Behaviour Policy 2016-2017
This policy will work in conjunction with the schools anti-bullying policy and exclusions
policy.
Aims and Expectations
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, whose values are built on a Christian ethos of mutual trust and respect for
all. The school behaviour policy is therefore designed to support the way in which all
members of the school can live and work together in a supportive way. It aims to
promote an environment where everyone feels happy, safe and secure. We expect all
members of the school community to act in the spirit of the Code of Conduct (see
below). This code of conduct should be displayed in every classroom and around the
school and continually referred to by all staff and children.
Code of Conduct
Be the best you can be
Respect people and property
Open and caring
We are proud of our School
Nice to each other
Safe to enjoy and achieve
In addition to our code of conduct, at the start of the academic year, each class will write
their own list of behaviour expectations to promote positive behaviour, which they will
agree to. The primary aim of the behaviour policy is not a system to enforce rules. It is a
means of promoting good relationships, so that people can work together with the
common purpose of helping everyone to learn. This policy supports the school
community in aiming to allow everyone to work together in an effective and considerate
way. At Brown’s, discipline is recognised to be a collective responsibility between
children, staff, parents, governing body and other agencies involved with the school.
The school expects every member of the school community to behave in a considerate
way towards others. We treat all children fairly and apply this behaviour policy in a
consistent way. This policy aims to help children to grow in a safe and secure
environment, and to become positive, responsible and increasingly independent
members of the school community.
Positive Reinforcement Strategies
The school rewards good behaviour, as it believes that this will develop an ethos of
kindness and co-operation. This policy is designed to promote good behaviour, rather
than merely deter anti-social behaviour.
We praise and reward children for good behaviour in a variety of ways:
 Written and verbal praise
 House points for both academic and non-academic achievement. The winning
house is celebrated each week in assembly and awarded 5 minutes extra play
time.
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Adults and peers nominate children to light the candle in collective worship
Each class teacher selects 2 children to be ‘Learner of the Week’ and they
receive a certificate in the Friday Celebration Assembly
Classes 2-4 are regularly and frequently involved in sharing their learning in our
celebration assemblies; class 1 holds regular sharing and celebration events for
their families
Growth Mindset medals are awarded by staff and pupils, to promote use of our
learning powers (skills for learning)
Assertive Discipline Procedures
The school employs a number of sanctions to enforce the school rules, and to ensure a
safe and positive learning environment. We aim to employ each sanction appropriately
to each individual situation. We follow consistent systems in KS1 and KS2.
KS1 (Class 1 and Class 2)
Class one and two use a peg weather chart as part of their positive behaviour system.
Each day the children start with their names pegged onto the sunshine. If a child shows
that they are carefully following the class/school rules and code of conduct or they are
making extra effort in their learning, their positive behaviour will be rewarded by moving
their peg onto the rainbow. If they continue to show this behaviour then they will be
asked to put their name into a special pot of gold. At the end of each day, a name will be
chosen out of the pot of gold to receive a special prize from the prize box.
If a child chooses not to follow our class/school rules and code of conduct they will firstly
receive a verbal reminder. If the behaviour continues, they will be moved to the thought
cloud. This gives them an opportunity to think about how they can change their
behaviour. If they are able to make changes they will return to the sunshine.
Occasionally children’s behaviour choices may not improve and will result in them
moving to the thunder cloud. This will involve loss of play time and completion of a
reflective sheet (explained below).
In summary:
 All children on the sunshine and moved to the rainbow for positive behaviour
choices. Children can be put in the pot of gold for continual positive behaviour
choices.
 If a child is not making positive behaviour choices they are given a Clear 1st
Warning, articulating which rules/code of conduct the child is not following.
 If the child does not correct their behaviour they will be moved to the thought
cloud.
 If the child makes good choices and corrects their behaviour they will move back
to the sunshine, however if they do not correct their behaviour they will move to
the thunder cloud and a reflection sheet and loss of playtime will be given.
The aim is that all children will end the day on the sunshine.
KS2 (Class 3 and Class 4)
Class 3 and 4 use a peg traffic light system. All children start the day on green. If
children remain on green for the day then they will be awarded a raffle ticket which will
be put in a raffle draw box. On a Friday afternoon 4 names will be drawn from the box
and given a prize from the prize bag. The incentive is the more ‘green’ days gained in a
week, the higher your chances of being drawn on a Friday.
If a child is not making positive behaviour choices they are given a Clear 1st Warning,
articulating which rules/code of conduct they are not following. If the child does not
correct their behaviour they will be moved to amber. If the child makes good choices
and corrects their behaviour they will move back to green. However, if they do not
correct their behaviour then their peg will be moved to red and the consequence will be
a loss of playtime and a reflection sheet.
The aim is that all children will end the day on green.
The traffic light system should be portable so it can be taken to all learning environments
and used consistently by all members of staff.
Movement from green to amber or sunshine to the thought cloud will result if
behaviour:
 Disrupts the learning of others or themselves
 Is at variance with our stated expectations
Depending on the nature of the behaviour the following sanctions can apply to
amber/thought cloud warning:
 A verbal warning
 A verbal or written apology
 Repetition of an unsatisfactory task or completion of learning
 Loss of privileges
 Child to sit by the teacher
 Child moved to sit on their own
 Time out
Movement to red or to the storm cloud will result if it is a zero tolerance behaviour or if
the child has not corrected their behaviour after being given adequate time to do so.
The following behaviour is deemed to be unacceptable:
 If a child continues the behaviour that resulted in amber/thought cloud
 Bullying (see our anti-bullying policy)
 Verbal or physical aggression towards pupils and adults
 Deliberate rudeness
 Swearing
 Drugs/cigarettes/alcohol/offensive weapon related incidents (a weapon can be
any object used which can cause harm to an individual).
Depending on the seriousness of the behaviour the following sanctions can apply to
red/storm cloud behaviour:
 Loss of playtime
 Completion of a reflection sheet
 Referral to Senior Management/Headteacher
 Parents informed of the behaviour
Reflections sheets will be completed at a playtime and then discussed with the child.
They are then kept on record, with behaviour incidents during learning and those during
playtime being filed separately. A small slip will be sent home with a child, if they have
completed a reflection sheet, so their parent/carer is aware that this sanction has been
given. If a child is displaying a trend in the number of reflection forms, or repetition of a
certain behaviour is noted, then a formal meeting will be arranged with parents to ensure
the child is fully supported to correct their behaviour.
Teachers and staff can discipline pupils whose conduct falls below the standard which
could reasonably be expected of them. This means that if a pupil breaks a school
rule/does not follow our code of conduct or fails to follow a reasonable instruction staff
can impose the hierarchy of sanctions explained above. The aim is that these sanctions
stop inappropriate behaviour, however they must be used sensitively, and the emphasis
should be on supporting and rewarding pupils using positive behaviour management
techniques. Sanctions must be avoided where support strategies will suffice.
Horbling Brown’s is Committed to Promoting Self-Esteem
We aim to improve behaviour by promoting positive self-esteem. This will be achieved
by:
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Targeted intervention from our ELSA (Emotional Literacy Support Assistant)
Secure ELSA learning space in our school
Being a Growth Mindset school, where children dialogue about learning and the
skills and attitude of a successful learner. Teaching children what it means and
the impact of having a Growth Mindset (see Growth Mindset Policy for further
information)
Praising and celebrating process, attitudes and behaviour over achievement and
product
Celebrating all successes in and out of school
Valuing all individuals ideas and contributions
Giving children responsibilities
Adults taking time to talk to children, respecting them as individuals.
Fixed-term and Permanent Exclusions
For severe cases of misconduct, when all sanctions and supportive strategies have
failed, the Headteacher will have no option but to invoke the Local Authorities procedure
for Fixed Exclusions (see separate Exclusions policy).
The Use of Reasonable Force
In line with statutory powers and duties we may use reasonable force to:
 remove disruptive children from the classroom where they have refused to follow
an instruction to do so
 prevent a pupil behaving in a way that disrupts a school event or a school trip or
visit
 guiding or moving a pupil to where they have been requested to go if they are
refusing
 prevent a pupil leaving the classroom where allowing the pupil to leave would risk
their safety or lead to behaviour that disrupts the behaviour of others
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prevent a pupil from harming a member of staff or another pupil, or to stop a fight
in the playground
restrain a pupil at risk of harming themselves through physical outbursts.
The headteacher or deputy head teacher, in the head’s absence, will inform a child’s
parent of any serious incident involving force.
The power to discipline beyond the school gate
The governing body expects the headteacher and staff to challenge and deal with
behaviour in line with the sanctions and rewards outlined in this policy in the following
circumstances:
 taking part in any school-organised or school-related activity
 travelling to or from school or wearing school uniform or in some other way
identifiable as a pupil at the school.
 misbehaviour at any time, whether or not the conditions above apply, that: could
have repercussions for the orderly running of the school poses a threat to another
pupil or member of the public.
Confiscation of inappropriate items
The headteacher or lead teacher, if the headteacher is not available, will search a pupil
or their possessions, where they suspect the pupil has certain prohibited items – i.e.
knives or weapons, alcohol, illegal drugs, stolen items or something considered harmful
or detrimental to school discipline.
If there is reasonable grounds for suspecting that a pupil may have a prohibited item and
a search is carried out, there will be two members of staff present where possible.
Where prohibited items are found, they will be dealt with in line guidance, as follows:
 Where alcohol is found they may retain or dispose of it.
 Where controlled drugs are found, these must be delivered to the police as soon
as possible
 Where stolen items are found, this may require passing on to the police (but this
does not mean small items, such as toys, pencil cases etc).
Although there is no legal requirement to inform parents, we aim to work closely with
parents wherever possible.
The Role of Parents
The school works collaboratively with parents, so children receive consistent messages
about how to behave at home and at school. Parental partnership with school is
essential for ensuring children’s well-being. The school Code of Conduct is displayed
throughout the school and in the prospectus, and we expect parents to support this.
We try to build a supportive dialogue between the home and the school, and we inform
parents immediately if we have concerns about their child’s welfare or behaviour.
If the school has to use reasonable sanctions to punish a child, parents should support
the actions of the school. If parents have any concern about the way that their child has
been treated, they should initially contact the class teacher. If the concern remains, they
should contact the headteacher. If these discussions cannot resolve the problem, a
formal grievance or appeal process can be implemented (see complaints policy).
The Role of Governors
Under Section 88 of the Education and Inspections Act 2006, the governing body has
the responsibility of setting down these general principles to guide the headteacher,
school staff, parents and pupils on standards of discipline and behaviour, and of
reviewing their effectiveness. The governors support the headteacher in carrying out
these guidelines.
The headteacher has the day-to-day authority to implement the school behaviour policy,
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.
Review
Reviewed July 2016
This policy will be reviewed when necessary – to respond to any new guidelines and
changing circumstances or every 2 years.
This policy was agreed by the Governing Body in September 2016.