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Behaviour Policy

Behaviour Policy

Date Reviewed By GovernorsSummer 2022
Date of next reviewSummer 2023


Support Documents included :





At Stoke Primary School we believe that effective learning systems are integral to strong behaviour.  The approach we take to our curriculum learning and the way pastoral development integrates with academic learning, enables each and every child to reach their full potential.


This policy establishes the system we deploy when behaviour becomes unacceptable.


Our policy is based on the belief that:


  • Good relationships and a strong rapport with children in school enable stronger understanding of the value of good behaviour.
  • School is a safe place for children where they will be listened to and challenges discussed openly.
  • Staff have a collective responsibility to support all our children and that as a team we are more likely to create solutions and strategies that are effective.
  • When things go wrong, children are an integral part of establishing a solution, so they are able to learn from the situation.




  • To ensure learning systems enable each and every child to understand how they can be successful as a member of the school community and as a learner.
  • For Quality First Teaching in a broad and balanced curriculum to underpin growth in each and every 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 Role of the Teacher


Teachers and support staff are integral to behaviour success through high quality teaching and learning that is carefully planned to meet the needs of each and every child.


Teachers need to establish consistent levels of acceptable behaviour with the support of parents, governors and school 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 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.


Mental Health Awareness


Stoke Primary School recognises the importance of strong Mental Health.  Teams of staff have been trained in both Youth Mental Health First Aid and Mental Health First Aid. 


We understand that behaviour management can adversely affect mental health.  Key to our approach is inclusive understanding and analysis of behaviour so that all stakeholders are involved and fully aware of what has happened and what the likely consequences could be.


We consider that open and transparent dialogue allows difficult conversations to take place and that this honesty enables all parties to manage the situation with respect to their own mental health.


Behaviour Guidelines




It is very important that praise and reward should be meaningful to children.  Children will achieve more, be better motivated and behave better, when staff praise and reward their successes rather than focus on their failure.  Key to all our reward systems is how the children are able to articulate why they have received a reward and what they are continuing to strive for.


Stickers are used by staff across school to celebrate success.  These are through individual systems established by class teachers.


Smileys are used to recognise achievement.  Once a child has received 10 smileys they exchange them for a House token which adds to the House Points collected across school.


Smileys are given for:

  • Good work
  • Good attitude to their learning
  • Being helpful
  • Being kind


Bronze, Silver, Gold and Platinum Certificates

When children get a specified number of smileys, they are given a certificate to take home related to their house team which recognises this milestone:

- 50 smileys for bronze

- 100 smileys for silver

- 150 smileys for gold

- 200 smileys for platinum

The certificates are presented to the children in achievement assemblies as a phase or whole school and then postcards are posted home for parents to celebrate the achievement with them.


Approaches to deal with poor behaviour


Supporting Individual Pupils with Behavioural Difficulties


Where children in school have existing SEND need identified, they are usually working with a series of bespoke targets.  Where a behaviour issue is in need of addressing their SEND systems will be taken into account in terms of the approaches to resolution and the implementation of sanctions / consequences.


Sanctions for low level behaviour concern


Where behaviour is considered a low-level issue the use of sanctions can be applied.  Pupils will always be listened to as we seek to understand the reason for any behaviour and through discussion, we will apply a sanction if appropriate.  We aim for children to learn through this process to enable them to make better choices in the future.

Sanctions can comprise:


  • loss of playtimes
  • sitting separately in class
  • spending time in parallel class group


Sanctions for high level behaviour concern


Where a child’s behaviour is considered high level concern, Stoke Primary School has a range of systems to support the required improvement.


Through detailed investigation sanctions are discussed with all stakeholders to ensure that the planned action is commensurate with the behaviour issue.  Consequences are therefore tailored to the situation, but the process follows these principles:


  • Always include children in the discussions of behaviour and consequence so they are able to learn from the situation
  • 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


Where injury has occurred


  • If behaviour results in physical or verbal abuse towards a teacher/adult an ‘Assault’ form should be completed and a copy forwarded to the LA.
  • If physical intervention of any kind is required, then a record should be completed in the ‘Bound and Numbered’ Book as soon as possible and within 24 hours of the incident.
  • Any other incident deemed ‘serious’ or resulting in injury should be recorded on an Accident/Assault Incident form, the teacher’s class diary or the Playgrounds Incident Book.
  • Incidents of bullying and/or racism should be recorded and logged in the relevant Record Log

Note   See also our policy on the ‘Physical intervention Guidance (Team Teach)”.





This is a sanction that will only be used if there is:

  • A serious breach of the school’s Behaviour Policy.
  • The pupil continually behaves badly and fails to respect the school rules.
  • If allowing the pupil to remain in school would seriously inhibit the education of other children.


Head Teacher’s role in exclusion


The Head Teacher will:

  • Act as lead officer and carry out an investigation to determine most appropriate course of action.
  • Discuss with the pupil what has happened and why it is of serious concern.
  • Discuss the events that surround the incident with wider staff.
  • Consider all the facts presented.


Length of Exclusions


The Head Teacher has the right to exclude pupils for a period from 1 to 5 school days BUT each case will be assessed and treated individually and a sanction applied depending on the incidents severity.


Permanent Exclusion


This decision is a serious one. It will be the final step, the last resort in a process of support for dealing will disciplinary problems. It will also be a decision that will be made by the Governing Body and not just the Head Teacher. There may, however, be an occasion where the Head Teacher could decide to permanently exclude a pupil for the first breach of rules. This may include:


  • Serious actual, or threatened violence against another pupil or member of staff
  • Sexual abuse or assault
  • Drug offences
  • Carrying an offensive weapon


Notifying Relevant Parties of an Exclusion


On excluding a pupil, the Head Teacher must immediately notify parents of the exclusion and the reason for it. They must also inform parents of their rights to make representations to the Governing Body. The Governing Body must also be notified of certain exclusions.


The Governing Bodies Responsibilities in relation to Exclusion


For fixed-period exclusions of more than five days the governing body must arrange suitable alternative full-time education, which must begin no later than the sixth day of the exclusion. For permanent exclusions, the pupil’s ‘home’ local authority must provide alternative education.


Governing bodies are legally required to consider parents' representations about an exclusion, and in some cases must also consider whether an excluded pupil should be reinstated. If parents disagree with the decision not to reinstate their child, they can request that it be considered by an independent review panel.


Searching, Screening and Confiscation


Where necessary, searching, screening and confiscation will be used to safeguard a child/children at Stoke Primary School. Stoke Primary School adheres to ‘Searching, Screening and Confiscation: Advice for Schools (May 2018).


Supporting documentation


  • Anti Bullying Policy
  • Attendance Policy
  • Inclusion Policy
  • Feedback Policy
  • Physical Intervention Policy (Team Teach)
  • Preventing Extremism
  • Radicalisation Guidance
  • Home School Agreement


An example of steps taken to support children to change their behaviour :

Non verbal reminder

Verbal reminder to think about choices

Second verbal reminder to: make a change/ do something differently


Appropriate consequence:

Time out / time in

Minutes off playtime to reflect / complete missed learning


Time with SLT to reflect on choices


Parents may be contacted


Restoration following reflection about what could be done differently next time.