St. Jude’s Church of England Academy
Behaviour and Discipline Policy
Discipline is a necessary part of school life and good discipline is based on
an agreement between the school, parents/carers and the pupils
themselves about what is expected.
There are specific legal requirements relating to the handling of:
 School discipline in general
 Racial abuse
 Bullying
At St. Jude’s C of E Academy we are all collectively responsible for promoting
good behaviour and discipline.
General Principles:
The Behaviour Management Policy is designed to reward and develop good
practice implemented by all school staff, and to ensure that failure to respond
to good practice is recognised by children, parents/carers. The mixture of
reward, supported by “consequences”, is designed to persuade and promote a
positive school environment.
The school operates on the basis of Key principles to promote good behaviour.




School/classroom/playtime rules
Year group charter
Positive recognition and reinforcement of the desired behaviour
Consequences to manage and change inappropriate behaviour
Positive Recognition:
Positive recognition is a means of rewarding good work and good behaviour:
 Good to be Green system – Year 1 – Year 6
 End of term raffle prizes – Term behaviour – Manners/Respect/Role
Model
 Classroom rewards
 Sticker / reward charts
 Year Group raffle ticket draws




Pupil of the week certificates/ Headteacher’s awards
Extra time
Certificate to say how well behaved/hard working the child has been
Attendance Certificates
Consequences:
 For inappropriate and poor behaviour the following consequences will
apply in this order. Each further step will apply if the child fails to
adjust their behaviour.
 Initially the child is spoken to by an adult who will help the child to
realise how to improve their behaviour
 Time out/ time in for the child – child returns- This is just a very brief
intervention and should not be
 Inappropriate and poor behaviour continues this is logged on the
Behaviour Record Sheet – First Sheet
 Persistent and inappropriate and poor behaviour continues then this is
logged onto the Behaviour Plan Sheet – Second Sheet.
Sanctions:
Wherever possible sanctions should be constructive and immediate, following
appropriate and adequate warning.
Loss of privilege:
- Time out at playtime
- Staying in to work at playtime – under supervision
- Being sent home for dinners
- Non-attendance on school visits
- Sent to another classroom to work
- Sent to the Head teacher or Assistant Head teacher
- Modified timetable
Reviews:
If a Behaviour Plan Sheet is implemented this will be reviewed with
parent/carer and pupil consultation.
If an Individual Educational Plan (IEP) is implemented this will be reviewed with
parent/carer and pupil consultation and other agencies.
Severe Clause:
Incidents of totally unacceptable/dangerous behaviour.
This may result in the child being excluded for a fixed term or permanently:
Examples of this may include:
Bullying
Disrespectfulness to staff/pupils
Aggressiveness to staff/pupils
Assault on staff/pupils
Racist abuse
Disruption
Confrontational behaviour
Theft
Jeopardising the Health and Safety of others
Lunchtimes
The Dinner supervisors on duty should keep a use a note book to log incidents
and then when they have enough time transfer these onto the First Behaviour
Sheet.
If there is consistent inappropriate or poor behaviour the consequences will
apply.
Partnership:
If a system of rewards and consequences is to work effectively, consistency of
action from all staff and parent/carers support and pupils’ understanding needs
to be ensured. Parents/carers will be consulted as necessary to ensure clear
lines of communication.
Restraint:
The Education Act 1996 clarifies the powers of teachers and other staff in
school to use reasonable force to prevent students from:
 Committing a criminal offence
 Causing injury or damage to themselves or others
 Damaging property
 Acting in a way that is counter to maintaining good order and discipline at
the school
In exceptional circumstances where there is an immediate risk of injury, a
member of the school staff may need to take necessary action that is
consistent with the concept of reasonable force, to prevent for example:
 A young pupil running off a pavement on to a busy road
 A pupil hitting someone
 A pupil from throwing an object
Staff received Behaviour Management Training in February 2013
Staff received Restraint Training in February 2013
Other agency involvement:
The school will refer pupils if there is a concern about a child’s behaviour. This
will be done by an Initial Inquiry Form, which is forwarded to the LA (MAST
team) and parents/carers, will be consulted about this. This information will
also be a source of reference for the SENCO. (Special Educational Needs Coordinator)
Pupils may be referred to:
MAST team
Educational Psychologists
School nurse
Children and Mental Health Support (CAMHS)
GEM Centre – Children’s practitioner
Pupils identified with behavioural Needs will be set Behaviour targets and an
Individual Education Plan will be developed in conjunction with the LA policy and
practice.