Behaviour and Discipline Policy

Behaviour and Discipline Policy

The Aims of the School

The aim of our school behaviour and discipline policy is to provide a safe, happy, caring environment where all children can learn to value and respect themselves and other members of the school community. Pupils are expected to recognise the implication of their behaviour on their own learning, the rights of other pupils to learn and the teachers’ right to teach.

Through our behaviour policy we aim that all children:

• develop self-confidence and show pride in themselves, their achievements and their school.

• develop respect and tolerance for others’ ways of life and different opinions.

• show sensitivity and consideration.

• develop a sense of fairness.

• develop self discipline, independence and responsibility.

The individual psychological and educational needs of pupils are given consideration in the implementation of this policy.

The Role of the Headteacher

It is the responsibility of the Headteacher to support the implementation of the policy, by setting the standards of behaviour and by supporting staff, pupils and parents.

Our aim is to create a safe environment where children can achieve their full potential in a climate of mutual respect.

To do this we will provide opportunities for each child to:

• work effectively with others and to become increasingly responsible for their own learning.

• form and maintain effective, fulfilling relationships based on respect for themselves and others at home, school and in the community.

• develop the ability to relate to others and work for the common good.

• combat racism and promote equal opportunities through learning about fairness, justice, rights and responsibilities and through developing an understanding and appreciation of diversity.

• respond positively to opportunities, challenges and responsibilities and to cope with change and adversity.

This behaviour policy rejects the following behaviour:

• Bullying, whether physical, verbal or mental

• Racist, sexist or homophobic behaviour.

• Using foul or unacceptable language.

• Rudeness or aggression.

• Damaging property.

• Cheating.

• Deceit.

• Cruelty.

• Irresponsibility.

• Dishonesty.

We believe that everyone within the school community has the right to respect from others, the right to learn or to teach and the right to feel safe. With these rights go responsibilities – to help others feel safe and happy, to help others learn, to show respect for people, to show care for other people’s property and to look after the school buildings, furniture and equipment. Children are encouraged to take on these responsibilities and also be responsible for their own behaviour when the desired behaviour is not exhibited. Children are also encouraged to be independent – to learn how to sort out problems by themselves and know when to seek adult intervention.

The behaviour policy is a whole school policy which needs to be supported and observed by all members of the school community – teachers, non-teaching staff, parents and children. The policy establishes the agreed ways in which all members of the school community will contribute to the learning environment.

School’s Fair Rules


This agreed code will be implemented consistently by all adults. All pupils should be aware of the code and why we use it.


• Be respectful, helpful and kind to everyone in our school.

• Always move around the school sensibly and safely.

• Take care of possessions – the schools’, yours and other peoples’.

• Always settle disagreements by discussion and cooperation.

• Look after your school building and grounds.

Rewards and Sanctions

From Year 1 onwards, all children receive 20 minutes Reward Time each week as a reward for good behaviour. Year 6 are allocated a classroom to support Reward Time activities.

We praise and reward children for good behaviour in a variety of ways. The school emphasis is on promoting positive behaviour.


• Teachers recognise effort and achievement through verbal praise, stickers, points charts and merits. Each class has a system appropriate to the age of the children and the preferred teaching style of the teacher.

• Teachers send pupils to headteacher for headteacher’s awards. These can be given for excellent work, good examples of behaviour or caring for others, and improvements in behaviour and attainment.

• Pupils have opportunities to celebrate their achievements with fellow pupils in class and assembly.

• Every term class teachers nominate pupils who have excelled in areas of school life. The Book of Excellence records the names and achievements of these pupils and they are awarded certificates of excellence.

• The school also awards pupils for other achievements i.e. swimming, athletics and music.

• The school presents a Sports Achievement Award to a Year 6 boy and girl at the end of their final year. This award highlights a pupil’s contribution to school sports throughout their time at Sandridge School.

• The House Point system enables all children to be recognised for their behaviour and contribution to school life both individually and collaboratively.


When a child breaks a Fair Rule, they are given a warning. If the behaviour persists, 2 minutes Reward Time is taken away. Children can lose a maximum of 12 minutes per week. Reward Time is not restored once lost.

If the poor behaviour continues after the removal of 2 minutes Reward Time, another warning is given, followed by removal of 2 more minutes and “time out” in another classroom.

Teaching Assistants and Lunchtime Supervisors follow the same guidelines and notify teachers of any minutes lost.

If these strategies do not lead to a modification of behaviour then the following may be considered:

• a referral to the Headteacher

• a telephone call to the parents

If there is a conflict between children, sanctions are applied with the needs and welfare of both victim and perpetrator in mind. Whilst it is necessary to reassure the victim and family that appropriate action has been taken, issues of confidentiality may prevent full disclosure of all consequences.


After an incident has taken place, and the issue has been resolved, the child who has shown unacceptable behaviour is positively welcomed back into the community and given a fresh start.


In extreme circumstances the sanction of exclusion can be used for:

a. persistent rule breaking.

b. one off incidents including threatening themselves and others.

Early Years

The Fair Rules are made with the children and are displayed in the Foundation Stage 1 and 2. The Fair Rules and explanations for the reasons behind the Rules are continually reinforced, both explicitly through PSHE sessions and implicitly through staff modelling and interactions.

The system of rewards and sanctions operates slightly differently as it needs to be more age appropriate.

Children’s good behaviour is rewarded with praise, sharing their good behaviour with other members of staff and the rest of the class, and contributing to the Class pasta jar. When the pasta jar is full, the children share a joint reward from a choice of jointly decided options.

Children not following the rules are spoken to and asked to reflect on why their behaviour is inappropriate and how they can change their behaviour to make everyone happier. If the behaviour carries on, the child is asked to think about their behaviour by sitting on the ‘thinking chair’ for 5 minutes (time out).

In FS2, if time out does not alter the behaviour, the final stage is removal of the child to the Headteacher.

Each child in FS2 has a sticker chart rewarding both good work and good behaviour. When the chart is full, the child is given a tangible reward.


We have an expectation that children attend school every day. The Headteacher does not authorise holidays and parents are discouraged from taking their children out of school in term time. Attendance is regularly monitored.

How good behaviour is encouraged

Children are encouraged to behave well by regular reference to the Fair Rules.

They are given opportunities to discuss the importance of good behaviour in PSHE lessons, Circle Time and assemblies.

The following strategies are used to encourage good behaviour:

• setting up strong classroom routines in the ‘establishment phase’ of the school year.

• ensuring that rules and routines in each class conform to whole-school policy.

• emphasising that behaviour is a ‘choice’ for which the child is responsible.

• involving all staff in the process.

• setting up clear ‘time out’ procedures.


• All members of the school community need to understand what constitutes bullying and be alert to signs that bullying is taking place. The school should ensure that its response to bullying is clearly understood by all members of the school community and everyone should be clear about their role and responsibilities in preventing and responding to bullying.

• Staff must ensure that all reported incidents of bullying are followed up.

• Facts must be established clearly, taking separate accounts from victims, bullies and witnesses.

• Victims must be offered comfort, support, advice and concrete help.

• An incident log to record and monitor all incidents of bullying is kept. Governors are informed of more serious bullying incidents and all incidents of racial harassment in a termly report by the Headteacher.

• Playgrounds are areas where bullying is most likely to occur. Name-calling can be used in the initial stages of bullying to test out the response of the supposedly vulnerable. The children need to know that name-calling is unacceptable. Good supervision at this stage prevents the escalation of bullying behaviour.


It is important that pupils should:

• learn about what constitutes bullying and what to do about it.

• have opportunities to develop the skills to resist bullying and to deal with bullying.

• to be aware that knowing about bullying by or to others and doing nothing is unacceptable. Victims and witnesses of bullying should know that is ‘OK to tell’ and that they will receive practical help if they so do.

• Understand that things CAN be done to stop bullying and that this not only affects the bully or child being bullied, but everybody’s behaviour.


Parents, carers and families have an important role to play in helping the school deal with bullying. They should:

• discourage their children from bullying behaviour at school, at home or elsewhere.

• take an active interest in their children’s school life, discuss friendships, how playtime is spent and the journey to and from school.

• watch out for signs that their children are being bullied, or are bullying others.

• contact the school at the first sign if they are worried that their children are being bullied or are bullying others.

Procedures for dealing with Bullying

• Each class teacher will clarify and agree classroom rules and consequences based on rights, responsibilities and Fair Rules as specified in the Policy, at the beginning of each academic year.

• Staff will work together to actively promote and ‘model’ positive behaviour, attitudes and values.

• School assemblies will focus on positive behaviour and heightening awareness of rights, responsibilities and rules as well as bullying and its consequences.

• Teachers will talk with their classes about bullying and what they should do as an individual if they are bullied, or witness, or are aware of any bullying.


The Behaviour and Discipline Policy is shared with parents. In addition, parents and pupils are asked to sign a ‘Home School Agreement’, which is also included in the Welcome Pack when each child starts school.