Behaviour Policy

Kemball School Behaviour Policy.

1. Introduction 


1.1 The ethos or climate of the school as a whole is central to establishing and maintaining high standards of behaviour.  Where clear priorities are co-operatively agreed by pupils, parents and staff and pursued, the communal sense of purpose engendered is a source of great strength, supporting the school’s insistence on courteous and considerate behaviour and high standard of work.


1.2 This policy document has been written in consultation with the governors, staff and pupils. The principle of the rights, responsibilities and consequences of behaviour has been accepted as the framework for this document. The provision of individual rights is the most important factor to consider.  The policy will address the responsibilities and consequences of these rights.


1.3 The school aims to provide a safe environment for teaching and learning.  Pupils and staff have the right to be treated with dignity and respect.  The value of positive achievement and behaviour is a priority to raise self esteem.

1.4 The staff, parents and pupils are responsible for the provision of the rights outlined.  The Home School Partnership agreement gives clear commitments to support the management of positive behaviour.

2. Objectives

2.1 To involve pupils in a well-structured, relevant curriculum appropriate to their needs and ability. All pupils have a right to educated in academic, practical, social and life skills.

2.2 The school aims to further an atmosphere of mutual trust and understanding in which meaningful and worthwhile learning can take place.

2.3 To include the school council when compiling the school rules. (appendix 1)

2.3 To provide clear information to parents, pupils and staff about rewards for appropriate behaviours and strategies to manage inappropriate behaviours.

2.4 To record and monitor significant behaviours through the completion of a significant event forms. This information will in turn be used to inform the development of a behaviour plan and be fed back to Governors.

2.5 To emphasise the importance of shared responsibility in the management of behaviours.

2.6 To highlight the need for respect for self, others and the environment.

3. Consequences

3.1 In this section the management of positive and negative behaviour is clearly outlined.

3.2 The achievement of good standards of behaviour will involve praise and rewards, sound relationships between teachers and pupils, and stimulating and effective teaching and learning.

3.3 The school ethos is to celebrate and record positive behaviours.  This is organised in many different ways.  Some examples are as follows

 Records of Achievement are well established.  All pupils are involved in the production of portfolios that record and celebrate achievement and experiences.  This area reflects the positive practice in all aspects of school life.

 An important part of the weekly whole school assembly is the reinforcement of positive behaviours by awarding certificates.

School / parent contact via home/school diaries, coffee mornings, parents meetings, Transition Planning and Annual Reviews.

Instant rewards such as stickers, stamps and charts.

4. Management

4.1 A well ordered school depends on good time-keeping, a well organised classroom and positive relationships with children, parents and other staff.

4.2 Only by working together can we improve the quality of education for all our children

4.3 The involvement of parents or carers is essential to encourage good behaviour in school.  Mutual respect between parents and school should be encouraged.

4.4 Discipline is the shared responsibility of all staff, both teaching and non-teaching.

4.5 All staff should be aware of rules, consequences and individual behaviour plans.

4.6 All pupils are expected to behave in a responsible manner both to themselves and others, showing consideration, courtesy and respect for other people.

4.7 The management of negative behaviours is organised in response to the specific behaviours. The format for this could include:

 Significant event records                             support from the SMT/ staff

 class/whole school discussion                    creating an individual behaviour plan

 support from parents                                     pupil agreement / involvement

 guidance from external agencies

4.8 The support, co-operation and agreement from parents is essential in any planned behaviour intervention strategy

4.9 The use of specific sanctions will be agreed by staff, Head Teacher and parents as part of an intervention programme.  Records of individual procedures will be kept.

4.10 Any incidents that result in distress, injury or damage to equipment or buildings will be recorded through the completion of a significant event record and/ or injury form. On the day of the event these will be forwarded to the SMT.

4.11 Parents will be informed of incidents relating to their child.

4.12 Governors have the ultimate responsibility for the implementation of this policy.  Serious behaviour problems may be considered by the governors’ sub-committee on school discipline in liaison with the Head Teacher.

5. Staff training

5.1 Pupil behaviour can be influenced by teacher behaviour.

5.2 Much informal training will arise from activities outlined in this policy. 

It is acknowledged that children with cognition and learning difficulties often have unique behavioural challenges.  Training for these challenges is not always covered in external courses.  Much of the expertise in such matters is built up by working with, and guidance from, experienced members of staff plus in-house training.

5.3 Managing Actual and Potential Aggression (MAPA) training is provided on a regular basis.  There is a recognised need for further training for staff who join the school between MAPA training.  Currently the Local Authority does not have an overall policy on issues such as restraint but the school adheres to government guidelines.

5.4 Employers have a duty of care to their employees as well as the children in their care.  The school will provide effective support for any staff facing an allegation of abuse of a child and provide a named contact if they are suspended. The framework for managing allegations is well documented in DfE and LA guidance and the school will adhere to best practice.


6. Use of physical intervention with pupils

6.1 Please see The Physical Intervention Policy.

7 Conclusion

The principles of rights, responsibilities and consequences of behaviours have been adopted for the school policy on behaviour management.  The use of physical interventions will be reviewed in all cases.  This policy will be reviewed in the school’s Raising Achievement Plan.  Any new training and or techniques training will be assessed in relation to the needs of the pupils of Kemball at that time.

Further reading can be found in the following:  Both the school and LA have extensive policies on Safeguarding Children, Whistleblowing, Anti- bullying etc.  These can be found on Stoke Grid For Learning or in school.  In addition DfE guidance is as follows: Preventing and Tackling Bullying 2014; Behaviour and Discipline in schools 2014; Dealing with allegations of Abuse against Teachers and other Staff, The Physical Intervention Policy

Kemball School Rules.






      We have kind hands and feet


We are polite and listen.



We look after everyone and everything.



We always try our best.



         We respect each other.



                                                                                                                                                                                                  “We can because we try”