BEHAVIOUR (DISCIPLINE) POLICY
This policy should be read in conjunction with the school’s Safeguarding and Child Protection Policy,
Anti-Bullying Policy, Cyberbullying Policy, Acceptable Use Policy, Reasonable Force Policy, Search and
Policy, AEN Policy, Code of Conduct and Expulsion Policy.
This policy has been drawn up using advice from Behaviour and Discipline in Schools: Advice for
Headteachers and School Staff DfE 2016. This is a whole school policy and includes EYFS and the
Boarding Houses.
Aims:
• To promote good behaviour, self- discipline and respect
• To promote an environment where everyone feels safe, valued and secure
• To prevent bullying
School Rules
The school does not have a complex set of rules, with a fixed scale of associated sanctions. Rather, we
follow the simple rule that we should treat others as we would wish to be treated and base our
pastoral expectations on the application of this rule to any particular circumstances. These are set out
in the Code of Conduct.
REWARDS AND SANCTIONS
A happy school is one where all pupils know what kind of behaviour is acceptable and what is not.
Generally speaking all children wish to please and are happy when their efforts to do so are given
recognition.
At Millfield Prep School good discipline is the result of a strong pastoral care system. We aim to be
positive and supportive, stress strengths rather than weaknesses, emphasise achievement not
failure, using rewards rather than punishment.
For the majority of pupils a verbal reprimand is all that is ever needed to ensure that a pupil learns
that a particular form of behaviour is unacceptable. Children must be shown why such behaviour is
wrong so that they begin to realise the effect of their behaviour not only on themselves but also on
others.
However, disruptive and unkind behaviour will not be tolerated and will be dealt with by various
sanctions and punishments. Punishments may only be given by a teacher and will depend on the
severity of the offence.
In cases where a simple reprimand is not sufficient there should always be an attempt to find a
suitable form of restitution before other sanctions are applied.
Shouting or raising one’s voice to discipline children is not usual practice, though it may be necessary
to gain attention in order to prevent an accident.
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The use of physical force of any kind to discipline a child is not allowed, except as follows: staff may
intervene physically and use only such force as is necessary to restrain a child if he/she is in danger
of hurting him/herself or of hurting another child. The school will never use any form of corporal
punishment or threaten to use corporal punishment.
Pupils may only be excluded from class if the Headmistress’ secretary has been informed. They can
then be sent to report to the relevant Head of Year, the Deputy Head or the Headmistress.
Merits, Demerits, Detentions and other sanctions are all part of the system we use to maintain the
standards of behaviour we expect of our pupils. All of these are to be recorded on iSAMS.
Those who go out of their way to be particularly kind or helpful are awarded a Merit. Demerits go to
those whose work/effort/behaviour is unacceptable.
These are communicated to Group Tutors so that they can discuss the behaviour with the pupil.
More serious misdemeanours that need bringing to the attention of the Head of Year, Deputy Head
and the Headmistress are recorded as a major concern and dealt with at the appropriate level. All
rewards and sanctions are reviewed by Group Tutor and senior staff on a regular basis (daily, weekly
and half termly).
Exceptionally good work in class or for preps is rewarded by a Headmistress’ Commendation. A
system of detentions is used when the work/effort/behaviour has been unacceptable. Study
support rather than detention may be appropriate for some pupils; this will be at the discretion of
the Head of Year or the Head of Department.
The School will make reasonable adjustments for managing behaviour which is related to a pupil's
special educational need or disability. Staff should seek advice from the Headmistress if they are
unsure about how to manage a pupil's behaviour where this is related to a special educational need
or disability. Where Expulsion needs to be considered, the School will ensure that a pupil with a
disability or special educational needs is able to present their case fully where their disability or
special educational needs might hinder this. Any religious requirements affecting the pupil will also
be considered.
The School may carry out a search of a pupils belongings or accommodation for banned or
prohibited items and may confiscate or retain any such item found as a reasonable and
proportionate disciplinary measure. Further details are set out in the School’s Search Policy.
REWARDS
For Good Work or Behaviour
1.
Verbal praise: Whole School, Year and House assemblies are used as much as
possible to praise pupils’ good deeds and achievements.
2.
Each department has its own system for rewarding good work. This generally takes
the form of stars, stamps, postcards home or stickers.
3.
Headmistress’ Commendation (HMC):
Awarded by subject teachers for consistently good work/effort in class or for a single
outstanding piece of work. Pupils may be asked to show their work to the
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Headmistress. HMCs are completed by the subject teacher on iSAMs and the Tutor
and HOY are automatically notified.
A set number of HMCs will gain a Headmistress’ Bronze (10), Silver (20), Gold (30) or
Platinum Award (40).
An HMC is worth 2 House Points.
In Year 7 and Year 8 an email will be sent home to notify parent/guardians of the
achievement. (Bronze, silver, gold and platinum awards)
4.
Merits:
For exceptionally good or helpful behaviour.
Merits to be completed on iSAMs by the teacher reporting reason for praise, the
tutor and HOY will be automatically notified.
A merit is worth 1 House Point.
House certificate:
A certificate for merits will be awarded by the Head of House in House assemblies: green (5), blue (15) and red (25).
A non-uniform day for the house with the most house points may be awarded
termly.
5.
Head of Year/Deputy Head/Headmistress awards:
For outstandingly helpful/unselfish behaviour or an outstanding contribution to the
school community. This will gain recognition by the Head of Year/Deputy Head/
Headmistress and gains 5 points for their House.
6.
End of Term awards:
At the end of each term pupils in each group are awarded effort (i.e. core skills),
attainment and a tutor group prize in the form of a framed certificate.
7.
End of Year Prize Giving
Prizes are awarded to pupils at the end of year Prize Giving afternoon on the last day
of the summer term. These will reflect both the effort the pupils have put in and
their attainment. Heads of Year and SMT will scrutinise the awards list to ensure
both merit and balance have been met.
8.
Awarding of School Colours (see School Colours Policy)
Teachers/Tutors are encouraged to contact parents at any time
to inform them of achievements worthy of praise.
SANCTIONS/
Aim
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The aim is to provide a clear policy for staff and parents on how the school responds consistently to
pupil misbehaviours. We want pupils, parents and staff to have a discipline system which is
transparent, understandable and fair.
The tiers of sanctions below will apply to all pupils and the expectation is that all pupils will be
accountable for their own actions. Pupils ought to conduct themselves properly and uphold the MPS
Code of Conduct. Any sanction imposed may take into account other factors which may be relevant
at the time but this will be at the discretion of the Head and Deputy Head.
TIERS OF SANCTIONS
The school will NEVER:





Use corporal punishment or threaten to use corporal punishment.
Use unacceptable, excessive or idiosyncratic punishments including any punishment
intended to cause pain, anxiety or humiliation, deprivation of access to food or drink,
enforced eating or drinking, prevention of contact by telephone or letter to parents or any
appropriate independent listener or helpline or require pupils to wear distinctive clothing as
a punishment.
Withhold medical, optical or dental treatment as a punishment.
Deprive a pupil of sleep.
Lock a pupil in an area or room of a building.
Sanctions which could be imposed:
a)
b)
c)
d)
e)
f)
Warning reported with a Disciplinary Demerit
Departmental Detention
Head of Year Detention
Deputy Head/Head’s detention/internal suspension
Suspension (duration will depend upon severity of offence)
Expulsion (see school expulsion policy)
An outline of how sanctions could be applied:
The lists of misbehaviours below are not definitive.
1. Offences which could constitute a warning reported with a Disciplinary Demerit (and 1 point if on
the Log):
Appearance, uniform infringements, chewing gum, lateness, is missing prep, misbehaviour in class,
littering, offences which have little effect upon others.
2. Offences which could be awarded a school detention and/or email/letter home (and 2 points if
on the Log):
Repeated late work, lateness or missed appointments (including registration), misbehaviour in class,
use of offensive language.
3. Offences which could result in a Head of Year detention and a letter home (and 3 points if on
the Log):
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An offence which causes disruption to others such as repeated failure to complete work, disrespect
for another person, poor behaviour in class, missing detentions, lessons or games, defacing school
property, copying work, inappropriate use of the internet/mobile device, out of bounds and
accumulation of demerits etc.
4. Offences which could result in Deputy Head / Head’s detention / internal suspension (and 5
points if on the Log):
Truancy, defiance, public use of obscene language or gestures, inappropriate use of the internet or
repeated misuse of the internet/mobile device, possession of or distribution of offensive material,
deception, inappropriate intimacy ie. kissing, smoking.
5. Offences which could result in suspension (and 10 points if on the Log):
Bullying or intimidation, repeated inappropriate intimacy, causing harm/potential harm to others,
alcohol/drug abuse, gross rudeness, stealing, vandalism, physical abuse, verbally/ physically
threatening behaviour.
6. Offences which could result in expulsion:
Repeated offences or severe offences of the above 4 or 5 tiers, supply or use of illegal drugs,
possession of a prohibited weapon, indecent exposure, inappropriate sexual behaviour (including
sexting). Pupils who make a malicious accusation against a member of staff will fall into this
category.
Rewards and sanctions – House points
Reward
Merit
HMC
DOB award
HOY award
Deputy Head award
Headmistress award
+ House Point
+1
+2
+5
+5
+5
+5
Sanction
Demerit
School detention
DOB sanction
HOY sanction
Deputy Head sanction
Headmistress’s sanction
-House Point
-1
-2
-5
-5
-5
-5
Boarding Sanctions
Sanctions for boarders will take place during evening activity time and generally on the same
evening as the sanction is given. The sanctions in the boarding house are similar to the day school
in that they reflect the seriousness of an incident and convey a deterrent effect with the emphasis
being on restorative justice. All sanctions in the boarding house are recorded in the house log.
Additional Information:
The teacher issuing the demerit must always discuss the incident with the child and follow it up with
a sanction or restitution. This may range from a simple apology to community work (tidying
up/Dining Room duties) or payment for damage.
‘Study Support’ sessions are overseen by individual staff and recorded on iSAMs for minor offences
or an opportunity to catch up missed work. There is no loss of House points. ‘School Detentions’ are
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also used for pupils who fail to turn up for Study Support, have had work that falls below the
required standard on more than one occasion or failed to produce any work without a valid
excuse. There is a loss of 2 House points; this is also recorded on school reports. ‘School Detentions’
should be entered on to iSAMs and appropriate work set for the pupil to cover the 40 minute
period. The ‘School Detentions’ is monitored by the teacher in charge in the designated
room. He/she will keep a record of attendees and feedback to staff as appropriate. ‘School
Detentions’ takes priority over all activities except for music rehearsals. The missed detention
should be caught up on the following session.
The Rewards and Conduct system on iSAMs is used as a means of informing the relevant people of a
pupil’s poor behaviour and as a record of such. It should not be used as a punishment per se and
should instigate discussion rather than replace it. The “Record Comments” section must be
completed by the teacher issuing it with an indication of action taken. This may simply be
“Reprimanded and referred to HoY” for example. Further action will then be taken at the relevant
level.
If the offence is deemed to be serious enough to warrant it, any of the procedures up to point 10
(expulsion) may be by-passed after discussion between the Head of Year, Deputy Head and
Headmistress.
The Headmistress must be given a written record of any parental contact over disciplinary matters. It
is normal for parents to be kept fully informed of any problems at an early stage.
The Headmistress will be kept informed by the senior staff on a daily basis of any incidents of
unacceptable behaviour and may request to see the pupil or pupils concerned.
Managing Transitions
The school is aware that transitions can be times of anxiety for pupils. This includes both normal
transitions around the school site during the day and the more significant changes of teachers and
classrooms that happens at the end of the year. Boarders can be more vulnerable so extra
consideration will be given to their needs.
In Pre-Prep pupils are supervised when they are moving around the school building at break times,
and children are monitored in the building until they are out on to the playground, at which point
the people on duty take over. EYFS children are monitored by their teaching assistants or teachers at
all times during the school day.
In the Prep School children are afforded more independence and are free to move around the
buildings and grounds. All outdoor spaces are supervised by a member of staff.
At the end of each academic year children who find managing the transition to a new form difficult
are identified and a plan is put in place to manage the transition. Handover meetings are held
between the current tutor and new tutor so that any necessary information is transferred early on.
Moving up talks are held for parents, Group Tutors write to parents in the summer and are available
on the first Sunday of term to meet parents and pupils. There is very close liaison between the PrePrep and Prep and Prep and Senior Schools with key staff discussing each pupil in turn. Pupils have
taster days from the Pre-Prep to Year 3 and Year 8 to Year 9. Pupils are assigned a buddy to help
them navigate the first few days/weeks of term.
There is a Boarders’ Induction Day in the summer term for all new boarders to meet Houseparnets
and current pupils and visit their house. In the boarding house individual welfare plans are available
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detailing all the actions put in place to ensure the child has as much support as possible being away
from home. This will include such things as dealing with homesickness and any support needed for
learning, dietary, medical or pastoral needs.
REMEMBER: PRAISE, ENCOURAGE, BE POSITIVE. WHEN DISCIPLINARY MEASURES ARE NEEDED, BE
FAIR BE CONSISTENT.
BEHAVIOUR LOG
In some circumstances it may be necessary to put a pupil onto the Behaviour Log. The following
system will be implemented for monitoring pupils whose behaviour persistently gives staff cause for
concern.
Aim
To provide a clear policy for staff on how to handle the most persistent offenders, and to enable
pupils and their parents to support our attempts to encourage good behaviour by having clear
incentives for pupils to work their way “out of trouble”, if they are prepared to make an effort. Our
scheme is based on one which has been found to work well in other schools. We would hope not to
have more than 3-5 on such a list at one time.
Five stages:
Stage 1:
Letter home to parents from the Deputy Head informing them that the pupil has
been placed onto the Behaviour Log (0 points).
Stage 2:
First formal written warning. Parents more involved by possible meeting or in
school (or telephone conversation) with the Deputy Head (10 points).
Stage 3:
Second formal written warning. Parental meeting called with Deputy Head (20
points)
Stage 4:
Third and final written warning. Parental meeting called with Deputy Head and
Headmistress (30 points). Probable suspension.
Stage 5:
Probable expulsion (45 points)
Points system
Points will be allocated to the behaviour log in accordance with the tiers of sanctions. In addition
pupils may receive detentions, suspensions etc.
This will be based on a 45 point scale. Different offences will attract an increasing number of points.
When a pupil is placed on the log, they will start on 0 points, whatever background there may be to
the decision. If a pupil is on the behaviour log at the time of special events or rewards such as Year 8
Leavers’ Supper for example then they will not be allowed to attend as this could be seen to be
rewarding bad behaviour.
Rewards
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For every week of good behaviour (i.e. no points being added to the log), 2 points will be removed
from a pupils tally.
1-3 points will be removed for examples of positive behaviour which has involved a more than
normal amount of effort i.e. a piece of work which has involved extra effort, helping out when
volunteers have been asked for, etc.
Recording of Points
All members of staff are asked to pass on information regarding behaviour to the Deputy Head via
iSAMS ASAP. The behaviour will be allocated points according to the tiers and will be recorded in a
shared file with the Head. Members of staff are also asked to alert the Deputy Head of positive
actions so that credit can be given to the pupil. The pupil on the behaviour log will meet with the
Deputy Head every week to discuss their position on the log, decide on any action and set targets for
the next week.
Footnote
The policy is made available to parents at all times on the school website. The policy will be
reviewed annually. However, if any amendments are made at other times of the year, parents will be
informed via the Parent Portal on the school’s website and school newsletter.
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Pre-Prep (including EYFS) Behaviour Policy
The EYFS Behaviour Management Co-ordinator is Mrs Lucy Smith and the Deputy EYFS Behaviour Management
Co-ordinator is Mrs Alison Blasdale.
This policy should be read in conjunction with the school’s Safeguarding and Child Protection Policy,
Anti-Bullying Policy, Cyberbullying Policy, Acceptable Use Policy, Reasonable Force Policy, Search and
Policy, AEN Policy and Code of Conduct. The school recognises its duties under the Equality Act 2010
to make reasonable adjustments for children with disabilities.
This policy has been drawn up using advice from Behaviour and Discipline in Schools: Advice for Head
teachers and School Staff DfE 2014.
Aims and objectives
In our setting we are committed to establishing a learning environment that promotes positive
behaviour and relationships where children treat each other with care and respect.
We have an inclusive setting that supports all children as they take increasing responsibility for
themselves and their actions, and consider the welfare and wellbeing of others. We aim to prevent
bullying through regular PSHE assemblies with a moral theme, circle time sessions and an
understanding of our simple Golden Rules. The over- arching message is to treat others as you would
wish to be treated. Children are praised for good behaviour and poor behaviour is dealt with
promptly and appropriately.
Managing Transitions/supervision
In Pre-Prep pupils are supervised when they are moving around the school building at break times,
and children are monitored in the building until they are out on to the playground, at which point
the people on duty take over. EYFS children are closely monitored by their teaching assistants or
teachers at all times during the school day.
Staff will

Have a commitment to developing children’s positive and acceptable behaviour

Identify specific procedures and guidelines to manage children’s behaviour

Be familiar with and have access to the policy and procedures

Have the skills to support staff and liaise with other agencies for further advice and expertise, if
needed

Specifically identify behaviour that is unacceptable within the EYFS and develop strategies for
improving this behaviour
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Arrange appropriate use of staff to support young children in developing relationships with
other children and resolving conflict successfully

Actively promote high expectations of children’s behaviour within the setting

Attend training where available to help with promoting positive behaviour
Staff will never

Use, or threaten to use, any form of physical or corporal punishment

Use any form of physical intervention, unless this is absolutely necessary in order to prevent
children from causing harm to themselves, to others or serious damage to property. All such
incidents will be recorded via email to the HOPP and notes in the pupils’ file and will be reported
to parents on the same day

Humiliate children

Deprive them of medical treatment, food, warmth or comfort

Lock a child in a room or a building
What the staff do

We organise the learning environment so that it has a positive impact on behaviour in terms of
space, access and choice of activities

We take a positive and consistent approach towards managing children’s behaviour

We handle issues of behaviour in ways appropriate to the child’s stage of development and level
of understanding. This may be ‘time out’ from the immediate situation giving the child time to
reflect

We encourage appropriate behaviour in all interactions with children and staff and show that
good behaviour is valued

We encourage children to be aware of our routines and procedures

We establish clear expectations and boundaries for behaviour, appropriate to the children’s
level of understanding

We record all significant incidents relating to behaviour

We identify and implement strategies that encourage positive behaviour

We deal with negative behaviour at the earliest opportunity
How we encourage positive behaviour

We use praise specifically related to the children’s actions or behaviours – this could be through
verbal praise or use of stickers and other simple rewards

If appropriate, we refocus the child’s attention on another activity and then praise immediately

We focus on activities and routines that encourage sharing, negotiation and co-operation

We encourage responsibility in caring for others, animals and the environment (helping with
tidying/watering plants/setting out activities/handing out drinks, snacks and equipment)

We encourage positive behaviour through play and learning activities (circle time/stories/roleplay/puppets)
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
We model appropriate behaviours in different contexts and set good examples

We consult with the children to draw up rules for behaviour within our setting

We involve parents in establishing rules for appropriate behaviour and our Golden Rules are
published in the Parent Handbook.

We demonstrate that the child is still valued even if his/her behaviour is unacceptable

We discuss with children what is acceptable behaviour in all areas of learning and experiences

We encourage the children to express openly their feelings/likes and dislikes

We help the children to understand the consequences and effects of their behaviour on others

We support the children to resolve conflicts with other children

We have a strong pastoral element to our work in class and staff continually reinforce the golden
rules during the school day

Our weekly achievement assemblies regularly contain rewards such as stickers and bookmarks
for good behaviour, being kind or for following the golden rules.
Staff will manage their own incidents of poor behaviour by using the suggestions above, but may
refer on to the Head of Pre-Prep or EYFS coordinator if things do not improve. Parents may be
contacted and strategies/reward charts agreed if behaviour continues to be an issue. We may
also seek the help of outside agencies, such as health visitors or the area SENCO in certain cases
and if we feel this will be beneficial to the child.
This policy is an addendum to the Whole School Behaviour Policy and should be read in close
conjunction with it. It is available to parents via the school website.
REMEMBER: PRAISE, ENCOURAGE, AND BE POSITIVE.
WHEN DISCIPLINARY MEASURES ARE NEEDED, BE FAIR, BE CONSISTENT.
Written June 2014
Amended June 2015
Updated by AJB/LES June 2016
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