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Behaviour Policy



  • This document is a statement of the aims, principles and strategies or the behaviour of all associated with Walverden Primary School
  • It was reviewed through a process of consultation with teaching and support staff, parents and pupils.
  • It was approved by the governing body on


Date of review

Autumn 2014

Autumn 2015

Autumn 2016


 P. Berry

P.Berry/ H.Ahmed

P.Berry/ H.Ahmed


‘Good behaviour is a necessary condition for effective teaching to take place’

                                                               (Education observed 5 DES 1985)


This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way and adopts the following definitions:


Good behaviour is conduct which assists the school to fulfil its function, namely, the full development of the potential of all of the children.


Bad behaviour is conduct which prevents this, either when an individual, by behaving badly, prevents his / her own development, or when unacceptable behaviour disrupts the learning of others.


Discipline is the system of rules for good behaviour.



The principle aim of our school is to ensure that each member of the school community feels valued and respected and that each person is treated well. We are a caring community whose values are built on mutual trust and respect for all.

The school behaviour policy is therefore designed to support the way. It aims:

  • To create an environment that encourages and reinforces good behaviour.
  • To define acceptable standards of behaviour and the consequences of unacceptable behaviour.
  • To encourage consistency of response to both positive and negative behaviour.
  • To promote self-esteem, self discipline and positive relationships.
  • To ensure that the school’s expectations and strategies are widely known and understood.
  • To encourage the involvement of both home and school in the implementation of this policy.


Preventing Bulllying

Bullying is unacceptable at Walverden Primary School and is treated very seriously by all members of staff. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour.

In order to prevent bullying and deal with any incidents of bullying, we employ a range of strategies


  • Use of SEAL during PSHE
  • Circle Time
  • Assemblies
  • Monitoring areas within the school building i.e. toilets, cloakrooms
  • Monitoring of playground by staff on duty and the headteacher



Rules define the behaviour of all pupils by all staff. The agreed rules of our school have been put in place in order to promote good relationships so that everyone can work and learn together. The rules are clearly displayed in every classroom, alongside the rewards for good behaviour and the consequences of inappropriate behaviour. The rules will be discussed regularly in class as part of PSHE lessons and in assembly. (see appendix (i)



Although positive strategies and rewards are central to the encouragement of good behaviour, realistically there is a need for consequences to ensure that pupils know what is meant by unacceptable behaviour and also to protect the security and stability of the school community.

Consequences should be characterised by certain features:


  • It must be clear why the sanction is applied.
  • It must be made clear what changes in behaviour are required to avoid future consequences.
  • Group consequences should be avoided as they breed resentment.
  • There should be a clear distinction between minor and major offences.
  • It should be the behaviour not the person that is disapproved of.
  • The language of choice should be used to encourage pupils to take responsibility for their behaviour.


The consequences that staff employ are hierarchical:


Level 1 Blue Report  (Issued following 3 offences in one day)

Class teacher involvement

A meeting or phone call with parents will be arranged by the class teacher to explain the report process in more detail

A discussion will take place between the class teacher / Behaviour Support Team and the child to agree targets with rewards & sanctions

The child will be placed on a Level 1 Blue Report for two weeks and given targets to improve their behaviour.

Level 2 Yellow Report (3 offences in a half term)

Senior teacher involvement

A meeting will be arranged with parents, a senior member of staff and the class teacher

Targets for improvement will be set and the child will be placed on a daily Yellow Report for two weeks

Parents will be expected to sign this report on a daily basis

Level 3 Red Report (Any occasion of an incident)

Head/Deputy involvement

A meeting will be arranged with parents, the head / deputy and class teacher

Targets for improvement will be set and the child will be placed on the Level 3 Red Report for 5 – 10 days

Parents will be expected to meet on a daily basis with staff to sign the report and discuss progress

Next steps: Move to Level 2 Yellow Report or if no improvement, fixed term seclusion / exclusion

Final Level

If there are no improvements after 5 separate fixed term exclusions, a child may need to be permanently excluded.

At each stage the child’s behaviour pattern and needs will be reviewed.  The SEN Co-ordinator and the Behaviour Support Team may also be involved to offer additional support, and advice may be sought from other agencies.



Only the Head Teacher has the power to exclude a pupil from school. The Head Teacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The Head Teacher may also exclude a pupil permanently. It is also possible for the Head Teacher to convert a fixed term exclusion into a permanent exclusion, if the circumstances warrant this.


If the Head Teacher excludes a pupil s/he informs the parents immediately, giving reasons for the exclusion. At the same time the Head Teacher makes it clear to the parents that they can appeal against the decision to the Governing Body. The school informs the parents how to make any such appeal.


The Head Teacher informs the Local Authority and the I Governing Body   about any permanent exclusion and about any fixed term exclusions beyond 5 days in any one term. Where there is an exclusion of 6 days or more then the Headteacher will liaise with and the Pupil Access team schools  within the clusters to arrange a managed move.


The Governing Body considers any exclusion appeals. The Governing Body cannot exclude a pupil or extend an exclusion period set by the Head Teacher. When an appeals panel meets to consider exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents and the Local Authority and consider whether a child should be reinstated. If the Governing Body ’s appeals panel decides that a pupil should be reinstated, the Head Teacher must comply with the ruling.


Behaviour that may initiate exclusion

  • Where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in school.
  • Physical assault towards a member of staff or pupil.
  • Racial abuse
  • Sexual misconduct
  • Serious damage to property
  • Theft
  • Drug or alcohol related behaviour (including tobacco)


Screening, searching and confiscation

  • School staff can search a pupil for any item banned under the school rules, if the pupil agrees
  • Headteachers and staff authorised by them 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 or stolen items. Where a search is to be conducted then staff must be the same sex as the pupil being searched and there must be a witness, if possible the witness should be the same gender as the pupil.
  • School staff can seize any banned or prohibited item found as a result of a search or which they consider harmful or detrimental to school discipline.


Pupil’s conduct outside the school gate

  • Teacher’s have the statutory power to discipline pupils for misbehaving outside of the school premises. Section 89(5) of the Education and Inspections Act 2006 gives headteachers a specific duty statutory power to regulate pupils’ behaviour in these circumstances “to such an extent as is reasonable.”



  • Teachers have the legal power to put pupils (aged under 18) in detention
  • Staff must make clear to parents and pupils that detention is used as a sanction.
  • When imposing the detention the teacher should consider the timing, the teacher should consider  whether suitable travel arrangements can be made by the pupil or parent.
  • There is an expectation that the teacher will inform the parents regarding the detention.


Pastoral care for school staff accused of misconduct

  • Employers should not automatically suspend a member of staff who has been accused of misconduct, pending an investigation. The governing body should instruct the head teacher to draw on the advice in the ‘Dealing with Allegations of Abuse against Teachers and Other Staff’ guidance when setting out the pastoral support school staff can expect to receive if they are accused of misusing their powers.    


Power to use reasonable force

  • The new powers reinforce that staff can use reasonable force as a last resort where deemed necessary. See the 2011 DfE document “Use of reasonable force “for further guidance.



This school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. This policy is designed to promote and acknowledge good behaviour rather than merely to deter anti-social behaviour. We praise and reward pupils for good behaviour, social skills and work throughout the school day in a variety of ways:


Sparkly Book

  • Each member of staff has a Sparkly Book, except for lunchtime staff who have 6 between them to cover key areas. 
  • Children are entered into the Sparkly Book for displaying behaviour which demonstrates that they are following The Walverden Way e.g. showing respect, good manners and helping others.
  • Entries include the child’s name, date and state what they are being rewarded for.
  • Year 6 children are responsible for transferring names into a Phase Sparkly Book.
  • The Phase Sparkly Books are used to identify Always Children on a termly basis.


Team Points

  • Team points are awarded in class by class teachers and TAs to reward academic achievement and for children who demonstrate excellent behaviour for learning.
  • They are recorded in each classroom on a chart.
  • Team points are collected by Y6 monitors on Thursday lunchtimes.  They are responsible for producing the powerpoint for Golden Assembly.
  • The team that gains the most points over a term has a reward e.g. dvd afternoon.


Golden Assembly

  • Two children from each class will be chosen on a weekly basis to receive a certificate in the Golden Assembly.
  • The reasons for choosing children are at the discretion of the class teacher.


Classroom management daily 

Classroom management and teaching methods have an important influence on children’s behaviour. The classroom environment gives clear messages to the pupils about the extent to which their efforts are valued. Relationships between adult and child, strategies for encouraging good behaviour, arrangement of furniture, access to resources and classroom displays all have a bearing on the way that children behave. Classrooms should be organised to develop independence and personal initiative. Displays should help develop self esteem through demonstrating the value of every individual’s contribution. The classroom should provide a welcoming and stimulating learning environment.

Teaching methods should encourage enthusiasm and active participation for all. Lessons should aim to develop the skills, knowledge and understanding which will enable the children to work and play in cooperation with others. Praise should be used to encourage good behaviour as well as work. Criticism and reprimands should be a private matter, as far as possible, between teacher and child to avoid resentment.

Staff should employ a range of behaviour management techniques such as:

  • Verbal and non verbal cues and prompts
  • Proximity praise
  • Moving in and moving out
  • Use of support staff


Roles and responsibilities

All adults in school

All adults in school have a responsibility to model high standards of behaviour, both in their dealings with both children and each other. As adults we should aim to:

  • Create a positive environment with realistic expectations
  • Emphasise the importance of being valued as an individual within the group
  • Promote, through example, honesty and courtesy
  • Provide a caring and effective learning environment
  • Encourage relationships based on kindness, respect and understanding of the needs of others
  • Ensure fair treatment for all regardless of age, gender, race, ability and disability
  • Show appreciation of the efforts and contribution of all


Class teacher

  • Has the responsibility to ensure that the rules are enforced in their class and that their class behaves in a responsible manner
  • Will have high expectations of the children in terms of behaviour and that all children work to the best of their abilities
  • Will treat each child fairly and will enforce the school rules consistently
  • Will treat all of the children in their class with respect and understanding
  • Will liaise with the SENCO and any outside agencies who may suggest strategies to support and guide pupils.
  • Will report to parents about the progress of each child in their class.
  • Keep a record of persistent offenders in the Behaviour File and seek advice from SLT if necessary.



If a child’s behaviour is causing regular concern s/he may be deemed to have a special educational need. Class teachers may then need to alert the SENCO who will take appropriate action. This may involve setting a meeting with the relevant staff in school in order to write  plan and may ultimately involve liaising with outside agencies.




Head Teacher

  • It is the responsibility of the Head Teacher, under the Schools Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school and to report to the governors, when requested, on the effectiveness of the policy. It is also the responsibility of the Head Teacher to ensure the health, safety and welfare of all the children in the school.
  • The Head Teacher supports the staff in the implementation of the policy.
  • The Head Teacher keeps records of all reported serious incidents of misbehaviour.
  • The Head Teacher has responsibility for exclusions, both fixed term and permanent (see above).


The role of the governors

  • The governing body has the responsibility of setting down these general guidelines or standards of discipline and behaviour and of reviewing their effectiveness. The governors support the Head Teacher in carrying out these guidelines.
  • The head teacher has the day to day authority to implement the school behaviour and discipline policy, but the governors may give advice to the head teacher about particular disciplinary matters. The head teacher must take account when making decisions about matters of behaviour.
  • It is the role of the governing body to monitor the rate of exclusions and to ensure that the policy is administered fairly and consistently.


The role of parents

  • The school will work collaboratively with parents, so that children receive consistent messages about how to behave at home and school.
  • We will explain the school rules in the brochure and we expect parents to support us in implementing them.
  • We expect the parents to support their children’s learning and to cooperate with the school. We will attempt to build a supportive dialogue between the home and school and we will endeavour to inform parents immediately if we have concerns about their childs behaviour or welfare. .
  • We expect that parents will support the school if they have need to sanction a child. If parents have any concerns about the way that their child has been treated they should initially contact the class teacher. If the concern remains they may wish to contact the Head Teacher or the governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.



The head teacher will lead the staff in monitoring the effectiveness of this policy on a regular basis. s/he also reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.

The school keeps a variety of records of incidents of misbehaviour:

  • The class teacher will record daily the incidents in the red books and on the class sheets that are to be displayed
  • The head / deputy will keep a record of any children that are sent to them
  • A record is also kept of any incidents that occur at break or lunch time.
  • If a child has been sent 3 times to the headteacher then the parents will be called in to school to discuss their child’s behaviour.
  • The head teacher keeps a record of any pupil who is excluded for a fixed term or who is permanently excluded.
  • Phase leaders to monitor books on a fortnightly basis
  • SLT to monitor books on a monthly basis and feedback to staff.



If, for any reason, a person suspects that any pupil is, or has been, the subject of abuse, the local authority’s procedures for responding to such suspicions should take place with no delay and should precede any other action. Nothing within this guidance should be taken as suggesting any action contrary to child abuse procedures.


Lunchtime Behaviour Policy



  • Classroom and School rules to apply.



  • Everyone has a new start each week.
  • Follow the School Policy, all incidents to be reported to the Classteacher



  • Housepoints
  • Top table