Positive Behaviour Policy

Policy: Positive Behaviour Policy

Date: August 2025
Review date: July 2026
Authorised by: Governing Body
Updated by: Headteacher

You are able to download this policy HERE

Summary

Dunalley Primary School's Positive Behaviour Policy aims to create a safe and supportive environment for students to thrive through positive behaviour management.

The policy emphasizes the importance of good behaviour for effective learning and personal development.
It is informed by various legislative frameworks, including the Equality Act 2010 and the Education Act 2002.
The school promotes a code of conduct that encourages respect, safety, and readiness among students.
Roles and responsibilities are clearly defined for pupils, families, staff, and leadership to foster a collaborative approach to behaviour management.

Aims of the Policy
The policy aims to nurture positive behaviours that contribute to students' overall success and well-being.

It focuses on teaching children life skills to help them make responsible choices.
The school uses the Commando Joe’s Character Curriculum to instill seven core behaviour traits linked to the acronym RESPECT.
The ultimate goal is for students to leave the school equipped to thrive personally, socially, and academically.

Legislative Framework and Requirements
The policy is based on guidance from the Department for Education and various legal requirements.

It references multiple documents, including the Behaviour in Schools guidance and Keeping Children Safe in Education.
The policy aligns with the Education and Inspections Act 2006, which mandates schools to regulate behaviour and publish a behaviour policy.
Schools are required to ensure that their policies promote the welfare and safety of all pupils.

School Code of Conduct
The code of conduct outlines expected behaviours for students to create a respectful and safe learning environment.

Students are expected to be kind, considerate, and respectful to themselves and others.
They must follow instructions, keep safe, and be prepared for learning.
The code encourages positive interactions and cooperation among peers.

Roles and Responsibilities in Behaviour Management
The policy delineates the roles of pupils, families, staff, and leadership in promoting positive behaviour.

Pupils are expected to demonstrate readiness, respect, and safety in all school activities.
Families play a crucial role in supporting the school’s behaviour expectations and maintaining communication.
Staff are responsible for upholding the behaviour policy and fostering a positive learning environment.
Leadership, including the headteacher and governing body, ensures consistent application of the policy and supports staff in managing behaviour.

Recognition and Consequence Framework

The policy outlines how positive behaviours are recognized and how misbehaviours are addressed.

Positive behaviours are celebrated through verbal praise, certificates, and recognition in assemblies.
Misbehaviours are addressed consistently and fairly, prioritizing safety and restoring a calm environment.
Restorative approaches are used to help students understand the impact of their behaviour and encourage accountability.

Special Educational Needs and Behaviour
The policy acknowledges the need for tailored support for students with special educational needs and disabilities (SEND).

Behaviour is assessed in relation to a pupil’s SEND, and appropriate support is provided.
The school collaborates with external agencies when necessary to address behavioural issues linked to SEND.
Adjustments are made to accommodate individual needs and prevent misbehaviour.

Restorative Approach to Behaviour Management
The policy emphasizes restorative practices to address conflicts and promote learning from misbehaviour.

Restorative conversations help students understand the impact of their actions and take responsibility.
The approach fosters accountability and improves relationships among students and staff.
Specific questions guide restorative discussions to facilitate reflection and resolution.

Levels of Behaviour and Responses
The policy categorizes behaviours into four levels, each with specific responses and interventions.

Level 1: Exceptional behaviour is recognized and celebrated, promoting a positive school culture.
Level 2: Repeated misbehaviour is addressed through interventions and communication with families.
Level 3: Persistent issues require additional support from leadership and possibly external agencies.
Level 4: Severe or continued misbehaviour may lead to suspension or exclusion, with a focus on safety and welfare.

Conclusion and Future Steps
The policy outlines the importance of collaboration among all stakeholders to maintain a positive behaviour environment.

Continuous assessment and review of the policy will ensure its effectiveness and relevance.
Families are encouraged to engage with the school to support their child's behaviour and learning.
The school aims to create a nurturing environment where all students can thrive and succeed.

Temporary Suspension and Permanent Exclusion Procedures
The school outlines the processes and responsibilities regarding temporary suspensions and permanent exclusions for students.

Headteacher explains reasons for fixed-term suspensions to parents and follows up with a formal letter.
Parents must ensure children are not in public places during school hours of suspension.
Non-compliance may lead to a fixed penalty notice or prosecution.
Parents may be asked to support alternative education settings or reduced timetables.
Parents have the right to appeal permanent exclusions, with details provided in the Headteacher's letter.
Families must work with local authorities to secure full-time education post-exclusion.

School Behaviour Management Policies
The school emphasizes the importance of maintaining a safe and supportive learning environment through behaviour management strategies.

Headteachers have the authority to suspend or permanently exclude students for serious or persistent breaches of behaviour policies.
The Department for Education supports the use of exclusions as necessary for maintaining school safety and order.
Exclusions are considered a last resort after other behaviour management strategies have been exhausted.
A permanent exclusion means a student can no longer attend the school unless reinstated by the Governing Body.

Definition and Types of Bullying
Bullying is defined as repetitive, intentional harm inflicted by one individual or group on another, characterized by an imbalance of power.

Bullying is deliberately hurtful, repeated over time, and difficult to defend against.
Types of bullying include emotional, physical, racial, sexual, verbal, and cyber-bullying.
The school has policies in place to prevent and address bullying effectively.

Use of Reasonable Force in Schools
School staff are legally empowered to use reasonable force to ensure safety and order within the school environment.

Reasonable force can be used to prevent harm, remove disruptive students, or manage dangerous situations.
Staff trained in Team Teach strategies are available to handle situations requiring physical intervention.
Physical contact with students should be minimized and only occur in appropriate contexts.

Searching, Screening, and Confiscation Policies
The school has established protocols for searching students and confiscating prohibited items to ensure safety.

Staff can search students if there are reasonable grounds to suspect possession of prohibited items such as weapons, drugs, or stolen goods.
Searches can be conducted with student consent, and the Headteacher must be informed of any incidents.
Safeguarding risks identified during searches will be reported to the local authority.

Behaviour Management Beyond School Premises
Schools can impose sanctions for misbehaviour occurring outside school grounds under certain conditions.

Misbehaviour during school-related activities, travel to/from school, or while identifiable as a student can lead to consequences.
The school aims to maintain its reputation and ensure the safety of all students.

Transition Support for Students

The school provides support for students transitioning to new classes or schools to ensure continuity in behaviour management.

Transition sessions and meetings are held to monitor behaviour and share relevant information with new teachers.
Information may also be shared with new schools for students transferring.

Staff Induction and Training on Behaviour Policies
New staff receive training on the school's behaviour culture and policies to effectively support student behaviour.

Ongoing professional development is provided to ensure staff understand the impact of special educational needs on behaviour.

Statement of Behaviour Principles
The governing board emphasizes the importance of a safe and respectful environment for all students and staff.

Everyone has the right to feel safe and respected, free from discrimination.
Staff are expected to model positive behaviour and work collaboratively with parents to teach children about consequences.
Exclusions are a last resort, and violence or threatening behaviour is not tolerated.

Restorative Conversations Framework
The school employs restorative conversations to address behavioural issues and promote accountability among students.

Key questions guide discussions to help students reflect on their actions and their impact on others.
The process encourages empathy and understanding, aiming for students to take responsibility and make amends.

Behaviour Improvement Tracking and Reflection
The school utilises various tools to track and improve student behaviour over time.

Reflection sheets and behaviour improvement trackers are used to help students understand their actions and set goals for improvement.
Regular assessments and comments provide feedback on behaviour progress.

De-escalation Strategies for Managing Behaviour
Staff are trained in de-escalation techniques to manage challenging behaviours effectively.

Observing the situation and ensuring safety are critical first steps.
Staff should maintain a calm demeanor and use appropriate verbal and non-verbal communication to defuse tensions.

Risk Assessment for Challenging Behaviours
The school conducts risk assessments to manage foreseeable risks associated with challenging behaviours.

Assessments consider medical issues, triggers, and environmental factors that may contribute to behaviour.
Preventative and reactive strategies are outlined to address identified risks.

Early Years Foundation Stage (EYFS) Development Goals

The EYFS framework emphasizes the importance of personal, social, and emotional development in young children.

Children are supported to understand their feelings, manage emotions, and build positive relationships.
Development goals include self-regulation, managing self, and building relationships, which are crucial for future success.