FAGLEY PRIMARY SCHOOL AND CHILDREN CENTRE

POSITIVE BEHAVIOUR POLICY

The staff at Fagley Primary School sees this policy as a positive, planned set of
strategies to manage and be effective in creating a warm and caring learning
environment, thus boosting the self-esteem of all who work in school, children and staff
alike.
It is based on being consistent and being positive about behaviour and is also flexible
enough to recognize the professionalism of each member of staff and his/her unique
insight into the individual needs of each child in his/her care.
IT IS IMPORTANT THAT STAFF ARE ABLE TO WORK WITHIN THE POLICY BUT
ARE ABLE TO BE FLEXIBLE WHERE SOME CHILDREN ARE CONCERNED.
Our Behaviour Policy is all about saying what we want to see happening and not about
what we dont want to see happening. It will help staff to deal with children consistently
and fairly and enhance the standards of good behaviour in school. It will also allow
teachers to fulfill their teaching role more positively and give children a better
opportunity to take advantage of the curriculum we offer.
IT IS IMPORTANT THAT ALL THE CHILDREN HAVE THE OPPORTUNITY AND TIME
TO LEARN AND DISCUSS THE RULES IN SCHOOL, THEIR REWARDS AND
CONSEQUENCES. THIS CAN BE DONE IN CIRCLETIME, PSCHE SESSIONS AND
ASSEMBLIES, SCHOOL COUNCIL ETC, IN THIS WAY CHILDREN WILL LEARN
WHAT IS ACCEPTABLE, THUS, THEY WILL HAVE CHOICE.
Those who conform will be rewarded and those who do not will suffer the consequences.
School Rules
1. We do as we are asked the first time
2. We listen when others are talking
3. We wait or put our hand up when we wish to say something
4. We care for others in the things we do and say
5. We move sensibly and quietly at all times around school

Rewards (see Appendix 1)

Verbal praise given with an explanation of exactly what a child has done well
Individual class systems such as raffle tickets or smiley faces (used mostly at the
beginning of a new term to help establish routines)
Children demonstrating outstanding learning behaviours will have their name
moved to the gold section of the behaviour chart, they will receive a House Token
and a text message will be sent home.

Behaviours to be rewarded and encouraged are:

o
o
o
o
o
o
o

LEADER IN ME HABITS
RESILIENCE
PROACTIVENESS
INDEPENDENCE
MOTIVATION
CONFIDENCE
BEING RESPONSIBLE

Children whose House collects the most tokens will have a reward at the end of each
half term e.g. extra playtime, wear own clothes, bouncy castle

Consequences
All the rules will be discussed regularly in class sessions and assemblies so that all
children know what is acceptable/not acceptable. All staff apply the policy with
due regard to their knowledge of individual children. Ensure that the child
understands what they have done wrong and what they need to do to enable them
to be emotionally well and able to continue to participate in their learning.
1. Warning Stage
This involves the child/children being informed of what you expect, re-stating the rule,
asking which rule they have broken and asking for an explanation.
2. Formal warning name moved to Amber
As stage 1.
3. Time out for 5 minutes reflection (Amber)
Child is sent to another area of the classroom. Discuss as Stage 1.
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4. Time out for 10 minutes reflection name moved to red

Child is taken by a Teaching Assistant to another classroom to sit on a chair and look at
the behavior policy/classroom rules. Discuss as Stage 1.
5. Child is taken to the Inclusion Manager
Name is recorded in purple behaviour log book, child remains for a period of time and is
then taken back to the classroom by the Inclusion Manager.
6. Child is taken to the Inclusion Manager
Parents are contacted by the Inclusion Manager. The child will stay in with the Inclusion
Manager for a period of time and is then taken back to the classroom by the Inclusion
Manager
If further rules are broken by the child after the 6 th stage, they will be taken to the
Inclusion Manager who will then instruct the teaching assistant (where possible) to take
him/her to another room for the rest of the session.
If parents are contacted 3 times in any week, they will be requested to attend a meeting
with the Headteacher.

Playtime and Lunchtime Rules

1.
2.
3.
4.
5.
6.

We play games that everyone can share

We play only on the playground or designated area
We always listen to the people on duty
We are kind and caring to each other
We play together without hurting each other
We stand still when we heard the signal, line up and then walk into school in an
orderly fashion

CHILDREN WILL BE SUPERVISED AT ALL TIMES

Consequences
1. Warning
2. Pupil requested to stand next to an adult for 5 minutes
3. Sent to Inclusion Manager and name recorded in purple behaviour log. Parents
contacted and child to stay in the following day.
If parents are contacted 3 times in a any week, parents will be requested to attend a
meeting with the Head Teacher.
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EVERY DAY IS A NEW START! Children shouldnt be reminded constantly of past

indiscretions.
Persistent offenders may be withdrawn from playing out for a fixed period at discretion
of staff.
Continual internal lunchtime exclusions will result in lunchtime exclusions.

Severe Behaviours
If children demonstrate any of the severe behaviours below, staff must take a written
note with details of the behaviour to the headteacher/Inclusion Manager

Fighting violently with other children

Swearing aggressively
Vandalism
Stealing
Bullying
Refusal to cooperate

Consequences
A half or one day internal exclusion with the Inclusion Manager and parents invited into
school to discuss the matter with the Headteacher.
Persistent offenders may then receive an external exclusion at the discretion of the
Headteacher.
Exclusions and Preventions
Exclusion is a last resort that Fagley Primary School wish to undertake. A positive and
supportive plan will be put in place before an exclusion is considered.

Reasons for Exclusion

Physical assault on staff / child
Racist bullying
Persistent refusal to follow school rules over a fixed period
If allowing the pupil to remain in school would seriously harm the education or
welfare of the pupil or others in the school
All exclusions will be at the discretion of the Headteacher.
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Preventative Measures
Actions taken before an external exclusion is undertaken:
Directed time with Inclusion Manager
Individual reward system in classroom
Responsible role given to child in school
One to one support in classroom if needed

Use of Reasonable Force

At Fagley Primary School we follow the guidelines from the Department for Education
outlined in the Use of Reasonable Force (July 2013).
This states that:

Reasonable force can be used to prevent pupils from hurting themselves or

others, from damaging property, or from causing disorder.
In a school, force is used for two main purposes to control pupils or to restrain
them.
The decision on whether or not to physically intervene is down to the professional
judgment of the staff member concerned and should always depend on the
individual circumstances.

Staff can use reasonable force to:

Remove disruptive children from the classroom where they have refused to follow
an instruction to do so;
Prevent a pupil behaving in a way that disrupts a school event or a school trip or
visit;
Prevent a pupil leaving the classroom where allowing the pupil to leave would risk
their safety or lead to behaviour that disrupts the behaviour of others;
Prevent a pupil from attacking a member of staff or another pupil, or to stop a
fight in the playground;
Restrain a pupil at risk of harming themselves through physical outbursts.

Searching Pupils Without Consent:

In addition to the general power to use reasonable force described above,

headteachers and authorised staff can use such force as is reasonable given the
circumstances to conduct a search for the following prohibited items3 :
5

Knives and weapons

Alcohol
Illegal drugs
Stolen items
Tobacco and cigarette papers
Fireworks
Pornographic images
Any article that has been or is likely to be used to commit an offence, cause
personal injury or damage to property.

Force cannot be used to search for items banned under the school rules.

Drafted
Ratified by Governing Body
September 2015

Print name

Signature

Planned date of review

Date

Head Teacher
On behalf of
Governing Body

Appendix 1: Visual Behaviour Chart and rules to be displayed in classrooms

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FAGLEY PRIMARY SCHOOL AND CHILDREN CENTRE

Childrens Centre Behaviour Policy

Fagley Childrens centre wants all service users to feel safe when using the centre.
Adults
Centre users are expected to be respectful to other users and staff.
Disruptive parents will be asked to leave a group to talk about their issues with a
member of staff. Staff will try their best to support all centre users. If disruptive
behaviour continues they will be asked to leave the centre.
Children
Children are expected to respect other users and property. If disruptive behaviour
occurs members of staff will encourage parents to deal with it appropriately. Staff
members may model behaviour strategies if appropriate.
Also see pre-school behaviour policy.

Drafted

Ratified by Governing Body

Print name

Signature

Head Teacher
On behalf of
Governing Body

Planned date of review

Date