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Tudor Primary School

Behaviour Policy

Behaviour policy and statement of Behaviour principles



Approved by:

Rachel Gibbons CFCC committee

Date: January 2022

Last reviewed on:

January 2022

Next review due by:

When changes occur



1. Aims. 2

2. Legislation and statutory requirements. 2

3. Definitions. 2

4. Bullying. 3

5. Roles and responsibilities. 4

6. Tudor Rules 6

7. Rewards, sanctions , serious breaches, exclusions and malicious allegations. 6

8. Behaviour management 7

9. Pupil transition. 11

10. Training. 13

11. Monitoring arrangements. 14

12. Links with other policies. 14

Appendix 1: written statement of behaviour principles. 15

Appendix 2:Pupil Code of Conduct 16

Appendix 3:Pupil AUP 17





1. Aims

This policy aims to:

  • Provide a consistent approach to behaviour management
  • Define what we consider to be unacceptable behaviour, including bullying and discrimination
  • Outline how pupils are expected to behave
  • Summarise the roles and responsibilities of different people in the school community with regards to behaviour management
  • Outline our system of rewards and sanctions


2. Legislation and statutory requirements

This policy is based on advice from the Department for Education (DfE) on:

It is also based on the special educational needs and disability (SEND) code of practice.

In addition, this policy is based on:

  • Section 175 of the Education Act 2002, which outlines a school’s duty to safeguard and promote the welfare of its pupils
  • Sections 88-94 of the Education and Inspections Act 2006, which require schools to regulate pupils’ behaviour and publish a behaviour policy and written statement of behaviour principles, and give schools the authority to confiscate pupils’ property
  • DfE guidance explaining that maintained schools must publish their behaviour policy online


3. Definitions

Positive Behaviour: Behaviour which is good and complies with the our rules and with our Behaviour Principles (Appendix 1)

Misbehaviour is defined as:

  • Disruptive or distractive behaviour during school time and during school activities which may be offsite or out of hours.
  • Disrespectful or deliberately hurtful physical and verbal behaviour to others e.g. name calling, rudeness, inappropriate language, spitting, pushing etc.
  • Non-completion of classwork or homework
  • Deliberate noncompliance with staff  instructions and school expectations
  • Misappropriation or  minor misuse  of property
  • Carrying/using mobile phones or technology without permission or inappropriately
  • Deliberately not following AUP/  school policy on use of technology
  • Misuse or minor damage to property or resources
  • Incorrect uniform

Serious misbehaviour is defined as:

  • Repeated or serious  breaches of the school rules
  • Unsafe and dangerous behaviour
  • Any form of bullying
  • Sexual violence or sexual harassment, including sexual comments, “jokes “, threatening or taunting or physical behaviour like inappropriate   touching, gesturing  interfering with clothes
  • Online sexual harassment such as unwanted sexual comments and messages (including on social media), sharing of nude or semi-nude images and/or videos, or sharing of unwanted explicit content
  • Misuse or minor damage to property or resources  including vandalism and theft,
  • Violent and seriously aggressive or threatening behaviour;
  • Vandalism and damage to property
  • Unsafe or dangerous behaviour
  • Carrying, possessing  or using prohibited  items including knives , things to use as weapons, alcohol, illegal drugs ,stolen items, tobacco and cigarette papers, any article a staff member reasonably suspects has been, or is likely to be, used to commit an offence, or to cause personal injury to, or damage to the property of, any person (including the pupil)
  • Racist, sexist, homophobic or discriminatory behaviour on line and offline
  • Threatening, encouraging or enabling anyone to do the above


4. Bullying

We know that from time to time pupils will be upset and so we prepare pupils for life outside of school by developing resilience and the tools to deal with disagreements, differences of opinion and disappointments.

We firmly believe that bullying is a serious breach of the school’s Behaviour Policy and ethos. Bullying will NOT be tolerated. 

Pupils, parents and staff need to be clear about what bullying is and what we intend to do when it occurs.


Bullying repeated verbal, physical, social or psychological aggressive behaviour over a period of time, by a person or group, directed towards others that is intended to cause harm, distress or fear. * Definitions of Online abuse include single incidents as they can be forwarded /shared

Bullying can include:




Being unfriendly, excluding, tormenting


Hitting, kicking, pushing, taking another’s belongings, any use of violence

Prejudice-based and discriminatory, including:

  • Racial
  • Faith-based
  • Gendered (sexist)
  • Homophobic/biphobic
  • Transphobic
  • Disability-based

Taunts, gestures, graffiti or physical abuse focused on a particular characteristic (e.g. gender, race, sexuality)


Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching

Direct or indirect verbal

Name-calling, sarcasm, spreading rumours, teasing


Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites


  • We cannot guarantee that bullying will not occur but where it does it will be dealt with!
  • Pupils are encouraged to tell someone if they are worried or if anyone is unkind to them
  • Parents/carers should report concerns to staff to be investigated.
  • Staff are alert


How will we deal with bullying?

  • By raising awareness of how to recognize, report and respond to incidents of bullying :
  • Pupils are made aware of the school’s approach to bullying in a number of ways: Bullying is part of the school rota of assembly themes.
  • There are a number of activities organized every year during Anti Bullying/ aka “Friendship” week to raise the awareness of how to recognize and respond to bullying.
  • This is reinforced in the PSHE curriculum and the Safeguarding elements across the school e.g. training, E-Safety etc.
  • The Headteacher is informed of all instances of bullying. There will be an appropriate response to deal with the bully and the pupil being bullied.


Responses to bullying may include:

  • Incidents are investigated
  • The teacher or senior staff making a note of the incident and keeping a close eye on the child;
  • The bully facing consequences;
  • The bully may receive some behaviour support and be closely monitored;
  • The teacher or head teacher talking to the parents of the bully and the child that has been bullied;
  • A record being kept by the head teacher;
  • The school making sure that the child that is being bullied feels supported.
  • The teacher or head teacher talking to the parents of the bully and the child that has been bullied
  • Bullying records will be monitored for patterns and appropriate action taken to reduce the contributory factors.


5. Roles and responsibilities

5.1 The governing board

The CFCC Committee is responsible for reviewing and approving the written statement of behaviour principles (appendix 1).

The CFCC Committee will also review this behaviour policy in conjunction with the headteacher and monitor the policy’s effectiveness, holding the headteacher to account for its implementation. The governing board also emphasises that violence or threatening behaviour will not be tolerated in any circumstances.


5.2 The head teacher

The head teacher is responsible for reviewing this behaviour policy in conjunction with the CFCC committee, giving due consideration to the school’s statement of behaviour principles (appendix 1). The headteacher will also approve this policy.

The Headteacher will have ultimate responsibility for the implementation of the Behaviour Policy and will take responsibility when serious incidents occur and when there is a possibility of exclusion. S/he will also provide governors with contextual information about year groups such as number of pupils with SEN / behavioural issues. This will allow governors to make strategic decisions and allocate funding appropriately to support pupil learning.

The headteacher will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.


5.3 Staff

Staff - Roles and responsibilities

All members of staff have a collective responsibility for managing behaviour and as such are required to consistently implement the school’s Behaviour Policy.

 Teaching staff are responsible for;

•            Following school procedures and the Behaviour policy consistently;

•           Promoting high standards of behaviour and modelling positive behaviour

•           Establishing school rules within their classes;

•            Delivering lessons that engage children thus reducing opportunities for poor behaviour;

•           Implementing effective classroom management strategies;

•           Providing a personalised approach to the specific behavioural needs of particular pupils

•           Recording Red and patterned behaviour incidents

•           Dealing with serious or long term problems in consultation with senior staff in communication with parents.

The senior leadership team will support staff in responding to behaviour incidents.


Personal, Social and Health education (PSHE) curriculum

The school has a curriculum map of PSHE themes. Training is given to assist staff in the delivery of these activities.

There are times when a member of staff may decide that a particular issue requires an immediate or tailored response in order to address the needs of a particular group or concern.


5.4 Parents

Parents - The partnership with parents

Staff work with parents in the interest of their child .It is important that we form close and trusting relationship with parents. Staff do not blame parents for the behaviour of a child.  Communication should reflect Tudor rules and values. Staff will be conscious that the reporting of only negative behaviour is negative and counterproductive .Opportunities at the start (when permitted) and end of the day are essential for positive and productive communication with parents and sharing information.

We use parent meetings and interactions as opportunities to build positive relationships so we can work together to recognise and support the needs of our children together.


6. Tudor Rules – staff to induct their classes to these image appropriate language with examples

Pupils are expected to:

  • Behave so that everyone  is  safe and feels safe –( no hitting/hurting each other, being kind, “Kind hands & feet”, keeping our hands and feet to ourselves, being careful, not coughing without covering mouth etc.)
  • Respect and be kind to staff and each other – Listening to the teachers and others, being respectful, being caring, sharing etc.)
  • Behave well so that everyone can learn well -  not calling out, not disrupting or distracting others, letting everyone concentrate on their learning , following class rules etc.
  • Respect the environment and property and treat it with care – looking after resources and using them properly, disposing of litter properly, not damaging the environment or resources etc.


7. Rewards, sanctions, serious breaches, exclusions and malicious allegations

7.1 Good behaviour is rewarded and poor behaviour choices have consequences.

It is important to reward children who are following the school rules by recognising and rewarding good behaviour and reinforce it.


Positive behaviour will be reinforced with rewards which could include:

  • Praise and recognition in front of the class or in assemblies etc.
  • Stickers , stars , class points  certificates etc. ,
  • Class system of rewards e.g. prize box
  • A positive note or Good to be Green note sent home by the teacher
  • Opportunity to show work to senior staff
  • Special responsibilities/privileges e.g. monitors, buddy for new pupils etc.
  • Sanctions ( please see section on Behaviour Management below)


At Tudor School we use the Good to Be Green Behaviour System which uses a traffic light system.

The Pupil Code of Conduct and School rules   inform expectations of good behaviour.

All pupils start on a personal Green Card – It is “Good to be Green.”  Transgressions will be followed by

Stage 1 : Verbal warning

Stage 2:  Verbal warning - pupil moved to yellow card


Stage 3: If misbehaviour continues or it is a serious breach of Behaviour. pupil moved to red card


Good to be Green

Warning linked to  misbehaviour

Yellow Card - child has not responded to a Warning

Red Card  - recorded on SIMS-  where a child continues to misbehave  or has serious  incidents of misbehaviour

Where yellow behaviours  occur frequently over a week ,  this   need to be recorded on SIMS


 Serious misbehaviours would lead to an instant red card – A member of SLT should be informed , investigated and  if agreed teacher to  record  on SIMS


Possible Sanctions which may follow


Red because 2 Yellow

Consequence for  red card :  staff can select  an appropriate consequences

Serious breaches  so straight to Red

Dealt at teacher level


Incident and reflection sheet

Peer mediation

5 minutes aside to reflect

Written or oral apology

5 minutes off playtime    

Mainly teacher level

 Loss of playtime to complete work not finished during the lesson;

Time off next play

10 minutes supervised by Phase Leader;

Moved to another class for a set time.


Inform parents if 2x Red  in one week (verbally)


Behaviour contracts /charts

To complete behaviour incident form / reflection chart where relevant.

All reports to SMT

Work in another class

Parents informed

Letter sent home

Meeting with parents may be arranged

Other agencies called in

Behaviour contracts /charts

Minimum loss of one break

Where there are very serious breaches or persistent and open defiance of school rules, exclusion will be considered.

Red cards should  always be recorded on SIMS 




Responding to serious misbehaviour

We are confident that the majority of the pupils will respond positively to the school rules and choose to behave sensibly There are times when a pupil’s behaviour is dangerous, violent or totally in appropriate


Behaviour interventions may include:

  • Appropriate challenge of discriminatory values and support to reflect, respect and accept  differences in others;
  • Strategies to manage and effect positive behaviour change including adaptation of the curriculum, timetable and support where possible.
  • Sessions with a learning mentor or input from an outside agency;
  • An analysis of when and where the inappropriate behaviour occurs: play /lunch times, during the afternoons, after a break, during maths etc.;
  • An investigation of the teachers consistent application of  the behaviour policy (phase leader);
  • In all cases there will be close contact with parents to avoid moving towards more serious actions;
  • Internal exclusion. This will mean that the pupil is removed from the class and asked to work in isolation for a fixed period of no more than 2 days. Parents/carers will be informed of the schools decision to take this serious action and a (PSP) Pastoral Support Programme meeting will be convened to discuss strategies to improve the pupil’s behaviour.
  • Referral to and liaison with appropriate external agencies to identify and support needs e.g. Primary Behaviour Service, Bereavement  Support, Play Therapy,  Clips etc.
  • Be recorded and if a pattern or very serious, reported to parents.



Strategies to avoid exclusion may include:

  • Daily communication with parents to monitor behaviour and inform of progress;
  • Weekly communication with parents to monitor behaviour and inform of progress;
  • Lunchtime exclusions (only to be authorised by the head or deputy in her absence);
  • Playtime exclusions as a consequence of poor behaviour choices;
  • A Behaviour Plan; including rewards, consequences etc.
  • Referral to a Behaviour Support service for advice and guidance;
  • Behaviour Cards;
  • Fixed term exclusion (only to be authorised by the head or deputy in her absence);
  • Asking the parent to remain on school site to assist with behavioural problems;
  • Part time education for a fixed time (only to be authorised by the head or deputy in her absence).



There may be occasions where External Exclusions will be warranted.

Tudor School has adapted its policy in line with the summary of that in the DfE and Ealing LA guidelines on Exclusions

  This outlines Exclusion Procedures for school staff and any governors considering exclusions. The full text of the DfE’s guidance can be obtained via the DfE website.


Contacts: Principal Officer and Support Officer – Exclusions, Children’s Services, Behaviour Strategy & Social Inclusion Service, Ealing Council, 2nd Floor, Perceval House, 14-16 Uxbridge Road. Ealing, W5 2HL Telephone: 020 8825 


Types of External Exclusion Schools need to have policies, procedures and staff training in place that will promote good behaviour and prevent bad behaviour. Such behaviour policies need to be applied consistently and be widely publicised so that all pupils, school staff and parents are aware of the standards of behaviour expected of pupils, and the range of sanctions.

A school’s behaviour policy may regulate pupils’ behaviour where the pupils are neither on school premises nor in the care of school staff, where it is reasonable to do so.


There are three types of exclusion that a school may use:

  • Lunchtime – This is a form of fixed-term exclusion where the pupil is excluded from the school premises for one or more lunchtimes.

Fixed-term exclusion: Imposed in response to breaches of the behaviour policy, including persistent disruptive behaviour, where these are not considered sufficiently serious to warrant a permanent exclusion but where lesser sanctions such as detention/internal exclusion are considered inappropriate.  

 This is a temporary exclusion of between 1 and 45 school days in length (no pupil may be excluded for more than a total of 45 school days in any one academic year). This means that the pupil is not allowed to attend school for the fixed period determined by the headteacher. Parents are reminded of their responsibility to care for their child and to ensure that their child stays at home during normal school hours. Failure to adhere to this may result in a fixed penalty notice of £50 which, if not paid, could lead to prosecution.

During this time the school will inform parents in writing, report to the governors and set work to complete during the exclusion. On return to school, a reintegration meeting will be convened with parents and the pupil to agree new targets and to clarify next steps if behaviour continues to be poor.

  • Permanent exclusion – The pupil will not return to the school. A decision to exclude a pupil permanently should only be taken:
  • In response to persistent serious breaches  or a serious breach of the school’s behaviour policy;  
  • If allowing the pupil to remain in the school would seriously harm the education or welfare of the pupil or others in the school;


When is permanent exclusion appropriate?

For persistent breaches of the behaviour policy i.e. as a final step in a process for dealing with unacceptable behaviour and following a wide range of strategies that have been tried without success, it is an acknowledgement that the school has exhausted all available strategies.

•If there are exceptional circumstances where, in the head teacher’s judgement, it is appropriate to permanently exclude a child for a first or ‘one off’ offence. These might include:

•            Involvement with an offensive weapon

•            Supply or intent to supply an illegal substance

•            Serious actual or threatened violence against another pupil or a member of staff

•            Sexual misconduct

These instances are not exhaustive or prescriptive but indicate the severity of such offences and the fact that behaviour can affect the discipline and wellbeing of the school community...

Schools will consider whether or not to inform the police where such a criminal offence has taken place. They will also consider whether or not to inform other agencies, e.g. the Youth Offending Service, social workers etc.



What happens at lunchtimes?

The school rules still apply at lunchtime irrespective of where pupils are on site.

We believe that lunchtime should be a time where children can eat, socialize and play safely. 


The Lunchtime Organisers

The Lunchtime Organisers are experienced and they receive continuous ongoing training. This training may be provided by the local authority or in school. They understand that lunchtimes provide opportunities for pupils to develop communication, social skills, negotiation, confidence and enjoyment.  Lunchtimes can at times also be difficult, stressful and require adult support to manage issues.

Our staff will endeavor to: 

  • Get to know the children’s names and work closely with their class teacher;
  • Treat all children fairly by listening to them;
  • Be friendly and approachable;
  • Be positive by catching pupils being good and making positive comments;
  • Reward good lunchtime behavior;
  • Know and refer to the school / lunchtime rules;
  • Differentiate between minor and major incidents;
  • Deal with problems consistently;
  • Stay calm and avoid shouting at children.


They will work with the headteacher to ensure that the children enjoy their dinner times and follow the School Rules.


If a pupil breaks school rules, others may be affected or upset.

  • Acceptable standards of behavior must be maintained for the safety and security of all pupils.
  • Most of our children play happily and enjoy their lunchtimes.
  • All have the right to enjoy lunchtimes and may need support for this to happen.
  • Sometimes a pupil will need to understand the consequences of poor behavior by accepting the consequences of such behavior.


 How do we appreciate good behaviour at lunchtimes?

 Praise, Stickers, certificates, feedback to other staff, etc.

What happens if a pupil breaks School Rules?

If a pupil breaks the lunchtime rules then they will face consequences. In the first instance they may be sent to a dinner supervisor who may:

  • Remind them of the rules;
  • Impose an immediate sanction such as Time Out to reflect on their behavior and to regulate their emotions.
  • Complete a behaviour form for a serious incident and report this to the Class Teacher


Consequences at Lunch Time

Instances of poor behaviour are recorded.

Stage 1

Lunchtime Organiser will warn the pupil.

Stage 2

Lunchtime Organiser will warn the pupil for a second time.

Stage 3

Lunchtime Organiser instigates Time Out or Reflection Time for pupils to consider their actions.   

Stage 4

Lunchtime Organiser refers the pupil to the senior Lunchtime Organiser who will instigate time out away from the child’s peers.

Stage 5

The senior Lunchtime Organiser will refer the issues to the headteacher or deputy headteacher.

The head, or deputy in her absence, may implement an internal lunchtime exclusion of up to 5 days.

If the pupil has more than 5 lunchtime exclusions then the parent may be asked to provide for lunchtimes at home.


Persistent problems at lunchtime

If behaviour continues to be poor or deteriorate, the school will take action to deter further repetition and to support good behaviour. In this case lunchtime exclusion may be considered.


Lunchtime exclusion

This means that the pupil must be collected at the start of lunchtime, and brought back to school at the end of lunchtime. Please note that parents/carers are responsible for the safety and behaviour of their child during this time and ensuring they are returned on time to avoid absences. The school will inform parents of lunchtime exclusion in writing and it will be reported to the governors.


7.2 Zero-tolerance approach to sexual harassment and sexual violence

The school will ensure that all incidents of sexual harassment and/or violence are met with a suitable response, and never ignored. Please see Behaviour Management Section below

Pupils are encouraged to report anything that makes them uncomfortable, no matter how ‘small’ they feel it might be.

The school’s response will be:

  • Proportionate               Considered               Supportive                    Decided on a case-by-case basis


The school has procedures in place to respond to any allegations or concerns regarding a child’s safety or wellbeing. These include clear processes for:

  • Responding to a report
  • Carrying out risk assessments, where appropriate, to help determine whether to:

Manage the incident internally; Refer to early help; Refer to children’s social care; Report to the police

Please refer to our Child Protection and Safeguarding policy for more information 


7.3 Malicious allegations

Where a pupil makes an allegation against a member of staff and that allegation is shown to have been deliberately invented or malicious, the school will discipline the pupil in accordance with this policy.

Where a pupil makes an allegation of sexual violence or sexual harassment against another pupil and that allegation is shown to have been deliberately invented or malicious, the school will discipline the pupil in accordance with this policy.

In all cases where an allegation is determined to be unsubstantiated, unfounded, false or malicious, the school (in collaboration with the local authority designated officer, where relevant) will consider whether the pupil who made the allegation is in need of help, or the allegation may have been a cry for help. If so, a referral to children’s social care may be appropriate.

The school will also consider the pastoral needs of staff and pupils accused of misconduct.

Please refer to our child protection and safeguarding policy] for more information on responding to allegations of abuse against staff or other pupils.


8. Behaviour management

8.1 Classroom management

  • Tudor Primary School is a learning community. We encourage staff to continually reflect on their own classroom effectiveness.
  • Staff are encouraged to spend time building positive relationships with their pupils and parents. Staff should also familiarise themselves by gathering information about their pupils through speaking to parents, the SENCO, previous teachers and senior staff.

The class teacher should aim to know their pupils as individuals. This means learning their names, family background, friends, personalities and interests.

Points for staff to consider to reduce potential behavioural issues:

  • Create and maintain a stimulating environment that encourages pupils to be engaged
  • Induct, display and regularly reinforce class / school rules
  • Forming positive relationships with parents/carers/pupils
  • Establishing class routines that are clear and consistent
  • Organise furniture layout and labelling of resources to maximise clarity and reduce slippage
  • Instructions should be unambiguous and clear - always check the pupils’ understanding 
  • Arrange appropriate grouping of pupils and review and reorganise as needed
  • Pacing of lessons, avoiding slippage at the start of the lesson
  • Match work to pupil’s abilities and learning styles.
  • Staff should plan and organise classroom activities and movement around the class/school to maximise engagement and learning and minimise opportunities for distraction or disruption.


Maintaining good Learning Behaviour

  • Continually observe and scan the class, noticing and acknowledging positive behaviour
  • Be aware of and control your own behaviour, including stance and tone of voice as shouting rarely improves behaviour
  • Model  high standards  of courtesy and respect that are expected from pupils
  • Develop a positive relationship with pupils, which may include: Greeting pupils in the morning/at the start of lessons ;Establishing clear routines; Communicating expectations of behaviour in ways other than verbally; Highlighting and promoting good behaviour; Concluding the day positively and starting the next day afresh; Having a plan for dealing with low-level disruption; Using positive reinforcement
  • Use time slip comments to reinforce the learning e.g. “ Remember  we have 10 minutes left to  XXX”
  • Using targeted praise such as, “Well done Ali. You are working really hard” to keep pupils on task
  • Zoning: moving to a disruptive child and refocusing their work
  • Make sparing and consistent use of reprimands. This means being firm rather than being aggressive; targeting  behaviour not the pupil; using private rather than public reprimands; avoiding sarcasm and idle threats; giving pupils a way out
  • Avoiding whole group punishments when 1 child is at fault

Good behaviour is rewarded and poor behaviour choices have consequences. It is important to reward children who are following the school rules by recognising and rewarding good behaviour in order to reinforce it.


8.2 Off-site behaviour

Sanctions may be applied where a pupil has misbehaved off-site when representing the school. This means misbehaviour when the pupil is:

  • Taking part in any school-organised or school-related activity (e.g. school trips)
  • Travelling to or from school
  • Wearing school uniform
  • In any other way identifiable as a pupil of our school

Sanctions may also be applied where a pupil has misbehaved off-site at any time, whether or not the conditions above apply, if the misbehaviour:

  • Could have repercussions for the orderly running of the school
  • Poses a threat to another pupil or member of the public
  • Could adversely affect the reputation of the school

Sanctions will only be given out on school premises or elsewhere when the pupil is under the lawful control of the staff member (e.g. on a school-organised trip).

Remember, we want our children to be safe, secure and happy!


8.3 Physical restraint

In some circumstances, staff may use reasonable force to restrain a pupil to prevent them:

  • Causing disorder ; Hurting themselves or others ; Damaging property

Incidents of physical restraint must:

  • Always be used as a last resort
  • Be applied using the minimum amount of force and for the minimum amount of time possible
  • Be used in a way that maintains the safety and dignity of all concerned ; Never be used as a form of punishment ; Be recorded and reported to parents


8.4 Confiscation                     

We will confiscate any item which is harmful or detrimental to school discipline or prohibited. These items will be returned to pupils, parents or to the police/statutory services if appropriate   after discussion with senior leaders and parents.

Items will be returned to pupils after discussion with senior leaders and parents, if appropriate.

Searching and screening pupils is conducted in line with the DfE’s latest guidance on searching, screening and confiscation.


8.5 Pupil support

The school recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the pupil.

School staff and Leadership will evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.

Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.

When acute needs are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.


8.6 Safeguarding

The school recognises that changes in behaviour may be an indicator that a pupil is in need of help or protection. We will consider whether a pupil’s misbehaviour may be linked to them suffering, or being likely to suffer, significant harm. Where this may be the case, we will follow our child protection and safeguarding policy.


9. Pupil transition

To ensure a smooth transition to the next year, pupils have transition sessions with their new teacher(s). In addition, staff members hold transition meetings.

To ensure behaviour is continually monitored and the right support is in place, information related to pupil behaviour issues may be transferred to relevant staff at the start of the term or year.


10. Training

Behaviour management forms part of continuing professional development.


11. Monitoring arrangements

This behaviour policy will be reviewed by the headteacher and CFCC Committee annually. At each review, the policy will be approved by the headteacher.

The written statement of behaviour principles (appendix 1) will be reviewed and approved by the CFCC Committee annually.

Monitoring the policy

Relevant data will be collected to measure the impact of the Behaviour Policy. This will be monitored by the Governing Body through Headteacher’s reports. These can include:

•           Record of incidents;

•           Record of exclusions;

•           Day to day observations of the Behaviour Policy being implemented.

Names of pupils will not be shared unless essential and only with relevant governors e.g. exclusion procedure


12. Links with other policies

This behaviour policy is linked to the following policies:



Appendix 1: written statement of behaviour principles

The following principles are suggestions only. Adapt this statement to suit your school’s circumstances.

  • Every pupil understands they have the right to feel safe, valued and respected, and learn free from the disruption of others
  • All pupils, staff and visitors are free from any form of discrimination
  • Staff and volunteers set an excellent example to pupils at all times
  • Rewards, sanctions and reasonable force are used consistently by staff, in line with the behaviour policy
  • The behaviour policy is understood by pupils and staff
  • Exclusions will only be used as a last resort, and outlines the processes involved in permanent and fixed-term exclusions
  • Pupils are helped to take responsibility for their actions
  • Families are involved in behaviour incidents to foster good relationships between the school and pupils’ home life


The governing board also emphasises that violence or threatening behaviour will not be tolerated in any circumstances.

This written statement of behaviour principles is reviewed and approved by the CFCC Committee annually.