Brandling Primary School
Behaviour Policy
1
Brandling Primary School Behaviour Policy
Rationale
Good behaviour creates an environment which allows all children the opportunity
to develop both academic and social skills to the best of their potential.
At Brandling Primary School we have high expectations of behaviour at all times.
We believe this is best achieved by promoting and rewarding positive behaviour
and improvements in behaviour. This policy outlines our approach to promoting
good behaviour but also details consequences to deal with inappropriate
behaviour.
It has been written in consultation with our children, parents, staff and
governors.
Aim

To create a positive supportive environment in which effective
learning can take place and in which there is mutual respect and
consideration for people and property.

To provide a consistent approach to behaviour management across the
school.

To ensure parents have aclear understanding of the school’s aims and
expectations of children’s behaviour.

To introduce children to an acceptable code of behaviour towards
adults and each other and to teach them to take responsibility for
their own behaviour and it’s management.

To ensure the safety of staff and children.
Behaviour Management System
Our system is based on four levels of action:
1.
2.
3.
4.
Teacher taking action,
Senior Leadership Team (SLT)
Head Teacher taking action,
School governors, Local Authority (LA) involvement/support now
involved.
2
Teacher taking action
We will use a system of reward for good behaviour. Children who behave
consistently well will be rewarded each week with 30 minutes of “Golden Time”.
Staff will use a range of behaviour strategies to help support a child with their
behaviour, e.g. ‘the look’, refocusing a child’s attention, the loss of up to 5
minutes of playtime.
Children who exhibit low levels of inappropriate behaviour such as disrupting in
class, occasional name calling or playground incident will lose 5 or 10 minutes of
their Golden Time. This loss will be the decision of a teacher. Throughout the
week there will be an opportunity for children to earn these minutes back by
improving their behaviour. By using this system we will teach children that they
can take responsibility for their own behaviour. They will also see that there are
benefits to good behaviour even after a minor rule break.
Children who continue to disregard expectations of behaviour and do not
respond to adult intervention and support will lose all of their Golden Time. This
time will then be spent reinforcing good behaviour strategies.
For more serious disruption where an immediate remedy is required and a child
has not responded to either teacher support and intervention or loss of Golden
Time, a child may be sent, with work, to another teacher’s classroom until they
have completed 10 minutes of productive work. If child is repeatedly excluded
from class the HT/Senco and parents will draw up a behaviour plan to support
the child.
SLT taking action

For more serious incidents or when a child does not show improvement in
their behaviour they will be referred to the Key Stage Leader (KSL) or
Deputy Headteacher (DHT). The KSL or DHT will investigate and take
appropriate action eg. loss of playtime/lunchtime, a positive task set. All
incidents that are dealt with by the KSL/DHT will be reported to the HT.
HT taking action

For the most serious incidents or where a child has failed to respond to
support and intervention by the KSL/DHT, the situation will be dealt with
by the HT. The HT will discuss the situation with all involved and may
implement the following consequences
-
Further missed playtime or lunchtimes
child put onto report for lessons or playtime and lunchtime or
both
3
-
child works with HT
exclusions from out of school activities
where a child’s behaviour poses a risk to others they may be
withdrawn from enrichment activities.
The HT will also ensure parents are informed.
Governors and LA involved
In the most serious cases of harm to another person or deliberate and serious
damage to property or if despite support and intervention from the teacher,
DHT and HT a child refuses to conform to school rules, then that child may be
excluded from school for a fixed time or permanently.
Conclusion
We want children to be safe and happy in school at all times. We will promote
and reward good behaviour but will not tolerate behaviour which compromises
the wellbeing or safety of others in school. This policy and management system
sets out how these objectives will be met.
School Rules










Do your best.
Be gentle.
Be kind and helpful
Work hard
Look after property
Listen to people
Be honest
Be true to yourself
Keep your hands, feet and other objects to yourself.
Treat others with respect.
Parental Responsibilities
We believe that the best outcomes for children are achieved by school and
parents working in close partnership. We expect parents to support us in
promoting positive behaviour.
Parents should;
1.
2.
3.
Discuss any concerns as soon as possible with the class teacher.
To inform school of any underlying issued which may affect the child’s
behaviour or emotional well being.
Promote and model positive behaviour.
4
4.
Sign a home-school agreement which includes an annual behaviour
contract.
Children should;
1.
2.
3.
4.
Take responsibility for their own behaviour.
Be sensitive to the needs and feelings of others.
Follow school and class rules.
Sign a home-school agreement which includes an annual behaviour
contract.
Ailsa M Taylor
Adopted: September 2010
To be reviewed: September 2013
5