Behaviour Policy



Behaviour Policy


The purpose of this policy is to provide information and guidance to staff when any discipline problems arise in the school.

The vision and mission statement and the Rights Respecting School Agenda adopted by Marshfield, state clearly our priorities which underpin this policy. Therefore we aim to:

  • enable all our pupils to enjoy their time at school and to achieve their potential;
  • set high expectations of them and give them the confidence to succeed;
  • develop an ethos of mutual respect and co-operation;
  • create an environment in which children feel included, secured and valued;
  • encourage all members of the school community to contribute to building and sustaining success;
  • celebrate the achievements of all children.

This policy therefore, is to provide information for all staff, children and parents about acceptable forms of behaviour in school, and to help ensure a consistent approach in its management.


At Marshfield, all staff and children recognise that we have the RIGHT to learn in an orderly community in which effective learning can take place; with our rights come RESPONSIBILITY for actions we take and the environment in which we work; that  there is mutual RESPECT amongst all members.

Therefore we will endeavour to:

  • build good relationships amongst the teachers, pupils and parents;
  • have high expectations of all our pupils;
  • offer a broad and balanced curriculum with activities appropriate to the age and ability of the pupils;
  • create an environment which supports and stimulates learning;
  • differentiate the learning for pupils of different abilities;
  • offer our pupils an opportunity to influence their learning by providing opportunities to contribute ideas and work collaboratively;
  • be actively involved in their learning and in the wider opportunities that the school offers;
  • be good role models of adult behaviour with excellent co-operation and support of all members;
  • adhere to the School Charter which was agreed by pupils and staff;
  • emphasise praise and rewards rather than sanctions and punishments.




Codes of Conduct

At the beginning of each new academic year, the pupils and staff agree the expectations of behaviours in a School Charter. Evolving from this are the Class Charters. The importance of the rules is that they have been established through staff and pupils working together so that pupils have ownership of them.

Common sense rules, stressing courtesy and safety for all in and around the school. The School Charter is displayed around areas of the school reminding pupils of the high standards and expectations the school has of them.

Implementation of the School and Class Charters

Good Behaviour

Our emphasis will always be on the positive approach of encouragement and praise. This may include:

  • instant verbal praise;
  • comments written inside a pupil's book;
  • use of parental dialogue to comment favourably e.g. Parent Postcards;
  • use of stickers/stars for good behaviour, good citizenship or good work in the class;
  • personal / class / team awards;
  • house points to celebrate achievements, i.e. bronze - 50 points; silver - 100 points; gold - 150 points; platinum - 500 points and gift voucher.

Involvement of Staff in Celebrating Good Behaviour

  • A visit to the Headteacher / Deputy Headteacher or other members of staff for a commendation;
  • Displays of pupils work around the school and showing their work in Celebration Assemblies on a Friday;
  • Presentation of rewards in the above;
  • Headteacher's Commendation for recognising outstanding achievement.



Dealing with Behaviour Problems in the Classroom

Stage 1 - A warning look / verbal reminder of expected behaviour

Stage 2 - Their initials written on the whiteboard - discretely in the bottom right hand corner

Stage 3  - A dot next to their name. A reflection discussion is held with the class teacher about their behaviour at the end of the lesson.

Stage 4 - Second dot next to their name. Time is deducted from their play (10 minutes maximum) for them to reflect on their behaviour. This includes a written response in KS2.

NB: It is unnecessary for the school to inform parents that their child has reached Stage 4, as the matter will have been dealt with by the school. However, if it happens repeatedly (three times) the child moves to stage 5.

Stage 5 - The parents/carers will be asked into school to discuss strategies to support the school in managing the behaviour of their child.

Stage 6 - If behaviour does not improve a meeting is held between the Head / Deputy Headteacher and parent, and it may be necessary for a behaviour plan (IBP) to be drawn up. (See 'Dealing with Children with Specific Difficulties' section below).


Playground Behaviour / Playground Matters

If a child behaves inappropriately at lunchtime or playtimes, they are given time-out from the activity. This may consist of sitting on a playground bench or accompanying the member of staff around. Children who repeatedly are unable to play appropriately, are sent in to talk with the School Counsellor or the Headteacher. If all approaches are unsuccessful, the school will discuss further actions with the parents and the child. This may include the restriction of time spent outdoors, the areas they play in or ensuring they remain with an adult at all times. Our aim will always be to ensure a satisfactory outcome for all concerned.

Serious Incidents of Behaviour

Any incidents of a serious nature (either in the classroom, at break time or at lunchtimes) are taken directly to the HEADTEACHER / DEPUTY HEADTEACHER. In these cases, a child moves immediately to stage 4 and the child's parent/guardian/carer will be informed at the discretion of the head/deputy.

Serious incidents of behaviour include:

  • Racial Comments
  • Physical Violence
  • Swearing / Foul Language
  • Bullying / Persistent Name Calling

Serious incidents of behaviour in and around the school are very rare. However, these incidents may warrant their removal from the classroom and result in internal exclusion.


Dealing with Children with Specific Behavioural Difficulties

Very occasionally, a child requires specific support to help them overcome the behavioural problems they exhibit. Specific programmes will need to be put into place in consultation with the parents / carers, ALN Co. and specialist agencies. Consideration will be given to their support within the class situation.

Up-dated September 2012