Home Page

Behaviour Policy

Dunham-on-Trent CofE Primary School Behaviour Policy

What the law says:

Maintained schools

   The headteacher must set out measures in the behaviour policy which aim to:

 promote good behaviour, self-discipline and respect;

 prevent bullying;

 ensure that pupils complete assigned work;

    and which regulate the conduct of pupils.



Behaviour management is not a discrete, separate element of school life. All behaviours are communications, all in response to a feeling, experience or stimulus. Everything we do, all our words, actions, postures, planning, organisation, and also what we do not do, contributes to behaviour management. It is therefore crucial that staff consider their own behaviour at all times, as this is where behaviour management begins.


 Any action that can be seen or heard

 Is observable

 Is measurable



 Your reaction to the situation

 Your interpretation of the situation

 Your expansion of the situation


The reason for having a policy is to focus on that aspect of school life and bring coherence and consistency to the variety of interactions we all have with children every day, to support as positive and safe a response as possible.

We aim to enable all young people to understand and value others, appreciate diversity and develop the skills to analyse and debate issues. We believe that this plays an important role in helping young people to become insightful and more resilient.

We believe that effective learning, teaching and an interesting and engaging curriculum enhanced by the teaching a clear programme of RE (based around the Nottinghanshire Agreed Syllabus 2015 and the development of the PSHE (Jigsaw Scheme of Work for PSHE) and Citizenship curriculum, including drugs education (DARE), is essential to building resilience among young people. This sits alongside our commitment to further develop our anti-racist curriculum development and individual support for learners.

Children are encouraged to focus on developing a positive and responsible approach to school by the following school rules:

Do The Right Thing -

Be the best you can be

Be polite and respectful at all times

Look after our school environment

Kind actions at all times to everyone

Good behaviour is guided by a planned approach to Christian Values and British Values through Collective Worship and Team Assemblies.


Our Vision

We aim for ‘Profound Personal Development’ for all our community. This aim is grounded in Christian faith and in the Church of England vision;

‘I came so that everyone would have life, and have it in its fullest.’ John 10:10

This verse is the root of everything at Dunham-on-Trent CofE Primary School. It underpins our vision, informs school development and shapes our curriculum.

To achieve our aim and ‘have life in its fullest’ we

We learn together. We achieve together.

We work to the benefit of all, and expect the most from each other.

School Values

Our values contribute to both the vision and ethos of our school. Whilst these values are Christian in their origin, they are values that those of any faith or no faith can ascribe to. These values flow through all aspects of our school life, they help inform decisions and policies, shape our curriculum and equip our learners with values for life.



We believe the management of children’s behaviour should reflect the Christian values of the school. We choose an approach and procedures which enhance the quality of the adult - child and child – child relationships. This principle guides all our actions and rules.

The formation of healthy relationships is one of our main goals and the basis of much good behaviour management and effective learning. We are always aware that all discipline involves values and we continually strive to find better ways of helping our children to learn more satisfying ways of behaving.

Our approach is one of ‘Setting children up for success’ in both their behaviour, and in their attitudes and approaches to learning. A whole school approach with a focus on the behaviour that we want to see from all pupils in the classroom, playground and around the school is fundamental to this aim.

The 4Rs for learning of Reflection, Resilience, Reciprocity and Resourcefulness are central to our approach for developing responsible learners. These areas support children to have an awareness of how their own behaviour affects their ability to learn effectively, and also affects the learning and behaviour of other children around them. The 4Rs are embedded throughout our daily teaching and learning and the use of this shared language supports development in progression from the Early Years to Year 6. The school reward system is linked to the development of positive attitudes and approaches to learning.


We believe that:

• pupils who feel safe, valued, cared about and successful tend to respond in a more positive and appropriate way;

• when pupils are treated consistently, they are able to distinguish between desirable and undesirable behaviour, they begin to feel safe and trust in the predictable environment, enabling them to take risks in their learning;

• if the ethos of the classroom and the school is positive, there will be an atmosphere of mutual respect and enhancement of self-esteem in which pupils are behaving in an actively positive manner, and teaching and learning is leading to achievement;

• good discipline can be clear and firm, yet supportive.


We aim:

• to create a warm, caring, calm and orderly atmosphere of belonging in the school that positively promotes learning and a sense of community;

• to achieve consistency of attitude and response by staff which gives a sense of security and safety;

• to promote and encourage the continual development of all staff in the understanding and working with children with social, emotional and behavioural difficulties and review our practice regularly;

• to promote in all pupils a sense of self-discipline and an ability to take responsibility for their actions;

• to create a climate of mutual respect between all pupils, staff and visitors and a proper concern and respect for the school environment ;

• to help pupils change their anti-social behaviour and to learn ways of behaving and solving difficulties that enable them to feel safe in their ability to manage feelings and control their behaviours;

• to create an environment that is safe, physically and emotionally, for everyone in the school;

• to develop a partnership with parents which recognises and respects important factors in the home life and experience of the child, and through ongoing dialogue supports parents to take a proactive and confident role in the management of their children’s behaviour and needs.

• to develop self-aware and organised thinking skills


Teaching and Learning

Learning is the central focus of all we do. We strive to create the stimulating environment and the conditions that facilitate every aspect of learning. Routines also give a sense of security and are crucial to the establishment of effective teaching and learning.

• We aim to establish and maintain routines in the classroom and to train the children to observe these routines. This helps to maintain boundaries and support the development of good habits.

• We aim to promote positive and appropriate responses, and so prevent many difficulties from occurring by good practice.

• We recognise that well planned, interesting lessons which are well structured and organised, experiential and contextualised to the child are crucial elements of good practice.

Whole school procedures for gaining attention from the children include, ‘Eyes on me’ and ‘Arms folded’.

We have established a system of rewards for all kinds of achievement and positive behaviour based on the use of a daily whole class recognition board. While we recognise the importance and efficacy of rewards, we do not want the pupils to become overly dependent on rewards. We try to move them from extrinsic motivation to intrinsic motivation. We set specific, individualised targets for each pupil to achieve their goals and targets.

Where children have behaviour targets, these will have a separate reward system and they are linked to IEP targets, they are cut down into small, achievable steps and reviewed weekly – for behaviour we want to promote such as:

• making real effort with application to learning;

• producing work of a high standard;

• showing care for another pupil;

• resisting provocation;

• inviting others to join in a game;

• controlling anger and aggression.

All staff work closely with any Family Services support staff working to support individual children in school. Our main support services for the current school year is the Bassetlaw Primary Behaviour Partnership. In classrooms, teachers can operate their own additional system of rewards, which complement the whole system. Teachers share practices with each other and aim for variety in their approaches. Children work as a whole class to gain class points.

We appreciate that one of the best rewards for a child is genuine and evaluative praise that makes clear to a child what they have done well (so that they can build on this). We praise children for their achievements. We try to ensure that in all our interactions with pupils the number of positive comments far outweighs any negative comments. We are always alert to praise a child at every opportunity ‘catching them doing the right thing’.


Keeping Everyone Safe in Their Body and Feelings

We recognise that the school will only function effectively if both staff and children feel safe. Anxiety and fear block learning so we strive to create a safe environment free of anxiety. Effective measures and procedures are use to ensure that safety is part of our daily routine. The school follows all statutory, government and LA guidelines on safeguarding.



We choose preventative strategies and our structure and routine of our school day supports this. We try to minimise the occurrences of challenging behaviour by:

• establishing positive relationships with pupils

• creating a positive supportive climate in the classroom

• supporting the children to develop positive attitudes and approaches to learning

• providing a constant adult presence, never leaving the children unsupervised

• having well planned and engaging lessons differentiated to meet the needs of the pupils

• making connections with previous work

• ensuring equipment or materials needed are ready and in working order 6

• having well-established routines for behaviour management and behaviour for learning

• teaching the children strategies to deal with anger and frustration

• using social problem solving skills, circle time, mediation and restorative approaches.

• using appropriate humour and relationships to ensure all children feel a sense of belonging in their

class groups.

Where appropriate, children are involved in aspects of creating a safe and stimulating climate for learning through their leadership roles.


Promoting Positive Relationships

A positive relationship with the pupil is at the heart of our behaviour management. It is our view that the planned and skilful promotion by the staff member of positive relationships with the children is the cornerstone of all successful behaviour management

Through our interactions with each other, we model positive and respectful relationships for the children. Language and listening skills are key elements in this.

Where children require additional support with behaviour management, parents and carers are involved at an early stage to ensure that home and school are working in partnership to support the child.


The Recognition and Reward of Achievement

Our pupils especially need to feel that their work or their positive responses to staff and peers are noticed and valued. This helps to motivate them and raise their self-esteem and make acceptable behaviour more likely to be repeated. Often increments in improvement seem small to outsiders but can seem big to pupils. The appropriate recognition and reward of these are central to our practice. We also make every effort to make the external recognition correspond to an internal sense of achievement in the child.

• All pupils get appropriate commendation, praise and rewards for achievements, especially for achieving in line with their own personal targets in learning and behaviour.


Alternative arrangements for children with behavioural and emotional needs

Children with behavioural and emotional needs may have an alterative programme during lesson time and at playtime to ensure that they are able to access both curriculum and playtimes successfully and safely. In addition they may have a separate reward system with smaller steps to enable them to be successful and build up self confidence and self esteem.



Bullying is not acceptable behaviour in our school. All the members of the school community, adults and children, have rights and responsibilities towards each other. The school Anti-Bullying Policy gives clear guidelines on how the school works with children and families to create an anti-bullying culture.


Equal Opportunities

We believe in equality of opportunity for all pupils, including those who behave appropriately and we make every effort to put it into practice at all times. (See Equal Opportunities Policy).


Parental Involvement

The school endeavours to make good relationships with parents and carers. The school see the parents/carers as essential partners in the task of education and managing behaviour and attempts to positively involve parents/carers in all aspects of their child’s learning and behaviour.


Dealing with difficult behaviour

There are a range of strategies we use in dealing with difficult behaviour.

• We treat children with respect even when they are misbehaving.

• We ignore inappropriate behaviour when noticing it would cause more disruption or as part of a planned approach. However, this is always followed up at a more appropriate time.

• We avoid talking above low level background noise

• We focus on those who are behaving and working well and praise and encourage them.

• We use eye contact or signals to express approval and disapproval initially.

• We speak calmly to the pupil who is misbehaving, telling them that the behaviour is not acceptable and needs to stop.

• We describe the effects of the behaviour not the behaviour itself (“when you are making a noise or messing about, the others can’t hear or learn”).

• We support each other by offering help to ensure we work as a team to support a child in crisis.

• If necessary we send for help in good time.

• We sometimes ask that a pupil be taken out of the classroom by another adult.

• We are prepared to find the best adult and best conditions to resolve the issue, and prepared to change adults where necessary.

• We allow pupils time to make amends or take time to follow up an instruction.

• We follow up inappropriate behaviour with a pupil on their own where possible. This approach of speaking to a child individually and not in front of other children is key to supporting the child to make changes to their behaviour.

• We discuss problems and difficulties privately as far as possible.

• We follow the guidelines if restrictive intervention is needed, and only after use of de-escalation techniques.

• We accept that sometimes it is appropriate to show that a particular behaviour has made an adult feel cross. We can thus model appropriate management of our own behaviour to the pupils. We do so in a controlled way and avoid blaming. We give an “I” message e.g. “I feel angry that you show little respect for the work I have put into planning this activity”.

• We only raise our voices in exceptional circumstances and always in a controlled manner.

• We give opportunities for reparation and restitution when all those involve are ready and without increasing delays.

• We model reconciliation and support these processes as appropriate.

Sanctions and consequences which are accepted as fair and reasonable for the whole community and which are consistently and sensitively put into practice. Sanctions and consequences are sometimes needed to deal with serious and repeated misbehaviour. In applying them we also give the opportunity to make reparation and to set targets for desirable behaviour. They are used after other strategies have been tried and found to be ineffective. We make every effort to ensure that the imposition of sanctions and consequences is done in a manner that is ‘antiseptic’ e.g. uncontaminated by our own feelings of hurt and inadequacy or by negative feelings towards the child, and avoid shaming the child, and focuses on behaviour.


Sanctions and consequences include:

• Change position of pupil in the classroom.

• Out of the classroom to another teacher– this may sometimes be necessary to safeguard the learning of others.

• The completion of a ‘reflection’ – an opportunity to make reparation and reflect how better choices could have been made considering consequences of actions etc. by completing a document that records actions, feelings and follow-up of agreements made. This is supported by staff and can take the form of restorative justice approach. It takes place at break-time or dinner time, sometimes with work not completed available for completion or appropriate to the misbehaviour.


• Where a pupil persistently refuses to observe the rules, the parent or carer will be contacted. We consider persistent refusal to be 3 periods of reflection over a week, or when looking over a number of weeks, 1 or 2 a week. Teachers will make a professional judgement about when to contact parents. When parents are contacted, a period of daily recording of behaviour will follow for an agreed period of time, and shared with parents, so that improvements can be celebrated or hot-spots can be identified and further strategies implemented to support the child. Parents will be reminded that further refusal will lead to possible exclusion.

• Loss of privileges – it is up to each teacher to establish privileges in the classroom e.g. chosen activities, free time, particular responsibilities, or in some circumstances exclusion from an outing etc.


We also use the following on some occasions:

1. Parent/Carer Consultation regarding home sanctions

Discussion with the parent/carer can result in agreements about sanctions the parent/carer can impose if the school sanctions are not working. A phone call, letter or meeting is effective.

2. Formal use of Restorative Justice

Discussion using a formal circle to enable children to see each other’s points of view and alter behaviour towards each other.

3. Making Restitution

Children are given the chances to make good, injury or damage.

This can sometimes mean apologising by note or card, making up for work not done in playtime, spending time with the victim of their insults or aggression.

4. Referral to Head or Deputy Head

In repeated cases a record of such referrals will be kept.

5. Exclusion for a fixed period

We use this extremely rarely. We anticipate difficulties where possible and would make out a Support Plan if a child is excluded twice for fixed terms or is likely to be permanently excluded. Only the Head-teacher can exclude a pupil.

6. Permanent Exclusion

We only invoke this when it is clear that we cannot meet the child’s needs and he/she has become a danger to him/herself and to others in the school. Only the Head-teacher can exclude a pupil.


A behaviour/concerns book is kept by each class team, and books are kept in the Head Teacher’s office at the end of each year for reference if required. Serious incidents, incidents of bullying and or racism are logged on the specific record forms kept in the Head Teacher’s office. The forms are then filed and reported to the LA where necessary.


Appendix 1

Dunham-on-Trent CofE Primary is part of the Bassetlaw Primary Behaviour Partnership. We have an agreed protocol in place which follows a graduated response for dealing with challenging behaviours.

Graduated Response for Bassetlaw

Schools should be able to show evidence of:-

Using behaviour for learning audit and resources to make adjustments to the learning environment in the classroom

Discussions with other staff members / school policy and consistent approaches in managing behaviour

Analysis of incident records to look for common triggers / patterns

SENCO or Behaviour Lead observes pupil in relevant setting

Behaviour plan in partnership with parents put in place

Boxall profile and Beyond Boxall analysis

SEB targets

Support plan and provision map of interventions internally used in school (SEAL, managing emotions, social stories / IDP resources)

Ensure all staff (midday e.t.c) are made aware of plan and strategies

Contact Family SENCO