POLICY & GUIDELINES for the MANAGEMENT of PUPIL’S BEHAVIOUR
(Ref: National Minimum Standard 12 - Appendix Two Item/s 2 & 3 Appendix Three Item/s 2 & 3 )
Introduction
St Andrew’s School aims to provide a positive environment which will enable all pupils to develop their
full potential in an atmosphere which is encouraging, supportive and takes into account individual needs.
All pupils need a secure, stable environment to develop socially acceptable behaviour that is also
controlled and responsible.
It is the duty of all staff to promote self-discipline and a proper regard for authority and respect among
pupils.
Definition of ‘Severe Challenging Behaviour’
Culturally abnormal behaviour of such intensity, frequency, or duration that the physical safety of the
individual or others is placed in serous jeopardy, or behaviour of such intensity, frequency or duration
that the individuals ability to access ordinary community facilities is severely limited. (Emerson et al
1995)
It should be emphasised that such behaviour represents a challenge to services and that definitions are
therefore based on social judgements (what challenges one service or institution may not challenge
another) and definitions must be considered in context.’
Individual Behaviour Management Programmes
If a pupil’s behaviour is causing concern the following steps may be taken:






A Behaviour Incident Book may be filled in to log behavioural outbursts to see if any pattern emerges
and to seek to identify early warning signs that indicate behaviours that are developing.
The advice of the behaviour co-ordinator should be sought regarding the behaviour
The class team and the behaviour co-ordinator will look at the incident sheets, discuss the behaviour
and any pattern it follows. They will try to identify the purpose of the behaviour. They will decide what
new skill the student could be taught to get their needs met more appropriately and to enable the
pupil to develop self control A behaviour management programme will then be written. It is important
to ensure that all relevant staff involved with the student are in agreement and aware of strategies
within the programme. This may include parents, nurses, T.A’s, escorts and other professionals. The
programme will be written on the school pro-forma. All programmes must include proactive strategies
(including any environmental change and early intervention strategies such as verbal and non verbal
calming techniques as required).
The Educational Psychologist may be informed of behaviour management programmes at the
regular meetings with the Behaviour Management Coordinator. It may be desirable to further involve
the EP at this stage. Any behaviour programme with a physical intervention as a reactive strategy
should be agreed with the Behaviour Management Coordinator prior to its implementation.
Any programme set must have clear objectives, time scale and agreed monitoring and evaluation
involving staff, parents, student, and other professionals as appropriate.
The Behaviour Management Coordinator and Head of Care will report to the Head Teacher half
termly regarding their monitoring of behaviour programmes, physical interventions and sanctions.
1
Reviewed PB April 2015
POLICY & GUIDELINES for the MANAGEMENT of PUPIL’S BEHAVIOUR
(Ref: National Minimum Standard 12 - Appendix Two Item/s 2 & 3 Appendix Three Item/s 2 & 3 )
Behaviour management programmes should be kept in the pupils’ class file and the class/department
‘Pupil Risk Assessment file' and supply staff made aware. A copy of the programme should also be
given to the Behaviour Management Coordinator, parents and appropriate professionals as identified on
the form.
When writing a behaviour management programme consideration must be given to preventative
strategies outlined in PROACT SCIP Training.
Rules
In order to help pupils to develop socially acceptable behaviour that is also controlled and responsible a
few pertinent rules have been devised. These are clear, unambiguous, realistic, fair and phrased
positively. They will be reviewed regularly.
1. Walk in corridors.
2. Keep your hands, feet and belongings to yourself.
3. Be kind and considerate to everyone.
Introduction to Rewards and Sanctions
There needs to be a clear understanding (by both staff and students) of the consequences of breaking or
keeping the rules.
If the consequence of a particular behaviour is rewarding the behaviour is more likely to reoccur. If the
consequence of the behaviour is non-rewarding then it is less likely to reoccur.
The Elton Report recommends that school should strike a healthy balance between rewards and
sanctions and both should be clearly specified.
Rewards
In order for rewards to be effective staff should consider:





Is the reward really a reward?
Is the reward used consistently?
Is the reward used immediately?
Does the pupil know what he/she is being rewarded for?
Are rewards faded out appropriately?
We include a brief list of acceptable school rewards. From time to time class teams will need to devise
creative reward systems for individual pupils. These should be discussed and cleared with SLT/
Behaviour Co-ordinator
 Verbal praise
 Appropriate physical contact.
 Good work/behaviour stickers.
 Visiting another class/staff member/community.
 Class/department/whole school approval e.g. announced in assembly/displayed on whiteboard in the
entrance hall.
2
Reviewed PB April 2015
POLICY & GUIDELINES for the MANAGEMENT of PUPIL’S BEHAVIOUR
(Ref: National Minimum Standard 12 - Appendix Two Item/s 2 & 3 Appendix Three Item/s 2 & 3 )
Sanctions
In order for sanctions to be effective staff should consider:







Is the sanction acting as a deterrent?
Is it applied consistently?
Is it used immediately?
Does the pupil know what action has resulted in disapproval?
Does the sanction fit the behaviour?
Is the sanction fair?
Is the sanction applied calmly?
Whilst the emphasis is on a positive approach, we do need to be clear about the use of sanctions in
order to maximise their effectiveness and to ensure that their use will increase the likelihood of good
behaviour.
The sanctions policy states clearly what actions should not be used.
Exclusions
In certain extreme situations a student may be excluded from school for a fixed period or permanently.
Prior to any exclusion the Head Teacher will consider carefully the effectiveness of the behaviour
management plan. St Andrew’s follows the Derby City Exclusions policy.
3
Reviewed PB April 2015