Behaviour Policy 2017-18

Mission statement

The essence of Lord Blyton is to be the best we can.


This document is a statement of the aims, principles and strategies for dealing with behaviour in Lord Blyton Primary. It was developed from earlier policies that had been produced through staff discussion and staff in-service. It will be reviewed as an ongoing process and formally renewed every year.


Working in partnership with parents, the School endeavours to provide a well ordered, caring learning environment where pupils can build on their experiences to develop intellectually, to become self-reliant and to co-operate with others.
In order to have a well-ordered, caring environment in which all children can learn to their true potential we must strive for good behaviour, as inappropriate behaviour disrupts good teaching and learning.
Behaviour at Lord Blyton Primary is good and this good behaviour impacts directly on the improved teaching and learning as well as progress and attainment. This policy links to the Child Protection Policy and the Safeguarding Policy.

Policy Aims

  • To contribute to the social, emotional and moral development of our pupils as members of our community and in preparation for their role as valued, responsible and law abiding citizens of a wider society.
  • To maintain a school ethos which reflects and develops the positive moral and social values of society.
  • To maintain a safe, orderly and positive environment in which both adults and children may flourish.
  • To encourage a sense of collective responsibility amongst staff and a sense of commitment to the whole school amongst pupils and their parents.
  • To contribute to the development of each individual’s self-esteem and self-discipline.
  • To promote a sense of belonging and pride in Lord Blyton Primary.
  • To promote good behaviour through a whole school approach.
  • To actively seek the co-operation of parents in the implementation of this policy.
  • To aim to reduce inappropriate behaviour by positively acknowledging good behaviour and creating an orderly and purposeful, safe and caring environment.
  • To be consistent when applying consequences or giving rewards.
  • To recognise the importance of Personal and Social Education as a means of promoting the values of respect, self-discipline and social responsibility.


  • To provide clear guidance to parents, staff and pupils regarding standards of behaviour expected in the school.
  • To provide staff with behaviour management strategies which are fair, consistent and manageable and the responsibility of all staff in the school.
  • To recognise and reward positive models of behaviour.
  • To share difficulties and successes with parents.

Principles in Promoting Good Behaviour


There are opportunities for all children to take responsibility for their actions and for their behaviour. Every opportunity is given for older children to set good examples to younger children. The school recognises the importance of both the academic and non-academic achievements of each child.


We promote a welcoming atmosphere and environment, which encourages parents to become involved in school life. We engage with parents over the school behaviour policy. An important part of the behaviour policy is that parents will be told about their child's achievements as well as any behaviour problems. This is achieved through teacher / parent contact, letters or by certificates etc. which go home.


All staff teaching or non-teaching, are able to improve the standards of behaviour of our children by promoting an atmosphere of consistency, fairness and positivism. To increase children's esteem and a sense of ownership, we create an attractive environment with children's work well displayed. Children are treated with respect and feel valued. Within the class, lessons are well organised, resources accessible and the environment also reflect high standards of class management; this helps to secure good standards of behaviour. All staff are supported by leaders at all levels to address inappropriate behaviour. We work with staff to improve their practise, mentor them and act as role models when dealing with all behaviours.


The Governors make positive contributions to developing and monitoring the school's behaviour policy. They also have specific responsibilities in relation to exclusions. This policy is discussed and agreed in regular meetings held with the Pupil Disciplinary Committee/ Full Board of Governors. The Head Teacher has a duty to keep the Governors in touch with all developments concerning this policy.

Strategies for Good Behaviour

Lord Blyton Primary follows the Assertive Discipline Method of behaviour management. See Assertive Discipline by Lee Cantor (1989). The programme does not stand alone. It must be complemented by appropriate classroom management, teaching styles and positive role modelling by staff.
As a result of assertive discipline training the school rules were developed and agreed. There are three sets of rules, school rules, class rules and playground rules.
The children’s good behaviour is rewarded in a number of ways such as stickers, house points, letters sent home, certificates and Star of the Week Awards.
If the children do not follow the school rules there are a set of consequences. Each child is given a reminder of the rules before being issued with a consequence. The consequences vary in severity.

  • Warning - Consequence
  • Missed play time- the class teacher must remain with the child at all times
  • Time out of class – the child must be sent to another classroom with appropriate work to complete.
  • Telephone call to parents with child present
  • Teacher meeting with parents
  • Senior Leadership Team -meeting with parents
  • Severe Behaviour— sent immediately to Head teacher

When children reach stage 7 (as above) they will receive a ‘seven letter’. Three seven letters in an academic year will mean a one day internal exclusion for the child. Children who receive more than three within an academic year will be dealt with on an individual basis dependent upon the circumstances in which this position was arrived at.
We have a house point system, which is meant to reward children positively for achievements reached. The system recognises the child’s accumulation of house points leading to the presentation of personal awards as well as contributing to the house total.

Exclusion of a pupil

Exclusion may be for a fixed term or permanent. It is the Headteacher’s responsibility to decide whether a child should be excluded. Exclusion will only happen in response to a very serious breach of the Schools Code of Conduct or where alternative forms of behaviour management have been shown to have failed. Normally prior to an exclusion external support agencies would have been contacted and involved, i.e. - School Counsellor Educational Psychologist Behaviour Support Social Services Education Welfare Officer School Nurse/ Health Visitor Family Doctor Police

Classroom Management 

The layout of teaching areas should be such that children are able to move safely and without the disturbing others within confines of the space available. Routines such as entering and leaving the area, selecting and tidying equipment etc. should be well established. Routines should provide children with opportunities to take responsibility for equipment, resources, themselves and others.

Management out of the classroom

Staff should be aware of potentially “high risk” situations such as large numbers of children retrieving coats, moving around the school or queuing where behaviour may become a problem. These situations should be controlled by restricting numbers or supervising.


Tasks should be matched to the needs and interests of the children. Appropriate work where children are motivated and will achieve success develops enthusiasm and positive attitudes. Work that is dull, too easy or too hard will result in children becoming more likely to go “off task” leading to appropriate behaviour. Some work should take the form of a shared task which gives a pair or small group of children the opportunity to work together collaboratively.


Staff should be very specific about what they expect children to do. Instructions or directions should be stated clearly and positive repetition and reinforcement should be used, i.e. “Well done Ben, you were the first person to stop work and look at me.” Expectations can also be positively reinforced and children praised i.e. “I like the way Sam and Lucy have chosen to share the computer.” Or “Thank you James and Amy for choosing to help your friends by hanging up the coats which have fallen on the cloakroom floor.”
Good Behaviour is the combined responsibility of all staff, teaching and non-teaching who should maintain good behaviour throughout Lord Blyton Primary.

Strategies for recording and reporting

Each teacher has an online behaviour-tracking system on which to record incidents of inappropriate behaviour. If the consequences do not produce a change in behaviour then a discussion will take place involving child, parents and school. Outside agencies may also become involved at this point. Weekly reporting to parents will set targets for the child. This can move to a daily basis. The Governors will be kept informed on the progress of this, as this may lead to fixed term exclusion.


All staff are required to share all behaviour information. At Lord Blyton Primary we use ‘Class Dojo’ which is an electronic recording system for all house points and consequences. If an incident happens outside of the classroom the adult who has dealt with this incident reports it to the class teacher who will record this on Dojo straight away along with the reason for the house point or consequence. Any inappropriate behaviour which is concerning will be written straight onto either a cause for concern form or a pupil incident form. These forms are brought straight to the Head Teacher or the Deputy Head Teacher and then passed to the Inclusion Manager to be recorded onto the electronic chronology for that child. The inclusion manager will look for patterns and where necessary or possible, work with the child to support them to deal with their behaviours.

Date implemented: September 2017
Date for review: September 2018

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