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Behaviour & Discipline Policy


 At Princeville Primary School we aim to encourage good community behaviour by developing a partnership between home and school.  Children are expected to behave appropriately, in a sensible and responsible manner. We expect that children show respect for all others, both in school and in the wider community.

 We appreciate that children are individuals and that some ways of dealing with children’s behaviour will be more appropriate than others, according to our knowledge of the children involved. This policy is a framework within which all may be treated in a fair consistent way.

 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 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.

 Every class has a code of behaviour and we have rules about movement around school, but 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.

 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.

 The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation, also acknowledging all the efforts and achievements of children, both in and out of school. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.

 Rewards and consequences

We praise and reward children for good behaviour in a variety of ways:

  • teachers congratulate children;
  • each week a child from each class is nominated as ‘Learning Superstar’;
  • each ‘Learning Superstar’ is acknowledged in whole school assembly;
  • ‘Learning Superstar of the Term’ and ‘Learning Superstar of the Year’ are nominated from each class;
  • stamps and stickers are given to children for to acknowledge effort and outstanding work
  • Online system of Do Jo’s are awarded in each class for 5 learning and conduct behaviours;
  • Collective class mini (500 Dojo’s) and mega treats (1000 Do Jo’s);
  • Teachers are encouraged to bring children to SLT for acknowledgement in special These children receive a personalised sticker.

The school employs a number of consequences to uphold the school ethos, and to ensure a safe and positive learning environment. Each consequence is applied appropriately to each individual situation.  See Attached Behaviour Protocol

 The class teacher discusses the classroom code with each class. This is agreed by the children and displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that we expect in our school. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class during PSHCE or ‘circle time’.

 The school does not tolerate bullying, racism or violence of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any  further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear.

 All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfES Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Teachers in our school do not hit, push or slap children. Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself. The actions that we take are in line with government guidelines on the restraint of children.

 The role of the staff

 It is the responsibility of all staff to ensure that the classroom code is enforced in school, and that children behave in a responsible manner during lesson time. The school uses the online Do Jo system to reward and track positive behaviours.

 All staff have high expectations of children in terms of behaviour, and they strive to ensure that all children work to the best of their ability.

 All staff treats each child fairly and enforces the classroom code consistently. The teacher treats all children in the class with respect and understanding.

 If a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents in the Class Behaviour file. In the first instance, the class teacher deals with incidents him/herself in line with the Behaviour Protocol (See Appendix 1). However, if misbehaviour continues, the class teacher seeks help and advice from Deputy Heads or headteacher as appropriate. The action taken will be dependent upon the severity and persistence of the offence and take into account the individual’s current behaviour issues.

 All serious incidents will be reported to the Deputy Headteacher or Headteacher, and will be logged.  An internal exclusion period will be given, a serious incident letter sent home and a phone call informing parents of the issue.

 The class teacher liaises with external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the education social worker or LEA behaviour support service.

 The class teacher reports to parents about the progress of each child in their class, in line with school policy. The class teacher may also contact a parent if there are concerns about the behaviour or welfare of a child.  Class teachers may ask the Social Inclusion Mentors to contact parents on their behalf.

In some instances it may be necessary to place a child on a behaviour plan to encourage positive behaviour.  This is done with the teacher, SLT and parents

 The role of the headteacher

 It is the responsibility of the headteacher, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the headteacher to ensure the health, safety and welfare of all children in the school.

 The headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.

 The headteacher keeps records of all reported serious incidents of misbehaviour, and letters are sent to parents, with a copy placed in the child’s personal records.  Parents are also informed by telephone, and in certain cases are asked to come in to discuss their child’s behaviour further.

 The headteacher has the responsibility for giving internal and fixed-term exclusions to individual children for serious incidents. For repeated or very serious acts of anti-social behaviour, the headteacher may permanently exclude a child. This final action is only taken after the Chair of Governors has been notified.

 The role of parents

 The school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school.

 We expect parents to support their child’s learning, and to co-operate with the school, as set out in the home–school agreement. 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, the school governors should be contacted after which a formal grievance or appeal process can be implemented.

 The role of governors

 The governing body has the responsibility of setting down these general guidelines 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 and discipline 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.

 Internal Exclusion

 Exclusion is a final resort and is never undertaken lightly.  Pupils may be internally excluded for persistently disruptive behaviour through the class referral system and for choosing to break a Serious Incident Rule (See Appendix 1 Behaviour Protocol)

Fixed-term and permanent exclusions

 Pupils who do not respond after periods of internal exclusion will be excluded from school for serious incidents such as swearing or threatening a member of staff, stealing, unprovoked attack on another pupil, persistent fighting or bullying.  Only the headteacher (or the acting headteacher) has the power to exclude a pupil from school. The headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The headteacher may also exclude a pupil permanently. It is also possible for the headteacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.

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

 The headteacher informs the LEA and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term. The governing body itself cannot either exclude a pupil or extend the exclusion period made by the headteacher.

 The governing body has a discipline committee which is made up of between three and five members. This committee considers any exclusion appeals on behalf of the governors.

 When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents and the LEA, and consider whether the pupil should be reinstated.

 If the governors’ appeals panel decides that a pupil should be reinstated, the headteacher must comply with this ruling.


 The headteacher monitors 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 records minor classroom incidents. The Assistant Heads, Deputy Heads and Headteacher record those incidents where a child is sent to him/her on account of negative behaviour. We also keep a record of any incidents that occur at break or lunchtimes: lunchtime supervisors deal with minor incidents and refer more serious incidents to senior leadership.  The headteacher keeps a record of any pupil who is excluded for a fixed-term, or who is permanently excluded.

 It is the responsibility of the governing body to monitor the rate of exclusions, and to ensure that the school policy is administered fairly and consistently.


 The governing body reviews this policy every two years. The governors may, however, review the policy earlier than this, if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved.

Appendix 1Behaviour Protocol

 Positive behaviour

 All Staff to use the Dojo system to reward positive behaviour.

 The 5 criterion to reward learning behaviour and code of conduct are:

 Collaboration Managing Distractions Perseverance Respect

Following Instructions

 Staff to award to each criteria at the end of each lesson – 1 Dojo for each criteria (max 25 per day)

Total weekly Dojos will be announced as a class in Celebration Assemblies on Fridays. Classes work towards Mini treat at 500 Do Jos (1 x half term) and 1000 for Mega treat (1 x term

  • 3 per year)

 Dojos are NOT to be used for negative behaviours.

 Negative behaviour

 Choosing not to follow the behaviours will result in following the stepped consequences of: Stage 1:     Verbal Warning

Stage 2:            Name on behaviour board ( 3 in a week, child attends Sorry Club at breaktime Stage 3:  Teacher intervention – movement within class and mark in class behaviour file. Stage 4: Send to Deputy Headteacher – letter home, internal exclusion & School log

Stage 5:            Send to Headteacher – letter home, parents invited in for meeting & internal exclusion

 If a child reaches Stage 2 on three occasions in any one week, then they will have to lose their break time and attends ‘Sorry Club’ – manned by SLT.

 Serious Incidents

 The following constitute serious behaviour and will immediately go to Stage 4 and be assessed as to consequence on an individual basis.

 Any violent behaviour

  1. Any use of abusive, racist or homophobic language
  2. Any incidents of bullying
  3. Purposeful vandalism of property
  4. Any actions which could cause harm to self or other
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