• 1.1 Borough Green Primary School aims to provide high quality education in a safe, happy and stable environment, where there is mutual respect between children and adults.
• 1.2 Through the taught curriculum, and many additional activities, we seek to:
1. enhance the children’s personal, spiritual, moral, and social values, and develop their cultural awareness;
2. fulfil each child’s potential through developing their skills, knowledge and understanding;
3. prepare them for life in a world that presents challenges and change.
• 1.3 We seek to develop the self-esteem of each child so that they become confident in their own ability and are able to achieve their individual potential.
• 1.4 We recognise the importance of communication and interaction and aim to develop children with lively, enquiring minds and the ability to question and discuss rationally.

• 2.1 The achievement of a “safe, happy and stable environment” for everyone depends upon positive attitudes being shown by all towards promoting and rewarding good behaviour. Mutual respect is to be actively encouraged and be obvious to children in the way that adults treat both other adults and the children in their care.
• 2.2 At Borough Green Primary School we believe that all adults are responsible for the behaviour and discipline of all our children and that we all have a duty to promote and acknowledge good behaviour at all times. Conversely, it is also expected that every adult will deal with bad behaviour.
• 2.3 The system of rewards and sanctions used within our school will be hierarchical, as will be the “line management” of these.
• 2.4 A fundamentally important factor in promoting good behaviour is that all adults treat children consistently. Therefore, all adults within our school must know and apply the same system of rewards and sanctions and have the same high expectations.

• 3.1 Headteacher
  It is the duty of the Headteacher to ensure the maintenance of good order and discipline at all times during the school day. In practice the Headteacher is last in the line management chain where sanctions and rewards are concerned.
• 3.2 Deputy Headteacher
  It is the role of the Deputy at Borough Green Primary to oversee the implementation of the school’s Behaviour Policy and to advise and support the Headteacher in order that good order and discipline are maintained.
• 3.3 Key Stage 1 Leader
  Deals with issues in that Key Stage that are referred by class teachers.
• 3.4 Class Teachers
  Class teachers are responsible for maintaining good order and discipline among the pupils and safeguarding their health and safety. All teachers should support and implement the school’s agreed Behaviour Policy. Should teachers have specific problems with pupil discipline, that they cannot resolve, they should refer these to: 1. Deputy Headteacher 2. KS1 Leader (as appropriate) and then 3. Headteacher.
• 3.5 SENCO, and Gifted/Talented Co-ordinator
  Close liaison between class teachers and the SENCO/ G&T starts from when each child is admitted. Children assessed as having learning difficulties, or who are G&T, might present behaviour problems that can be addressed through the planning of classroom activities that more closely meet their needs.
• 3.6 Teaching Assistants (TAs)
  Classroom support is very much in evidence at Borough Green. TAs are part of our school’s team of adults and they should follow the same guidance in behaviour management as applies to teachers and others. If support assistants encounter behaviour problems they must refer these to the class teacher who should then assess any need for further action
• 3.6.1 TA support will always be most effective when those involved are well prepared. Classroom support and classroom teachers need to work closely in order to minimize any behaviour problems that could stem from support assistants being ill prepared.
• 3.7 Governors
  Governors are responsible for establishing general principles that support and guide the Headteacher and staff in securing good behaviour. The governing body also has the right to provide specific guidance to the Headteacher on particular disciplinary matters, and the Headteacher must take this guidance into account.
• 3.7.1 The governors have to establish a discipline committee of which the Headteacher cannot be a member. If a pupil is excluded by the Headteacher the governing body’s role is essentially to review, as the need arises, the Headteacher’s exclusion decisions.
• 3.8 Parents We believe that a constructive partnership with parents is vital if we are to achieve our school’s aims. Parents need to be aware of our Behaviour Policy, how we reward good behaviour and how we tackle that which is unacceptable.
• 3.8.1 Class teachers should use their professional judgement as to when parents need to be informed about children’s behaviour, whether good or bad.

We believe that everyone at Borough Green School has the right to learn, work, and play in safety.

Our responsibilities are to:

• 1. Respect our school, all the people, property and rules in and around it;
• 2. Listen to our teachers, all adults who help us, and each other;
• 3. Think before we speak or act;
• 4. Care about each person’s safety, by walking in school, not hurting others and helping those who need help.

It is important that we maintain a consistent approach to behaviour management. In order to achieve this consistency we use a 5-step strategy or Behaviour Steps. The 5-step approach is displayed around the school and children/adults are periodically reminded of the steps. Appendix 1 contains the Behaviour Steps.

• 6.1 For teaching and learning sessions all children are expected to:
1. Listen to the teacher and answer questions sensibly
2. Listen to other children, do not interrupt but speak as appropriate
3. Put up their hand to gain attention (unless told otherwise by the teacher)
4. Follow instructions quickly and quietly
5. Leave other children alone so that they too can learn
6. Ask permission before leaving the room
7. Remember to use “please” and “thank you”
8. Make best use of their time - always have something to do
9. Do things that are safe for themselves and others (for example, use equipment properly, sit on chairs sensibly)
10. Leave other people’s belongings alone
• 6.2 For assembly all children are expected to:
1. Quietly enter and leave in an orderly line
2. Listen to the assembly leader and respond to questions politely
3. Applaud success
• 6.3 On the playground all children are expected to:
1. Play safely – without hurting, teasing or deliberately annoying others
2. Share the space available and keep to the agreed rules of games
3. Stop, stand still and be silent when the whistle or bell is used
4. Line up sensibly at the end of break times ready to begin work
5. Lead to and from playgrounds sensibly and in single file if appropriate
6. Use the bins provided for any rubbish
7. Wear appropriate clothing depending upon weather conditions
• 6.4 At lunchtime in the hall all children are expected to:
1. Show respect to all adults and follow their instructions
2. Line up, enter the hall and sit down as asked by the adult on duty
3. Sit without talking until they have received their first course (school dinners) or have been told to start their packed lunch by a teacher on duty
4. Eat sensibly and keep their table as clean and tidy as possible
5. Leave the hall only when told to do so by the teachers on duty
• 6.5 Moving around school all children are expected to:
1. Follow instructions and requests given by any adult
2. Walk at all times and be calm and quiet so others are not disturbed
3. Walk in single file if with their whole class
4. Help other people by keeping over to the right
• 6.6 Before school all children are expected to:
1. Arrive no earlier than 08:40
2. Use the proper pathways, not the School Approach road
3. Go straight to their set playground areas and meet with their friends.
4. Infant children should stand with their parents/guardians or by the teacher on duty
5. Not play ball games, ride bikes and scooters, climb on fences etc.
• 6.7 After school all children are expected to:
1. Leave their classrooms and cloakrooms sensibly
2. Take home any letters or homework as necessary
3. Not play ball games, ride bikes and scooters, climb on fences etc.
4. Leave the school site by 15:40 (unless involved in a supervised club)
5. Keep off the adventure play area
6. Use the proper pathways, not the road

• 7.1 Behaviour management at Borough Green School must be based on an awareness that the self-esteem of all individuals is a key factor in their long-term success. Positive self-esteem and good self-discipline allow children to take risks in their learning and to enjoy challenges whilst maintaining motivation.
• 7.2 This does not mean that poor behaviour is ignored, however the ethos of our school is overwhelmingly based on being positive, recognizing and rewarding achievements of all kinds, co-operative and collaborative working and an intelligent understanding of individuals’ educational and emotional needs.
• 7.3 Children’s self-esteem is to be developed through a positive and supportive approach/ethos that takes account of their different learning styles and their differing emotional intelligence needs.
• 7.4 In order for children to succeed the adults working with them must ensure that the children understand what is expected of them.
• 7.5 Praise is fundamental to children’s self-esteem and enjoyment of learning. Praise, as with sanctions, needs to be consistent, genuine and proportionate. Praise can take a number of forms including:
1. Verbal praise by class teacher – often the most effective, immediate and personal form of praise with greatest impact;
2. Informing children’s parents informally of good work/behaviour.
• 7.6 Other forms of reward/praise used differently across the age range:
1. Stickers;
2. Stars;
3. “Well Done” stamps;
4. House points
5. Certificates
6. Extra play times
• 7.7 Teachers can then also make use of the school’s hierarchy for children to receive praise beyond the classroom. Children can be sent to the:
1. Key Stage 1 leader for praise;
2. Deputy Head for praise;
3. Headteacher for praise.
• 7.8 Other possible and effective forms of reward/praise include:
1. Weekly presentations in assembly;
2. A letter home to parents/carers;
3. Certificates given by class teachers;
4. Raffle tickets to win a prize at end of week/half-term;
5. Appearance in local press to recognize achievement.
6. For larger groups - a reward could include slightly extended playtime.

• 8.1 Sanctions will always be necessary but are more effective if used consistently, sparingly and in proportion to the action in question (see 5 Step Approach).
• 8.2 Adults need to establish the facts of a situation before deciding upon an appropriate sanction. Often just talking through a situation with a child is sufficient. Children could become frustrated through not having a voice, through not being listened to by a range of adults.
• 8.3 Children need to be given opportunities to make correct choices so that they can work through and out of difficult situations. Straightforward confrontation is not an effective behaviour management ploy.
• 8.4 Often situations can be diffused through the use of humour (not sarcasm). Boys particularly will respond positively to humour that allows them to get out of a situation without “losing face”.
• 8.5 Class teachers know their children well and should always deal with behaviour problems initially.
• 8.6 Whole group sanctions are not appropriate or fair.
• 8.7 Children have an entitlement to the National Curriculum so the withdrawal of, for example, games or swimming, cannot be used as a sanction. However, dangerous behaviour displayed during any teaching session can be stopped through a time-out.
• 8.8 Our expectations of children are high. Bad behaviour clearly has to be dealt with but could have a number of underlying educational and/or emotional/physiological causes, therefore our SENCO should be involved with children who persistently display bad behaviour.

• 9.1 Use of assertive discipline within classrooms is one strategy that can be adopted by teachers which gives a clear structure to behaviour management without being too complicated or oppressive.
• 9.2 Assertive discipline involves the teacher in being clear as to what they want pupils to do and requires that they deal calmly with children who are not following expectations.
• 9.3 Assertive discipline is a system that has to be used consistently if it is to work and is based on a simple hierarchy of warnings that are simply written on the board. It also depends on teachers using sanctions sparingly.

If a child is not following instructions, or is disruptive, the class teacher uses a series of visual warnings:

First warning – Child’s name written on the board

Second warning – Child’s name on board is then ticked or given a sad face

Third warning - Two ticks/sad faces = 5 minutes break lost

Final stage Three ticks/faces = all of break lost

• 11.1 Teachers must keep a written record if a pattern of unacceptable behaviour begins to emerge.
• 11.2 It should always be best to involve parents in an informal way when children display unacceptable or poor behaviour.
• 11.3 Sanctions have to be age appropriate so children might:
1. Be verbally reprimanded, without being humiliated, and be given the opportunity to put right what was wrong
2. Spend some break time completing missed work
3. Spend some break time writing a letter of apology
4. Spend some break time making good any damage etc. for which the child was responsible
5. Be told to use a different play area to his/her peers during break times
6. Be restricted to particular play areas during break times
7. Be told to take “time out” during break times (see 5 Step Approach)
8. Be told to work in another class with a senior teacher for a specific period
• 11.4 If a child persistently ignores our Code of Conduct and 5 Steps he/she should be referred to the KS1 Leader or Deputy who will decide as to whether or not parents/guardians should be seen at a formal meeting. The SENCO should also be referred to at an early stage.
• 11.5 The Key Stage 1 leader can also seek guidance and support from the Deputy Headteacher as necessary.
• 11.6 The Headteacher is to be kept informed of unacceptable behaviour.

Exclusion is seen as a last resort, however, Borough Green School will follow whatever national legislation and guidance currently applies.