Behaviour policy

The school is committed to teaching the SEAL (social and emotional aspects of learning) materials. This programme of skills development combined with other initiatives to develop the social and emotional well being of the pupils will work hand in hand with this policy draft below.

Behaviour policy draft

Pupils, staff and governors defined the school’s mission statement, Love learning and love your neighbour as yourself. The core Christian values embedded in this statement have informed the definition of the behaviour policy set out below.

The report of the “Practitioners’ Group on School Behaviour and Discipline” produced by the DCSF identifies core beliefs to which we subscribe:

• The quality of learning, teaching and behaviour in schools are inseparable issues, and the responsibility of all staff;

• Poor behaviour cannot be tolerated as it is a denial of the right of pupils to learn and teachers to teach. To enable learning to take place preventative action is the most effective, but where this fails, schools must have clear, firm and intelligent strategies in place to help pupils manage their behaviour;

• There is no single solution to the problem of poor behaviour, but all schools have the potential to raise standards if they are consistent in implementing good practice in learning, teaching and behaviour management;

• Respect has to be given in order to be received. Parents and carers, pupils and teachers all need to operate in a culture of mutual regard;

• The support of parents is essential for the maintenance of good behaviour. Parents and schools each need to have a clear understanding of their rights and responsibilities;

• School leaders have a critical role in establishing high standards of learning, teaching and behaviour.

The report also stated that:

• Consistent experience of good teaching promotes good behaviour.

• How parents and pupils are greeted and received determines their attitudes and subsequent behaviour towards the school.

• Parents have a responsibility to support the high expectations of the school.

• Understanding how to behave has to be taught. Schools must adopt procedures and practices that help pupils learn how to behave appropriately. Good behaviour must be modelled by adults in their interactions with pupils.

• We recognise that children learn respect by receiving it. How staff speak to pupils and praise them helps motivate them to do well.

• Good behaviour has to be modelled by all staff, all of the time in their interaction with pupils.

• Pupil support is not just about behaviour. Poor pastoral support just focuses on ‘naughty pupils’. Good pastoral support is concerned with academic attainment and developing pupils ability to become good citizens.

• No school policy is of any value if it is not understood and applied consistently by all staff.

• Governors play a pivotal role in monitoring and supporting the policies they have adopted.

• A good pastoral system involves teachers and support staff.


Following a review of our own behaviour policy and practice we believe that:

• Outstanding teaching and learning, outstanding behaviour and outstanding relationships interrelate, working together to produce outstanding outcomes for children.

• Good planning and enthusiastic delivery of good quality teaching and learning supports good behaviour.

• Effective differentiation provides for regular small successes, which promotes self esteem and leads to good behaviour.

• If children regularly do well in their work, they feel good about themselves and behave well.

• Effective assessment and positive targeted feedback raises self esteem and supports good behaviour.

• When pupils are engaged in their learning they are more likely to behave.

• The distribution and definition of responsibilities supports self esteem and enables members of the school community to take responsibility for behaviour and to be accountable.

• Shouting is inconsistent with the mission of the school, with both good behaviour management and with good teaching and learning.

• Demeaning language or sarcasm is inconsistent with good behaviour management, good relationships and with the mission of the school.

• A good diet and healthy eating impacts on pupil behaviour.

• Effective, positive partnerships with parents support good behaviour and effective teaching and learning.

• Parents should model appropriate behaviour for their children to see

• Abusive and intimidating behaviour is unacceptable.

Behaviour practice:

Positivity: positive behaviour is rewarded in a range of ways in school. These include praise postcards , team points, stickers, class stars, star of the day, Headteacher’s awards and golden time. These positive strategies are deployed across the school by staff in response to positive behaviour of any sort; good work, positive contributions to school life, respect, kindness or consideration for others. Consistently good behaviour will be celebrated termly by the Headteacher and Assistant Headteacher.

Golden rules: these will be defined by pupils and the school council working with the senior leadership of the school.

Golden time: this is a 30 minute period at the end of the school week where children can choose the activities they undertake. These activities will be defined by class teachers and the leadership team in the light of need and defined learning priorities. Activities will be enriched play and discovery focussed activities where pupils learn, collaborate and play together exploiting resources available. Golden time will take place between 2.30 and 3.00 on Friday afternoons.

Lunchtimes: Pupils that help the supervisory staff at lunchtimes can earn 2 TT( top table) points (max. 10 p/w). 10TT points earns a seat on the top table. Good behaviour and conduct at lunchtime also earns top table places. These rewards are managed by supervisory staff.

Seating: Where appropriate, seating plans will be used in classes to pre-empt behavioural problems. These seating plans will also be informed by the educational, physiological, medical, and emotional needs of the pupils.

SEAL and Circle time: circle time will feature weekly in the class timetable and will take place in an appropriate environment. SEAL materials will be used by all classes to support behaviour, social development and well being.

Assemblies and worship: At least 3 members of staff attend assemblies on Monday, Tuesday and Wednesday. ( rota if necessary) Meetings with SEN TA are scheduled as part of timetable. All staff attend celebration assemblies on Fridays.

Peer mediators: Pupils will be further supported by the introduction of peer mediators from yr 5 and 6 trained to support their peers and to mediate disputes or fights.

Transition: Effective transition procedures will support starting school and transition between pre school and the Peasmarsh CE Primary. Transition procedures will also support pastoral well being of pupils as they move from one key stage to the next. Effective transition from one class to another will be supported by consistency in both teaching and learning and learning environments. Buddying activities will feature at least termly between yr R and yr 6. Buddy pairing between years R and 6 will support transition from pre-school. Transition from KS1 to KS2 will be supported by collaborative working between classes 2 and 4.

Sanctions: sanctions will be applied to pupils whose behaviour is inappropriate or unacceptable as follows:

Behaviour level

Level 1
Behaviour Inappropriate noise, poor concentration, impertinence, poor working practice, disrespect for people or property.
Consequence:
Child remains within class and loses 2 minutes golden time. Behaviour is addressed by class teacher.
Issue GT2 slip

Level 2
Repeated behaviour identified in level 1.
More extreme examples. Repeated behaviour identified in level 2.
Pupils will not be made to stand outside the classroom following inappropriate behaviour.
Child sent to parallel class (with teacher) with work until the next break period or the end of the school day which ever is sooner.

Level 3
Violence towards pupils or adult. Dangerous behaviour. Extreme insolence, swearing or disrespect.
Loss of 10 minutes Golden time. Issue GT10 slip.
Behaviour is addressed by class teacher. Child sent directly to Assistant Headteacher or Headteacher.
Loss of all golden time for that week. No redemption for that week. Issue GTA slip (loss of all golden time)
Behaviour is addressed by Headteacher or Assitant Headteacher.



All loss of privilege or golden time will be recorded in a behaviour log kept in the class, maintained by the class teacher and support staff. This log may include GT slips received by pupils from other members of staff. This behaviour log will be reviewed at least termly by the classteacher and may be referred to in discussions or reviews of behaviour and teaching and learning with staff and parents. Where episodes or patterns of behaviour are referred to the Headteacher or Assistant Headteacher, they will review circumstances and teaching and learning in partnership with staff, parents and the pupil concerned. Further responses to inappropriate behaviour will relate to the needs of the child and the partnerships in place to support them. These will be defined by the Headteacher and the senior leadership team. Responses may include fixed term or permanent exclusion as defined by the school’s exclusion policy.

All GT slips will be collated and filed in the behaviour log. GT slips at level 3 will also result in a structured, restorative apology, verbal and / or written as appropriate. GT3 slips will be copied and sent home. Headteacher or Assistant Headteacher will contact parents to inform them on the day of the incident. Emerging patterns of poor behaviour will be discussed with pupils and parents and may subsequently be addressed through personalised behaviour management folders through which, and in partnership with parents and staff, pupils will review and evaluate their own behaviour.