Behaviour Policy

Kemball School Behaviour Policy.

1. Introduction 

  1. 1 The definition of Behaviour is outlined as ‘the way in which one acts or conducts oneself, especially towards others’. At Kemball School we strive to enable all our pupils to reach their maximum potential of becoming kind and mindful pupils who are aware their actions towards themselves and others. As a school we also consider the other aspects in which behaviours may manifest and develop and create individualised strategies to ensure a pupil centred approach. 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 and reviewed 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. We have high aspirations for our pupils and this is reflected in our aims of their behaviour and

 Our aims are to encourage

  • Positive attitudes, to their work, learning, school, staff, pupils and to themselves.
  • Incentives, motivators and rewards through appropriate channels.
  • To promote independence of pupils and to develop self-help strategies to help them recognise signs and give them support on developing next steps strategies for themselves and for others to support them with.
  • A place where pupils are accepted for their differences.
  • Establish a stable and safe social and learning environment which caterers for a range of needs including overstimulation and distractive learners.
  • Develop the self-discipline of our pupils by encouraging them to be responsible for their own behaviour and understand that their actions have outcomes.
  • Show appropriate respect for the school environment and its resources.
  • Involve pupils in discussing their behaviour and developing their behaviour system – please see attached appendix 3.

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)

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

2.5 To record and monitor significant behaviours through the completion of a significant event forms, via Behaviour Watch on-line programme. This information will in turn be used to inform the development of a behaviour plan and termly behaviour data will be fed back to Governors.

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

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


3. Praise and rewards

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

3.2 The success of achieving good standards of behaviour will involve praise and rewards, positive relationships between teachers and pupils, communication and effective strategies, and a calm and stimulating and effective teaching and learning environment and lessons.

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 ROA folders that record and celebrate achievement and experiences.  This area reflects the positive practice in all aspects of school life.
  • Weekly assemblies are a form of reinforcement of positive behaviours by awarding certificates or presenting their work.
  • School / parent contact via home/school diaries, coffee mornings, parents meetings, Transition Planning and Annual Reviews.
  • Motivating activities which are an incentive for positive behaviour
  • Instant rewards such as stickers, stamps and charts.


4. Management

4.1 The foundation of a happy school depends on routine, 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 and strategies.

4.6 Class teachers are responsible for creating and updating Behaviour Plans and charts. Appendix 2

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

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

  • Recording events on the BW and ensuring that the appropriate information has been added so that effective tracking and feedback can be given. Staff are to check for Pathway Lead feedback.                                
  • Seeking support from the SLT or Behaviour Lead via phone call or Public Address System (PAS) for significant behaviour incidents.
  • Request staff behaviour support by PAS in the form of ‘Primary staff’ or ‘Secondary staff’ for each corridor with a selected team of staff.
  • Class/whole school meetings to be encouraged when discussing behaviour issues or debriefing following an incident. Staff to make other staff aware of certain behaviour issues they can support for example swapping staff or not engaging.                        
  • Creating an individual behaviour plan that details what our expectations are and what the strategies are to maintain and reduce behaviour and what to do when behaviour escalates.
  • Support from parents through attending meetings and daily communication.                     
  • Pupil agreement / involvement in the process of developing their behaviour chart see appendix 3.
  • Guidance from external agencies

4.8 The support, co-operation and agreement from parents is essential in any planned behaviour intervention strategy. Behaviour plans will be sent home to be read, signed and returned by parents.

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 the use of physical intervention (MAPA), distress, injury or damage to equipment or buildings will be recorded through the completion of a significant event record and/ or injury form, via Behaviour Watch. This will be recorded as soon as possible after the event and Behaviour Watch.

4.11 Parents will be informed of incidents relating to their child via the appropriate channels unless stated otherwise. All cases of MAPA parents should be notified.

4.12 Staff involved in MAPA cases are to ensure all body map and documentation on Behaviour Watch are completed as soon as possible.

4.13 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.  Trained staff must take part in a yearly update to maintain their licence. If there is a recognised need for additional staff to be trained then this will be organised. 

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, in line with the Whistleblowing policy, HR and LADO, 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.

6.2 Staff do not need to be trained in MAPA to deal with behaviours. Staff are expected to use reasonable physical support to deal with behaviours. For example holding a pupils had to prevent harm or physically guiding them away from a possible situation.


7. Recording of incidents

7.1 All members of Kemball staff will have a log in for the EDUSPOT Behaviour Watch area. 

7.2 Staff are responsible for logging only the incidents which they have witnessed or been involved with.

7.3 Slips should be filled in for each pupil involved, if Behaviour incidents have occurred.

7.4 Staff should ensure that they are only logging behaviour which are deemed as significant, out of character or deemed worthy of logging for specific reasons. Staff should avoid logging minor low level behaviours


8 Roles and responsibilities

8.1 SLT are to support in high level significant incidents in school.

8.2 Behaviour lead is to support the staff with advice and strategies on how to deal with behaviour. Attend behaviour strategy meetings with the class or parents. Meet with the pupil and discuss possible interventions. Promote positive behaviour around the school by advising on strategies and ensuring all possible catalysts of behaviour are being considered to inform decisions on behaviour management.

8.3 Pathway leads are responsible for supporting with behaviour incidents on their lead days. They are also responsible for monitoring behaviour incidents slips on Behaviour Watch for pupils within their department and giving feedback on these.

8.4 Class teachers are responsible for creating an environment where behaviour management is lead through individual behaviour strategies, lead staff in the class to approach behaviour through a positive philosophy on behaviour and ensure that consequences and actions of negative behaviour are appropriately used.  

8.5 Support staff role is to work as a team in the classroom. Document incidents on Behaviour Watch. Support with behaviour incidents following behaviour systems and strategies in place.


9 Whole school strategies and behaviour support

9.1 Stop Think Do

  • A scheme of work designed to support schools dealing with pupil’s social, emotional and mental health.

9.2 CAMHS in school

  • Staff can make a referral via forms available in school if they would like Behavioural support
  • Observations, reports and meeting will be held with staff of the pupils with supportive information.

9.3 Nurture groups

  • Pupils can be referred to the Behaviour Lead to work 1-1 or in small groups with a member of staff to develop a discussion which is pupil lead based around what they need.
  • Calm and focused engagement time on small games
  • Identified areas by the pupils or by school staff to discuss and time to reflect.

9.4 Sensory diet

  • Access to the Sensory Diet room where pupils are able to develop their self-regulation skills to support in their sensory behaviours.
  • Use of sensory supportive equipment such as ear defenders, gym balls chairs, fidget toys and chews. Lots more sensory supportive equipment is available to support in self-regulation which impacts on behaviour.

10 Strategies to maintaining a positive learning environment

  • Communication needs are being met and supported
  • Sensory needs are being supported with the correct equipment or seeking advice from Visual Impairment, Hearing Impairment, Speech and Language or Occupational Therapist specialist.
  • Documentation of triggers and possible links between negative behaviours and actions.
  • Calm, tidy, purposeful environments where pupils feel they belong and comfortable with their surroundings.
  • Accessibility to calm and quiet areas where pupils can have time by themselves.
  • Engaging lessons which are enthusiastically taught to engage the learners and keep them focused and making as much progress as possible.
  • An ethos where staff support each other.
  • Identifying changes in behaviour.
  • Encouraging discussion and conversation around feelings.
  • Now and Next boards, visual timetables and clear routines
  • Staff acting as positive role models to the children showing them how to be kind, polite and considerate.


11 Strategies to deal with negative behaviour, choices and consequences  

11.1 We would like to stress that positive behaviour reinforcement has much longer lasting effect on behaviours than immediate consequences. Ensuring that maintaining positive behaviour strategies have been put in place effectively will create a more effective foundation to dealing with behaviour. We know that pupils need to understand that bad choices and negative behaviours do not result in a positive outcome, however there is no single way of dealing with consequences. Consequences need to be carefully considered for a number of reasons such as, background, level of need and ability, lack of understanding or uncontrolled reactions and many others reasons. Here is a list of possible consequences which may be used.

  • Completing work which has been refused over a play break time.  
  • Time out area or place to reflect.
  • Talk session to discuss their actions and what happens next
  • Loss of play time of golden time.
  • Not gaining rewards or incentives which were being worked towards.
  • Sent to the Behaviour Lead or them asked to come down to the classroom.
  • Repairing broken items or tidying up mess they have made.


11.2 If a child has shown particular dangerous behaviour or been involved in a serious behaviour incident, as a consequence, they may not be allowed to go on a planned trip. Consequences should not expand over days or periods of time and if required should be put in place immediately. A sanction or consequence at the end of the day will not be effective.

11.3  If a serious behaviour incident has occurred then it may be necessary to exclude a child, from school, for a set period of time.  Excluding a child is not something that is done lightly and is reserved for extreme behaviour incidents.  If the decision is made to exclude a child, then this will be done by the head teacher or the deputy head teacher in the head teacher’s absence.  Parents/carers will be informed immediately of the decision and the reasons why.  Once the child is calm the reasons for that exclusion will be also explained to the child to allow for reflection before they leave the building.  Supportive discussions, together with parents/carers take place and work is given to complete whilst at home.



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.  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, Orchard Community Trust and LA have extensive policies on Safeguarding Children, Whistleblowing, Anti- bullying etc.  These can be found Parago policy system or on the school website.  In addition DfE guidance is as follows: Preventing and Tackling Bullying; Behaviour and Discipline in schools; Dealing with allegations of Abuse against Teachers and other Staff, Keeping Children Safe in Education and 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”