Ouse Valley Partnership
North Crawley CE School & Stoke Goldington CE First School
‘Together in Learning - Sharing Excellence and Expertise’
Behaviour and Discipline Policy
(To be read in conjunction with our policies on Anti-Bullying, Drugs, The Use of Restrictive Physical
Intervention with Children and Young People (MKSCB) and Healthy Schools.)
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1.1
Introduction
This policy addresses both the promotion of positive behaviour, in accordance with our school’s general
aims and ethos, in relation to children’s personal, social and moral development, and also our policy on
rewards and consequences with regard to pupils’ behaviour. It also contains our policy on exclusions.
1.2
We regard it to be a highly important aspect of children’s education and development that they learn
to behave well towards others and towards the community in which they live. Good behaviour
underpins effective learning, and children need good personal and social skills in order to live fulfilling
and rewarding lives as adults.
1.3
Behaviour which, in any way, disrupts learning, is unacceptable in our school, and, through the constant
promotion of positive behaviour, we seek to minimise, if not eliminate any such behaviour. Alongside
this policy, we are an inclusive school and endeavour to meet the needs of all children, including those
with emotional and behavioural difficulties.
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Principles, Aims and Objectives
2.1
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, the values of
which are built on mutual trust and respect for all. The school's behaviour policy is therefore
intended to support all members of our school community in living and working together in a mutually
beneficial way. It aims to promote an environment in which everyone feels happy, safe and secure and
it is the responsibility of all staff, pupils, parents and governors to promote this. 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 and the wider community.
2.2
The school aims to promote and reward good behaviour, as this will develop an ethos of kindness and
cooperation. This policy is designed to promote good behaviour. The underlying principles of our
behaviour policy is that –
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Everyone is made to feel safe and welcome
Staff, pupils and parents treat one another with respect
Our Behaviour Policy is sustained by everything that adults do and say
There is a partnership between staff and parents/carers
There are high expectations of everybody
We recognise and celebrate positive behaviour
Pupils are equally valued
Anyone new is helped to settle into the school
Pupils are actively involved in their own learning
Teaching responds to different learning styles and needs
Collaboration is encouraged
We all have the right to work, play and learn in a friendly, safe and helpful school.
3. Rewards and Consequences
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3.1
At our schools we believe that pupils should be actively and positively encouraged to behave well and
work hard. We believe that it is essential that all pupils are able to receive positive encouragement
and have a fair chance to receive the positive consequences. The application of rewards will be
consistent and fair and will be reviewed regularly at staff meetings.
We use a range of positive consequences or rewards:
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Non-verbal rewards such as a smile or body language
Praise (genuine, specific and at least once a day for each pupil)
Showing work or achievements to other pupils, other teachers
Head teacher’s award for exceptional work
Displaying / showing of work in assembly
Stickers
Rewards for displays of the months values
During Friday’s celebratory assembly, the adults in each class nominate pupils for
certificates.
3.2
The school acknowledges all the efforts and achievements of children, both in and out of school.
3.3
The safety of the children is paramount in all situations. If a child's behaviour endangers the safety
of others, the class teacher will immediately stop the activity or lesson.
If a child threatens, hurts or bullies another child, the class teacher will record the incident in the
‘Behaviour Book’. If a child repeatedly acts in a way that disrupts or upsets others, the school will
contact the child's parents or carers and will seek an appointment in order to discuss the situation,
with a view to improving the behaviour of the child, with the full co-operation of the parents.
4. School Rules and Routines
4.1
The class teacher discusses the school rules with each class. In addition to the school rules, each
class also has its own classroom code, which is agreed by the children and displayed on the wall of the
classroom. In this way, every child in the school knows the standard of behaviour that we expect in
our school. Our Behaviour Policy is based on our Golden Rules, which are:
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In addition to
Appendix 3
4.2
We are gentle
We look after property
We work hard
We listen when others are speaking
We are kind and helpful
We are honest
our school Golden Rules we have the following guidelines for different situations: See
In addition to these whole school rules each class will work together to establish ground rules which
will allow the classroom to work well and provide a safe, happy and purposeful learning environment.
These ground rules should include:
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Entering and leaving the classroom
Toilets
Taking care of resources
When others are speaking
When teacher is speaking
Register
Moving around
Guests in the classroom
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4.3
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Going to assembly
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Noise levels
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What to do when you need help
Rules and routines will have to be negotiated at the beginning of each year and revisited regularly (the
start of each half term is usually a good time to look at classroom rules with each class and revise
them as necessary). The following shows the sequence to be followed:
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Explain why we need rules
Negotiate the rules
Teach the rules
Check for understanding
Explain how pupils who keep the rules will be rewarded
Explain consequences
Teach consequences
Check for understanding
Revisit at regular intervals and refer to constantly
All rules, expectations and sanctions are to be displayed clearly and in large scale format in every
classroom to ensure that all in the school, pupils, staff and visitors are aware of our rules and
expectations.
5. Negative consequences
5.1
Sometimes it is necessary to discourage pupils from behaving badly and at our schools we do this
through a system of logical consequences or sanctions. It is very important that these are used fairly
and consistently and with regard to the following underlying principles:
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5.2
Negative consequences should never be psychologically or physically harmful
Consequences should be presented as a choice
Reference to consequences should be in a matter of fact voice (not through adult
anger)
Pupils and parents should be informed of the hierarchy of consequences and the
recording system
If a sanction is used pupils should be able to start afresh as quickly as possible
It is always made clear that it is the behaviour that is the problem and not the child
Consequences should be used in the following order (always starting as low down the
list as possible):
Low level intervention strategies (see appendix 1)
Withdrawal of adult attention (e.g. deliberate ignoring of attention seeking behaviour)
Immediate praise
Eye contact – reinforcing ‘the look’ to indicate inappropriate behaviour is unacceptable
Non-verbal clues, e.g. shake of the head
Verbal recognition of inappropriate behaviour
Warning
Any subsequent behaviour – 5 minutes time out, (The sand-timer should be used so the
pupil knows when to return.)
If behaviour continues then child is sent Headteacher and parents are informed.
In addition to this hierarchy of consequences the following action will be invoked if a child;
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Wilfully hurts another child or adult
Destroys property
Repeatedly refuses to do as told
Engages in behaviour which stops the classroom functioning
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Uses offensive language
Where there is racial abuse
5.3
In any of these instances, a senior member of staff will be involved and parents contacted. The
incident will be recorded by the member of staff involved in the ‘Behaviour Book’ and the Head
teacher informed. Serious incidents will be monitored carefully by the Headteacher. If the incident
is of a particularly serious nature parents will be contacted immediately by telephone and followed up
with a letter. In all instances if there are more than one reports of a serious incident for a child
then parents/carers will be invited to speak to the Headteacher about the child’s behaviour.
5.4
All members of staff are aware of the regulations regarding the use of force by teachers, as set out
in the document Use of Reasonable Force – Guidance (DfE July 2013), and the policy The Use of
Restrictive Physical Intervention with Children and Young People (MKSCB). Teachers in our school will
only intervene physically to restrain children in order to prevent injury to a child, or if a child is in
danger of hurting him/herself. The restraining actions that we take are in line with government
guidelines on the restraint of children.
5.5
The SEN co-ordinator will be available for advice and support for those pupils whose behaviour is of an
on-going concern. A child who is having difficulties may receive support through an Individual
Behavioural Plan. The writing of IBPs, close monitoring and record keeping are the responsibility of
the class teacher.
6. Restorative Principles
6.1
Our Behaviour Policy is based upon the practices of ‘Restorative Principles’. Restorative Principles
provide a highly effective framework to build learning communities that are respective, inclusive and
engaging. Explicit practice, and language that is consistent, form the basis of healthy relationships,
positive well-being, achievement and success.
6.2
The principles in practice involves 
A focus on the language used by adults
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An emphasis on building social connection
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A range of informal and formal responses to harm and wrong doing
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A commitment to include wider relationships involving families and communities
It is through these practices that adults in the school build relationships that 
Demonstrate respect for others
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Develop the self-respect of individuals
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Promote listening and understanding
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Enable difference to be a positive resource for learning
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Manage difference in ways that value individuals and oppose hurtful and harmful
behaviours
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Build opportunities for constructive and restorative conversation
7. Noise Levels and Establishing Whole Class Attention
7.1
In general, we aim for a quiet working atmosphere within the classroom, but we actively encourage
collaborative learning and language development. Staff are, therefore, sensitive about the levels of
noise required for different activities. There will rarely be any occasions when staff would need to
shout to make themselves heard. A signal will used along with a verbal reminder if required to
establish whole class attention. The signal means that everyone should stop what they are doing and
be silent and everyone should wait as long as it takes for silence to be achieved. Additional adults in
the classroom should also respond to the signal to reinforce the teacher’s request.
8. Roles and Responsibilities of Adults
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Children need to know that the significant adults in their school lives value them for being
themselves and not just for what they do. Showing unconditional regard is an important element in
providing the emotional environment through which children can develop a positive self-image. Staff
will actively listen and give their full attention to the speaker in a non-directive, non-judgemental way
and give thoughtful, undivided attention in a way that communicates genuineness, acceptance and
empathy.
8.1
The Role of the Class teacher
It is the responsibility of class teachers to ensure that the school 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 achieve to the best of their ability.
The class teacher treats each child fairly, and enforces the classroom code consistently. The
teachers treat all children in their classes with respect and understanding.
If a child misbehaves repeatedly in class, the class teacher will keep a record of all such incidents. In
the first instance, the class teacher deals with incidents him/herself in the normal manner. However,
if poor behaviour continues, the class teacher seeks help and advice from the headteacher or SENCo.
The feelings, attitudes and responses of adults are critical influences on the way that children
behave in school. Dealing with the emotional needs of children can be very demanding and we need to
guarantee our own positive emotional well-being. School staff will support each other so that no one
feels that they have to deal with difficulties on their own.
Where external support agencies are involved in meeting the needs of a particular child, the class
teacher liaises and works co-operatively with those agencies, as necessary, to support and guide the
progress of the child. The class teacher may, for example, in consultation with the school’s Special
Educational Needs Co-ordinator (SENCO) 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 on the personal and social development of each child
in their class, in line with whole-school policy. The class teacher may also contact a parent if there
are concerns about the behaviour or welfare of a child.
Overall Staff
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8.2
have responsibilities to:
Speak and treat all pupils with respect
Help and encourage all pupils to achieve high standards
Provide a challenging, interesting and worthwhile curriculum
Create a safe and pleasant environment both physically and emotionally
Use positive and negative consequences clearly and consistently
Be a good role model
Form positive relationships with pupils and parents
Recognise and value the strengths of all children
Communicate effectively by using a variety of tones and voices, always avoiding
shouting
The Role of the Headteacher
It is the responsibility of the headteacher 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.
The headteacher will support the staff by implementing the policy, by setting the standards of
behaviour, and by supporting staff in their implementation of the policy.
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The headteacher will keep a record of all reported serious incidents of misbehaviour.
The headteacher has the responsibility for giving fixed-term exclusions 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. DfE statutory guidance will be adhered to. These
actions are taken only after the school governors have been notified.
8.3
The Role of Parents and Carers
Our school requests that parents and carers enter into a ‘Home-School Agreement’ with the school,
agreeing to work in partnership with the school to promote good behaviour, to take steps to
discourage poor behaviour, to reinforce the school rules and to support the school when sanctions
need to be used with a child.
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
understand and support them.
We aim 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.
If the school has to use reasonable sanctions to discipline 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 their concerns remain, they
should contact the headteacher to discuss the issues involved. If parents or carers wish to complain
further about actions taken by the school, they should contact the Chair of the Governing Body, in
accordance with the school’s Complaints Policy.
8.4
The Role of governors
Under Section 88(1) of the Education and Inspections Act 2006 (EIA), governing bodies must ensure
that policies designed to promote good behaviour and discipline on the part of its pupils are pursued
at the school. Section 88(2) of the EIA requires the governing body to:
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make, and from time to time review, a written statement of general principles to guide the
headteacher in determining measures to promote good behaviour and discipline amongst
pupils; and
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notify the headteacher and give him or her related guidance if the governing body wants
the school’s behaviour policy to include particular measures or address particular issues.
When carrying out the functions under Section 88(2), the governing body must have regard to
guidance issued by the Secretary of State. Paragraphs 6-11 in the DfE’s Behaviour and Discipline in
schools – Guidance for Governing Bodies, provide this statutory guidance. The governing body has the
responsibility for agreeing as policy 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.
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Fixed-term and Permanent Exclusions
9.1
We are an inclusive school and do not wish to exclude any child, even when they exhibit serious
behavioural difficulties. We will take every reasonable step to ensure that exclusions are avoided.
However, in extreme cases, it may be necessary to exclude.
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The school will follow the statutory Exclusions Guidance, published by the DfE in January 2015
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/386288/Exclusion_
from_maintained_schools__academies_and_pupil_referral_units_in_England.pdf .
9.2
Only the headteacher (or an acting headteacher) has the power to exclude a child from school. A
pupil may be excluded for one or more fixed periods (up to a maximum of 45 school days in a single
academic year), or permanently. In exceptional cases, usually where further evidence has come to
light, a fixed period exclusion may, in effect, be “extended” by issuing a further fixed period
exclusion or a subsequent permanent exclusion may be issued. It would, however, be unlawful to
impose a fixed period exclusion for an indefinite period of time.
9.3
A fixed period exclusion does not have to be for a continuous period; for example, where pupils
attend more than one school then the exclusion could relate only to the days on which they attend
the school at which an incident occurred. A fixed period exclusion can also involve a part of the
school day; for example, if pupils’ behaviour at lunchtime is disruptive, they may be excluded from
the school premises for the duration of the lunchtime period. The legal requirements relating to
exclusion, such as the headteacher’s duty to notify parents, apply in all cases. Lunchtime exclusions
are considered as half a school day for statistical purposes and also in determining whether a
governing body meeting is triggered.
9.4
Any decision of a school, including exclusion, must be made in line with the principles of administrative
law, i.e. the decision must be: lawful (with respect to the legislation relating directly to exclusions
and a school’s wider legal duties, including under the European Convention on Human Rights and the
Equality Act 2010); rational; reasonable; fair and proportionate.
10. Playtimes and Lunchtime Supervision
10.1
Many children find playtimes and breaks difficult to manage. There are a lot of issues that can impact
upon the success of playtime and the positive experiences children can gain from. At our schools we
are sensitive to the needs of all children and aim to provide children with opportunities for positive
play and develop their social interaction skills.
10.2
The playground is effectively supervised to ensure that any potential difficulties can be identified
quickly. Effective supervision involves staff moving around the playground, talking briefly with pupils,
encouraging and helping children to become engaged in activities within that area and anticipating any
potential difficulties. Any problems will be dealt with quietly and promptly investigated. If necessary,
problems will be referred to the class teacher to investigate.
If necessary, the class teacher will be informed of situations of great concern after the break.
11. Strategies for Staff During Break-times
All staff should 
Be sensitive to the needs of everyone – adults and children
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Teach by example and model co-operation behaviour in order to develop the school as
a community
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Be firm, fair and consistent
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Have high but reasonable expectations
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Expect pupils to comply with reasonable adult requests
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Use language carefully to avoid confrontations e.g. ”it’s time for…” rather than “Go
and …”
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Recognise and reward good behaviour
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Match expectations to the child
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Be alert to the needs of isolated individuals
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12. Environment
12.1 At all times the environment will be made safe and secure with increased emphasis on building positive
relationships and communication between pupils, teachers and supervisors.
The school’s Golden Rules will be reinforced in the playground at playtimes and at lunchtime playtime.
The practices of Restorative Principles will be used by all staff to resolve issues. This will help to
reinforce positive behaviours and also ensures that negative behaviours are dealt with fairly and
consistently throughout the school and by all staff.
13. Practices of Restorative Principles
13.1
Staff will use the following steps when dealing with an issue of bad behaviour –
Find out: ask the children involved what happened
Effects: establish who/what has been harmed and the consequences of the harm
- consider both the perpetrator and the victim
 Responsibility: what needs to happen to make things right and this should be agreed by all
parties.)
14. Monitoring and Review
14.1
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.
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14.2
The school keeps a variety of records concerning incidents of misbehaviour. The class teacher
records minor classroom incidents. The headteacher records more serious incidents which have
resulted in his/her involvement. We also keep a record of any significant behavioural incidents that
occur at break or lunchtimes: lunchtime supervisors will report any major incidents to the
headteacher or deputy headteacher.
14.3
The headteacher will keep a record of any child who is suspended for a fixed-term, or who is
permanently excluded.
14.4
It is the responsibility of the governing body to monitor the occurrence of both fixed-term or
permanent exclusions, and to ensure that the school policy is administered fairly and consistently.
The governing body will pay particular attention to matters of equality and discrimination; it will seek
to ensure that the school abides by the non-statutory guidance The Duty to Promote Race Equality:
A Guide For Schools (published by The Commission for Racial Equality), and that no child is treated
unfairly because of race or ethnic background.
14.5
The governing body reviews this policy every three 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.
Signed:
Kathryn Crompton
Headteacher
Date: January 2015
Approval by Governing Body: March 2015
Review date: March 2018
Appendix 1
1. Low Level Intervention Strategies
 Planned ignoring
 The look
 Shake of the head
 Finger on lips
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TA move closer
A quiet word in the ear
Distract child from behaviour
Offer a choice between options
Use direct appeal
Show genuine warmth
Use humour
Interpret task or instruction at child level
Change of place
Reconstruct the task
Appendix 2
2. Copies of behaviour posters to be used in classrooms
 If I am doing the right thing I will  Get a round of applause
 Get a happy smile
 Get a thumbs up
 Feel proud of myself
 Get a sticker
 Show my work to another teacher
 Have my work displayed
 Get a celebration certificate
 Get a class treat
 If I am choosing the wrong thing I will  Be reminded how to behave
 Be warned that I need to change my behaviour
 I will have a 5 minute ‘time out’
 Be sent to a senior teacher
 Be sent to the Headteacher and a letter will be sent home
Appendix 3
3. Other guidelines
Communication Rules
 We always speak to each other politely and calmly
 We say please and thank you
 We never use hurtful language
 We do not speak or shout out while someone is talking
 There is a quiet working atmosphere in our classrooms
 We take turns to speak and respect the views of others
 We apologise if we are in the wrong
Learning Rules
 We listen carefully to instructions
 We ask if we do not understand
 We co-operate with each other
 We keep our school tidy and well organised
Movement Rules
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 In corridors and around the school we always walk quietly
 We keep to the left
 We open doors for each other
 We line up without pushing
Problem Rules
 We ask for help if we have a problem
 If there is a problem we work together to sort it out
 We listen to all sides
 We look for compromises and common ground
 We find ways to make sure the problem does not happen again
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