Behaviour Policy






Happisburgh CE VA Primary School

Behaviour and Discipline Policy

  1. Aims and expectations 

The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. It is a primary aim of our 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 Christian values, mutual trust and respect for all. The school behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a constructive way. It aims to promote an environment where everyone feels happy, safe and secure.

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

The school expects every member of the school community to behave in a considerate way towards others. We treat all children fairly and apply this behaviour policy in a consistent way.

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.

The school is in agreement with the Norfolk County Council guidelines on Racial Equality and has adopted the recommended system for recording racist incidents: see the Racial Equality scheme. A log is kept with the head teacher.

2. Rewards

We praise and reward children for good behaviour in a variety of ways:

  • All staff congratulate children. Individual teachers and support staff distribute awards such as dojo’s, right choice cards or children’s names are put onto the ‘Proud Cloud’. These are given by staff to children either for consistent good work or to acknowledge outstanding effort
  • Teachers give children house points that are put into the housepoint tubes in the corridor outside the Head’s office. These are awarded for demonstrating school/Christian values. These are counted termly and the winning team is given an extra surprise at the end of term. Each team has a team leader who is elected by the pupils in their team. The cup is awarded at the end of term in our Celebration assembly.
  • Children from each year group are nominated to be ‘Curriculum Star’ of the week. Each ‘Star of the Week’ receives a certificate in the weekly celebration assembly and their parents are invited to watch.
  • A child from every class is chosen weekly to receive a ‘Golden Ticket’. To be given the Golden Ticket, a child has to have had outstanding attendance, be punctual every day, completed all homework and been a fantastic role model to the other children. This needs to have been the case over a sustained period of time. These children are rewarded by their class teacher. At the end of every term, SLT arrange a visit or give a suitable reward. Their names are recorded on the Golden Ticket award board for everyone to see. Not all children will earn the Golden Ticket.
  • Children are encouraged to become “100% attenders.” They are told how to achieve this standard and are acknowledged for their efforts. 100% attendance for a week will mean that parents will receive a text on Friday congratulating them and their child.
  • In the final Celebration Assembly of the year children are given special achievement certificates relating to different subject areas (Numeracy, Writing, Reading, Science and Foundation subjects). Two children are also chosen to receive a special trophy for demonstrating school values throughout the whole year. An award is also given to two children for outstanding sports achievements throughout the whole year. The Headteacher gives a brief presentation about the child and why they have received the award to the whole school.
  1. Consequences

The school employs a number of consequences to ensure a safe and positive learning environment which is appropriate to each individual situation:

  • The class teacher discusses the class code of conduct with each class and sets these at the beginning of the school year.
  • Pupils also agree to a ‘Home and School agreement’ which children, parents and teachers sign.
  • Every child in the school knows the standard of behaviour that we expect in our school. These are: always follow requests on the first time of asking, treat others as you would like them to treat you, keep your hands and feet to yourselves, always walk when you are moving around the school, respect property and the property of others, do your best at all times.
  • At the start of every lesson, the teacher will set expectations for good behaviour.
  • If a child does not conform to the set expectations for the class they are given an individual reminder.
  • First Warning: If the child has to be reminded again, their name is put on the class behaviour sheet.
  • Yellow card Warning: If this behaviour persists, the 5-minute box is ticked, and the child is given 5 minutes reflection time during the next break time. If the misdemeanour occurs in the afternoon lesson, then 5 minutes should be taken from the child’s playtime the next day.
  • If the behaviour then continues after a yellow warning, then a Red warning is given. The child is excluded from the class for 15 minutes and sent to another class.
  • Examples of behaviour that may result in a child receiving a warning are: deliberately disrupting lessons, continually calling out, absence from a class without permission, constant, inappropriate chatting and unkind behaviour.

There are some types of behaviour that should be recorded directly onto the 369 Sheet. Examples of behaviour that will result in an incident being recorded straight onto the 369 Sheet are:

  • Physical assault
  • Threatening/aggressive behaviour
  • Racism
  • Bullying
  • Non-compliance
  • Swearing
  • Wilful damage/destruction of property
  • Stealing

It may arise that a chid misbehaves in such a way that a more immediate fixed term/permanent exclusion is deemed necessary. This may be internal or external. In these circumstances, the Headteacher or Senior Teacher should be consulted.

The school does not tolerate bullying of any kind. Homophobic incidents will be dealt with on an individual basis in conjunction with the school rules. Racist incidents are logged by the Headteacher.

  1. The role of the staff

It is the responsibility of the staff to ensure that the school rules are applied consistently.

  • The staff 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.
  • The staff treat each child fairly, with respect and understanding.
  • The staff liaise with external agencies, as necessary, to support and guide the progress of each child.
  • The staff report to parents about the behaviour and welfare of each child, in line with the whole–school policy.
  1. The role of the Headteacher

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.

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

The Headteacher delegates the record keeping of all reported serious incidents of misbehaviour. All disciplinary records of ‘3,6,9’ incidents are kept on file.

The Headteacher has the responsibility for giving fixed-term suspensions 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.

  1. The role of parents

The school works with parents, so children receive consistent messages about appropriate behaviour at school.

The school rules are explained in the home School agreement and we encourage parents to know and support these rules.

We encourage parents to support their child’s learning, and to co-operate with the school, as set out in the home–school agreement.

If parents have any concerns about the way that their child has been treated, they should initially contact the class teacher via the office.

  1. The role of governors

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.

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.

  1. Fixed-term and permanent exclusions

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 a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.

If the Headteacher excludes a pupil, he 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.

The Headteacher informs the LEA and the governing body about all exclusions.

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

The governing body has a discipline committee which is made up of between three and five members. This committee considers any exclusion appeals on behalf of the governors.

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 LEA, and consider whether the pupil should be reinstated.

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

  1. Monitoring

This policy should be read in conjunction with our Racial Equality Scheme, Equal Opportunities Policy, Anti Bullying Policy and DfEE Circular 10/98 (550A of the Education Act 1996).

The Headteacher monitors the effectiveness of this policy through an analysis of incidents of misbehaviour. The policy is amended if necessary, following this analysis.

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

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.

  1. Review

The Behaviour Policy will be reviewed regularly by staff, and annually by governors. The 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.