Behaviour Policy

Policy for Behaviour
Introduction
This document sets out the school aims, principles and strategies for managing behaviour. It is written to:
• Ensure staff understand and agree on the approach to ensure positive behaviour;
• Ensure parents and carers are aware and understand the school’s approach;
• Assist planning and development;
• Assist governors in ensuring all children’s needs are met;
The Well-Being Coordinator is Mr Michael Bunting

The Inclusion Co-Ordinator is Mrs Naomi Potter
Behaviour Rationale
Recreation Road Infant School recognises that poor behaviour can be minimized when pupils are clear about
the expectations, engaged in learning and stimulated by their environment.
“The most common causes of misbehaviour in the classroom are: boredom, inability
to do the work set, being asked to work for too long, not understanding what is expected of them,
attention seeking, not feeling valued.” (Additional Needs Net 2002)
School Values and Aims.
• To provide a safe and nurturing learning environment for all

• To develop lively and enquiring minds through an enquiry-based curriculum
• To develop learning opportunities beyond the classroom
• To develop healthy and positive attitudes to learning and living
• To promote parent-partnership
• To enable pupil voice and participation
• To enable pupils to benefit from professionally developing staff
. The school aims to have a consistent code of discipline, which celebrates positive behaviour. By adopting this
practice Recreation Road Infant School aims to prevent confusion and contribute to children’s development as
self-disciplined and considerate individuals where respect, value and understanding each other and the
environment is promoted. Great value is placed on “catching them being good” rather than punishments, as this
provides a more positive and long term approach.
Procedures for Managing Behaviour.
The whole staff is committed to inclusion, and employs a range of strategies to recognise and praise
appropriate behaviour. These may include:
• Class discussion and agreeing of rules, constantly referred to and reviewed
• Building positive relationships between all members of our school
• Encouraging Pupil Voice and responsibility
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• Praising effort not only outcome
• Agreeing expectations and consequences with the class
• Identifying the need for and implementing an Individual Education Plan which identifies and supports
specific behaviour management strategies
• Positive instructions/language (E.g. make a perfect line/sit in a perfect place);
• Staff modeling respect and courtesy towards others
• Well planned lessons that engage the learner and make learning purposeful and relevant;
• Learning and resources matched to abilities and individual needs;
• Classrooms in which pupils are included in decision making;
• Trust between all members of the school: staff, children and parents/carers;
• A curriculum and pedagogy that promotes tolerance, respect for views, and allows space for pupils to follow
lines of enquiry and their interests,
• Liaison with parents and or carers;
• Developing the roles of School Council and Eco-Council,
• Thank You and Good News assemblies,
• Verbal praise (from adults and children),
• Written praise (from adults and children),
• Giving responsibility;
• Dealing with the first behaviour issue and not those which were a result of it (secondary behaviours)
• Consistent review and sharing between staff of behaviour practices informally and formally;
Whilst a consistent positive approach to behaviour should be the priority, there are times when realistic
sanctions are necessary. These are:
Behaviour Sanction Adult Responsible

Child not able to adhere to Verbal and visual reminder Class Teacher/TA /MSA
agreed class/school rules of expectation
Child continues not to adhere Verbal and visual reminder Class Teacher/TA /MSA
to agreed class/school rules
Child continues not to adhere Child removed from activity Class Teacher/TA /MSA
to agreed class/school rules “When you are read to join
in…you may return” (Child
may be sent to join another
class for a period of time)
Child verbally/physically harms Playtime missed. Child Class Teacher/TA /MSA
another child encouraged to make Incident must be investigated
amends through peer and recorded by a member of
mediation. Leadership team. Victim
support offered.
Continued harming of other – Child involved to be Headteacher. Parents are
verbally/physically removed from situations invited to discuss issues and
that may lead to harm for establish strategies for
others. Children are improvements.
encouraged and allowed to
make amends through peer
mediation. Strategies
employed to support child
where neccessary
On rare occasions when a pupil needs to be excluded, the Headteacher must clearly define the behaviour
deemed to be unacceptable. A short period of one or two days may be sufficient to reinforce acceptable
behaviour and to allow for early reintegration into the class.
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Arrangements for Considering Complaints.
An open dialogue between parents and staff is encouraged with the aim that any issues can be resolved.
Ultimately, if necessary, parents can follow the formal complaints procedure set out in the school brochure.
Use of Force or Restraint to Control Pupils
Please refer to separate policy-attached
Monitoring and Reviewing Policy
The policy will be monitored by all members of Leadership Team and School Council and an annual report will
be presented to FGB.
Date of Staff approval Headteacher’s signature

Date of School Council
approval
Date of Governor’s approval Chair of Governor’s signature
Review Date
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Policy for Behaviour

The Well-Being Coordinator is Mr Michael Bunting

School Values and Aims.

• To provide a safe and nurturing learning environment for all

Procedures for Managing Behaviour.

Behaviour Sanction Adult Responsible

Use of Force or Restraint to Control Pupils

Please refer to separate policy-attached

Monitoring and Reviewing Policy

Date of Staff approval Headteacher’s signature

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