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Good Behaviour Policy (with anti-bullying statement)

Good Behaviour Policy

This policy will be implemented in line with the requirements of the school Mission Statement, to ensure that the child’s experience at this school is effectively contributing to his/her learning experience and development as an individual.   The school firmly believes that a happy child is a learning child, so it is essential that every child is able to behave in a way that is safe and comfortable for their own well-being.

All children should:

  • Stay safe
  • Be healthy
  • Enjoy and Achieve
  • Make a positive contribution
  • Achieve economic well-being


To actively support these 5 key elements of Every Child Matters, our Good Behaviour Policy has been designed to meet the needs of our children, so that they can feel good about themselves and their school, safe in the knowledge that there are high expectations for good behaviour. This is in compliance with the Equality Act, 2010 in respect of safeguarding, pupils with Special Educational Needs and all vulnerable children.


Our school community has high expectations of the standards of behaviour and staff will actively promote this good behaviour in line with the school’s values. Expected standards of behaviour will be regularly referred to and explained to all children and consistently applied by all staff. Behaviour is regularly monitored.


Equality, Prevent Duty and British Values 
Our school ethos is to value the individuality of all our pupils. We are committed to giving all our children every opportunity to achieve the highest of standards. Within this ethos of high expectations, we do not tolerate bullying and harassment of any kind. We actively tackle discrimination against those with a disability, racial discrimination including discrimination based on religion or belief/non-belief, sexual (orientation) harassment and discrimination, gender re-assignment, and promote equal opportunities and good relations between and amongst all. We aim to ensure that the school promotes the individuality of all our pupils, irrespective of ethnicity, sexual orientation, disability, gender, gender re-assignment, religion, belief/non-belief or background.


Many schools have an Anti-Bullying policy, which outlines the requirements and expectations of the school to avoid and/or deal with bullying.  We acknowledge that an Anti-Bullying policy is crucial, yet we feel that it is more appropriate to our school, that we incorporate our anti-bullying message, strategies and policy into a positive, pro-active ethos, which recognises the need of the individual to feel safe and comfortable. This, we feel, gives an important message about how we approach discipline within our school.

However, this in no way compromises the response to bullying should it take place – it will not be tolerated and will be dealt with by the staff in a manner that reflects its importance.


Pro-Social Behaviour
The essence of our policy is to ensure that all children in our school feel secure and happy so they can approach a teacher or another adult to inform them about an unhappy or difficult situation.  This aims to give everyone the opportunity to act before the situation deteriorates into unacceptable levels of behaviour.  Year Group buddies in Year 3 and 4, as well as school Impact Reporters, and all members of Year 6 (as ambassadors for the school) are encouraged to be pro-active in their support of this policy.


Whole School Strategies to Minimise Bullying 
1.  School Buddies and Year 6 pupils to support good behaviour in the playground.
2.  A regular programme of PSHCE work, including role play, will support this policy.
3.  The school participates in the national Anti-Bullying Week programme.
4.  There will be regular teacher – class discussion, e,g during circle time, dealing with friendship / playtime issues, as well as year group and whole school assemblies to promote positive behaviour
5.  Peer support will be strongly emphasised: children will be taught how to effectively support a bullied child and how to resist “joining in” with bullying
6.  Emphasis on Core Values to promote good behaviour and strong Christian ethos
7.  Annual participation in Anti-Bullying Week in conjunction with anti-bullying alliance:


Advice to children if you see someone being bullied:

  • DO let a teacher or other staff member know;
  • DO try to be a friend to the person being bullied;

If you are a victim of bullying:

  • TELL a teacher or another adult in school;
  • Tell your family;
  • TAKE a friend with you if you are scared to tell someone by yourself;
  • KEEP telling people until someone listens;
  • DON’T blame yourself for what has happened.


Curriculum Time
Every child through assemblies, Circle Time, PSHCE and with their class teacher will be made aware of the high standards that are expected in terms of behaviour, through discussion and reflection.  This specifically relates to showing kindness, consideration and respect for all people and their property; as well as developing their skills in understanding and appreciating different religions, cultures and backgrounds.  The crucial attributes of tolerance, patience, ‘give and take’ along with a calm, considered response will be nurtured through a range of experiences in school, with all children being taught to demonstrate respect, particularly in relation to ‘differences’ which need to be acknowledged, supported and celebrated as appropriate.


Reward Systems
Most children respond well to the encouragement and praise of adults, hence in school we prefer to use this as our first step approach.  Class teachers will employ a range of methods to reward pupils for their achievements with good/considerate behaviour, effort, good manners and politeness ranging from stickers to house points.  Team effort is rewarded too with table points, and particular effort is encouraged with a range of Star of the Week awards in each year group.  Following the children’s “RESPECT Code” (clearly seen in our playground) our ‘Golden Rules’ were established for good playground behaviour, which results in a certificate being awarded in a special Achievement Assembly, nominated by our Lunchtime Supervisors who particularly note thoughtful, kind, considerate behaviour at lunch times.  Class certificates for keeping ‘Diamond Rules’ are also presented for excellence in any aspect of the child’s contribution to life in school, be it work or play.

Attendance is monitored and average class attendance published in the Headteacher’s weekly newsletter. The best attending class is awarded the Attendance Cup each month during the Achievement Assembly. Termly Attendance certificates may used to recognise improved or 100% attendance.

Other rewards include the House Trophy being awarded to the House Captains of the house with the highest number of points each month. The Monthly Magic Moment Trophy recognises outstanding performance by any individual, group, class or year. All awards are displayed near the main entrance and in the newsletter at the end of the month. Marble jars used by some year groups result in Golden Time reward for the year group.

“ Lights of the Week” are nominated by pupils themselves, for behaviour which exemplifies the school’s “value of the month”.
Rewards  systems are regularly monitored for their consistent, fair application and effectiveness.


Staff may need to use a range of low-level sanctions to remind children who consistently forget the codes of behaviour or learning requirements during the school day.  These sanctions may be losing some or all of a breaktime, talking to the teacher specifically about their behaviour or attitude, or staying with a teacher during lunch break.  During these occasions, the teacher will explain carefully the child’s difficulty and discuss strategies which will improve their response. Sanctions will be monitored for their proper use and effective impact.


Traffic Light System 
This strategy will then be used if a child decides to contravene the expectations we hold and persists in behaviour which is unacceptable to the school.  Children may be ‘Fast Tracked’ through this process for more serious incidents. 


Stage 1: Green Level – involves the Class Teacher


  • child has persisted in their behaviour despite verbal warnings, so a ‘white slip’ is issued
  • if the behaviour continues, further white slips will record each incident and be kept in a behaviour monitoring file 
  • after a number of slips (at the teacher’s discretion), the child will enter the ‘green’ level, which requires the teacher to invite parents in to school to discuss the behaviour issues
  • parents, class teacher monitor behaviour (often using communication that is sent home, as positive encouragement or behaviour book as appropriate)
  • a review at the end of 6 weeks will follow with the child removed from green level with improvement


Stage 2: Amber Level – involves Class Teacher and Year Leader

  • should further incidents occur, the child will be reported to the Year Leader who will decide through discussion with colleagues, Senior Management staff and parents on an appropriate course of action
  • the child is now at the ‘amber’ level
  • parents will be contacted again
  • child given a home/school report book
  • behaviour monitored for 6 weeks, following improvement the child will be returned to green level
  • further monitoring for 6 weeks will remove the child from green level if behaviour is acceptable
  • if parents fail to attend behaviour monitoring meetings, then parents will be informed in writing and the child will be moved to next stage


Stage 3: Red Level – involves Class Teacher, Year Leader and Assistant Headteacher

  • if further incidents occur, the child will be reported to the Assistant Headteacher
  • the child will be placed at ‘red’ level
  • parents will be contacted to arrange a meeting, and the child will be placed at ‘School Action’ on the special need register
  • an ‘Individual Education Plan’ with behaviour targets will be created
  • should behaviour continue to cause concern, the Assistant Headteacher will request that the Special Educational Needs co-ordinator refers the child to the Behaviour Support Services team


Stage 4: Headteacher

  • if the child reaches this stage, the Headteacher will be involved and will fully consult with all parties involved to decide on an appropriate course of action
  • it may be that exclusion of the child is the only course of action, in which case exclusions are either fixed term or permanent and the Governors are involved with the process for both


The school reserves the right to:


  • screen and search pupils for items prohibited in schools which may cause injury, or offence to themselves or others
  • use reasonable force or make other physical contact. At all times the use of force will be a last resort but may be used in the following types of circumstances (see Section 93 of the Education and Inspections Act 2006):
  • to separate children who are fighting or where safety of other pupils or staff is an issue
  • where there is a risk of significant harm to themselves, others or damage to school property
  • to prevent a child from leaving the classroom/school buildings where allowing the child to leave would risk their safety or lead to behaviour that disrupts the behaviour of others
  • to remove a disruptive child who refuses to leave a room when instructed to do so


Reasonable adjustments will be made for disabled pupils and with Special Educational Needs. Staff are appropriately trained in the use of reasonable force and restraint and all staff are given advice on de-escalation and behaviour management techniques.


  • discipline outside the school gates in response to non-criminal bad behaviour and bullying which occurs anywhere off the school premises and which is witnessed by a member of staff or reported to the school. Sanctions in this policy will be applied in response to poor behaviour when the child:
  1.  is taking part in any school-organised or school-related activity, wearing school uniform, or identifiable as a pupil at the school  or could have repercussions for the orderly running of the school;
  2. poses a threat to another pupil or member of the public;
  3. could adversely affect the reputation of the school.


These measures will however only be applied in a lawful way.


Malicious Accusations against staff
Disciplinary action will be taken against anyone who is found to have made malicious accusations against school staff.


Anti-Bullying Policy:


Definition of Bullying
Bullying is not always easy to define. A child may encounter ‘bullyish behaviours’ that are:


  • Physical. Pushing, kicking, hitting, pinching and other forms of violence or threats.
  • Verbal. Name-calling, sarcasm, spreading rumours, persistent teasing.
  • Emotional. Excluding (“sending to Coventry”), tormenting, ridicule, humiliation.


However, bullying is a protracted, concerted targeted attack on an individual.  This can become a sustained, constant variety of behaviours which result in a great amount of unhappiness for the child who is being bullied.

Of course, a bully will often rely on a mix of these techniques, and include other children in the bullying, either as witnesses or active participants. Repeated attacks may escalate in intensity.
Emotional bullying, like ridicule and exclusion, seems to be more common than physical violence and from our experience in school, it can also be the most difficult type of bullying to cope with or prove. New methods have also followed this old problem—texting, cruel photos from a mobile, emails and web-based attacks are increasingly prevalent - this is ‘cyber-bullying.’ 

To respond to this situation, we ask that all children discuss this with their parents and sign our school ICT Code of Conduct policy on entry to the school and do not join Facebook (or any social networking site) until they are at secondary school.  It is against the Terms and Condition of Facebook for children under the age of 13 years or not in secondary school to join and we will monitor this rigorously to ensure the safety of our children.

Children who bully may seem to focus on one presumed characteristic of a child. However, do remember that a child’s alleged “difference” is not really the point of the bullying—bullies are playing with power any way they can. Children who are bright are often bullied, as are children with learning differences; tall children are bullied, as are small ones. Anything goes, but research suggests bullying is often:


  • Racist. Racial taunts, graffiti, gestures.
  • Abuse of the vulnerable. For example, children with physical disabilities, on the autism spectrum, or with special educational needs.  
  • Use of bad language when name calling – this often relates to language that the children hear but very frequently do not know or understand the meaning of the words they use.


Response to Bullying
In response to any bullying claims the following steps will be taken:


  • the Year Leader is instantly involved and depending on the circumstances, the Assistant Headteacher as well.  The incidents will be thoroughly investigated with all parties and witnesses.
  • the child, who has been bullying another, will instantly be placed on the Behaviour Monitoring system at the appropriate level (probably amber or red – depending upon the severity of the incident) and will then be involved in a series of discussions with a range of different staff members.
  • the parents of both children will be informed. The parents of the child committing the bullying will be invited into school to discuss their child’s behaviour, informed of the sanctions and included in all the steps that are being taken to support the improved behaviour of their son/daughter.
  • the child will have the sanctions explained to them as a consequence of their actions. They will also be given support and encouragement to understand their own behaviour and given plenty of opportunity to discuss the right actions that will apologise and work towards a positive response, between the bully and the bullied, to enable a positive outcome for both parties following the situation.
  • After a satisfactory period of time, the situation will be reviewed with the child, staff and parents to ensure that a positive outcome has been achieved


In severe, or persistent cases, the Headteacher will become involved, alongside the Behaviour Support team or a School Counsellor, if appropriate.  Every effort will be made to support the child to integrate into school life in a more positive and well-behaved way but if this does not result in an improvement to the situation then exclusion may follow.

For the child who has been bullied
 All the staff will work alongside the parents to achieve:


  • A safe and happy class and playground for the child to recover their confidence, self-esteem and general well-being
  • A school counsellor will be involved if appropriate  
  • Strategies will be discussed and agreed that ensure the child knows how to respond to future situations that may occur, giving the child strength to be stronger as an outcome of the experience


The over-riding aim of this policy is to promote positive behaviours at all times, through high expectations, clear strategies and guidance that encourage consideration, respect and kindness.  This is particularly appropriate to the Christian ethos of the school, with its strong emphasis on thinking and caring for others.

Reviewed: March  2017


Nicola Alburg 
Acting Headteacher