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Striving to Achieve Our BEST!

Behaviour Policy




Core Principles





Children’s Rights and Behaviour
















Role of the Teachers and Teaching Assistants

















Recording Behaviour















Behaviour at Lunchtime


Physical Intervention









“Good behaviour is a necessary condition for effective teaching and learning to take place and an important outcome of education which society rightly expects.” (Education Observed D.F.E)



Our policy is based on the belief that:

 • Good behaviour is not automatically learned but needs to be taught and supported by parents.

 • Classroom behaviour can change and teachers can assist children to manage their behaviour more effectively.

.• A child who struggles to manage their behaviour is the school’s problem not an individual teacher’s problem.


This policy applies when the children are:

•     On school premises, including before and after school hours;

•     In the immediate locality of the school in the time leading up to the start of the school day or following the end of the school day;

•     Off-site on an arranged educational visit;

  1. Travelling to and from school, but not accompanied by a responsible adult;
  2. Wearing a school uniform, so representing the school.



  1. To consistently maintain levels of good behaviour
  2. To provide a consistent approach in rewarding good behaviour
  3. To provide a consistent approach in responding to unacceptable behaviour
  4. To ensure that behaviour does not inhibit learning or impede potential.




Our Good Behaviour Policy at Awsworth Primary and Nursery School is aimed at making school a caring place in which all children can ‘Strive to Achieve their BEST’. It is based on the principle of inclusion and equal opportunity and will be monitored to ensure this. All staff members endeavour to make Awsworth Primary & Nursery School a place where children are happy and able to respect others and themselves. Our policy is based upon choices and consequences and our aims are:


 • 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 try to raise the levels of pupils’ self-esteem;

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



We are a Rights Respecting school and our approach to behaviour supports the following articles from the United Nations Convention on the Rights of the Child:


Article 12 -       Every child has the right to say what they think in all matters affecting them, and to have their views taken seriously.

Article 19 -       Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and mistreatment by their parents or anyone else who looks after them.

Article 28 -       Every child has the right to an education. Primary education must be free. Secondary education must be available to every child. Discipline in schools must respect children’s human dignity. Wealthy countries must help poorer countries achieve this.

Article 29 -       Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

Article 30 -       Every child has the right to learn and use the language, customs and religion of their family whether or not these are shared by the majority of the people in the country where they live.

Article 31 -       Every child has the right to relax, play and join in a wide range of cultural and artistic activities.


Class Teachers and Teaching Assistants need to establish consistent levels of acceptable behaviour with the support of parents, governors, and senior leaders. Positive expectations, praise and reward are the key to successful classroom management. Pupils need to know how to make good choices. They need to receive consistent positive encouragement as a means of motivation. They need to be taught to manage their own behaviour. Teachers need to recognise that effective conditions for learning: (planning, pitch, pace, participation etc.) will impact positively on general classroom behaviour.




It is essential the children understand what is meant by good behaviour and that the rules we expect them to follow are clear and understandable. The school’s three rules are:


  1. Ready
  2. Respectful
  3. Safe


So that children can feel good about themselves and the school, we will give a range of rewards for good behaviour:


  1. Verbal praise
  2. Rewards for individuals: points, ‘Honey Money’, stickers, certificates
  3. Marvellous Me messages home
  4. Entry on the Rights Tree
  5. Class rewards, decided by each class and half term ‘Honey Money’ winners
  6. Head Teacher’s awards
  7. Whole school achievement display/assembly
  8. Contact with parents – phone call home, newsletters, etc.
  9. At the end of the school year there will be special awards to pupils who teachers feel have excelled in achieving their BEST (Belief, Effort, Success, Teamwork).
  10. BEST Award Cards



Where children do contravene the school rules, a hierarchy of behaviour management strategies are used to help support them in the adjustments they need to make. Inevitably, the nature of the incident will dictate the level of response required. Initially, wherever possible, our positive approach to behaviour management would aim to initiate change through recognition and praise of those who are ‘doing the right thing’.  Where a more direct response is required, this would involve the following stages for Level 1-2 behaviour:


1.         A ‘look’, then a verbal reminder of the rules.

2.         Time out within the classroom / on the playground.

3.         Partial / full loss of a breaktime or breaktimes.

4.         Entry on to CPOMS which incorporates the school’s behaviour log.


Severe Cases: in the case of severe misbehaviour such as violence, bullying, insolence, racism, defying a teacher, etc. (also see hierarchy of behaviour Levels 3-5 or repeated incidents from Levels 1-2) any or all of these stages may be missed out and any of the following actions may be taken as is deemed necessary:


  1. Immediate entry on to CPOMS and consider whether parent / carer should be informed.
  2. Potential time out in a partner class (green card) (parent / carer informed by Class Teacher).
  3. Partial / full loss of a breaktime / breaktimes or exclusion from specific activities.
  4. Phase leader / Head Teacher / Deputy Head Teacher informed with child present and formal conversation with the child and consequences outlined; conversation with the parent / carer initiated.
  5. Daily report introduced and individual behaviour plan drafted.
  6. EMET fixed / permanent exclusion procedures considered.
  7. EMET fixed / permanent exclusion procedures implemented.


Sustained low level behaviour incidents or serious individual incidents are recorded on CPOMS and appropriate actions to support improvements are identified.  All entries are monitored by the behaviour coordinator on a weekly basis and any significant individual or group trends are communicated to staff as and when appropriate.  Responses to the behaviour log will be as follows:

1.         Two behaviour related entries on CPOMS within a two-week period will result in the Class Teacher initiating an informal conversation with the child’s parent / carer and a conversation between the child and the phase leader.

2.         A further two entries on CPOMS within a four-week period will initiate enhanced behaviour responses for the child and a formal conversation with the parent / carer initiated by the phase leader initially, then the Head Teacher or Deputy Head Teacher.

3.         The child is placed on a daily report and this is continued until improvements are achieved and maintained.  Reports are kept in school and a photocopy is sent home to keep parents informed of progress.  Parents are asked to come into school if a child is to be placed on report in order for it to be explained what this means and to find out how they can support their child at home.  Parents are invited to review behaviour at regular intervals:

  1. If behaviour is satisfactory: the child is taken off monitoring and appropriate recognition made (certificate of achievement for example).
  2. If behaviour is unsatisfactory but improved: continue behaviour report.
  3. If behaviour declines: continue behaviour report but inform parents of consequences leading to exclusion.

4.         Further incidents: the parent / carer is invited into school for a formal meeting with the Head Teacher / Deputy Head Teacher – among the responses, exclusion from participation in off-site / residential visits to be considered. EMET fixed / permanent exclusion procedures are outlined at this stage.

5.         EMET fixed / permanent exclusion procedures implemented.



The school expects children to maintain high standards of behaviour across the school day.  Midday supervisors have the opportunity to reward children with points, ‘Honey Money’, stickers etc.  A weekly certificate is awarded to a child in each phase of the school for someone whose behaviour has been of a high standard.  Where behaviour falls below the expected standard, midday supervisors note incidents in a book and where necessary inform the child’s Class Teacher.  Serious incidents are reported directly to a member of SLT and where required these are added to the behaviour log and dealt with as above.



The school will follow the guidance set out in the authority’s booklet, “Code of Practice: Guidance on physical intervention between staff and pupils”.


In particular, we will:


  1. wherever possible, avoid confrontation or de-escalate conflict to avoid the necessity of a physical intervention;
  2. where physical intervention is unavoidable, use the minimum force needed to prevent harm to the child;
  3. record all incidents in our Physical Intervention log book;
  4. inform parents of all incidents;
  5. provide an individual written handling policy for pupils recognised as being in special need through particular EBD problems or repeated physical management;
  6. All staff have received an input from Head Teacher and Deputy Head Teacher about acceptable and safe ways to hold and move children;
  7. Named members of staff have received up-to-date CRB training on physical handling;
  8. If it is felt that a child may require handling at school due a specific need a detailed care plan will be drawn up in close partnership with parents.



Should a child run away from the class or group without permission the following action will be taken:

  1. If the child leaves the classroom or work area, then:
    • Monitor where the child has gone (TA, Class Teacher or if appropriate another pupil) and then:
    • Give two minutes to calm down.
    • If the child will not return then send a message to the Head Teacher regarding their absence from the classroom.
    • Contact parents if they refuse to comply.


  1. If the child manages to leave the school premises, then:
    • Staff member(s) to pursue at a safe distance.
    • Phone parent / carer immediately.
    • If unable to contact home, then contact the police.


  1. If off-site (for example on a school visit) then:
    • Staff member(s) to pursue at a safe distance.
    • Where at a staffed venue, alert its staff.
    • Phone parent / carer immediately.
    • If unable to contact home, then contact the police.




Linked documents:


Personal Organiser – Home School Agreement

Equalities Policy

Equal Opportunities Policy

Anti-Bullying Policy

Child Friendly Anti Bullying Policy

Safeguarding Policy

Physical Intervention Policy

Whistle Blowing Policy

Anti-bullying Leaflet for Parents & Pupils


Behaviour Lead:          Dr I Baxter

Behaviour Governor:   Mr D Fyffe


Reviewed:        September 2021

Next Review:   September 2024









  • Swinging on chairs despite reminders to stop
  • Wearing inappropriate clothing in school despite being reminded, e.g. hats inside
  • Wandering around the classroom
  • Irritating noises
  • Chewing gum, eating sweets or snacks
  • Inappropriate fidgeting/ rummaging
  • Dropping litter
  • Calling out or shouting
  • Persistently bringing in toys to school without permission
  • Talking over or interrupting others in class despite reminders
  • Play fighting
  • Talking in assembly
  • Not doing as asked first time
  • Not supporting team activities in the classroom, e.g. tidy up time despite being asked
  • Chatting to others at inappropriate times or about inappropriate subjects
  • Lateness into class during the day
  • Wasting resources or not looking after resources


NB: Many of these behaviours will be dealt with informally at first. Consequences will apply for repeated examples of these.

  • Making fun of another child’s work or efforts
  • Telling lies
  • Interfering with another person’s property or taking things
  • Purposeful antisocial, crude behaviour (passing wind, spitting [not directly at somebody] and belching)
  • Name calling
  • Responding abruptly or rudely towards requests from adults
  • Swearing as part of general conversation
  • Not engaging in their work or having a poor attitude to learning
  • Dangerous play
  • Unsafe behaviour in the corridors and around the site, e.g. running
  • Unhelpful, uncooperative behaviour, e.g. being obstructive in activities
  • Poking, pushing, pinching or prodding
  • Misuse of toilets and wash areas
  • Teasing or deliberately ‘winding up’ other children
  • Continued and persistent Level 1 behaviour
  • Refusal to follow important safety instructions including running out of class/school (could be L4+ if on school trip and/or it puts someone else in danger)
  • Writing graffiti or defacing walls, desks, books or work
  • Refusing to do work
  • Answering back or arguing with an adult
  • Throwing or flicking objects in the classroom or out of the window (without directly aiming at others)
  • Swearing at another person
  • Making inappropriate comments related to gender, sexual orientation or appearance
  • Making insulting remarks about another person’s family members
  • Disruptive behaviour including inciting disruptive behaviour of others
  • Clear breach of school values despite reminders
  • Deliberately unkind behaviour which leads to others feeling isolated or upset
  • Threatening or intimidating behaviour
  • Vandalism of school site
  • Age-inappropriate sexualised touching of self - to cause offence or embarrassment to others
  • Stealing (a serious case may lead to Level 5)
  • Stone-throwing
  • Refusing to go to the Head Teacher or designated person
  • Spitting at/on someone


  • Bullying (repeated and persistent, threatening, intimidating or harming behaviour)
  • Racist, homophobic or discriminatory behaviour (if the behaviour is with intent)
  • Age-inappropriate sexualised touching of others
  • Physically violent behaviour (fights or attacks on others) including biting
  • Throwing furniture or equipment across the classroom (including aiming items towards somebody)
  • Persistent and continual disruption of learning (attributed by an escalation of any other level of behaviour)

All incidents to be considered within the given context.