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Behaviour Policy

St Richard’s Catholic Primary School


Behaviour Management / Discipline Policy




The Behaviour and Discipline document in schools Jan 2016 gives guidance for schools, with an overview of the powers and duties for school staff.  With this in mind St Richard’s has developed our own best practice for managing behaviour in school.


Key Points to note about our policy


  • Teachers in St Richard’s have statutory authority to discipline pupils for misbehaviour which occurs in school and in some circumstances outside of school.
  • The power to discipline also applies to all paid staff (unless the head says otherwise) with responsibility for pupils such as TA’s
  • Head’s / Governors have a strong behaviour policy including rewards/sanctions.
  • Our Governing body has a duty under section 175 of the Education Act 2002 requiring them to make arrangements to ensure that their functions are carried out with a view to safeguarding / promoting the welfare of children.
  • Our behaviour policy acknowledges the school’s legal duties under the Equality Act 2010, in respect of safeguarding and in respect of pupils with special educational needs.


The head has set out measurers in the behaviour policy which aim to:-


  • Promote good behaviour, self discipline & respect
  • Prevent bullying
  • Ensure pupils complete assigned work
  • Regulate pupils conduct
  • The head has decided the standards of behaviour expected
  • Teachers’ powers to discipline in St Richard’s include the power to discipline pupils even when they are not in school or in charge of a member of staff, and also if they don’t complete assigned work.
  • Teacher’s can confiscate pupils property and it is for the teacher to decide when and if to return a confiscated item and teachers can impose detention – lunchtimes / break times  without parental consent / 24hrs written notice after school will be given.
  • Members of staff have the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others or damaging property and maintaining good order / discipline in class.


In St Richard’s we are aiming:-


  • To develop self discipline in our children with an acceptance of responsibilities for their own actions.
  • To give the children a proper regard for authority.
  • To encourage good behaviour on the part of our children.
  • To create, in school the conditions for an orderly community in which effective learning can take place, in which there is care, consideration and mutual respect between all members and where there is proper concern for the environment.


We feel that such aims are best achieved in the framework of a relaxed, pleasant atmosphere, in which pupils are able to give of their best, both in class and in extra curricular activities and are encouraged and stimulated to fulfil their potential. This in turn demands a positive policy of encouraging good attitudes, reward and praise and setting a good example.


The attitude of the staff is of great importance and here at St Richard’s staff always work in close co-ordination with parents to encourage our children as outlined above.  Parents meetings and general meetings, to explain school policy, and individual invitations to parents to discuss their child, are all a part of school life at St Richard’s and help the quality of relationships between parents, staff and children.


At St Richard’s our disciplinary system puts the emphasis more on the positive approval of encouragement and praise, rather than on the more negative one of criticism and punishment.


Praise is given in many ways in school and includes:-


  • A quiet word or encouraging smile.
  • A written comment on pupils work, either in general terms – well done or in a more detailed way – pick out specific points or ideas that give pleasure, smiley faces etc.
  • A visit to a more senior member of staff for a commendation, star etc.
  • A public word of praise in front of a group, class or whole school e.g. our praise assembly.
  • Public acknowledgement by giving some special responsibility
  • School badges or certificates.
  • Star of the week
  • Newsletter informing parents specifically of some action or achievement deserving praise.
  • Use of school reports to comment favourably, not only on good work and academic achievement but on behaviour or involvement and in general attitudes.
  • Dojo’s


Children need to know that rewards and punishment are used correctly and fairly, and all the staff in St Richard’s have a responsibility to ensure this.  In all disciplinary actions it is essential that the child understand fully that it is the behaviour which is not acceptable, and not the pupil as a person.  Each class teacher knows their children and their background well, and can quickly identify reasons for any bad behaviour.  Each member of staff needs to be given information by colleagues of any changes in pattern of work, behaviour or progress, so that any indication of external problems can be quickly identified.


A Progressive Range of Sanctions Appropriate for St Richard’s


For inappropriate behaviour such as below follow the progressive range of sanctions set out in our Behaviour Management Steps document:


  • Insolence
  • Bad Language
  • Class disruption
  • Unkind remarks
  • Poor attitude to work
  • Lack of co-operation
  • Informal infringements


Some incidents need to be referred straight to the senior leadership team for action, when parents would automatically be informed, these include:


  • Theft
  • Vandalism
  • Bullying or violence of any kind/serious verbal abuse
  • Racists or sexist remarks / harassment
  • Intimidation
  • Verbal abuse or physical violence to any member of staff


Reception and Year One children follow the ‘Rainbow reward chart’ scheme to support behaviour management. This works as follows:


Sunshine – All children will start the day on the sunshine.


Rainbow – Children are placed on the rainbow for good behaviour or hard work.


White Cloud – This is used as a first warning. Children are placed on the white cloud if they show any unacceptable behaviour.


Thunder Cloud – A child is placed on the thunder cloud if they continue to display disruptive and/or harmful behaviour.


Throughout the day if children display better behaviour they can move back onto the sunshine.  Finishing the day on the sunshine or the rainbow is the ultimate goal which will be highly praised.


Key Stage One and Key Stage Two use the scheme “Good to be Green” to support behaviour management. This works as follows:


Green card – all children start on this.


Yellow (Warning) card – Displayed after two verbal warnings have been given and the child continues to act inappropriately.


Red (Consequence) card – Used if a child’s unacceptable behaviour persists. Examples of consequences are; missing minutes of break/lunch time or golden time.


All behaviours are resolved within class.  Only when a child displays unwanted behaviour that is beyond classroom management are they dealt with by a senior member of staff. All children start each morning on a green card.


The school has implemented a Behaviour Management Steps document which clearly sets out how to deal with escalating inappropriate behaviour. The Rainbow Reward Chart and the Good to be Green Scheme are pre-requisites to this document and are followed by all staff at all times. The document sets out possible actions for each defined step. Parental involvement may be appropriate at Step 1 and is a requirement from Step 2 onwards.


Step 1 (Low Level) – Parental consultation by class teacher if appropriate (a senior member of staff e.g. Key Stage Leader may be informed about this).  This should come at an early stage and can be a sanction that can sometimes throw more light on the problem behind misbehaviour and can perhaps provide joint/consistent action between school and home, thus preventing the child playing one off against the other.  A verbal reprimand, extra work or reporting unsatisfactory work until it meets the required standard can be used.


No improvement


Step 2 (Consistent Low Level) – The child is moved to Step 2 if inappropriate behaviour continues. The teacher will monitor the child’s behaviour and inform the Key Stage Leader (or if unavailable a member of the SLT) who will speak to the child about the incident/s. There will be an opportunity for the child to reflect on his/her behaviour and how they are sorry. The SLT member will focus on the ‘steps to success’. If necessary a more formal meeting with parents and the Key Stage Leader will need to be arranged which should be recorded. If behaviour improves over a period of two weeks, the child moves back to Step 1. Children on Step 2 and above must be recorded weekly in the class teacher’s diary. Children can miss break time or be kept in during break/lunch time.


No improvement


Step 3 (Serious) – The class teacher and SENCo will meet with parents to discuss pupil’s behaviour. A plan to support pupil is agreed and put into place for example:


  • Loss of privileges e.g. membership of clubs or school teams.
  • Placing on report. This may be on a weekly or daily basis, requiring written comments from staff and parents.
  • Referral to external support e.g. Behaviour Support, CAMHS


No improvement


Step 4 (Very Serious) – A child at this stage would continue to receive intensive support from school. The Headteacher will become involved and will contact parents to discuss pupil’s behaviour. Records will be kept of such meetings. Disruptive pupils can be secluded as a disciplinary penalty away from the pupils for a limited period.


No improvement


Step 5 (Extreme) – Possible fixed term exclusion. The Governing Body is informed.  School follows DCSF guideline for permanent exclusion. The Governors of St Richard’s support the fact that exclusion can be used by the head teacher as a last resort if the school has taken all reasonable steps to avoid the situation, as outlined in its discipline policy, or if allowing the child to remain in school would be seriously detrimental to the education or welfare of the child, or to that of others at the school. Consequently, they have adopted the Lancashire County Councils Procedure for the Exclusion of Pupils from school for Disciplinary Reason Guidelines for Aided Schools as their policy for exclusion.


Physical Intervention


It is important for staff to be aware that they must not physically chastise children by slapping or rough handling them.  Physical intervention will not constitute corporal punishment if its purpose is to avert an immediate danger of personal injury or immediate damage to the property of any person.  Teachers who intervene physically will be protected in the eyes of the law provided they use reasonable and moderate force.  School staff can use reasonable force to control and restrain pupils.  This could include leading pupils by the arm.


Special Education Needs


All children including SEN children follow the whole school policy this may be formally adapted through parent consultation to meet the needs of particular children.


Children who show signs of emotional and behavioural difficulties which are not resolved by the general arrangements above in our discipline policy, should be moved to the school based stages of assessment and provision as advised in the Code of Practice.


The parent’s recognition of children’s difficulties and the commencement where appropriate of the school based stages, may alleviate the child’s difficulties and avoid the need for a later exclusion.


Consideration of children’s difficulties by means of these stages could enable us to draw on for example educational psychology and teaching support services to meet our children’s needs.


In cases where a child’s behaviour at school indicated serious problems at home, we must be alert to the need to involve agencies as appropriate.


School acknowledges its duty under the Equality Act 2010 and in respect of pupils with SEN.


Malicious accusations against school staff


Our school’s behaviour policy is clear that disciplinary action will be taken against pupils who are found to have made malicious accusations against staff.  St Richard’s is clear that any pupils involved in such accusations will be permanently excluded.


Searches without you child’s consent


The school doesn’t need your child’s consent in law to search them if they think your child has prohibited items including for example stolen items or anything banned in the school rules.  These things can be confiscated.  Searches will be carried out carefully under supervision.