Behaviour and Discipline Policy
Oakmeadow C E Primary & Nursery School
Reviewed and adopted: Autumn 15
Next Review due: Autumn 17
Introduction
Organisation of the Behaviour and Discipline Policy
This policy includes the following aspects
 Day to day expectations of behaviour
 Rewards and sanctions
 Support for children presenting challenging behaviour
 Behaviour beyond the school gates and school day
 Searching and Confiscation
 The use of reasonable force (please refer to restrain policy also)
Whole school values
Underpinning our policy are the values that we promote and uphold throughout the school as a church
school. These shared values apply to all who are part of our school community, both in school and beyond.
(Red words are the schools core values covered half termly)
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Respect- for self, each other and the communities we live in
Honesty & Integrity- in our thoughts, words and actions
Having faith, reflection and taking responsibility- to understand ourselves, each other, to learn and
develop
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Teamwork, Co-operation and courtesy- that learning and working together are social experiences
Perseverance and resilience- the strength to overcome challenges and grow strong
Love, Patience, tolerance and consideration for others- knowing that some goals will take some
time to achieve and we must love and care for each other.
These values mean that children and adults work actively in partnership to enable all members of our school
community to realise their potential to enhance their own lives and the lives of others. As a church school
we have a high regard for living these values daily.
At Oakmeadow we ensure:
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WE LOOK AFTER ALL PROPERTY
WE ARE KIND AND HELPFUL TOWARDS OTHERS
WE LISTEN TO PEOPLE AND DO WHAT WE ARE ASKED
WE RESPECT OURSELVES BY ALWAYS TRYING OUR
BEST.
Aims of the policy
 It is our aim that pupils’ behaviours and attitudes reflect the school’s values outlined
in our mission statement.
 To improve the pupil’s learning through improved behaviour.
 To treat all pupils fairly and seek to eliminate discrimination, harassment and
bullying. (Refer to anti bullying policy also)
 To promote positive relationships between pupils and between pupils and members of staff.
 To create a safe environment for pupils to work and play.
 To promote good behaviour through rewards.
 To create a balance between rewards and sanction that encourages pupils towards
good behaviour.
 To promote self esteem and self discipline.
 To represent a widespread agreement amongst staff, pupils and parents about what is acceptable
behaviour.
 To explain clearly to all pupils, across all ages, abilities
At Oakmeadow CE Primary School and Nursery, we want to help children grow up with a clear view of what
is right and wrong and an appreciation of the needs of others and society around them. This was the
teachings of Jesus and as a church school we value ensuring our children are taught to live a harmonious life,
where they work to their best potential.
We, as adults, are the role models for the children and take this responsibility very seriously in that we
endeavour, at all times, to treat each other and the children as we, ourselves, would wish to be treated.
Expectations of staff
We know that all staff will recognise:
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Good behaviour as an essential condition for effective teaching and learning to take place
That effective teaching and learning supports good behaviour
High self-esteem promotes good behaviour, effective learning and positive relationships.
Independence and self-discipline promote each child to learn about being responsible for their own
behaviour.
There must be a clear consistent positive approach to behaviour throughout the school on a daily
basis
Clear codes of expected behaviour and positive feedback when pupils are behaving well must be
communicated.
Respect for their own and each other’s belongings and taking pride in our environment at all times.
We know that we are responsible for our classroom, but also every part of our school. Every child
should be made to feel valued regardless of any disability, nationality, ethnicity, culture, gender or
sexuality.
All staff understand they have the responsibility of ensuring that these key features are promoted
throughout the school day.
Golden rules
At Oakmeadow CE Primary and Nursery School, we understand the values that we learn as children are part
of the wider process of socialisation. We have an agreed consensus about the values that underpin and
guide our behaviour towards one another and adopt a code of conduct that ensures we can work and live in
social harmony.
Agreed School Golden Rules
To make school a fun, happy and safe place to learn.
 We are gentle, we don’t hurt others.
 We are kind and helpful; we don’t hurt anybody’s feelings.
 We are honest; we don’t cover up the truth.
 We work hard, we don’t waste time.
 We listen and talk to each other with respect, we don’t
interrupt.
 We look after property; we don’t damage things.
 We treat others as we wish to be treated ourselves.
In partnership with parents/carers
 We believe parents/carers have a vital role in promoting and supporting good behaviour and so
effective home/school liaison is very important. Being positive about school is a crucial part of this
relationship and ensures we have open communication at all times.
 It is important that teachers work alongside parents/carers to manage appropriate behaviour and
attitudes to learning as documented in the Home/School Agreement. (see appendix)
 We expect parents/carers to sign and return the Home/School agreement to demonstrate their
support of the school.
 It is crucial that parents/carers support the actions of the school when consequences are imposed to
give a consistent message to children. We welcome an open discussion with parents in these
situations and so we can ensure it is dealt with fairly and without prejudice. These discussions are
between home and school. (Exposure to these on social media sites is not expected, is not fair and
not acceptable).
Expectations of children
We know that children will;
 follow the school’s Golden Rules as well as their own class agreed rules;
 have high expectations of their behaviour;
 learn to understand that they are responsible for their own actions;
 develop an increasingly sound understanding of right and wrong;
 co-operate and work together;
 learn to sort out disagreements and frustrations sensibly and constructively;
 be reliable, trustworthy and responsible;
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behave in a safe manner at all times;
respect the school's environment and belongings;
take care of their belongings and those of other children;
show respect to each other;
act with equal respect to all staff.
Promoting Good Behaviour
Good behaviour is helped when everyone remembers to do what is expected of him/her. We encourage
good patterns of behaviour by;
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as a school communicating clearly to children what is expected of them;
praising children when we see good behaviour (this can be done using non-verbal signals, positive
verbal comments or positive written comments);
focussing on the positive behaviour taking place;
giving children responsibility;
referring to and consistently applying school and classroom rules;
matching expectations and activities to individual children’s age, needs and development;
recognising achievements with certificates in achievement assemblies;
regularly informing children's parents/carers of good behaviour or achievement;
encouraging children to think about others in assemblies;
Rewards
 We believe that good behaviour should be consistently rewarded in the following ways:
 Staff may give small privileges to children who behave consistently well and to children who
otherwise have made a special effort to do so. These may include a child doing something first; being
given a task to do that the child enjoys doing; showing their work to other members of staff; being
asked to represent their class.
 As an example staff could reward good behaviour or achievement through the use of Golden Time
on a Friday afternoon (Golden Time is a time for relaxation and fun as a reward for good behaviour
during the week, lasting approximately 30 minutes). Our secrets of success are a fundamental part
to securing emotionally intelligent children, who work to their best potential and understand their
impact on society.
 When possible children are involved in determining who is rewarded. (Table awards/raffles).
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When appropriate, staff will reward a whole group for their co-operative support of individuals or
each other, for good behaviour or achievement.
Staff will inform the child’s parents/carers of small praiseworthy actions (either at the start/end of
the day or by phone/postcard/text).
Exemplary behaviour or achievement will be acknowledged in an achievement assembly and
through a series of recognition awards: e.g. tea parties/ letters home/ lunch
The school believe strongly on rewarding learning attitudes and behaviours and have ‘secrets of
success’ awards ongoing throughout the year.
Discouraging bad behaviour
We hope our strategies for promoting good behaviour will be successful for all children. We discourage bad
patterns of behaviour by;
 focussing on the positive behaviour taking place;
 non-verbal signals
 verbal warnings reminding the children of aims and expectations providing an alternative to their
unacceptable behaviour
 a private discussion about why the behaviour is unacceptable and a explaining the
consequences of further poor behaviour, giving choices.
Unacceptable Behaviour
Because of our behaviour expectations we will not accept:
 deliberate disruptive behaviour which is negatively effecting other children’s learning;
 repeated refusal to follow a set of instructions;
 aggressive behaviour (threatening someone; deliberate hitting, kicking, biting, pinching; the
throwing of objects with intent to injure or cause harm).
 deliberate offensive language (including racial abuse);
 name calling;
 vandalism;
 deliberate disregard for school rules and procedure;
 leaving the school premises without permission;
 theft;
 bullying (see anti-bullying policy);
 sexual harassment;
 drug related behaviour;
 carrying any object which may cause harm;
Before you deliver sanctions – we need to ask ourselves the following:
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Have I set this child up to be successful? (Have they got the right equipment? Are they positioned in
the class in the best way? Seating? Are they sitting by the right people? Could I distract/detract from
this situation (a quick job? A change of focus for child?)
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Should this child have a piece of equipment? A visual timetable? Do they need a timeout scenario?
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Am I using the right ‘voice’?
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Tactical ignore?
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Have you considered a positive intervention for this child? Do they need provision map support?
Sanctions
 ‘Negative consequence sanctions’ (see appendix) are used fairly and consistently when a child
displays inappropriate behaviour:
 Step one – positive reminder of rules and expectations.
 Step two – 2nd warning, repeated reminder and explanation of consequences of further poor
behaviour. Choices given.
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Step three (this is when you have given ample time on stage 1 and 2) – using the school systemtraffic lights, the child’s name will be moved to amber/yellow. Children are again reminded of the
choices and have the option of ‘putting it right’ by making the right choices.
Step four - the child’s name will be moved to red. Home will be contacted by the class teacher to
discuss the way forward to reframe these behaviour choices - a positive communication and to
support the working as a team approach e.g. @@@@ managed to turn it around/ @@@@
struggled today with and tomorrow we want to …could you speak with @@@ to let them know
…..
Step five – moved to a time out area and child loses five minutes of free time (break/lunch) with
class teacher if behaviour persists at this level there will be a NOTE HOME to explain positively
that they turned it around.
Step six (last resort) - referral to a member of the Senior Leadership Team – possible report card
issued. This will result in contact to home from a DHT or the HT to explain the actions and
expectations.
If the poor behaviour continues one or more of the following will happen:
 Moved to another classroom/place with work for a fixed amount of time.
 Loss of privilege lunch/break/activity.
 Phone call to parents/carers after school to discuss behaviour and/ or attitude to work
 Phone to parents/carers to ask for them to come into school to support the ongoing situation (this
decision can be made by any member of the Senior Leadership Team).
We believe that most unacceptable behaviour should be dealt with by the child’s own class teacher using the
strategies listed above. However with persistent or extreme behaviour the child should be referred to a
member of the Senior Leadership Team (SLT) who will provide immediate additional support.
Children will always be given a chance to consider their behaviour. They will be encouraged and helped to
make apologies to other children or staff they may have offended; show they can keep to school rules; or
make other suitable amends.
Support and monitoring
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If appropriate, a behaviour report card may be used, which involves the parents/carers in supporting
school to modify their child’s behaviour. The child will agree to specific, achievable behaviour targets
over a limited period of time (usually 2-4 weeks, depending on the severity of the report card
issued). Their behaviour for each day is logged on the report and sent home daily to keep
parents/carers informed. If appropriate, a reward may be agreed if the achievement of the targets
has been successful. After the agreed period the child’s behaviour is reviewed.
If further support is needed a behaviour support team will be set up. This will involve a member of
SLT, the school SENCO, class teacher, the child concerned and their parents. Additional interventions
will be considered including:
Extra adult support
Pastoral support –advice from M. Severn.
Completing a EHA form
Advice from external agencies (e.g. Woodlands outreach, LSAT or Educational Psychologist)
A plan for behaviour will be drawn up to support the child to improve their behaviour. The child’s
parents/carers may be asked to contribute active support to the plan. This plan will be reviewed at
agreed times.
Formal meetings, with parents/carers and other agencies when appropriate will be arranged by the
Head teacher to consider the best ways forward.
Further courses of action will be taken if these strategies are not having a positive impact on a child’s
behaviour:
 Consideration of putting forward the child for a statutory assessment on the basis of social and
emotional support.
 Referral to Fair Access Panel for advice and support
 Modified timetable with the support from outside agencies
 Managed move
 Referral to Pupil Referral Unit
 In most serious case possible exclusion (see exclusion policy).
Exclusion:
Where exclusion is used the school conforms to the Local Authority and DfE Guidance. If a child is excluded
for a period of less than 5 days the school will provide work – it is the parent’s/carers responsibility to ensure
the child completes the work and returns it to the school for marking (NB parents/carers can be fined if their
child is found in a public place during an exclusion). From Day 6 of exclusion, temporary alternative
arrangements for schooling will be made for the child. In the event of a permanent exclusion the Local
Authority will contact parents/carers with details of the Day 6 provision.
In most cases fixed or permanent exclusion will be the last resort after a
range of measures have been tried to improve a child’s behaviour. A
decision to exclude a child will be taken only when the school feel that all other
strategies have been used and that the pupil s a danger to themselves or others
within the school. This is seen as a serious situation and a fixed or
permanent period may be taken in response to serious and significant
breaches of the school’s behaviour policy, including persistent disruptive
behaviour with aggression. If this occurs parents/carers may be asked to
remove their child for a specific, short term period while intervention strategies
are put in place to help the child improve. Exclusions whether fixed term or
permanent can only be imposed by the Head teacher or in his/her absence
a designated representative, normally the Deputy Head teacher.
Lunchtimes and playtimes
The school’s behaviour policy is based on positive behaviour management and it is important that our
children perceive the management of rules, rewards and sanctions to be fair and consistent. Lunchtime
Activity Leaders and Teaching Assistants play an important part in managing children’s behaviour and can
make a big difference to a child’s day.
Children should be rewarded for behaving appropriately.
Positive consequences may include:
 Verbal praise/sticker.
 A postcard home.
 Certificates given in assembly
Negative consequences may include:
 Warning (rule reminder)
 2nd warning (choices given)
 Time out of activity – stand with activity leader 9placed at amber).
 Loss of privilege – (placed on red).
 All negative behaviour will be communicated to the class teacher for further intervention.
Children are expected to abide by the school agreed Playground Rules (see appendix). Lunchtime Supervisors
and Teaching Assistants are responsible for dealing with any negative playground behaviour in a fair and
consistent manner. Any very serious incident may be passed on to the teacher or senior leader on duty.
Lunch time activity leaders’ complete daily books of pupil’s behaviour, this helps identify children who have
had difficulties on the playground in the previous week. Class teachers are updated and informed of any
decided consequences/sanctions for inappropriate lunch time behaviour and they then share this with
parents and carers. The Head teacher may in extreme circumstances decide to contact a child's
parents/carers and may exclude that child from the premises at lunchtimes for a fixed period of time. In
addition we have ‘Oak buds’ who are trained peer mentors to support positive play and socialising at
lunchtime.
The power to discipline beyond the school gate
Disciplining beyond the school gate covers the school’s response to all non-criminal bad behaviour and
bullying which occurs anywhere off the school premises and which is witnessed by a member of staff or
reported to the school. The Governing Body must be satisfied that the measures proposed by the head
teacher are lawful (see appendix).
Searching and confiscation
The Head teacher and Deputy Head teacher have a statutory power to search pupils or their possessions,
without consent, where they suspect the pupil has certain prohibited items. The items that can be searched
for under this power are knives or weapons, alcohol, illegal drugs and stolen items. School staff can seize any
banned or prohibited item found as a result of a search or is considered to be harmful or detrimental to
school discipline (see appendix).
The use of reasonable force (please also refer to Positive movement and restrain policy)
The use of physical intervention is rare and wherever possible is avoided. However, there may be occasions
where the use of reasonable force or physical restraint is appropriate; for example if a child is hurting
him/her self and/or others or making a threat to injure using a weapon. Any intervention used will always be
minimal and in proportion to the circumstances of the incident. All physical intervention will be recorded. A
team of staff have had Nonviolent Crisis Intervention training (refer to restrain policy) and this strictly
follows the rules and regulations of this training (CPs).
Equal Opportunities (see Equal Opportunities Policy)
Equal opportunities is about ensuring that every member of the school community is regarded as being of
equal worth and importance, irrespective of culture, race, gender, sexual orientation, learning abilities,
sensory or physical impairment, social class or lifestyle; it is about recognising differences, meeting individual
needs and taking positive action, so that everyone has equal access to the educational opportunities offered
by the school; it is also about regularly monitoring that each child has the opportunity to achieve.
Assessment and reporting
Following any incident where a child is aggressive, violent towards another
child or a member of staff, a violent/aggressive behaviour incident form (see
appendix H) will be completed and passed to the Head teacher or Deputy
Head teacher.
Outside Agency Support
 CAMHS
 Behaviour Support Service or Woodlands Outreach
 Support from LA
 Family and Education Support Worker
Agreed –ratified at L+ C: Autumn 2015
Review to be completed: Autumn 2017
Appendices
Appendix – The power to discipline beyond the school gate
Appendix - Searching and confiscation
Appendix - Recording of Violent/ Aggressive incidents form
HOME-SCHOOL AGREEMENT
This is the Agreement between Parents, Pupils and School
Signed:
Our Commitment
We demonstrate our commitment to working
as a caring school in a learning community by
striving to:
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Encourage children to do their best at all
times
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Ensure your child’s physical and social
well-being at all times, and to foster
feelings of confidence, self-worth and
belonging.
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providing the best possible learning
environment that is safe, attractive and
caring
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Deliver a balanced and carefully
planned curriculum which meets the
needs of your individual child.
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Provide a range of after school
extracurricular activities designed to
enrich your child’s experience.
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Ensure that all homework tasks are
given regularly on an agreed day, and
that they reflect your child’s learning
needs.
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Childs
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Signed:
Date: 
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To actively welcome parents/carers into
the life of the school and to ensure that
teaching staff are always available, by
mutual arrangement, to discuss any
concerns you might have about your
child’s progress or general welfare.
Keep you informed about the school’s
policies and guidelines on behaviour
and equal opportunities, other general
school matters and about your child’s
progress in particular
Parent/carer commitment
I/We undertake to:
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Ensure that my child attends school
regularly and that absences are properly
notified. I understand holidays during
term time will only be agreed in
exceptional circumstances.
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Ensure that my child wears their school
uniform
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Ensure that my child arrives and where
appropriate is collected promptly at the
beginning and end of the school day.
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Support the school’s policies and
guidelines on behaviour and equal
opportunities.
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Support my child in his/her homework
and wherever possible promote
opportunities for home learning.
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Ensure that my child goes to bed at a
reasonable time on weekdays.
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Attend Parent/ teacher consultation
meetings to discuss my child’s progress
at school.
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Ensure that my child has suitable PE kit
for PE lessons
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Give permission for my child to use the
internet at school during ICT lessons
Ensure that all teaching staff keep up to
date on important educational
developments and initiatives which
commitment:
Signed:
might affect your child, and to inform you
to do meetings
my best inwhere
my lessons.
ofAlways
these try
at given
Always try to remember to be polite and thoughtful towards others.
appropriate.
Date:
Come to school regularly and be on time.
Talk to an adult in school if I have any worries or concerns.
Keep to the
school
behaviour expectations.
C Whelan
(Head
Teacher)
Do my homework on time and bring it back to school.
Bring all the equipment I need every day.
Wear my school uniform and represent my school well.
Sign:
Date: