Behaviour for learning policy

Our behaviour policy is designed to ensure everyone knows what is expected of them and how the school deals with and manages issues of behaviour.

Good schools encourage good behaviour through a mixture of high expectations, clear policy and an ethos which fosters discipline and mutual respect between pupils,and between staff and pupils.
— Behaviour and discipline in schools - DfE Feb 2014


Our policy is based on the belief that good behaviour is not automatically learned but needs to be taught and supported by all adults through a consistent approach. We recognise the importance of providing a safe, happy, secure environment through establishing a whole school approach to behaviour management, encouraging positive attitudes to achievement, increasing self-esteem, supporting the development of self-regulation, resilience, self-discipline and a sense of responsibility; in thought, word and deed. By raising the child’s social conscience, we aim to create the conditions of an orderly community in which effective learning can take place and where there is a genuine desire to conform to the norm of social behaviour, both in and outside school. The school’s ethos is one in which: ‘Be the BEST you can be’


is the principal rule. This is achieved by staff committing themselves to operating the system conscientiously and consistently. Acting responsibly and modelling the behaviour they expect pupils to develop. Good discipline also depends upon a partnership between parents and carers and the school.

All adults who come into contact with the children have a collective responsibility for behaviour management within the school. Positive language will be used to direct children to the desired behaviours and school rules.

Displaying pupils’ work and placing an emphasis on achievement should, in most cases, encourage pupils to take pride in their work and personal achievement. Differentiation has a key role to play in positive reinforcement and avoiding conflict situations in the classroom whilst keeping the children engaged and maximising their potential.

However, when an individual pupil fails to respond to positive encouragement there should be an escalating response from the member of staff dealing with the incident. Class teachers are responsible for maintaining good behaviour within their lessons.


  • To create an environment that allows teachers to teach and all learners to learn effectively and achieve their full potential.

  • To encourage learners to develop high standards and good habits that will allow them to achieve their potential in their adult lives.

  • For staff to project themselves as good role models, co-operating and supporting one another, and treating colleagues and pupils with courtesy, consideration and respect.

  • For staff to have a high standard of pupil expectation in all aspects of work.

  • For staff to try to raise the levels of pupils’ self-esteem.

  • To provide a broad, balanced and differentiated curriculum which is both interesting and relevant.

  • To provide a varied range of teaching and learning styles to suit the needs of pupils.

  • To provide an attractive learning environment and quality resources.

  • To encourage children to accept varying degrees of responsibility, both in and out of the classroom with the purpose of promoting independence, self-reliance and trustworthiness.

  • To make provision for a happy working atmosphere in school by promoting the pastoral care of children, with staff giving support and guidance to each individual child.

  • To consistently and fairly implement reward and sanctions systems.

  • To encourage school/parental partnership, to promote children’s education and maintain standards of behaviour.

The policy and the associated appendices will give guidance to:

  • Learners - to enable them to understand their responsibilities and rights
  • Parents - to know that they will be supported by the school to enable their child to achieve and mature
  • Staff - to promote positive behaviour and to respond to incidents of inappropriate behaviour
  • Governors’ Discipline Committee - as needed
  • Other relevant external agencies - if required

Key Points

  • School rules will be made explicit at the start of the year and a signed charter will be displayed in every classroom. These will be reviewed termly with the children.

  • All staff will use the traffic light system to promote good behaviour.

  • A tariff of sanctions and rewards will be displayed in every classroom.

  • All staff Meet and Greet pupils when they come into the classroom.

  • Assemblies will be used to address to the school community,

  • All paid staff have a statutory responsibility to discipline pupils whose behaviour is unacceptable, who break the school rules or fail to follow a reasonable instruction.

  • Teachers can discipline pupils; at any time the pupil is in school or elsewhere under the charge of a teacher, including on school visits and for misbehaviour outside of school, where appropriate.

  • Teachers have the right to search a child’s belongings if they believe an item or substance which is inappropriate, dangerous or affecting learning, as well as confiscate any such item.

  • Exclusion will be used, if and when, the headteacher deems it to be necessary to protect the safety of staff and pupils and ensure that learning of other children is not adversely affected.

Behaviour Expectations for pupils

We are all responsible for our own actions. We are all representatives for our community. Our school is committed to equal opportunities and anti-bullying and will not tolerate incidents of abuse, harassment or violence against others.

  • We care about our school, community and the people that live and work here

  • Treat others with kindness, respect, courtesy and politeness at all times

  • Do not shout, name-call, or use abusive language

  • Help anyone who is hurt or upset and inform staff when needed

  • Tell the truth about what happened when reporting an incident

  • Do not incite incidents or spread rumours

  • Do not display behaviour that provokes a detrimental response from others

  • Do not circulate a story of uncertain or doubtful truth or one that hurts the feelings of the recipient

We want to learn, and become responsible members of the community.

  • Follow the classroom expectations displayed in every teaching area

  • Follow instructions without argument and comply with school sanctions if we break a school rule

  • Allow others to stay focused on their work, and not disrupt their learning

  • Follow behaviour for learning expectations when on school trips and visits

We care about the environment in which we learn and work.

  • Treat all school property with respect

  • Walk around the school in a quiet and orderly manner

  • Stay in the designated areas in the school

  • Use the litter bins

  • Dismount from bicycles/scooters at the school gate and push them to the designated areas

We will keep each other safe.

  • Tell staff if we see strangers on school site

  • Tell an adult if we are being bullied, or we witness bullying behaviour.

  • Follow the rules for safe use of ICT and tell an adult if another learner is not using the Internet or school network safely.

  • Follow classroom safety rules

We take pride in our appearance as a member of our school.

  • Wear the school uniform and PE Kit (this should be named) – no non-uniform items permitted

  • Only wear stud earrings which must be covered for PE

  • Have an age appropriate hair cut (no shaved designs, braided hair or coloured hair)

  • Parents/carers are asked to send their children to school tidy and appropriately dressed for the weather of the day.

  • Only flat shoes should be worn.

We respect our own and other people’s property.

  • Not lend, borrow or take property or money, if we have a problem we can ask a teacher

  • Lock our bikes up securely when we bring them to school

  • Keep all valuable property at home, the school cannot be held responsible for loss or damage

  • Take responsibility for storing our belonging in a safe way in the class and cloakroom

Prohibitions (see Exclusions Policy)

  • Alcohol, illegal substances, drugs, cigarettes, matches and lighters, aerosols, dangerous items, weapons and or stolen items; or any other item that staff reasonably suspects has or could be used to commit an offence to cause personal injury to, or damage to the property of any pupil, including themselves, must never be brought into school or carried or used on site. School staff have the right to search if they suspect any such items are on the school premises, and to confiscate any such items immediately and lock them away in the filing cabinet in the Headteacher’s office. Under no circumstancesmust they be passed to a third party (other than police) or returned to the child. The DSL and parents must be informed and a decision made by the HT or AHT whether the police should be contacted.

  • Mobile phones must be handed into the school office at the start of the day.

  • Children may bring fruit or a healthy cereal bar from home to eat at morning play or purchase a healthy snack from the Snack Shack. The school cannot accept responsibility for the loss or damage to clothing or personal property. Toys, games and sports equipment must not be brought to school (except on special occasions when the teacher gives permission).

  • Money brought into school should be handed in as soon as possible and never left in trays, bags or coats

At Stanmore, we believe we are a community of learners where we value each other and help one another to do our best. We are proud of what we achieve together and as individuals in our school and beyond.

Our policy is based on the premise that:

  • Each pupil has the right to learn

  • Each pupil has the right to be safe

  • Each teacher has the right to teach without interruption

  • Every parent has the right to information about their child’s behaviour and to work in partnership with the school to encourage high standards

  • Each participant in this partnership needs to be aware of these standards

Acceptable behaviour can be defined as;

  • respecting others;

  • listening to and responding to teachers;

  • avoiding conflict with others.

Above all it means our pupils accepting responsibility for their own actions and ensuring that they do not adversely affect the education of others by poor behaviour.

Parents/carers and teachers have joint responsibility to support learners to behave responsibly. There is an expectation that parents/carers will sign the Home-School

Partnership Agreement. The school aims to work with parents should difficulties arise and encourages parents to work with the school to implement strategies to change behaviour patterns.
Should parents/carers want to discuss any issues with the class teacher, Headteacher or Assistant Head teachers, they should make an appointment via the school office and this will be arranged at the earliest possible convenience.

Staff responsibilities

All staff are expected to:

  • Promote a climate which enables all learners to flourish, recognising that we all have different strengths and needs

  • Promote high standards of learning and achievement

  • Promote equality of opportunity in a secure and supportive learning environment

  • Promote good relationships in the school community through the consistent application of clear rules and expectations

  • Promote an ethos of help and support to enable all learners to feel part of the school community and to take pride in that community

  • Promote learner self-discipline and respect for self, others and the environment

Basic Guidelines

Everyone in the school community has a responsibility to promote positive and appropriate behaviour. The Headteacher and Governing Body are responsible for reviewing this policy in consultation with the school community every three years or earlier if required. The whole school community is responsible for the promotion of this policy in a consistent and positive way. The values, standards and expectations affirmed in this policy are supported through the taught curriculum across all subject areas.

A ‘no shouting’ policy is in operation and shouting must not be used as a classroom management technique. However, there may be occasions when it is necessary to use a raised voice, i.e. in order to re-establish control, be heard on the playground, etc.

No child should ever be ‘sent to the head’ as a sanction, as there is no guaranteethat the child will arrive or that the head will be available. If, in exceptional circumstances, a child needs to be removed from class or refuses to go to isolation, the head should be sent for. If unavailable, the Assistant Headteacher, or most senior staff member available, should be called.

Our ‘Use of Force Policy’ clearly defines what is and is not acceptable practice should physical intervention be required. It is vital that any such intervention be reported and recorded.

If a child should run out of school for whatever reason, staff should not overreact and must never run after them. They may be placing a child in greater danger by doing so. The Headteacher should be informed immediately and lessons returned to normal as quickly as possible. In most cases the child will remain on site, stay within

visual contact or quickly return. Once the child has calmed down, the head, or appropriate staff member, will attempt to approach the child and calmly persuade him/her to return to school and discuss the situation.
If the child refuses or leaves the site, parents should be informed immediately and asked if they would like the police informing. If parents and emergency contacts are unavailable, the police should be informed directly.

Upon returning to school it must be made clear to the child that there is no justification for leaving the premises and alternative strategies explained i.e.voluntary ‘Time Out’. As well as trying to solve the cause of the problem, the child must be left in no doubt as to the dangers they are exposing themselves to and how seriously the school views this behaviour.

Movement in and around School

All movement in and around school should be purposeful. Children should be encouraged to walk silently and in single file to ensure that those working are not disturbed

Playtime Supervision

Teachers and teaching assistants are required to perform supervisory duties including playtime supervision. A minimum of two staff members are required to supervise playtimes for each key stage. Supply teachers should cover the duty of absent teachers but should never be without support. Staff on duty should be present on the playground by 8:45 am when children are asked to arrive. All

In order to influence behaviour when dismissing children at playtime, lunchtime and home time; teachers should supervise their own children in the corridor, putting on coats, etc. Children are not allowed back into school during playtimes. Children are not allowed to remain in the building unsupervised. Children may not bring balls or equipment from home for use at playtimes but may use those supplied by the school

All staff should be fully aware of playtime procedures, rules, sanctions and rewards and apply them consistently. When on duty, staff should circulate and take the opportunity to socialize with children from other classes, whilst maintaining an overview of the play area and spotting potential problems before they escalate. A whistle will be blown at the end of break. All children should stand in silence and walk to their class line in silence when called to do so. Staff not supervising should ensure that they are ready on the playground at the break to meet and greet their class. In suitable weather conditions the field may be used at playtimes. This is the decision of staff on duty. In poor weather, duty staff may decide that children should not go outside at break time. Any other behaviour at playtime should be dealt with by the teachers on duty, or reported to a senior member of staff according to severity or frequency, (refer to Playtime Sanctions). Staff on duty will use their professional judgements in applying the playtime rules and sanctions, which include use of 5 minutes time out for minor incidents. If it is felt the incident requires more than 5 minutes time out, or is noted to be a repeated behaviour, staff on duty will record briefly the incident and sanction in a carbon book and will hand a copy to the class teacher. The class teacher will take responsibility for recording the incident on CPOMS. Phase leaders will monitor these books and deal with issues as appropriate.

  • A serious incident is one in which a child is physically or verbally aggressive,or repeatedly refuses to follow adult’s instructions, as well as having aprohibited item, as defined above. The member of staff who initially responds to the incident is responsible for completing a Serious Incident form (T Drive/Behaviour) and will inform the class teacher and a member of the Leadership Team. The class teacher will update CPOMS and attach the completed SIR. Parents and carers must be contacted by the Leadership Team on the day of the incident, and appropriate support put in place to prevent reoccurrence.

  • SLT will be alerted via CPOMS and any necessary action will be taken as appropriate.

Any child needing medical attention at playtime will be dealt with by a member of the support staff with first aid training.

Behaviour Outside the Classroom

Unacceptable behaviour outside the classroom should be dealt with by any member of staff who witnesses it. Unacceptable behaviour may result in a loss of breakand/or lunchtime or in internal exclusion. If at break time, it is the class teacher’sresponsibility to ensure supervision. If at lunchtime, the child will be directed into thehall where they will have time to do ‘Good Thinking’ and reflect on the consequencesof their action and receive guidance on how to make a positive choice in the future.

Behaviour Guidelines

It is very important that praise and reward should have great emphasis. Children will achieve more, be better motivated and behave better, when staff directs them to the desired behaviour and reward their successes rather than focus on their failure.

These are the School Rules:

  • Good looking: we look after our school inside and out

  • Good listening: we listen carefully

  • Good thinking: we are polite, kind and helpful

  • Kind words: We talk quietly in class

  • Kind hands and feet: we walk quietly in school

  • Working hard: we always try our best

The school rules apply at all times during the school day. Throughout this procedure, the child will be reminded of the rules and asked to think about how they can change their behaviour.

We believe that making mistakes is an opportunity to learn and if a child breaks one of the school rules we ask them to think about this statement:

I will learn from my mistakes and change my behaviour. What will I do differently next time?


At Stanmore Primary School we view behaviour as communicative. ‘


In the use of sanctions, pupils learn from experience to expect fair and consistently applied punishments which differentiate between serious and minor offences. Sanctions are applied consistently by all staff, but with the provision for flexibility to take account of individual circumstances.

We have an agreed system of sanctions to register disapproval of unacceptable behaviour. Responses range from polite reminders to permanent exclusion, and are intended to:

  • Provide clarity and consistency of suitable responses.

  • Minimise disruption to others especially teaching and learning time.

  • Provide every opportunity for children to correct their own behaviour, make sensible choices and prevent further sanctions being applied.

  • Allow early involvement of parents, line managers, SENCO and support agencies.

  • Do everything reasonably possible to avoid exclusion from school.

When sanctions are applied, children should be helped to understand why what they have done is not acceptable. Express your displeasure with the action and never the child. Emphasise why the behaviour is unacceptable; stops the child or others learning, is unsafe, etc.

Every pupil’s name will start each session on the green face. If they choose to break the school or class rules:

  1. They will be reminded of the rules but their name will remain on the green face.

  2. They will be given a warning and their name will be moved onto the next stage - orange face.

  3. Their name can be moved back to green when they make a positive choice and follow the school or class rules.

  4. If they continue to break a class or school rule, after a final reminder, their name will be moved to the final stage - red face. A sad face will be recorded on the class behaviour record. The teacher will talk to the child at playtime, lunchtime or at the end of school.

  5. If they choose to get 3 sad faces in one day, the teacher should speak to parents/carers at the end of the day.

  6. If they choose to get 6 sad faces in a week this is serious, the teacher will meet with parents/carers and agree how they can support the child in making the right choices in school.

After play time, lunch time or at the end of the day the child’s name will be moved back to the green face.

KS2 : For every red face 5 minutes will be taken away from Stanmore Stars time KS1: For every red face 2 minutes will be taken away from Stanmore Stars time.

  1. If the pupil chooses not to change their behaviour, this is a very seriousmatter. The child will be placed on a ‘Go for Green’ or report card and parents/carers will be informed.

  2. Iftheystillchoosenottochangetheirbehaviour,stopteachersteaching,stop the class from learning, act dangerously, is abusive, threatening, damaging school property, hurting people or leaving the school site, this is an extremely serious matter and may result in the child being excluded from the classroom or school.

Go for Green

This report card is designed to encourage pupils to make a positive choice in theirbehaviours. It is at the teacher’s discretion when it is to be used to support pupils.Parents/carers must be informed when a child is placed on a ‘Go for Green’ reportcard. The pupil must show the card to the member of staff supervising in the hall at lunchtime. If the child has not managed to stay or move back to green at the end of a session, then support will be given for them to make a positive choice in their behaviour, which might include having a short period of thinking time on the stage. When a Go for Green card (T drive/Behaviour) is used, it must be recorded on CPOMS. A review should be held after 2 weeks with parents / carers and the child. If behaviour has improved, then the child can be removed from the card or continue if it is helping them make a positive choice. If the child is still moving onto the red and they are not making positive choices in their behaviour, then they will be placed on a report card.

Report Card

The report card must be completed after each teaching session. Parents / carers should be informed. A key worker should be allocated to support the child to improve their behaviour. The pupil must show the card to the member of SLT at morning break, lunchtime and at the end of the day. If the child has not managed to stay or move back to green at the end of a session, then support will be given for them to make a positive choice in their behaviour which might include having a short period of thinking time at break. A review should be held after 2 weeks with parents / carers and the child. If behaviour has improved, then the child can be removed from the card or moved down to a ‘Go for Green’ card. If the child is still moving onto the redand they are not making positive choices in their behaviour, then additional support through the SENCO must be sought.

Time out in class

If a child is on a red face and continues to break a class or school rule they may have a short period of time out;

Child sent to designated chair/area of classroom.
5-10 minutes sitting alone in order to reflect, calm down, etc. without causing disturbance.

Time out of class

If a child is on a red face and continues break a class or school rule, has not made a positive choice after time out in class or behaviour is disrupting the learning of others, they may have a short period of time out, in another part of the school;

  • Child escorted to designated colleague.

  • Up to 1 hour/session working alone without causing disturbance.

  • Possible removal of some break time.

  • Recorded on CPOMS

Internal Exclusion (up to 5 days)

The Headteacher or Assistant Headteacher may use internal exclusion for serious incidents. Internal exclusion can last for one session including break, a whole morning session including break, whole morning session including break and lunchtime or whole day sessions, depending on the severity of the behaviour.

  • Work is set by the class teacher

  • Child has no contact with own class or classmates.

  • No access to playground, extra-curricular or enrichment activity.

  • Parents/ carers informed.

  • Internal exclusion recorded on CPOMS

Fixed Short Term Exclusion (up to 5 days per term), Headteacher;

  • Parents/ carers, Governor with responsibility for behaviour, LA Officer informed.

  • Class teacher sets and marks work to be completed at home.

  • Upon return to school, meeting with parent/ carers held

Fixed Long Term Exclusion (up to 45 days per year), Headteacher;

  • Parents, Chair of Governors, LA and PBS Discipline Committee meet (parents/child or representative may attend/make representations).

  • LA Officer must be invited to attend but may not reinstate.

  • Discipline Committee either reinstate or uphold the exclusion.

  • Upon return to school or if reinstated, child stays on report card for a minimum of 10 weeks.

Serious incidents need to be treated on an individual basis and the circumstances investigated.

In exceptional circumstances, permanent exclusion may be considered for a first or‘one off’ offence. These may include:

  • Serious actual or threatened violence against another pupil or a member of staff;

  • Sexual abuse or assault;

  • Supplying an illegal drug;

  • Carrying an offensive weapon;

  • Serious deliberate damage to school property

Special Education Needs

The school acknowledges that a small minority of children may need support to help them manage their behaviour. This may be especially true of children with, or being assessed for, statements of SEN. For these children, neither the normal rewards or sanctions procedures may be sufficient to support them or protect other children from their actions.

In these exceptional circumstances, the school will make every effort to avoid exclusion. It is vitally important that parents/carers are informed and involved when behaviour targets are agreed in order to establish possible causes and form a partnership of support.

Regular communication between home and school, as well as daily feedback to the child regarding progress, is essential. This can be achieved through the use of:

  • Meeting at the end of the school day

  • Home/ school books

  • Phone calls/ emails home.

Individual Behaviour Management Plans (IBMP)

For pupils with social, emotional and mental health needs which may impact on their behaviour, an Individual Behaviour Management plan (IBMP) will be written toidentify the pupil’s needs and support provided to ensure good outcomes. The IBMPwill be reviewed termly or as appropriate, in consultation with parents/carers. A referral may be made in consultation with parents/ carers to Primary Behaviour Support Team to provide additional support.


We strive to notice and reward children who are behaving well. Children thrive on praise and so we frequently make positive comments as this motivates them and raises self-esteem. Good behaviour is rewarded in a variety of ways. The childrencan be rewarded by being given a smile, being told “well done”, given a sticker, havetheir name moved to the Superstar board or be given a reward point. We alsocongratulate children with good behaviour in our assemblies. If a child’s name isregularly on the Superstar board, they may be considered for an additional responsibility, such as being a Play Leader, or be nominated for the weekly Wizard Learner or half termly ‘BEST’ award.

Stanmore Stars

At the end of the week children who have managed to maintain the school rules willalso be rewarded by having a “Golden Time” called Stanmore Stars.

Again, the use of Golden Time is negotiated with the class and activities vary and include:-

  • Playing board games
  • Dancing or playing team games
  • Selecting an activity of own choice Climbing on the play trail
  • Watching a video
  • Cooking
  • Practical or craft activity

We continue to develop our ideas and ask the children to propose new and exciting ways to celebrate in Golden Time.


Children who consistently manage their behaviour well may have their name moved to the Superstar board in their classroom. A reward point will be awarded to any child who has their name moved to the Superstar board.


Children collect reward points over an academic year. Reward points equal prizes. The prizes are agreed with the class SPEAK representatives. Our reward scheme is based on a points system where children progress up a ladder towards prizes which gain value. The points are given to children for their attendance, positive behaviour and quality of work. Children collect their reward stamps in a booklet, on a card, a class chart or rocket. Children who need extra support with their behaviour will have individual plans and work towards receiving the same kind of rewards as other children. Children who have received rewards above 350 points will receive a book in a special assembly which parents and carers are invited to.

Linked Policies

Equal Opportunities E-Safety
Teaching and Learning Complaints Anti-Bullying Safeguarding Policy Attendance

Performance Management SEN Policy
Use of Force Policy Exclusions Policy