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Behaviour Policy






September 2018




Our aim is to foster a safe, secure and supportive environment where effective teaching and learning can take place.


We aim to enhance self-esteem and encourage self-discipline, which will allow each child and member of staff to realise their full potential.


Respect for others and self respect lie at the heart of this policy and therefore at the heart of our practice.


Atmosphere and Ethos

The atmosphere of the school should make it plain that it is primarily a learning environment characterised by friendliness and calm.  It should further suggest that the school is secure, orderly and accessible and that its community enjoys a shared purpose and common goals.



The ethos which sustains this atmosphere is dependent on the following:-


  1. High expectations (communicated to the whole school body).
  2. Clarity and unity of purpose i.e. common goals and an agreed code of conduct
  3. A shared vision of the school’s future.


These in turn depend on the presence of the following:


  1. Defined outcomes (eg the common goals and an agreed code of conduct.
  2. Overt and effective systems of reward and recognition for effort, attainment and improvement in all areas.
  3. Visible supervision which demonstrates clear, fair and consistent practice in its reward/sanction for positive/negative behaviour.
  4. Effective communication which is demonstrated in collaboration and teamwork.
  5. A physical environment which provides tidy, clean, litter free accommodation and effective and informative display in entrances, corridors and classrooms.
  6. Procedures which assist and inform visitors to the school and suggest security measures.


The school population should provide testimony to the above.


The Ideal Pupil

We would hope all pupils are working towards this model and all pupils are capable of achieving it as a matter of routine.


These criteria were discussed by all classes, The School Council then drew up a whole school list written by the children.


A Boyton pupil is always kind and caring

A Boyton pupil always accepts others

A Boyton pupil always gives 100%

A Boyton pupil never gives up

A Boyton pupil is determined to try at everything

A Boyton pupil always wears their school uniform

A Boyton pupil respects everyone and their differences

A Boyton pupil is always honest and respectful of adults and each other

A Boyton pupil is always ready to learn


Celebration of Successes in School

All staff reward good work, achievement and behaviour. Sometimes a word or note to parents praising success.    Children are sent to the Headteacher to share good work and successes may be celebrated through the school newsletter.


Other whole school systems are as follows:-




Star of the Week

This celebrates children’s achievements on a weekly basis.  Teachers nominate a child to be Star of the Week and give a reason related to learning and/or behaviour. The child receives a certificate in Friday Celebration Assembly and their names and reasons are published on the weekly newsletter.


Above and Beyond Points

These are awarded by adults in the school on a daily basis. Children record their own A+B points on a chart in their classroom. The charts used are the same from Reception to Year 6.


Above and Beyond points are also celebrated in the Friday Celebration Assembly. A child who has reached their target A+B Points is awarded a certificate and a chance to take a dip in the 'treasure chest'.



Unfortunately, there are times when the Code of Conduct is broken.  We have clear, effective procedures for when this happens. 


For the purposes of this policy we use the terms ‘misdemeanours’ and ‘unacceptable behaviour’.


We define misdemeanours in this policy as minor infringements of class or school rules.  Unacceptable behaviour represents more serious breaches of the school’s Positive Behaviour Policy.







  • We always try to understand the reasons for misbehaviour so that we can deal with it effectively.  However, the fact that there is a reason behind the behaviour does not excuse it
  • When dealing with problems we label the behaviour and not the child ie say ‘That is not the right sort of behaviour’ or ‘know that you know how to behave’ rather than ‘you are a naughty boy/girl’
  • We recognise that for some children finding the right behaviour may be difficult.  Therefore, if appropriate, we focus on and try to correct only one problem at a time
  • We use non-verbal signs, a look or a frown etc to warn children
  • We ask the child what he/she is doing and establish if it is against the rules.
  • Low level disruption is unacceptable in class. Any of the 3 sanctions noted in the next column may be used, even if the incident in the first by the child.
  • We try to work out how problems may be resolved and give the opportunity for immediate reparation
  • We use verbal prompts for children with communication difficulties
  • A verbal rebuke or warning
  • Repetition of task if not done satisfactorily.
  • Child is sent to another class.








  • We do not accept violence, bullying (refer to Anti-Bullying Policy), vandalism, rudeness to adults or bad language
  • Retaliation, hitting back or taking retribution into child’s own hands is not acceptable.  Children are constantly reminded not to do this and children who do so will be punished appropriately.  Children know that there are always adults around in school who will deal with any issues or concerns they have
  • Persons observing or experiencing any of the above behaviour are encouraged to enlist the help of adults in the school
  • If a problem persists it may be necessary to involve outside agencies such as the educational psychologist.  If there are long term problems it may be necessary to draw up an IEP for behaviour.
  • The last resort is exclusion from school on a temporary or permanent basis following the LEA’s policy on exclusion
  • All occurrences of this type are noted and the child loses playtime
  • Removal from place of problem for a specified period
  • Children may be punished by missing morning playtimes or lunchtime playtimes – to complete work, to write letters of apology or to rewrite school rules, for example, depending on the behaviour.  Parents are informed of this punishment through a standard letter
  • Referral to the Head Teacher
  • Letter to parents
  • Discussion with parents about the problem
  • Collected after school by adult from reception
  • Lunchtime exclusion
  • Temporary exclusion
  • Permanent exclusion



A record is kept in school of incidents of unacceptable behaviour


Anti Bullying Policy

Boyton Primary School defines bullying as ‘any harm, neglect, or unwanted attention toward one person by another’.  We recognise that bullying may take a variety of forms; physical, psychological and verbal, that people are bullied and indulge in bullying for many reasons, and that bullying can be intermittent or persistent.


1.  Research shows that a child’s definition of bullying is often wider than an adult’s.  Behaviour regarded as playful by an adult may mean something quite different to the child experiencing it.


2.  Consequently, bullying can be defined as a  repeated action that makes or contributes towards making someone feel miserable, insecure or threatened.  It is the wilful conscious desire to hurt someone physically, verbally or psychologically.


Bullying can be physical, verbal or emotional by a single person or a gang or can be carried out online (cyber bullying). Incidents of bullying can include repeated:


  • Name calling
  • Malicious gossip
  • Damaging or stealing property
  • Coercion into acts they do not wish to do
  • Violence and assault
  • Pinching/kicking
  • Jostling
  • Teasing
  • Intimidation
  • Extortion
  • Ostracising
  • Damaging school work and equipment


Any child may be a victim or bully.


Reasons for being a bully may be:

  • Victims of violence
  • Enjoyment of power/creating fear
  • Copying behaviour at home or on TV


It occurs in children from all backgrounds, cultures, races, sexes, from Nursery to Sixth Form or adult.


Early Signs of Distress

  • Withdrawn
  • Deterioration of work
  • Spurious illness
  • Isolation
  • Desire to remain with adults
  • Erratic attendance
  • General unhappiness/anxiety/fear
  • Late arrivals
  • Bed wetting


The School’s Response

1.  Bullying generally takes place when adults are unlikely to witness the incident (eg at unsupervised times).  This makes staff dependent on pupils, parents/carers informing us of any incidents of bullying.


2.  Staff on duty at break and lunch times should ensure that all accessible areas of the school are monitored effectively.


3.  Staff should record isolated incidents and should there be a repetition, the matters should be reported to the Head Teacher.


4.  Members of staff should watch for the early signs of distress in pupils. These might be withdrawn.


5.  If approached by a victim of bullying, members of staff must listen carefully and indicate that the matter is being taken seriously.


6.  Both the victim and the bully should realise that:


          i         The school takes bullying seriously

          ii        A record of the incident will be kept by the Head Teacher

iii       Any sanctions for unacceptable behaviour will be directed at the ‘behaviour’ and not the pupil.  The punishment and why it is being given will be clearly explained.


7.  If the situation demands, parents will be made aware of what has happened and be told of the action being taken by the school.  In the more serious cases, it will be necessary to discuss the incident and the matters raised with parents/carers in school.  A record will be kept of that meeting.


8.  Sanctions for unacceptable behaviour will be as follows, in line with our Positive Behaviour Policy:


          i         Verbal rebuke

          ii        Loss of break, lunch time playtimes

          iii       Further sanctions as appropriate


There is no place for bullying at Boyton Primary School and it is not an option here to be a bystander.  We believe in a pro-active approach as the most effective means of preventing bullying. 


We will encourage pupil involvement in the prevention of bullying through curriculum content and clear commitment to tackling bullying by the school.  We will raise self-esteem by the celebration of successes and achievements, and the development of personal and social skills.


We will ensure effective management and supervision of the pupils - within lessons taking account of appropriate teaching and learning styles and classroom management techniques  -   outside lessons taking account of physical environment and arrangements before and after break, school and lunch.


We will maintain the active involvement of parents, governors and outside agencies through calendared meetings and open and easy access to the school.


Framework for Anti-Bullying Campaign

Prevention is better than cure so:


  • Encourage the caring and nurturing side of children
  • Work for a caring, co-operating ethos (home corner, group work)
  • Discuss friendship
  • Ensure adequate supervision in playgrounds
  • Positively encourage caring and discourage bullying
  • Teachers should discuss and teach children about bullying using terms in Section 2 above


Messages for Parents

Don’t give permission for bullying by saying:


  • You must have done something to deserve it
  • Go and hit him back
  • Don’t be a wimp
  • Boys will be boys
  • It will sort itself out
  • It is part of growing up
  • Got to take it like a man
  • Must learn to look after themselves
  • Don’t tell tales (if it proves to be a consistent complaint)


Informal Procedure

  • Stress that watching and doing nothing is supporting
  • Be aware and tackle any racist or sexist language ie Equal Opportunities Policy
  • Give support to both victim and bully.  Victim needs self esteem and self value.  Bully needs to work with others (co-operation rather than competition).  Do not bully the bully – find out why they are bullying
  • Reward non-aggressive behaviour in school
  • Follow up to support victim and prevent recurrence
  • Make clear to parents the unacceptability of bullying ie no ‘hit him back’ attitude
  • Use peer group pressure, approbation and disapproval
  • Help children to see other point of view – “How would you feel if …….?”  Make them aware of newcomers/loners or shy children
  • In-service training/discussion/staff conferences
  • IEP’s or IBP’s for bullies may be put in place


Formal Procedure for Concerns

For all Staff both part-time and full-time


  • All complaints to go to the class teacher, assigned person, Assistant Head Teacher and Head Teacher.  These will be monitored
  • Records all incidents, concerns and discussions with all children involved
  • Involve parents and explain action taken, why and what they can do to reinforce and support.  Send reports to parents.