Grange Lane Infant Academy
Policy Document
Behaviour
GRANGE LANE INFANT ACADEMY
Behaviour Policy
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Aims and expectations
It is a primary aim of Grange Lane Infant Academy that every member of the school community feels
valued and respected, and that each person is treated fairly and well. We are a caring community, whose
values are built on mutual trust and respect for all. The school positive behaviour policy is therefore
designed to support the way in which all members of the school can live and work together in a
supportive way by making the correct choices. It aims to promote an environment where everyone feels
happy, safe and secure.
Our school has a number of rules, but the primary aim of the positive behaviour policy is not a system to
enforce rules. It is a means of promoting good relationships and making the correct choices, so that
people can work together with the common purpose of helping everyone to learn and develop as
responsible human beings. This policy supports our school community in aiming to allow everyone to
work together in an effective and considerate way.
Grange Lane Infant Academy’s GOLDEN RULES (we prefer to emphasise the DOs rather than the
DON’Ts)
Do listen
Do work hard
Do look after property
Do be gentle
Do be kind and helpful
Do be honest
The school expects every member of the school community (pupils, parents, Governors and all staff) to
behave in a considerate way towards others. Children need to see good adult role models.
We treat all children fairly and apply this positive behaviour policy in a consistent way. We ask parents
and children to agree to this in their Home School Agreement.
This policy aims to help children to grow in a safe and secure environment, and to become positive,
responsible and increasingly independent members of the school community.
The school rewards good behaviour, as it believes that this will develop an ethos of kindness and cooperation. This policy is designed to promote good behaviour, rather than merely deter anti-social
behaviour.
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Rewards and consequences
We praise and reward children for good behaviour in a variety of ways:
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Staff congratulate children: verbally; in written form; through body language or facial expression.
Staff give children star points or stickers for such things as good work or behaviour, outstanding
effort, acts of kindness or good manners.
An achievement assembly is held every Thursday to distribute the Achievement Bears.
All classes lead a class assembly for parents/carers and the rest of the school every year, to celebrate
some aspect of their achievement in school.
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The academy acknowledges all the efforts and achievements of children, both in and out of school and
celebrates any certificates, trophies, awards gained, in the Thursday Achievement assembly (swimming,
judo, karate, football).
The academy employs a number of strategies to enforce the school rules, and to ensure a safe and positive
learning environment. We employ each strategy appropriately to each individual situation.
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If the child is not following a Golden rule, they will be given a verbal reminder and if possible shown
a good role model.
If they continue to ignore the Golden rule their name will be moved to the “Sun and Cloud” and if
they continue to ignore the Golden Rule then their name will be moved to the Cloud. This will result
in a sanction appropriate to the child’s age (for example a missed playtime/part of playtime/holding
hands at playtime). They may need to complete their work at a later time (playtime).
Lunch time supervisors have a system of strategies to work through before the Vice Princiapl then the
Principal is involved.
If children continue to disregard the rules they will be sent to a member of the Leadership Team
(ultimately the principal) and parents may be contacted to arrange a meeting to discuss ways forward.
The emphasis is always on “it’s the behaviour which is unacceptable NOT the child”. Children need
to realise they can choose to change their behaviour without changing themselves.
The class teacher discusses the Golden rules with each class at every opportunity and they are displayed
in school. In addition to the Golden rules, there may be specific rules in each classroom but these
generally reinforce the Golden Rules. Work on choices and correct behaviour models are reinforced
through Circle Time sessions, encouraging children to speak out about how they feel, in a secure and
caring environment. Discussion, through the Speaking and Listening aspect of Literacy; and the
opportunity to work co-operatively in a variety of groupings encourages the children to respect and listen
to other people’s opinions and feelings.
Every child is aware of the Golden rules and the reasons for having them at Grange Lane Infant
Academy. They are also made aware that it’s THEIR OWN choice whether they follow them, so they
need to be aware of the correct choice and the consequences of not making that choice.
Some incidents of inappropriate behaviour are considered to be a high level of seriousness and these are
reported immediately to the Principal. Such incidences may include:
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Swearing/bad language/threatening language (deliberate and measured)
Physical assault (or encouraging others to be violent)
Stealing
Bringing dangerous objects to school
Racial abuse (verbal, name calling, racial jokes, violence)
Bullying
Lying (without backing down when there is proof of lie)
Parents will be contacted and ways forward discussed in partnership.
Behaviour logs/diaries/specific behaviour reward systems may be set up in liaison with school, parents
and child. It may be necessary to ask for involvement from an Outside Agency.
It is part of this policy that everyone can attend Grange Lane Infant Principal without fear.
Adults in our school do not hit, push or slap children. Staff only intervene physically to restrain children
or to prevent injury to a child, or if a child is in danger of hurting him/herself. The actions that we take
are in line with our policy on care and control.
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The role of the class teacher
It is the responsibility of the class teacher to ensure that the school rules are enforced in their class, and
that their class behaves in a responsible manner during lesson time and during whole school lessons such
as assemblies and singing.
The class teachers in our school have high expectations of the children in terms of behaviour, and they
strive to ensure that all children work to the best of their ability and in so doing achieve their potential.
The class teacher treats each child fairly and enforces the classroom code consistently. The teacher treats
all children in their class with respect and understanding.
If a child misbehaves repeatedly in class, the class teacher monitors all such incidences. In the first
instances, the class teacher deals with incidents him/herself in the normal manner and may choose to
informally talk to parents after school. However, if misbehaviour continues, the class teacher seeks help
and advice from a member of the Leadership Team, who will then arrange a meeting with parents.
The class teacher liaises with the SENCO and through them, external agencies, as necessary, to support
and guide the progress of each child. The class teacher may, for example, discuss the needs of a child
with a member of Children’s Services or SEN team.
The class teacher reports to parents about the progress of each child in their class, in line with the wholeschool policy. Parents are encouraged to liaise with staff to ensure that school are aware of any situations
which may impact on the child’s welfare or behaviour. All meetings are confidential.
The class teacher, all other members of staff and visitors should be good role models for the children –
showing respect, good manners, and kindness.
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The role of the Principal
It is the responsibility of the principal, under the School Standards and Framework Act 1998, to
implement the school behaviour policy consistently throughout the school, and to report to governors,
when requested, on the effectiveness of the policy. It is also the responsibility of the headteacher to
ensure the health, safety and welfare of all children in the school.
The principal supports the staff by implementing the policy, by setting the standards of behaviour, and by
supporting staff in the implementation of the policy.
The principal keeps records of all reported serious incidents of misbehaviour.
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The role of parents
The academy works collaboratively with parents, so children receive consistent messages about how to
behave at home and at school.
We expect parents to support their child’s learning.We try to build a supportive dialogue between the
home and the academy, and we inform parents immediately if we have concerns about their child’s
welfare or behaviour.
If the academy has to use reasonable sanctions to punish a child, parents should support the actions of the
academy. If parents have any concern about the way that their child has been treated, they should initially
contact the class teacher. If the concern remains, they should contact the principal. If these discussions
cannot resolve the problem, a formal grievance or appeal process can be implemented through the
Governors.
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The role of Governors
The Governing Body has the responsibility of setting down these general guidelines on standards of
discipline and behaviour, and of reviewing their effectiveness. The Governors support the principal in
carrying out these guidelines.
The principal has the day-to-day authority to implement the school behaviour policy, but Governors may
give advice to the principal about particular disciplinary issues. The principal must take this into account
when making decisions about matters of behaviour.
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Fixed-term and permanent exclusions
Only the principal (or the acting principal) has the power to exclude a pupil from school. We follow SPT
guidelines on exclusion.
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Monitoring
The principal monitors the effectiveness of this policy on a regular basis. S/he also reports to the
Governing body on the effectiveness of the policy and, if necessary, makes recommendations for further
improvements.
The principal keeps a variety of records of incidents of inappropriate behaviour. The class teacher
monitors minor classroom incidents. The senior lunch time supervisor keeps teaching staff and the
leadership team informed about any inappropriate behaviour at lunch times. Any staff on duty at
playtimes will inform class teachers of any incidents. All incidents are investigated as thoroughly as
possible, including talking to any witnesses and listening to all sides and ensuring that the report is as
accurate as possible.
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Review
The Governing Body reviews this policy every two years. The Governors may, however, review the
policy earlier than this, if the government introduces new regulations, or if the Governing Body receives
recommendations on how the policy might be improved.
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