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 effort and 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 all members of our school community to learn effectively and achieve their full potential.

  • To encourage learners to develop high standards and good learning behaviour, creating 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 foster an ethos of intrinsic motivation.

  • To provide a broad, balanced and differentiated curriculum which promotes irresistible learning.

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

  • Pupils will be praised in public and reprimanded in private.

  • The school’s learning behaviours ‘Keys for Success’: Confidence, co-operation, organisation, resilience , persistence and respect will be promoted and celebrated throughout the school.

  • 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 ‘Keys for Success’ 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

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

  • 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, including through the use of social media

  • 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

  • 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

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 circumstances must 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 or to the class teacher for safe keeping 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 be safe

  • Each pupil has the right to learn

  • 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 when they join the school. 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.

If, in exceptional circumstances, a child needs to be removed from class the head should be sent for.  If unavailable, the Assistant Headteacher, or most senior staff member available, should be called.

Our ‘Physical Intervention 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 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, police should be informed immediately and parents informed.  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 three 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 should be in their classrooms ready to receive children at 8:40am. All teaching staff should be present at the start of the school day to greet their class and at end of the school day as their class children leave.

In order to influence behaviour, all adults are responsible for all children in the school, not only pupils in their immediate care.  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 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 2 minutes time out for minor incidents.  

If it is felt the incident requires more than 2 minutes time out, or is noted to be a repeated behaviour, staff on duty will report the incident to the class teacher. The class teacher will take responsibility for recording the incident using an ABCC chart and/or CPOMS and inform parents via a phone call or personal contact.

5 minutes of reflection time for more serious behaviour will be supervised by a senior member of staff at lunchtime in their classroom.

Serious Incident

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 a prohibited item, as defined above. The member of staff who initially responds to the incident is responsible for logging the incident on an ABCC and or CPOMS, including antecedent, behaviour and actions to be taken and will inform the class teacher and a member of the Leadership Team. Parents and carers will be contacted by the Leadership Team on the day of the incident, and appropriate support put in place to prevent reoccurrence.

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 minutes (see sanctions).

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 for the Class Charter:

  • 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


At Stanmore Primary School we view behaviour as communicative. ‘Schools should look at the underlying causes of behaviour, as well as having appropriate disciplinary routes, ‘Behaviour and Discipline in School  www.publications.parliament.ukSept 2010 

It is important to take into account the seriousness of the behaviour you are dealing with and it is sometimes appropriate to skip earlier sanctions for a more serious one. It is also important that a sanction is fair and proportionate to the behaviour demonstrated so, for example, that a one off incident of low level disruption is not subject to a lunchtime detention.

When dealing with behaviour act confidently and calmly avoiding confrontational or aggressive body language. This approach will usually avoid escalation and argumentative reactions.

When the behaviour a child demonstrates is very challenging, violent towards children or adults, or putting themselves or others at risk, send for an available Senior Leader who will immediately go to the class to offer assistance.

When a child “chooses” to break the rules or “forgets” to behave appropriately a set of carefully constructed sanctions prevent disruption to the learning of others.

Hierarchy of Sanctions

An example of approach to address inappropriate behaviour may be as follows:

  • Tactical ignoring of low level or attention seeking behaviour

  • A non-verbal reminder to show that you have noticed the inappropriate behaviour

  • A simple direction directly to the child of how they should be behaving

  • A reminder of the class/school rule or routine as agreed or discussed and displayed

  • Ask the child a straight forward question to refocus their attention on the work they are supposed to be doing or the rule they are breaking

  • Give the child a limited choice

  • Give a clear verbal warning of the consequence of continuing to behave inappropriately. At this point, the child’s name should be written on a behaviour chart in a clipboard as a reminder that they have had the warning. They could also be given a Time Out within the classroom. 

If the behaviour continues:

  • Two minutes reflection at break

  • Add further 2 minutes reflection time

  • More serious behaviour incident 5 minutes with key stage leader – teacher to complete ABCC chart

  • Meet with headteacher – code of conduct agreed and signed with individual pupil

  • Report card issued tracking behaviour for 1 week. Parents informed 

  • Individual Behaviour Management Plan (IBMP) and challenging behaviour risk assessment completed for category 1 pupils (see ready to learn room rationale)

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 children can be rewarded by being given a smile, being told “well done”or  given a sticker, Excellent behaviour will be rewarded  by giving a pupil a dojo point which can be viewed by parents. The top 10% of children achieving the highest number of points will have a celebration tea party with the headteacher at the end of term. They can collect a merit for high quality work or demonstrating the ‘Keys for Success.’  We also congratulate children with good behaviour in our assemblies. They may be nominated for the weekly Wizard Learner or half termly ‘BEST’ award.

Linked Policies

Equal Opportunities 


Teaching and Learning 



Safeguarding Policy



Performance Management

SEN Policy

Physical Intervention Policy

Exclusions Policy

Ready to Learn Room Rationale

Date policy issued: September 2018

Date of policy review: September 2020