Behaviour Policy

1.         Introduction

  • This document is a statement of the aims, principles and strategies for the teaching and learning of good behaviour at St Paul’s CE Primary School.
  • It is written in line with the teaching and learning policy and has important links with the equal opportunities, RE and PSHE policies.
  • It was developed through a process of consultation with all staff.
  • This policy will be reviewed annually during the autumn term.

2.         What is behaviour?

Individual behaviour is a personal response to our inner feelings.  It reflects our ease or unease in social situations and is also affected by how other people respond to us.

Good behaviour is dependent upon appreciating the importance of social values and rules which enable us all to co-exist amicably.

In order to behave well children need to acquire the knowledge and skills to behave appropriately in different situations.  They require opportunities to reflect upon and practise good behaviour and have good examples to follow.

For most children the foundations of learning good behaviour begin at home.  It is therefore important that the school, parents and the child are equally involved and take responsibility for maintaining good behaviour.

 3.         Aims

 Our aims in promoting good behaviour traits are

  • to enable children to form positive relationships with peers and adults
  • to help them gain confidence in social and working situations
  • to develop an understanding of how their behaviour affects others
  • to equip them with the skills to decide upon a responsible course of action in situations where interests conflict.

4.         Principles of the teaching and learning of good behaviour patterns

Good behaviour patterns are important because they complement and reinforce the Christian, caring ethos of our school.  They also support the development of moral principles which reflect Christian values.  These include

  • respect and tolerance for other viewpoints
  • a sense of personal responsibility
  • equality of opportunity for everyone.

 Our primary objective is a safe, caring, inclusive and harmonious environment for all members of our school.

 5.         Strategies for behaviour maintenance

The maintenance of good behaviour is vital to all aspects of school life.  It requires the active support of pupils, staff, parents and governors.

The practice of good behaviour is a continuous everyday process structured within the routine and organisation of daily activities.

This is supported by a clearly understood code of conduct which acknowledges the rights and responsibilities common to all members of the school.

The emphasis is on active learning in a supportive and positive environment.  All children should be encouraged to discuss behaviour issues in terms relevant to their experience and maturity and share ideas for resolving conflicts of interest.  The use of role play and circle times may facilitate understanding of the rationale behind school rules and support positive attitudes.

Pupils with special needs in managing their behaviour are supported by their class teacher and others as deemed appropriate in individual circumstances.

Good standards of behaviour are necessary for the effective implementation of the curriculum in all areas but links with RE, PSHE and equal opportunities are particularly strong because they provide clarification of values and attitudes which complement positive, caring actions.  Whole school and year group assemblies provide further opportunities to explore and reinforce good behaviour models.

6.         Strategies for ensuring progress and continuity

Planning to promote positive behaviour attitudes is a process in which all teachers, mid-day play leaders and support staff are involved.  To this end we are all committed to working together so that by sharing experiences and strategies we can provide a united response to behaviour issues.  In support of this aim, the deputy head teacher regularly liaises with the mid-day play leaders.  It is the responsibility of all members of the school to uphold the standard practices outlined in the code of conduct.  The head and deputy head teachers regularly monitor behaviour patterns throughout the school.  Serious or persistent cases of inappropriate behaviour are always dealt with in full consultation with the pupil and parents.

7.         Rules for teachers and supervisors

All who are responsible for the oversight of the behaviour of children in the school should:

  • read and follow the procedures outlined in the code of conduct to ensure consistency in managing behaviour issues
  • set a good example by showing interest and respect in both language and actions to all adults and children
  • make instructions clearly understood and be fair and consistent when making judgements
  • promote and support attitudes which show tolerance towards others
  • be alert for any incident which contains language or actions of a racist, sexist or bullying nature and explain clearly why this behaviour is unacceptable
  • report all incidents of racial harassment whether they involve pupils, parents or staff to the equal opportunities co-ordinator who will complete a school form relating to the incident and advise upon further action
  • wherever possible and appropriate, address misbehaviour by using examples of good behaviour to raise the expectations of all pupils to follow the rules.  The use of reward stickers and certificates may be appropriate here
  • reinforce the principles of acceptable behaviour by raising behaviour issues during discussions
  • encourage responsibility and understanding of the rights and needs of ourselves and others within areas such as RE, equal opportunities and racial equality in line with the UNICEF Rights Respecting Schools initiative.

 8.    The code of conduct

The standards and practices of behaviour within the school are formulated to promote the safety and well-being of every member of the community.

We expect all children to be polite and show good manners towards any person in school.

We expect all children to listen to and comply with instructions given by a person in authority.

 Rules for pupils

Move around the school and playground safely, taking care to avoid disturbing others at work or play.

Look after your own property and the property we share.

Be courteous and considerate to other people.

Help to keep our school neat and tidy.

Be prepared to listen and follow instructions carefully.

Co-operate with each other when sharing tasks and equipment.

Listen to others and show respect for their point of view even if you don’t agree with it.

Report any incident which you cannot deal with yourself to a member of staff as soon as you can.

9.         Sanctions

Pupils must be made aware of the school rules and why they are necessary and be expected to conform to them.  Everyone should know what action will be taken if and when rules are broken.

In most cases a verbal reprimand is usually sufficient to correct instances of misbehaviour.  More serious offences may result in a loss of privileges, such as free time to pursue a favourite activity.  Persistent offenders will be asked to explain their conduct through a hierarchy of discipline as follows

  • During class activities
    class teacher – senior staff member/key stage co-ordinator – deputy – head teacher
  • At break times
    duty teacher – class teacher – key stage co-ordinator – deputy – head teacher.
  • At lunch time
    Play leader – senior play leader  – deputy – head teacher.

When necessary, the head teacher will contact parents of particular pupils and invite them to attend a consultation.

In a situation where a child is refusing to follow instructions, being verbally or physically abusive to pupils, a member of staff or any other adult working in the school, is causing an obstruction or presents a threat to the health and safety of others the procedures above will be waivered and intervention by a member of the senior leadership team will be carried out to diffuse the situation immediately. This will then be followed up by the head teacher with parents as appropriate and necessary.

Further action which could include suspension and expulsion is the responsibility of the head teacher in consultation with the school governors.

10.       Bullying, sexual and racial harassment

Incidences of physical or verbal abuse which show prejudice against a particular person or group for whatever reason will not be tolerated under any circumstances.  Where bullying, sexual or racial harassment is suspected or reported it must be investigated as fully as possible and if there are grounds for further follow-up action or continuing vigilance and monitoring the incident must be recorded on a report sheet and reported in the first instance to the deputy head teacher.  Blank report sheets are available from the head, deputy head or equal opportunities co-ordinator.

If continuing vigilance and monitoring shows that the problem is persisting (eg if the incident is repeated) a second report sheet is filled in and at this stage the parents of the perpetrator are contacted.  From this discussion decisions will be made by the head or deputy, in consultation with the parents on what course of action is to be followed from that point on to find a solution to the problem.

11.       Promoting positive behaviour

We are fortunate to work in a school where serious behaviour problems rarely occur.  We also have concerned and supportive parents and strong support from governors and clergy in upholding our objectives with regard to behaviour. A system of rewards and incentives can be a powerful influence in improving attention to behaviour standards and raising self-esteem.

These should include:

  • regular verbal praise and encouragement
  • opportunities for all children to achieve responsibility – a monitor or leader of a group or activity
  • earning rewards – such as time to pursue a favourite activity
  • assembly times where positive and good behaviour is recognised and praised and whole school issues are addressed (ie running around school, good manners at lunchtime etc).
  • certificates/stickers to take home or to be displayed in school for specific achievements.

Lunchtime play leaders should have their own system of praise, privileges and responsible tasks specific to lunch time but that provide continuity of the procedures above as far as possible.


12.       Circle time procedure

Circle time involves the whole class in celebrating the good behaviour they have achieved and gives every child the opportunity to discuss and reflect upon how best to deal with problems and the emotions he or she invokes in a non-judgmental atmosphere.

There are just two basic rules

  • only one person speaks at a time
  • everyone is entitled to their say, even if their view is different.

Some shy, insecure or worried children may feel unable to talk about their problems, but may talk to a friend who will tell the teacher.

Older children may prefer to write down a problem which can be placed in a box and read out anonymously.

The benefits of circle time discussions are that

  •  the teacher will gain a greater understanding of the children in his or her class
  • children can raise and consider issues of right and wrong and decide the best course of action
  • children will understand others better and be able to help each other to solve mutual problems
  • pupils will learn how to manage their own behaviour.

13.       The use of force to control or restrain pupils (Circular 10/98)

In certain situations it may be necessary to use force to restrain pupils.  Since the Children Act 1989, there has been a common misconception that any physical contact with pupils is unlawful.  In an emergency any member of staff can use a degree of force or restraint to prevent injury to pupils or themselves.  Section 550A of the Education Act 1996 makes clear that teachers and other staff (eg support staff, lunchtime play leaders) authorised by the head teacher may physically intervene in less extreme situations as a last resort.

A reasonable force may be used to prevent a pupil from doing or continuing to do any of the following

i)        committing a criminal offence

ii)        putting themselves in a situation that may potentially cause harm to themselves or others

iii)        injuring themselves or others

iv)        causing damage to property

v)        causing an obstruction to the movement of other pupils and staff (blocking a doorway or other school exit or entrance)

vi)        engaging in any behaviour prejudicial to maintaining good order, safety and discipline at school or eg on field trips and authorised out of school activity.

Teachers should be aware of pupils who may react violently if reasonable force or restraint is used so suitable management strategies are in place with the support and understanding of parents.

At all times steps will be taken in advance to avoid the need for physical restraint through dialogue (to calm, respond, and diffuse) or diversion to avoid an escalation of the situation.  The pupil should be warned orally that restraint would be used unless s/he desists.

Restraining should be an act of care and control, not punishment and therefore only the minimum force necessary to prevent injury or damage should be applied and should not be used purely to force compliance with instructions unless their behaviour is compromising good order and/or seriously disrupting a lesson.



Below is a draft ‘contract’ that could be adapted for use with a class, a group of children or an individual child.  The head teacher should be informed if it is intended that it should be used other than with an individual child.  Such a contract should be signed by the child, the parent and the class teacher so that all feel equally involved and take responsibility for good behaviour.



At St Paul’s School we aim for every child to be happy and achieve as much as she/he is capable.  To enable this we expect every child to

  • arrive at school on time and be collected on time
  • show respect to everybody
  • be courteous and kind
  • listen to others
  • wait for her/his turn
  • pay attention
  • learn to take responsibility for himself or herself.

We will work together to ensure that ………………………………………. achieves these expectations to the best of her/his ability.

Signed – Child                        ………………………………………………

            – Parent/Guardian       ………………………………………………

            – Teacher                    ……………………………………………… (HT)



“Head teachers and staff should be alert to signs of bullying and racial harassment; deal firmly with all such behaviour; take action based on clear rules which are backed by appropriate sanctions and systems to protect and support victims”.  (Discipline in Schools – The Elton Report)

1.         Introduction

We believe that all incidents of bullying, sexual and racial harassment should be given a high priority.  We must ensure that all children know that they should tell an adult about any cases of bullying or harassment that they know of, and should keep telling until it is stopped.  Understanding of these issues should form a part of general class discussions relating to social awareness.

2.         Verbal abuse

In such cases as are reported to them members of staff should

  • comfort the victim
  • identify what has been said
  • tell the abuser, so that the victim can hear, that what they have said is totally unacceptable
  • ask them if they understand the term they have used, explain what it means, if necessary
  • how would they feel in the victim’s position?
  • make it clear that it is not to happen again
  • ask the abuser to apologise to the victim
  • inform the class teacher
  • if necessary arrange for follow-up monitoring and complete a report form.

 3.         Physical abuse

In such cases as are reported to or witnessed by them members of staff should

  • comfort the victim
  • acknowledge and deal with the incident as with verbal abuse
  • arrange for the child to be seen by the welfare assistant if necessary
  • inform the class teacher
  • if necessary arrange for follow-up monitoring and complete a report form.

 4.         Report sheet

Where single instances of verbal or physical abuse are judged to be particularly serious in themselves, or where follow-up monitoring is indicated the report sheet which follows should be completed by the member of staff to whom the incident was reported, in consultation with the child’s class teacher.  Blank forms are available from the head, the deputy head and the equal opportunities co-ordinator.  Completed forms should be returned to the deputy head.

At this stage a decision will be made by the head or deputy, in consultation with the class teacher, whether or not to call in the parents of the perpetrator for a discussion about what is to happen next.  If follow-up monitoring is recommended, should a second report form be subsequently received the parents will automatically be called in unless there are important reasons why this should not be so.



1.         Introduction

Should a child have particular behaviour difficulties it is important to consider the possible causes before deciding upon the most appropriate response(s).

2.         In considering the causes

  • Is inappropriate behaviour occurring in a particular lesson where the child cannot cope?  Is there a learning difficulty?  Is the task unsuitable?
  • Are relationships with other children in class or playground unsatisfactory?  Is there bullying?
  • Home circumstances – have there been any changes?
  • Is there a medical problem, eg hyperactivity, poor sight, hearing loss which has not been detected?
  • Do we have low expectations of this child, based on previous knowledge, which is influencing his or her response?

 3.         Suitable responses might include

  • Making the curriculum relevant to the pupil.
  • Preparing tasks with opportunities for success in small steps such as a planned programme of work.
  • Referring to the special needs co-ordinator and the special needs policy for further assistance.
  •  Reorganising seating, with careful positioning of materials.
  • Considering alternative classroom management strategies including degrees of reward and praise, unobtrusive discipline, different methods of delivery and voice control.
  • Ensuring children fully understand teachers’ expectations concerning their behaviour.
  • Enlisting the support of the child’s parents/guardians to share your concern.  Parents know their child best and may have useful information to impart.
  • Considering a behaviour modification approach.
  • Preparing an Individual Education Plan (IEP) form available from the special needs co-ordinator which should aid continuity when a child changes class or teacher.
  • Finding ways of improving the child’s self esteem.


APPENDIX 4 – Response to poor behaviour

In class

  • Verbal response to pupil by class teacher/teaching assistant
  • Child is sent to year group partner in the first instance and then to the age/stage co-ordinator
  • If poor behaviour persists the child should be sent to the entrance hall with a slip giving the reason for the punishment. This will then be kept by the deputy head teacher
  • If  the child is sent to the entrance hall more than three times parents will be involved  although if there is an opportunity to have a discussion with the parent earlier then the class teacher may take this up (parents’ evenings for example)

During break times

  • Any child behaving inappropriately should be dealt with in the first instance by the teacher on duty. They can be asked to stand on a line for a short time
  • If the incident is serious or repeated the child should be sent into the entrance hall and the class teacher informed
  • If a class is not lining up quietly and sensibly after the whistle has been blown they should be asked to do this during the next break. The class teacher should take them out, line them up and then ask the duty person to oversee them for the time required (5-10 minutes)
  • Class teachers should be with their classes promptly at the end of all breaks to supervise their class line
  • Bulldog/It (groups of children running at speed from one side of the playground to the other) may not be played-even if it is given a different name. The adult on duty should blow the whistle and stop it immediately
  • Teachers should encourage their children to go to the toilet and have a drink on the way to break. Any child entering the building during break should have asked for permission from the adult on duty.
  • The lower group room should not be used for access to and from the playground as there will be music lessons taking place

At lunchtime (see guidance above)

  • Children misbehaving in the hall can be asked to stand at the back of the hall
  • Any child who is behaving inappropriately should be dealt with firstly by the midday assistants, secondly by the senior midday assistants and then sent to the entrance hall. The class teacher should be informed by the senior midday assistant
  • Any serious incidents should be recorded and the deputy/head teacher should be informed as soon as possible

 All adults working in the school should deal with incidents as they occur and reinforce the expectations of smart appearance. Pupils should not speak rudely to any adult and therefore it should not be tolerated. Keep the deputy/head teacher informed of any pupils who are causing particular difficulties so that information is accurate and recorded when parents become involved.

In extreme cases a behaviour book can be set up for a short period of time and parents will be asked to come in weekly to review the pupil’s progress.