Behaviour and Discipline Policy
Values and Aims
At Fieldhead Primary Academy, we are committed to enabling all children to
access education successfully in a safe and happy environment where all members
of the school community feel valued and respected and where effective teaching
and learning is able to take place.
We believe that high standards are best promoted when everyone – staff, children
and parents – have a shared understanding of what is acceptable and
unacceptable behaviour.
The main principals of our behaviour management strategy are to promote and
emphasise good behaviour, fairness and social inclusion. We comply with equalities
legislation and the duty to promote the wellbeing of our pupils.
Our positive behaviour management strategy aims to:




Ensure a safe, caring environment where effective learning can take place
for all pupils.
Promote good citizenship, self-esteem, self-discipline and emotional
intelligence.
To encourage children to recognise their responsibility for their own
behaviour.
Prevent bullying
Clear Expectations
Code of Conduct
Our Fieldhead Primary Academy Code of Conduct applies to all children and adults
in our school community:






Respect yourself, each other and our environment.
Excellent attendance and punctuality equals success.
We take responsibility for our own actions.
Rise to challenges positively.
Honesty is the best policy.
Wear your uniform and represent your school with pride.
In addition to our school Code of Conduct, each class also has its own Classroom
Charter which is devised by the pupils with their class teacher at the beginning of the
year. The charter should be clearly displayed in the classroom by the end of the first
week of the Autumn term.
September 2013
Playground Code of Conduct






Play safely.
We take turns and share equipment.
We only use playground equipment which is distributed by an adult.
Maximum of 2 balls in the ball court.
Only climb where there is soft flooring.
Keep away from the planted areas.
Good Relationships and Praise
We know that maintaining a respectful, happy relationship between pupils and staff
is the most effective behaviour management strategy used in school. With this at the
heart of our school ethos, the effect of praise is never undervalued - as all children
light up when they receive a smile and verbal recognition of good behaviour from
their teacher!
Positive Reinforcement and Rewards
At Fieldhead Primary Academy, we recognise the value and importance of making
explicit our expected standards of behaviour for learning, through positively
reinforcing and valuing good behaviour. Rewarding positive attitudes and learning
behaviours, is central to our behaviour strategy and school ethos.
Golden Tickets
In addition, we have a Golden Ticket system which is used across the whole school.
Golden tickets can be issued to children by any member of staff in recognition of
fantastic behaviour, effort and/ or achievement.
All Golden Tickets are placed in the class Golden Ticket Box. During our weekly
Celebration Assembly, a randomly chosen Golden Ticket will be drawn from each
class box and a prize given to the pupil who was awarded the ticket during the
week.
Star of the Day
At the end of each day a child in each class will be named by their teacher as the
‘Star of the Day’. Their name will be displayed on the classroom star and remain
there until the end of the following day when another Star of the Day is chosen. The
child will receive a Golden Ticket for being awarded Star of the Day.
Star of the Week
For continued good behaviour and effort in school across the week, each class
teacher will choose a child from their class to be ‘Star of the Week’. The pupils
named as Star of Week from each class sit at the front during our Celebration
Assembly and are individually praised and rewarded by the Principal who leads the
assembly.
September 2013
Celebration Assembly
Every Friday, we have our Celebration Assembly to which there is an open invitation
for parents to attend.
This assembly is a specific time dedicated, so that as a whole school community, we
can celebrate good pupil behaviour, effort and attendance in school.
The Principal leads the assembly and individually rewards each child chosen (either
Star of the Week or the randomly chosen Golden Ticket winner) with a prize and
public commendation.
Discipline and Sanctions
All pupils are expected to be well behaved and respectful to enable their own
learning and the learning of others. Behaviours which adversely impact on learning
and disrupt our school environment will not be tolerated and will be corrected in line
with a range of behaviour management strategies and disciplinary sanctions.
School staff will deal with incidents in a way appropriate to the level of misconduct,
involving more senior staff where appropriate.
Initially, low level disruption will be dealt with by staff with an appropriate strategy
which could include:





Silent Strategies
Positive questioning: What should you be doing? … Good. So show me. Well
done – I knew you could!
Ignoring: Where practical, ignore inappropriate behaviour and praise
appropriate behaviour of a peer.
Identifying Choice: If you choose to continue to do that, this will happen
(consequence identified)or you can choose to (correct behaviour identified).
It’s your choice.
Distraction: If a difficult situation is potentially likely to develop, distract the
child’s attention e.g. specific given task
Traffic Light System
If low level behaviour has not been corrected with the above strategies, the traffic
light system can be used to highlight instances of disruptive behaviour. All children
start on green which signifies that they are ready for learning. If a pupil is disruptive
and initial attempts of being reminded of classroom expectations identified in the
class charter are unsuccessful, the child will then be placed to orange.
If further instances of disruption continue, this will result in the child being moved to
red. Pupils placed at Red on the traffic lights will be given a ‘time-out’ of up to 10
minutes in a partner class. This allows the child to calm down and reflect on their
behaviour. Once this time has been completed, the child may return to class with an
apology for their behaviour. They can then be placed back at green.
September 2013
Children who have already had one time out after being placed at red on the
traffic lights, should not have this repeated within one school day. Upon their second
Red placing the child should be sent with an adult to a senior leader in school who
will decide on an appropriate sanction.
Severe and/or Persistent Behaviour
Where behaviour is persistent or severe, Senior Leaders in school will become
involved. In these circumstances the parents will be informed. The sanction and
actions taken will be determined by the nature of the misconduct.
Sanctions could include:





The pupil is placed in an isolation area in school where they will work on
appropriate tasks for the remainder of the morning or afternoon session.
Removal of playtimes and/or lunchtimes.
An Individual Behaviour Plan signed by parents.
Home/School Behaviour log.
Missed work, due to behaviour, being completed at home.
For severe behaviour incidents a BLUE Incident form should be completed by the
member of staff who initially witnessed the incident and also read and signed by the
senior member of staff who was consulted. This form needs to be given to the
Principal to file securely.
Where appropriate, we may consider a multi-agency assessment for children who
display continuous disruptive behaviour.
Exclusion
A Fixed Term Exclusion is not a decision taken lightly but will be made where severe
cases of behaviour warrant this course of action. It is the Principal who will make this
decision and parents will always be informed by telephone and also in writing which
details the incident. Parents will always be invited to come to school and discuss
their child’s behaviour and develop a behaviour working plan with senior leaders to
ensure positive behaviour on the child’s return to school.
A Permanent Exclusion will be used when a single or series of behaviour incidents
justifies this course of action.
For more information please see the Focus Trust Exclusion Policy.
Pupil Restraint
Pupil restraint is used by staff with appropriate training and only as a last resort when
a pupil has directly refused to stop their behaviour and/ or leave the classroom or
immediate learning environment. The following situations would warrant physical
restraint:

The prevention of a criminal offence.
September 2013




To prevent a pupil injuring themselves or others.
Searching for prohibited items.
A pupil causing damage to property.
Where behaviour is causing significant loss of learning to others and
prejudicial to maintaining good order and discipline.
Please see the Focus Trust Pupil Restraint Policy for more information.
SEN and Behaviour
For children who have been identified with a special educational need that includes
behaviour, school will support these children in line with their individual education
plan or objectives outlined in a statutory assessment statement. However, this does
not mean that direct and deliberate violence and abuse towards others will be
excused and allowed to continue in our school.
For more information please see the Fieldhead Primary Academy SEN Policy
Lunchtimes
The lunchtime break is supervised by a trained team of lunchtime supervisors. These
staff, headed by the Senior Lunchtime Supervisor, are responsible for dealing with
the majority of behaviour incidents although will refer some incidents to teachers
and/or senior leaders.
The Lunchtime supervisors use a yellow and red card system to highlight where pupil
behaviour is not in line with the Playground Code of Conduct. When a child is given
a Red Card, this will result in ‘time-out’ from the playground. The class teacher is also
informed at the start of the afternoon session.
Good behaviour at lunchtime is also rewarded for excellent behaviour in the dining
hall as the children are eating, and also outside in the playground. Lunchtime
supervisors can award Golden Tickets and Lunchtime Certificates to pupils.
Parental Involvement
When parents and school work together we believe that the discipline and
behaviour of pupils in school is significantly improved. We will therefore seek to the
active involvement of parents/ carers where behaviour has become persistent or
where a specific incident warrants.
Our school behaviour expectations are explained in our school prospectus and we
expect parents to support them. Our home-school agreement also makes clear our
expectations of all stakeholders - pupils, parents and staff – and is given at the start
of the school year and signed by parents.
Monitoring, Evaluation and Review
This policy will be reviewed and evaluated annually by the school and the
Governing Body.
September 2013
This policy was agreed by the Governing Body on XXXX September 2013
This Policy should be read in conjunction with the following related policies:




Focus Trust Exclusion Policy
Focus Trust Pupil Restraint Policy
Focus Trust Behaviour and Discipline Policy
Fieldhead Primary Academy Anti-Bullying Policy
September 2013