recorded.
A serious incident may move directly to Stage 4,5 or 6.
Children will have a fresh start at the beginning of each day
However if a child reaches:
 stage 3 on 3 consecutive days or on more than 5 days in any 2 weeks they will be referred to
SLT
 stage 4 on 3 consecutive days or on more than 5 days in any 2 weeks parents will be
informed.
Recording of information
Concerns relating to poor behavior will be recorded on the school’s CPOMS system
Behaviour Logs
Where poor behaviour is regular from individual children a daily behaviour log will be kept. A child with a
behaviour log will automatically be placed on the Special Needs Register and an IBP produced.
Reasonable force
On extremely rare occasions, staff may have to use measures, including reasonable force, to prevent
pupils committing an offence, injuring themselves or others, or damaging property, and to maintain good
order and discipline within the school. Most staff are trained in Team Teach
Powers of search
Again, on extremely rare occasions it may be necessary to search for, and confiscate,
inappropriate items which are brought into school, or for any stolen property. These will be
retained and returned to parents or pupils as appropriate. This is related to the principle of the
safety of all members of the school community.
Outside Rules:
1. Listen to adults in school the first time.
2. Keep your hands, feet and objects to
yourself.
3. Be polite at all times.
4. No chasing in the quiet area.
5. Always stay inside the school gates.
Consequences:
1. Hold the teacher’s hand/ walk with the
teacher for (x) minutes.
2. Stand by the wall
3. Timeout
4. Sent inside to SLT
Lunch - Time
There will be a differentiation between behaviour at lunchtimes and behaviour during the rest of
the school day.‘Caught being good’ tickets are given out. Sanctions include: Standing by the
wall; hold the teacher’s hand for (x) minutes; Timeout- SLT; Home for dinners, community
service.
A similar set of stages will be used during lunchtimes
Stage 1- Verbal warning
The Lunchtime Supervisor will deal with behavioural matters by speaking to the child.
Stage 2- Verbal warning
If behaviour is persistently poor, the Senior Lunchtime Supervisor or Behaviour Improvement
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Workers will be informed.
Stage 3
The Senior Lunchtime Supervisor will involve the Headteacher, Deputy Headteacher or Assistant
Headteacher if a child’s behaviour is consistently poor or causes injury to themselves or others.
Stage 4
SLT will inform parents if poor behaviour fails to improve.
Where a child is involved in regular aggressive or abusive acts at lunchtime they will be asked to
go home for lunch.
Any abuse towards a member of staff will mean that a child will have to go home for
lunch for a period of time as decided by the Headteacher
To be reviewed September 2016
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