Behaviour Policy
This policy was adopted:
Date of review:
Signed: N Broomhall
April 2013
April 2014
Principal
Chair of Local Governing Body
This policy links to:
 Race Equality Policy
 Equal Opportunities Policy
 Safeguarding /Child Protection Policy
Policy Statement
This policy statement recognises that management systems by themselves do not provide
all the answers to establishing high standards of behaviour. We are most likely to be
successful when we reinforce management systems with high expectations of learning,
which value individuals and celebrate their progress.
Similarly, while it is important that boundaries are made clear and sanctions are in place,
the emphasis in establishing a whole academy policy should be on praise, recognising
positive behaviour, and the development of self-discipline and self-esteem.
Roles and Responsibilities
This policy is based on the belief that promoting positive behaviour is the responsibility of
the community as a whole. The policy will be modelled by all Academy, staff, pupils and
volunteers.
The policy will not have an impact on the learning ethos of the Academy unless everyone
applies it comprehensively and consistently.
Specific roles are as follows:
The Local Governing Body
 Will adopt the Academy Transformation Trust Behaviour Policy.
 Ensures that all aspects of the policy promote equality for all pupils and addresses
their need.
 Monitors and evaluates the implementation of the policy by receiving regular
reports and data.
 Supports the practical strategies of the policy by holding disciplinary and attendance
panels for pupils and their parents when there are serious concerns.
 Will nominate a named governor for behaviour.
The Principal and the Senior Leadership Team
 This policy promotes positive behaviour and good attendance.
 Provide structures and training to support staff in ensuring the policy is consistently
and fairly applied.
 Ensure that the policy promotes equality for all students and addresses individual
need.
 Monitor sanctions and rewards to ensure that they are consistent and so that both
progress and concern can be highlighted effectively.
 Support the practical strategies of the policy by: dealing with serious referral issues,
setting up and leading teams i.e. Inclusion Team, Attendance Team, providing
communication systems with parents and outside agencies, providing appropriate
class groupings and timetable arrangements, allocating appropriate resources to
support their systems.
Procedures
A named person of the Senior Leadership Team will have overall responsibility for
behaviour.
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We require the named person to:
- Keep her/himself up-to-date with legislation, research and thinking on
promoting positive behaviour and on handling pupils’ behaviour where it
may require additional support;
- Access relevant sources of expertise on promoting positive behaviour within
the programme for supporting personal, social, emotional and emotional
development; and
- Check that all staff have relevant in-service training on promoting positive
behaviour. We keep a record of staff attendance at this training.
We recognise that codes for interacting with other people vary between cultures and
require staff to be aware of – and respect – those used by members of the setting.
We require all staff, volunteers and students to provide a positive model of
behaviour by treating pupils, parents and one another with friendliness, care and
courtesy.
We familiarise new staff and volunteers with the setting’s behaviour policy and it’s
guidelines for behaviour.
We expect all members of our setting – pupils, parents, staff, volunteers and
students – to keep to the guidelines, requiring these to be applied consistently.
We work in partnership with pupils’ parents. Parents are regularly informed about
their children’s behaviour by their key person. We work with parents to address
recurring inconsiderate behaviour, using our observation records to help us to
understand the cause and to decide jointly how to respond appropriately.
Strategies with pupils who engage in inconsiderate behaviour
 We require all staff, volunteers and pupils to use positive strategies for handling any
inconsiderate behaviour, by helping pupils find solutions in ways which are
appropriate for the pupil’s ages and stages of development. Such solutions might
include, for example, acknowledgement of feelings, explanation as to what was not
acceptable and supporting pupils to gain control of their feelings so that they can
learn a more appropriate response.
 We support each pupil in developing self-esteem, confidence and feelings of
competence.
 We support each pupil in developing a sense of belonging in our group, so that they
feel valued and welcome.
 We avoid creating situations in which pupils receive adult attention only in return for
inconsiderate behaviour.
 When pupils behave in inconsiderate ways, we help them to understand the
outcomes of their action and support them in learning how to cope more
appropriately.
 We never send pupils out of the room by themselves, nor do we use a ‘naughty
chair’ or any other strategy that excludes pupils from the group.
 We never use physical punishment, such as smacking or shaking. Pupils are never
threatened with these.
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We do not use techniques intended to single out and humiliate individual pupils.
We use physical restraint, such as holding, only to prevent physical injury to pupils or
staff and/or serious damage to property.
Details of such an event (what happened, what action was taken and by whom, and
the name of witnesses) are brought to the attention of our setting leader and are
recorded in the pupil’s personal file. The pupil’s parent is informed on the same day.
In cases of serious misbehaviour, such as racial or other abuse, we make it clear
immediately the unacceptability of the behaviour and attitudes, by means of
explanations rather than personal blame.
We do not shout or raise our voices in a threatening way to respond to pupils’
inconsiderate behaviour.
Bullying
We take bullying very seriously. Bullying involves the persistent physical or verbal
abuse of another pupil or pupils. It is characterised by intent to hurt, often planned
and accompanied by an awareness of the impact of the bullying behaviour.
A pupil who has reached a stage of cognitive development where he or she is able to
plan to carry out a premeditated intent to cause distress in another.
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If a pupil bullies another pupil or pupils:
We show the pupils who have been bullied that we are able to listen to their
concerns and act upon them;
We intervene to stop the pupil who is bullying from harming the other pupil or
pupils;
We explain to the pupil doing the bullying why his/her behaviour is not acceptable
and will not be tolerated;
We give reassurance to the pupil or pupils who have been bullied;
We help the pupil who has done the bullying to recognise the impact of their actions;
We make sure that students who bully receive positive feedback for considerate
behaviour and are given opportunities to practice and reflect on considerate
behaviour;
We do not label pupils who bully as ‘bullies’;
We recognise that pupils who bully may be experiencing bullying themselves, or be
subject to abuse or other circumstance causing them to express their own anger in
negative ways towards others;
We recognise that pupils who bully are often unable to empathise with others and
for this reason we do not insist that they say sorry unless it is clear that they feel
genuine remorse for what they have done. Empty apologies are just as hurtful to the
bullied pupil as the original behaviour;
We discuss what has happened with the parents of the pupil who did the bullying
and work out with them a plan for handling the pupil’s behaviour; and
We share what has happened with the parents of the pupil who has been bullied,
explaining that the pupil who did the bullying is being helped to adopt more
acceptable ways of behaving.
Communication with parents
Great care must be taken when communicating with parents about behaviour issues,
especially by telephone.
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Each Academy will nominate a named person/team who will lead on
communication;
Records will be kept by each Academy of all contact – verbal, written etc.
Parents/carers will always be contacted as soon as there is any concern;
Specific details of incidents must be discussed with parents at a scheduled meeting
as soon as possible;
Careful attention must be paid to the sharing of information relating to other pupils
– particularly names – to ensure no other issues occur outside of the Academy.
Consultation
Staff, pupils and parents will have the opportunity to discuss this policy and its effectiveness
on a regular basis so that it becomes a flexible document that responds to changing need.
Consultation will take place as follows:
 In staff training sessions and meetings at least once a term;
 In Academy Council meetings at least annually;
 Through annual postings to parents and at parental consultation evenings through
questionnaire.
Monitoring and Evaluation
Rewards and sanctions will be monitored to provide the Academy with regular information
on how effectively the behaviour policy is working. The Academy will also monitor to ensure
that rewards and sanctions are distributed fairly and so the data will be analysed by: Gender
 Ethnicity
 SEN
 Age
The person responsible for monitoring by gender, race and SEN etc. is the class teacher in
primary academies and Year/Pastoral Leads in secondary academies.
Behaviour and attendance data will be monitored by: Comparing termly statistics and annual totals for rewards, sanctions and attendance;
 Comparing group attendance data over time;
 Monitoring individual’s rewards and sanctions to identify progress or cause concern;
 Observation of lessons and pupil response.
Evaluation of the behaviour policy will be based on the above data and will inform the
Academy’s development planning. Evaluation will take the form of termly reports to
Governors.
Annex 1
Examples
2 warnings
Consequence 1
Consistent
Verbal message
Name moved to Warning
Time out from peers
If pupils’ behaviour
does not improve
Time out from class
If pupils’ behaviour
continues to cause
concern
Phone call home
Pupil’s
behaviour
deteriorates
Permanent exclusion
Exclusion