Behaviour Policy
Spring 2015
Behaviour Policy:
Aims and Values:
We aim to provide a caring environment in which everyone can feel happy, safe, valued
and respected. We value each individual regardless of their gender, culture, race,
religion, disability or ability. We respect everyone, children and adults alike, to treat each
other with mutual respect and dignity.
Our Approach to behaviour:
We want school to be enjoyable for every pupil. Pupils should be able to learn,
appreciate their lessons, make friends and be enthusiastic about school. We want to
develop individuals to be able to make good choices and do the right thing because it is
the right thing to do. While it is difficult to eradicate bullying, we do everything in our
power to ensure that all children attend school free from fear.
We expect outstanding behaviour. Good behaviour is behaving well when told to do
so. Outstanding behaviour is making the right choices to behave well without being
told.
What are the principles of our Behaviour Policy?
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To ensure pupils enjoy school and are able to make the very best progress possible in
their learning
To keep all children safe.
To develop in pupils a sense of self discipline and an acceptance of responsibility for
their own actions.
To develop an awareness of and adherence to appropriate behaviour.
To raise pupils’ self esteem.
To promote/develop empathy and respect for self and others.
To ensure that restorative justice takes place ensuring the victim understands the
consequences for the offender.
To encourage pupils to value the school environment and its routines.
To ensure that pupils are confident of their right to be treated fairly.
To empower staff to determine and request appropriate behaviour from everyone.
To acknowledge that the maintaining of good behaviour within the school is a shared
responsibility.
To ensure that positive behaviour is always recognised.
To work within a positive, proactive reflective approach to behaviour management.
To ensure the policy is fully understood and is consistently implemented throughout the
school.
To ensure effective mechanisms are in place for the monitoring and evaluation of this
policy.
To ensure the rights and responsibilities of all members of the school community.
The St George’s Way
Our school is a place where adults model respectful, caring, compassionate language
with each other and young people. We encourage children to realise that there are
consequences to their actions and that they are responsible for the choices that they
make and therefore are accountable for the impact of those choices.
The ethos at St George’s Junior School is based on positive behaviour management, a
system that expects children to encourage positive behaviour from each other. It
encourages well behaved pupils to become role models for others. We use the St
George’s Way (See appendix 1) to set values and expectations that we expect staff and
pupils to refer to at all times in reminding each other of the school behaviour.
The expectations are:
 Be kind, supportive and caring to all
 Be polite and show good manners in all that you do
 Treat others the way you would like to be treated yourself
 Show respect for our school and other people’s belongings
 Always try your best
The main system is the St George’s behaviour code (See appendix 3). If behaviour is
deemed inappropriate a standardised script is delivered by a member of staff to a pupil
(See appendix 2). This acts as a first warning and pupils are encouraged to make the right
the choices about behaviour or attitude towards work and play. If behaviour persists, and
the script is delivered a second time, the children must attend a behaviour review
meeting at an appropriate time (break, lunch or end of the school day). During this
meeting the pupil will take full responsibility for their behaviour and consider the aspects
of the St George’s way that could have guided them to make better choices. The sheets
can be found in the PPA room along with the behaviour log book.
Other examples of Positive Acknowledgement
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Headteacher’s award – sending children to the Head/Deputy Headteacher for praise
Headteacher awards announced in Assembly, for exceptional effort by a child in their
learning or behaviour
Kindness book
The continued use of verbal praise and encouragement for pupils behaving well. Praising
positive behaviour has a profound effect on the individual and the pupils around them.
Class of the Week Certificates handed out by staff for excellent behaviour during specific
sessions
Awarding stickers, stamps, points and small prizes are all reward systems that staff have
found effective in encouraging good work or behaviour
Pupils having opportunities to show their work at sharing assemblies which parents are
invited to
Behaviour Management
In class:
1. Script delivered calmly at eye level to the pupil
2. If behaviour continues, Script is delivered again but this time requests the pupils
to attend a behaviour review meeting
3. Behaviour review meeting – the pupil will acknowledge on the behaviour scale (1
– 6) The pupils will take responsibility for their behaviour by considering better
choices with reference to the St George’s way
4. Behaviour is logged in the behaviour book – 3 behaviour review meetings and a
letter is sent home to parents. 3 letters home and parents are invited into to
school for a meeting with class teacher
5. Behaviour that is deemed more serious (level 5 – 6), Headteacher or Deputy
Headteacher are informed and a phone call is made to parents
Break times:
1. Script delivered calmly at eye level to the pupil
2. If behaviour continues, Script is delivered again but this time requests the pupils
to attend a behaviour review meeting
3. Behaviour review meeting – the pupil will acknowledge on the behaviour scale (1
– 6) The pupils will take responsibility for their behaviour by considering better
choices with reference to the St George’s way
4. Behaviour is logged in the behaviour book – 3 behaviour review meetings and a
letter is sent home to parents. 3 letters home and parents are invited into to
school for a meeting with class teacher
5. Behaviour that is deemed more serious (level 5 – 6), Headteacher or Deputy
Headteacher are informed and a phone call is made to parents
Thinking time
Some children may display behaviour that is more difficult to deal with. If disruptive or
disrespectful behaviour continues, and the teacher may request that the child leaves the
class for up to 5 minutes to have some thinking time. The teacher should explain that
they are sad that they have to take this action but that it is important that the child takes
some time out to think about what is preventing them and others from learning. Once
calm and focused the children may return to the class. The child will then have a
behaviour review meeting with the teacher at an appropriate time. Some children may
also have designated areas to go to if they need some thinking. These areas will have
been agreed with the pupil, learning mentor and teacher.
Communication with parents
Communication with parents is vital so that any behaviour issues can be dealt with
promptly. Where appropriate, staff should either make a phone call or speak to the
parents after school. Acting quickly and explaining incidents and their outcomes to
parents is essential.
Some children will have a home/school log to allow more communication between
parents and staff.
Incident Report Form
Incident reports forms are available in the resources room and should be completed by
members of staff to record behaviour that is of concern. These should then be handed to
the Headteacher to be filed.
Red Card
If the situation is not resolved and a member of staff is in need of some assistance from
a senior member of staff, a red card should be sent to the school office. The pupil will
then be escorted to the Deputy/Headteacher’s office.
Consequences:
Our school employs a number of logical conclusions to enforce our school
expectations and to ensure a safe and positive learning environment. The safety of
children is paramount in all situations.
Break/Lunch time detention – The child will lose of their break time privilege and will
go to sit outside the Headteacher’s office. A record will be kept of those children who
attend break time detentions. They may be kept in for the whole of lunchtime if there is
a concern that they may be unsafe on the playground.
Lunchtime exclusion – If a child acts in an unsafe way at break times or lunch times
then there may be occasions that the child will not be allowed to remain on school
property at lunchtime. They will need to be collected by parents and returned in time for
afternoon registration.
Loss of privileges – A child may be excluded from attending a school trip or taking part
in a school activity.
Internal Exclusion – A child will remain in school but will be educated for the day in
isolation from their own class. They will lose the right to have play times and lunchtimes
with the rest of the school.
Fixed Term Exclusion or permanent exclusions – Only the Head Teacher (or Deputy
Head after consultation with the Headteacher) has the power to exclude a pupil from
school. After the first five days, the school has the legal responsibility to arrange for the
child to be educated separately or to come into school for a period of time to receive
direct teaching. The class teacher must set and mark work for the pupil whilst they are
excluded. The Headteacher 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 permanently. It is
also possible for the Head Teacher to convert fixed term exclusion into a permanent
exclusion, if the circumstances warrant this. This has to be dealt with through a
Governing Body panel to ratify the Headteacher’s decision.
Playground behaviour:
Pupils are expected to display good behaviour whilst on the playground and in the
dining hall follow the expectations set by the St George’s Way. The school expectations
should be constantly reinforced by members of staff supervising the playground and
dining hall. It is important that incidents are dealt with consistently by delivering the
script (see appendix 6) calmly. Always ensure that children are listened to.
Lunchtime supervision must be well organised, including:
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Daily access by the children of class footballs and other playground equipment
Having Staff that has been trained to facilitate games and activities. When children are
actively involved in fun activities there are less behaviour problems
Regular meetings with Senior Midday Supervisor
Staff supervising the playground must be proactive when on duty and observant of all
potential problems. Staff may use a whistle to gain attention of a child to prevent an
incident becoming worse.
Low level disruption
If children are displaying low level behaviour they should be delivered the script. If they
repeat the behaviour the script is delivered again and a behaviour review meeting will
take place and class teacher informed.
Disruptive or Dangerous Behaviour:
Any serious behaviour (4-6 on behaviour code) such , fighting or refusing a member of
staff then a red card should be sent to alert a senior member of staff. An incident report
form should be filled in with brief details of the incident and witness details. Senior staff
will then decide if parents are to be informed either by letter or phone call.
It is the responsibility of staff supervising the playground and dining hall to investigate
incidents as they happen and listen to children who come to them with problems that
need resolving. If children are not listened to then they may deal with matters in their
own way without having a member of staff to help them problem solve.
The Headteacher will impose such consequences as: the suspension of playing football,
reduced playground time and limiting the play area for pupils who are not able to
behave appropriately in the playground
Children with Special Educational Needs/specific behavioural needs:
Some pupils are recognised to have significant or complex needs and may have
medically diagnosed additional needs that require more specialised support; e.g.-Autism,
Oppositional Defiant Disorder. In this case a consistent management plan will be drawn
up by the SENDCo in consultation with behaviour support and class teachers. In these
cases there is an expectation to differentiate the curriculum for behaviour in the same
way as we would expect teachers to differentiate for learning. It is important that these
children are treated differently as they have different needs. However, it is also very
important that the child understands that there will be clear boundaries and consistent
consequences for their actions and that the child who has been hurt or upset
understands that there have been appropriate consequences for the offending so that
they are not seen as being treated more favourably. If appropriate, any differing
behaviour plan will be clearly explained to the child’s class so that they understand the
child with significant needs still has appropriate consequences.
Expectations of the School Community
Responsibility of all Staff:
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Teachers will plan for those children who are likely to misbehave. They should consider
where these children should be seated and the adult who will be around to support
these children
Teachers should ensure that children clearly understand the boundaries and what is
expected of them in the classroom. Teachers should discuss expectations at the start of
every year and remind children at regular intervals
Teachers should have the St George’s Way displayed in class and refer to it regularly.
Teachers should ensure that equipment and resources are positioned carefully, being
easily accessible for pupils, to prevent behaviour difficulties.
Teachers should ensure that low level behaviours are dealt with by following school
policy
Teachers should ensure that children understand that work missed will need to be
completed at lunchtime or break time supervised by the teacher
Teachers will keep class profiles up to date with necessary information regarding
behaviour plans so that supply staff are aware of behaviour plans used in each classroom
Teachers should use red card system to alert a member of a senior of staff when a child
has displayed more serious behaviour. Serious behaviours that need reporting to a
senior member of staff should complete an incident report form and hand this to the
Headteacher for filing
Staff only intervene physically to restrain a child if a child has ignored loud, clearly given
verbal warnings and is in danger of hurting him/herself or another child or adult. The
actions that we take are in accordance with government guidelines on the restraint of
children. The incident is recorded at the earliest opportunity (but no later than 24 hours
later) on a physical restraint form
Teachers should use praise when children display any of the behaviours that are in our
expectations
Teachers should work with the learning mentor to write targets for behaviour plans when
these become necessary for certain children
Staff responsible for supervising play times and lunchtimes should be vigilant at all times
and deal with things swiftly and calmly as they occur
All staff must have clear and consistent shared expectations of outstanding behaviour
Teachers should give pupils opportunities to feel success and share their achievements
during class or assembly time
All staff will:
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Promote mutual respect through PSHE, assemblies and following the St George’s Way
Build a partnership with parents or carers
Smile and look for opportunities to praise pupils
Relate the praise to school / classroom expectations or the pupil’s own behaviour targets
Always remain calm and objective
Anticipate behaviour and try to prevent it from occurring
Make the distinction between the behaviour and the pupil. Say ‘that was a rude thing to say’
rather than ‘you are being rude’
Try to ascertain the root cause of the problem and talk to the pupils individually without an
audience
Communicate empathy by reflecting their viewpoint back so as to defuse the situation. E.g.” I
understand that you are feeling angry because……….
Discuss the consequences of their actions and give pupils choices. Help them to realise that
they are in control and can bring about a change
Apologise when mistakes are made
Responsibility of Senior Management Team:
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To be visible
To investigate incidents reported on incident forms.
To ensure that children and teachers are informed of the consequences.
To keep a log of incidents and behaviour review meetings.
To inform parents when a child has been reported for a more serious behaviour. If a child
is repeatedly sent to a senior member of staff during a term they will meet with parents
to discuss their child’s behaviour. It may be that the child will need to go on a behaviour
plan.
Role of the Learning Mentor
The learning Mentor will support teachers by helping to write behaviour plans to support
children who are finding school expectations difficult to follow
 To support teaching staff and all support staff by providing training in behaviour
management in liaison with the senior management
 Work with outside agencies to write consistent management plans and update these
regularly
 To provide pupils with opportunities to manage their behaviour by organising
workshops and timetabled activities
 To organise specific pupils into groups that eat and play together during lunchtimes.
This is to support both their behaviour and emotional needs
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Responsibility of Parents:
Our school works collaboratively with parents, so children receive consistent messages
about how to behave at home and at school. We expect our parents to read our
behaviour policy and agree to support its principles. We expect parents to support their
child’s learning, and to co-operate with the school, as set out in the home school
agreement.
If the school has to use reasonable sanctions, parents should support the actions of our
school. If a parent has a concern about the way their child has been treated they should
contact the class teacher in the first instance. If this cannot be resolved they should make
an appointment to discuss this with a member of the senior management team.
Parents are expected to arrange to meet with the class teacher if their child has been red
carded. It is hoped that they will work collaboratively with the class teacher to ensure
that red card incidents will be avoided in the future.
Parents are expected to come into school and discuss their child’s behaviour if they are
requested by a member of the senior management team.
Parents are expected to keep the school informed of anything that may affect how their
child behaves at school. The school will then work with parents to support them dealing
this and may arrange for outside agencies to support the family. Parents are expected to
work with outside agencies at the schools request.
List of Appendices:
Appendix 1 – St George’s Way
Appendix 2 – Staff Script
Appendix 3 – Behaviour Code
Appendix 4 – Behaviour review meeting
Appendix 5 – Lunchtime supervisor script
Appendix 6 – Behaviour incident form for referring to the senior management team.
Staff Members with particular responsibilities for Behaviour Management:
Mrs. Munro
Mr. Glover
Mrs. Lunt
Mrs. Wagner
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Headteacher
Deputy Headteacher
Learning Mentor
Senior Midday Supervisor (SMDS)
Appendix 2
Staff Script
(Always deliver the script at eye level)
Script
Lessons:
(Name) I’ve noticed you are finding it difficult to concentrate on your work
today.
Do you feel I’m right?
(2nd time) Because of this, I will need to speak to you at (break time/end of the
day) for 5 mins please.
I know you can do this and do it well, because I have seen you work well before
(remember a time) and I expect work set to be completed.
If you need any help, please ask.
Thank you for listening.
Break times:
(Name) I’ve noticed that you are finding it difficult to make the right choices
today.
Do you feel I’m right?
(2nd time) Because of this, I will need to speak to you at (the end of break,
lunch time, end of the day) to discuss this with you/your class teacher.
I know you can behave well, as I have seen you make good choices before.
If you need any support, please ask.
Thank you for listening.
Appendix3
St George’s behaviour code
Where is your behaviour on this chart?
Level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Behaviour
Calling out continuously
Making silly inappropriate noises
Chatting in class/assembly
Causing an argument
Annoying a others
Saying unkind things
Running in school corridors/classes
Spoiling games for others
Dropping litter
Telling lies
Answering back inappropriately to adults
Spoiling the work of others
Not being sensible in cloakrooms, toilets and hall
Name calling
Swearing
Ignoring adults
Threatening others
Damaging property (school or other peoples)
Physically hurting someone else
Leaving the classroom without permission
Bullying
Homophobic and racist incident
Running out of school
Stealing
Striking an adult
Bringing something dangerous into school
Appendix 4
Behaviour review meeting
Name: ________________________________________
Date: ______________
Why do you think you have been asked to see me?
What behaviour have you shown that is not acceptable in our school? (Look at chart)
What do you think you could have done differently?
What aspect of the ‘St George’s Way’ do you think would help you make better choices
next time?
Thank you for listening.
Your behaviour has now been logged in the behaviour book
Appendix 5
Lunchtime Supervisors Script
1st time
(Name) I’ve noticed that you are finding it difficult to make the right choices
today.
Do you feel I’m right?
I know you can behave well, as I have seen you make good choices before.
If you need any support, please ask.
Thank you for listening.
2nd time
(Name) I’ve noticed that you are still finding it difficult to make the right
choices today.
Do you feel I’m right?
Because of this, I will need to speak to you at lunch time and discuss this
with your class teacher.
Thank you for listening.
Appendix 6
St George’s Junior School
Incident Report Form
Pupil Name:
Class:
Parent’s Name:
Address:
D.O.B
Contact No:
Date and time of the report:
Date and time of the incident:
Details of the incident:
Name of witnesses:
Action taken:
URN: