Includes Advice on
• Screening, searching and confiscating.
• Use of reasonable force
Approved by Staff: September 2020
Approved by Governors: 3.9.20
Review date: September 2022
Signed by Headteacher Isabel Stubbs Date 3.9.20
Signed by Chair of Governors Fiona Hardman Date 3.9.20
children are active participants in their learning who:
• want to explore and learn about the world around them;
• enjoy being creative;
• are happy when they are encouraged to succeed and know that their
best efforts are highly valued;
• need to feel part of a community;
• need to feel valued as individuals.
adults help children with happy successful learning when they:
• respect and value children as individuals;
• lead by example;
• work together as a team;
• nurture and guide children in a calm atmosphere;
• see themselves as learners too;
• expect children to succeed.
Our school community, of adults and children (including their parents and
carers), is one in which each member is valued for his or her unique
contribution to the happiness and success of us all. We believe that it is
important to understand the need to respect people’s cultures and customs
and we do not tolerate any form of racist behaviour. In our community all the
members are active learners and we expect them to achieve to the full extent
of their ability.
Our aim is for a happy and caring school, in which all children have the
opportunity to achieve the very highest standards. We do this by caring fo
and respecting each other.
All parents can access this behaviour policy on our website, or a hardcopy if
requested. We ask parents and carers to support the school with its
A Positive Approach to Behaviour
We believe that to treat children positively, by praising them and offering
encouragement for the things they do well, is the most successful strategy.
We follow the ‘Nurtured Heart Approach’ which does just this and is a whole
This does not mean that bad behaviour is ignored, simply that the positive
aspects of children’s behaviour should be highlighted whenever possible.
It is discouraging and disheartening to be told constantly that we are doing
something wrong or badly. We all like to be praised and encouraged for the
things we do well. For children this might mean being praised for working
hard, being polite or showing consideration towards others. In fact, any
situation in which they have made an effort or a significant achievement. We
use a ‘marble system’ (Appendix A) to reward following the school’s golden
rules and class rules. We also use the Nurtured Heart approach to “ignite the
greatness in children.”
Spoken praise is a very powerful reward that should be used wherever
possible and wherever appropriate. There are other ways to show children
that their efforts and endeavours are valued; in this school this includes
stamps in achievement diaries and stickers. The aim of rewards will be to
acknowledge children’s achievement and excellence in a way that others will
be able to share.
The Importance of Clear Expectations
It is important that clear expectations exist, that they are shared by all the
adults who work in the school, and that the children understand the
expectations and why they exist. The expectations are based on how we learn
well, feel safe and behave towards one another.
That is why, at the beginning of each year school expectations or rules will be
discussed with the children, and will include the following areas:
• try our best
• be polite and kind to each other
• treat other’s belongings carefully
• work or play sensibly and let others do the same
• listen carefully and try our hardest to follow instructions
• walk quietly and carefully around the school.
The children and their parents or carers were consulted on the school rules,
and the above cover all the areas that they said were important. The rules
and their meaning are discussed with the children, so there is no doubt about
our expectations for behaviour.
Within a classroom the children and teacher will decide on specific ‘class
rules’. These will be displayed in the classroom, so that parents are aware of
them and revisited frequently so that the children are fully aware of expected
The Midday Supervisory Assistants share the same expectations for
behaviour, and are supported by the headteacher or a member of the school’s
management team when necessary.
Developing Good Behaviour
The school expectations for behaviour and rules are regularly discussed and
developed, with the use of relevant stories in PSHE, RE and Assemblies. All
adults in school endeavour to model good behaviour, and older children are
encouraged to act as role models for younger children. Children are reminded
at the start of each term what is expected of them within the classroom, the
hall, the playground and whilst eating. Opportunities are available to discuss
any areas of behaviour that are causing concern during Circle Time, if
necessary by the School Council and occasionally by Year Groups or the
whole school in a special meeting.
Our expectation is that all children will try their best to follow the school rules,
and encourage them to do so. We give much verbal positive praise, and back
this up with the ‘marble system’ described in Appendix A. Also, achievement
diaries, Greatness assemblies and visits to the headteacher for further praise
and stickers, are used to mark particular achievements.
Responsibility for modelling good behaviour rests with all adults working in the
What happens when children behave inappropriately?
We recognise that there will be times when children do not meet our
behaviour expectations, and that for a small minority of children behaving in
an acceptable way is very difficult. When children struggle to follow our
behaviour code, they are dealt with on an individual basis to enable them to
understand the importance of good behaviour and the consequences for them
of poor behaviour. This may be through a special sticker chart or through
clear rules of behaviour and result.
If any child behaves inappropriately, they are
• reminded of appropriate behaviour
• given the opportunity to behave appropriately, and praised for doing so.
• given the choice to behave – if they continue to ignore this then an
appropriate consequence will be imposed. This may be missing a few
minutes of Golden Time to complete work or being sent inside to miss
a few minutes play if the inappropriate behaviour is during playtime.
• told that what they are doing is against school rules.
When a child continually breaks the behaviour code of the school, they are
sent to speak to the headteacher. If the behaviour issue is serious enough,
the headteacher will ask for the child’s parents or carer to come to school
discuss the matter and a joint decision taken as how to approach it.
The Headteacher additionally supports class teachers in behaviour
management where appropriate, particularly if a child or group of children are
finding it difficult to behave in an acceptable manner.
The responsibility for deciding an appropriate response to inappropriate
behaviour depends on the adult dealing with the incident. The adult may
decide to discuss the response with a more senior member of staff.
Certain behaviours may be an indicator of safeguarding issues, this will
always be considered and the school’s Safeguarding Policy followed.
While teachers have a statutory power to discipline pupils for misbehaving
outside school premises, young children are generally under the supervision
of an adult and therefore it is unlikely that this would be necessary.
If children bring inappropriate items to school, such as DS’s, these are kept
safely in the school office and returned to an adult at the end of the school
Fighting and Bullying
Fighting and bullying are not allowed in the school.
Children are taught to
1) Say ’Stop ………….. (whatever they are doing) to any behaviour they do not
2) Move away if it continues.
3) Ask an adult for help if it still continues.
4) If they observe bullying behaviour to take action to ensure that it stops. E.g.
telling an adult what they have seen.
Children rarely fight in school, more often it is a play fight where they become
too involved. However, if an adult has to intervene and restrain a pupil, the
school’s positive handling policy is followed, the parent or carer is informed
and a formal record is made of the incident.
Bullying is covered fully in the school’s anti- bullying policy.
The school has never had to exclude a pupil. However, if the school has
worked unsuccessfully to moderate a child’s behaviour, a fixed term or
permanent exclusion could be the next step after discussion with the child’s
parents or carer. We would follow the Local Authority procedures.
Malicious accusations against Staff
Any accusations made against staff by pupils or parents will be investigated
by the Headteacher, or, in the case of the Headteacher, by the Chair of
governors. If found to be malicious, in the case of children the parents would
be asked to speak to the Headteacher or Chair of Governors.
Appendix to Behaviour Policy at Cecil Gowing Infant School
Updated behaviour guidance relating to the return to school September
The aim of this update is to ensure that everyone knows and understands the
ways in which we must change our behaviour to keep everyone safe from the
risk of infection; to ensure that where behaviour is unsafe, we are able to
change that behaviour quickly, effectively and fairly; to help us to understand
that our first priority is teaching safe behaviour, and that different approaches
may be appropriate when differentiating between inadvertent or forgetful
unsafe behaviour and deliberately unsafe behaviour.
At Cecil Gowing we recognise that following rules is a learnt skill which
children need to be systematically taught and to revise frequently. To reduce
the risk of spreading the coronavirus and keep children and staff safe we are
introducing some new rules. These are detailed below.
The main aim of these rules is to reduce risk of spreading the coronavirus, but
we recognise that things can go wrong when children are learning new habits.
Should this happen, staff will consider what risk has been posed, and whether
any immediate mitigation needs to take place (e.g. washing of hands), before
responding to the problem as an opportunity for further learning (e.g. by
reminding and reinforcing the rules or by discussing the risks of that
Where a child behaves in a deliberately unsafe way (for example, by
deliberately coughing or spitting on someone, or by moving into someone
else’s class “bubble)”, the school will take this very seriously. Again, the first
course of action is to consider whether any immediate mitigation is necessary.
The problem will still be approached as an opportunity for further learning, but
will also prompt urgent discussion with the pupil’s parents or carers. If it is
believed it is necessary, a personal risk reduction plan may be drawn up with
the pupil and family. The school continues to have a range of disciplinary
powers including exclusion (as set out in government guidance –
https://www.gov.uk/government/publications/covid-19-schoolclosures/guidance-for-schools-about-temporarily-closing#behaviour-andexclusions) and where it is deemed necessary for the safety of pupils and
staff they will be used.
To keep one another safe we…
• Try not to touch or hug other adults or children
• Try not to touch your face with your hands, especially your mouth, nose
• Tell an adult straight away if you feel unwell or have been coughing
quite a lot
• Use only your own, food, cutlery or plates and cups etc.
• Try to stay 2m from one another
• Use our bubble equipment only
• Work, eat and play in our class bubble, and do not mix with
people from other bubbles
Follow our hygiene instructions:
• never cough, sneeze or spit towards another person
• catch all coughs and sneezes in a tissue and throw it away
(catch it, bin it, kill it), then wash our hands
• wash hands frequently (including whenever we are asked to),
with soap and water for 20 seconds (may be sing happy birthday twice)
or with hand sanitiser if soap and water is not available.
Our current policy stands with our processes on our positive rewards and
celebrations but not all can operate in the same way as in normal school
opening. However, teachers will adapt our systems in the spirt of our school
values to ensure that all children feel valued. This may well evolve once
teachers begin to support children and devise and adapt the most appropriate
strategies for their group.
Social distancing means that physical touch should be avoided but where
essential for intimate care this must still go ahead with appropriate PPE for
staff concerned and all hygiene rules followed in accordance with government
guidance. Comforting children where possible should be non-contact but each
situation will be different and staff should use their professional judgement as
to other appropriate strategies against the level of the child’s distress.
Thorough hand washing after any physical contact will be expected