Behaviour and Discipline Policy

1 Aims and expectations

1.1 It is a primary aim of our Christian school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school behaviour policy is designed to support the way in which all members of the school can live and work together in a supportive and progressive way. It aims to promote an environment where everyone feels happy, safe and secure with a strong sense of Christian family values.

1.2 The school community has devised a number of school rules, with the primary aim of the behaviour policy is to promote good relationships, so that people can work together with the common purpose of helping everyone to learn. This policy supports the school community, encouraging everyone to work together in an effective and considerate way.

1.3 The school expects every member of the school community to behave in a considerate way towards others.

1.4 We treat all children fairly and apply this behaviour policy in a consistent way across the whole school.

1.5 This policy aims to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.

1.6 The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.

2 Rewards

2.1 We praise and reward children for good behaviour in a variety of ways:
teachers congratulate children;
magic basket [small rewards and treats]
pupils are rewarded appropriate stickers;
class dojos are rewarded via an online system . This is linked to parents and means that positive praise is linked instantly with home.
Other online systems may be used to share celebrations of children’s achievements and positive behaviour, such as and .
exceptional work or activities can be awarded a ‘Gold Book’ slip. This is shared with the Headteacher and acknowledged via the weekly ‘Gold Book’ Worship (Monday), to which parents and family members are invited. 10 Gold Book entries achieve a Headteacher Certificate;
house points can be awarded to individual and groups of pupils, collected centrally and tallied at the end of each half term. The house with the most points earns a reward.

2.2 The school acknowledges all the efforts and achievements of children, both in and out of school, these often being shared during the weekly ‘Gold Book’ Collective Worship.

2.4 The school rules are determined by all pupils. This has been delegated to the School Council. School rules are discussed with each class and displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that we expect in our school. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class during ‘circle time’. In the Starling Class time is spent at the beginning of each academic year discussing these using role play and drama activities and the ‘Golden Rule’ animal stories and characters.

The School Rules – Our Golden Rules for Great Learning
1. Do be kind.
2. Do be friendly.
3. Do be helpful.
4. Do be polite.
5. Do listen.
6. Do treat others as you would like to be treated.
7. Do look after our school.
8. Do look after each other.
9. Do have fun.
10.Do your best!

2.5 The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour.

2.6 All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Teachers in our school do not hit or push children. Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself. The actions that we take are in line with government guidelines on the restraint of children

3 Sanctions

3.1 The school employs a number of sanctions to ensure a safe and positive learning environment. We use sanctions appropriately to each individual situation, using a consistent approach. At Norbury CE Primary School, we have a hierarchical scheme of sanctions, which is implemented in the following way;

The pupil receives a non-verbal reminder eg a look, to show that the behaviour has been noticed by an adult
The pupil receives a verbal reminder, explaining why the behaviour is inappropriate
The pupil is moved down on the behaviour chart, which tells the pupil s/he now has the choice of starting to behave in the way that is expected. A peg or picture card is used.
If the behaviour continues, the pupil will continue to move down the behaviour chart. This means the behaviour will be discussed with the Headteacher or another member of staff in her absence.
Should the behaviour continue or if the behaviour is anti-social or challenging and is disrupting other children the pupil will be moved to Parent Contact.
If a child is moved to Parent Contact the incident is logged by the Head Teacher in the behaviour log. Should behaviour be repeated or persistent, a negative class dojo may also be attributed to the child which will support instantaneous parent contact. This will be at the discretion of the class teacher.
Each child begins the day with a ‘fresh start’ moving back onto ‘Ready to Learn’.
Pupils making excellent behaviour choices consequently move up the behaviour chart towards Outstanding or Role Model behaviour. If pupils reach Outstanding/Role Model they will be rewarded with a Gold Book.
Although the system will be consistent throughout school, the vocabulary may be adapted according to the age of the child.

3.2 At each stage of the process, pupils are reminded about what will happen next if they continue to choose to behave inappropriately.
All sanctions and rewards can be given by staff, volunteers or helpers in the school. Rewards and sanctions can be given before school and during after school activities.

4 Dealing with Incidents

4.1 Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group.

Bullying will include at least one of the defined categories of abuse as defined in ‘Working Together to Safeguard Children’ (2018) which is defined in the ‘Keeping Children Safe in Education Statutory Guidance 2018’ as:

• Physical Abuse – may involve hitting, shaking, throwing, poisoning, burning/scalding, drowning, suffocating, or otherwise causing physical harm to a child.

• Emotional Abuse – is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger.

• Sexual Abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. Other children can perpetrate sexual abuse, this is known as ‘peer on peer abuse’.

Bullying can take many forms eg cyber bullying, verbal taunts, name calling, physical injury, damage to property, rumour spreading, shunning or ridicule etc. Bullying may also include inappropriate activities motivated by prejudice against particular groups eg on the grounds of ethnicity, religion, belief, gender or gender identity, sexual orientation or disability. It might be motivated by actual differences, perceived differences or as a result of association with someone else. These incidents will always be dealt with by the school in line with the school anti bullying policy. Appropriate sanctions will always be issued. The social and emotional needs of the target of the bullying will be supported appropriately by staff colleagues in school. Monitoring activities will always follow. If the need arises, additional support will be sought from LA network partners. Further information regarding cyber bullying is contained within the School’s e-safety policy.


5.1 The school does not tolerate any form of discrimination. The school celebrates its pupil population. Diversity is part of our school ethos. It is respected and given a positive forum in all aspects of school life.

5.2 It is therefore important that all members of the school community – staff, pupils, parents and governors – understand the importance of respecting everyone in the school, regardless of sex, race, culture, religion, beliefs, background, class or sexuality. Any behaviour found to undermine these values will be dealt with in the same way as pupils found to be bullying.

These areas are further detailed in Norbury CE Primary School Anti-Bullying Policy

6 The role of the class teacher

6.1 It is the responsibility of the class teacher to ensure that the school rules are enforced in their class, and that their class behaves in an appropriate manner during lesson time.

6.2 The class teachers in our school have high expectations of the children in terms of behaviour, and they strive to ensure that all children work to the best of their ability.

6.3 The class teacher treats each child fairly and enforces the school rules code consistently. The teacher treats all children in their class with respect and understanding.

6.4 Staff and the HT keep logs of pupil behaviour. Every week behaviour is logged and discussed with staff. This recorded is dated and linked with any safeguarding concerns and our PREVENT duty, in line with our Child Protection and Safeguarding Policy.

6.5 The class teacher liaises with external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the LA behaviour support service.

7 The role of the Headteacher

7.1 It is the responsibility of the Headteacher, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the Headteacher to ensure the health, safety and welfare of all children in the school.

7.2 The Headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.

7.3 The Headteacher keeps records of all reported incidents of bullying. Low level disruptive behaviour is recorded on the weekly behaviour log which is shared with all staff members.

7.4 The Headteacher has the responsibility for giving fixed-term exclusions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the Headteacher may permanently exclude a child. Both these actions are only taken after the school governors have been notified.

8. Behaviour and SEND

Pupils may have adapted expectations for behaviour as a result of specific needs or SEND. In this event, individualised strategies will be developed as part of the school’s provision and will be shared with all professionals working with the child. For example, some children may find it difficult to keep their body calm whilst listening, linked to specific developmental difficulties, which can be distracting and confusing for other pupils within the context of class rules. Where appropriate, these different boundaries will be explained to peers in an age appropriate way.

Safeguarding our children reminds our highest priority and behaviour will not be tolerated which puts other children or adults at risk.

9 The role of parents

9.1 The school works collaboratively with parents, so children receive consistent messages about how to behave at school. If a child has received a red card teachers should speak to the parents and expect to be supported by the parent.

9.2 We explain the school rules in the school prospectus, and we expect parents to read these and support them. A school agreement is signed.

9.3 We expect parents to support their child’s learning, and to co-operate with the school, as set out in the home–school agreement. We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child’s welfare or behaviour.

9.4 If the school has to use reasonable sanctions with a child, parents should support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the Headteacher. Parents can also contact the school governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented. A copy of the complaints procedure can be found on our school website.

9.5 We expect parents and all adults on the school site to act as role models for our children. Further information can be found in our code of conduct.

10 The role of governors

10.1 The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the Headteacher in carrying out these guidelines.

10.2 The Headteacher has the day-to-day authority to implement the school behaviour and discipline policy, but governors may give advice to the Headteacher about particular disciplinary issues. The Headteacher must take this into account when making decisions about matters of behaviour.

11 Fixed-term and permanent exclusions

11.1 Only the Headteacher (or the acting Headteacher) has the power to exclude a pupil from school. The Headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The Headteacher may also exclude a pupil permanently. It is also possible for the Headteacher to convert fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.

11.2 If the Headteacher excludes a pupil, she informs the parents immediately, giving reasons for the exclusion. At the same time, the Headteacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make any such appeal.

11.3 The Headteacher informs the Local Authority and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term.

11.4 The governing body itself cannot either exclude a pupil or extend the exclusion period made by the Headteacher.

11.5 The governing body will organise a discipline committee, made up of between three and five members. This committee considers any exclusion appeals on behalf of the governors.

11.6 When an appeals panel meets to consider exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents and the LA, and consider whether the pupil should be reinstated.

11.7 If the governors’ appeals panel decides that a pupil should be reinstated, the Headteacher must comply with this ruling.

12 Monitoring

12.1 The Headteacher monitors the effectiveness of this policy on a regular basis. S/he also reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.

12.2 Teachers maintain a log of behaviour on the shared ‘behaviour log’ document. This may also be discussed at staff meeting to look for patterns in behaviour and to share successful strategies. We also keep a record of any incidents that occur at break or lunchtimes. Lunchtime supervisors are expected to give prompt verbal feedback to class teachers.

12.3 The Headteacher keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded.

12.4 It is the responsibility of the governing body to monitor the rate of suspensions and exclusions, and to ensure that the school policy is administered fairly and consistently.

13 Review

13.1 The governing body reviews this policy every two years. They governors may, however, review the policy earlier than this, if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved.

14 Behaviour and Safeguarding

14.1 Safeguarding our children is of paramount importance and underpins all of the work at our school. Staff are contemplative and vigilant in noticing changes in children’s behaviour. This policy should be read in conjunction with the school Child Protection and Safeguarding Policy.

Updated 04/12/19