Behaviour & Self Regulation
“Children are not the people of tomorrow, but people today. They are entitled to be taken seriously. They have a right to be treated by adults with tenderness and respect, as equals. They should be allowed to grow into whoever they were meant to be - the unknown person inside each of them is the hope for the future”.
Here at Millbrook Primary, we provide a warm, welcoming, and inclusive environment where children are treated as individuals without judgement or comparison. We have a passionate conviction that all our children can achieve no matter what they have experienced or done and a total commitment to their success at Millbrook Primary and beyond. Our behaviour principles are reflected in our values and ethos statements detailed below.
- Build relationships -that are trusting, secure, safe and supportive
- Develop understanding- by knowing our own needs and those of each other
- Sense of belonging- connecting with our school, being motivated to take ownership of our environment and our own learning and development.
- Show resilience- by looking after ourselves and each other and persevering through difficult times.
- Use creativity -looking for and finding new and different ways to engage with learning and make progress.
- We recognise behaviour as a form of communication. Behaviour is the communication of an emotional need, whether this is conscious or unconscious, and should be responded to accordingly.
- Staff develop strong, positive relationships with children and their families that foster connection, inclusion, respect, and value for all members of the school community.
- We put the relationships we have with children first – making sure that the actions we take and the decisions we make will not damage the relationship we have with a child and/or undermine our values. These mantras describe our approach:
- ‘Engage, don’t Enrage’
- ‘Connection before Correction’.
- ‘The 3 R’s: Regulate, Relate, Reason’
- We start with the child: learning should fit around the child, not the child be made to fit a narrow or rigid model of learning. We demonstrate high expectations of every child, though high quality learning experiences based on a sound knowledge and understanding of each child’s needs.
- Children and young people who display ‘behavioural difficulties’ should be regarded as vulnerable, and we all have a duty to explore this vulnerability and provide appropriate support.
- Adults working with children and young people should take a non-judgemental, curious, and empathetic attitude towards behaviour.
- Adults in school should respond to behaviour in a way that focuses on the feelings and emotions that might drive certain behaviour, rather than the behaviour itself.
- We maintain clear boundaries and expectations around behaviour. To help children feel safe, their educational environment needs to be high in both nurture and structure. Children need predictable routines, clear expectations, and consistent responses to behaviour. These must be in place both inside and outside of the classroom and modelled appropriately, with the context of a safe and caring environment.
- We do not believe that punishment and reward is the most effective way to support behavioural change. Self-management and self-regulation of behaviour is a far more effective way to achieve pro-social behaviour.
- Natural rewards and consequences that can follow certain behaviours should be made explicit, without the need to enforce ‘sanctions’ that can shame and ostracise children from their peers, school community and family, leading to potentially more negative behaviour.
- Our aim is to be attentive to children when they are getting it right and support them when they get it wrong. We are opposed to the traditional notion of punishment and control.
- Staff understand that not all behaviours are a matter of choice and not all factors linked to the behaviour of children are within their control. Therefore, the language of choice (e.g. good choice/bad choice) is not always helpful.
- We believe that behaviour must always be viewed systematically and within the context of important relationships (i.e. a relational communication pattern rather than an internal problem).
- Parental/carer engagement and involvement is crucial when addressing and planning support for a child.
- We believe that our focus on developing self-esteem, self-regulation and emotional literacy will enhance an individual’s ability to make positive learning, social choices.
All at Millbrook Primary have courage in our belief that all our children can achieve. We are optimistic about success and accept no restriction on what is possible for all people in our care.
Crucially, being ‘fair’ is not about everyone getting the same (equality) but about everyone getting what they need (equity). This means that we may need to treat children differently to respond to their individual needs. For us, a consistent approach does not mean “one size fits all”. We consistently focus on meeting the needs of the individual child.
Aims of our Behaviour and Self- Regulation Policy
“When I say manage emotions, I only mean the really distressing, incapacitating emotions. Feeling emotions is what makes life rich. You need your passions”. (Daniel Goleman)
At Millbrook Primary our aim is that our children should achieve their academic potential and lead independent and fulfilling adult lives. We enable this by building mutually respectful relationships with them and showing them how to have respectful relationships with each other and with other people. This helps them to reflect and take responsibility for themselves, and is a form of discipline that is constant, immediate, and consistent.
We achieve positive behaviour change through conversation!
The warmth, humour and pleasant firmness with which our staff engage with children from the moment they arrive in the school each day demonstrates the way in which we set boundaries on behaviour, and is reflected throughout the school.
Central to how we manage behaviour are the three main elements:
1. Secure attachments
A secure attachment bond ensures that your child will feel safe, understood, and be calm enough to experience optimal development of his or her nervous system. Your child’s developing brain organises itself to provide your child with the best foundation for life: a feeling of safety that results in eagerness to learn, healthy self-awareness, trust, and empathy.
An insecure attachment bond fails to meet your child’s need for security, understanding, and calm, preventing the child’s developing brain from organising itself in the best ways. This can inhibit emotional, mental, and even physical development, leading to difficulties in learning and forming relationships in later life.
People with poor self-esteem often rely on how they are doing in the present to determine how they feel about themselves. They need positive external experiences (e.g., compliments from friends, praise and positive feedback from adults) to counteract the negative feelings and thoughts that constantly plague them. Even then, the good feeling (such as from a good grade or compliment) is usually temporary.
Healthy self-esteem is based on our ability to assess ourselves accurately and still be accepting of who we are. This means being able to acknowledge our strengths and weaknesses (we all have them!) and at the same time recognize that we are worthy and worthwhile.
Emotional 'literacy' implies an expanded responsibility for schools in helping to socialise children. This daunting task requires two major changes: that teachers go beyond their traditional mission and that people in the community become more involved with schools as both active participants in children's learning and as individual mentors.
Our ethos revolves around awareness, understanding, and consideration of others’ needs, compassion, equality, tolerance, and inclusion. Acceptable standards of behaviour are those which reflect these principles. The problem with strict boundaries and rigid rules is that they place too much responsibility on external factors. The child is not controlling themselves but is being controlled.
At Millbrook Primary, everything we do is based on building positive attachments (mutually respectful relationship) with our children. We do not believe that punishments are an effective method for achieving behavioural change. We do not have many automatic sanctions for various behaviours. We look at each event in context and are committed to seeing all behaviour as a form of communication. Therefore, we explain our practices to children, offer them reasons to work with us and encourage reflective dialogue and self-regulation.
We treat children as individuals, ensure that the curriculum is appropriate for each child and that teaching styles are varied, and we use praise and rewards as our main tool. There is a lot of encouragement in this school, and because we are equally quick to tell a student when they are behaving inappropriately, we constantly reinforce the barriers that differentiate respectful behaviour from inappropriate behaviour.
We are more focused on the causes of and the emotional recovery from an incident rather than the incident itself, and as a result most situations can be repaired without resorting to punishment.
We are strongly against the traditional notion of punishment and control.
Staff will not give or threaten corporal punishment to a child.
Social, Emotional and/or Mental Health conditions
Whilst we believe this approach to behaviour is good for all children, it particularly benefits children with Social, Emotional and/or Mental Health (SEMH) conditions. Key factors when working with children with SEMH conditions are:
- Take care of yourself
- Have empathy - listen to and talk with these children.
- Be patient with the child's progress and with yourself.
- Model and teach appropriate social behaviours.
- Be consistent, predictable, and repetitive.
- Interact with these children based on emotional age, not chronological age.
- Try to understand the behaviours resorting to punishment may reinforce the negative responses
- Nurture these children
The key thing to remember is that many SEMH children struggle to interact and communicate effectively with other people. One of the best ways to teach them is to model this in your own behaviours, and then narrate for the child what you are doing and why. Become a play-by-play announcer: ‘I am going to the sink to wash my hands before dinner because…’ or ‘I take the soap and put it on my hands like this….’ Children see, hear, and imitate.
Children Learn What They Live
If a child lives with criticism, they learn to condemn.
If a child lives with hostility, they learn to fight.
If children live with fear, they learn to be apprehensive,
If children live with pity, they learn to feel sorry for themselves, If a child lives with ridicule, he learns to be shy.
But do not despair ...
If a child lives with tolerance, they learn to be patient.
If a child lives with encouragement, they learn confidence. If a child lives with praise, they learn to appreciate.
If a child lives with fairness, they live with justice. If a child lives with security, they live to have faith.
If a child lives with approval, they learn to like himself. If a child lives with acceptance and friendship, they learn to find love in the world.
Dorothy Law Nolte
There may be times where you have not responded to a child in the way that they needed you to. But, as adults, we must use every interaction with a child as an opportunity for learning. It is never too late to change the way you respond to a child. Remember…
“What we say to children in the most difficult moments is what matters.” “When the adults change, everything changes.”
“If your emotional abilities aren't in hand, if you don't have self-awareness, if you are not able to manage your distressing emotions, if you can't have empathy and have effective relationships, then no matter how smart you are, you are not going to get very far.” (Goleman)
At Millbrook Primary School, a child’s social and emotional development is considered a crucial element to any sustained academic progress. We consider the following elements when assessing this:
- Learning behaviour: how the child approaches learning, how they approach challenges in their learning, how they engage in lessons and to what standard they complete the learning tasks set.
- Social Behaviour: how children interact and respond to both the adults and children they work with.
- Emotional Behaviour: how the manages their own emotions and responds to the emotions of others.
- Personal Development: how the child is progressing toward their own personal targets.
Whole School Rules
At Millbrook Primary School and Nursery, we have the following three rules. We are:
In addition to this, we recognise the following behaviours as going above and beyond:
- Putting others first
- Rising to a challenge
- Sticking at something (persevering)
The three rules are the foundation for a functional and successful school. We also have our ‘relentless routines’, which, in addition to the three rules, create a safe, calm, consistent and supportive learning environment, where all children can succeed.
At Millbrook Primary, we have expectations about how adults should behave and respond to children for both positive and negative behaviour displayed.
The detail regarding the whole school expectations can be viewed in our Behaviour Blueprint in appendix 1.
We believe that first attention is for best behaviour. Positive reinforcement is used in several ways to support children in meeting the expectations. These include:
- Collective Praise and Reward – Strike time
- Individual Praise and Reward – Sticker charts
- Whole School Rewards – A range rewards to encourage positive behaviour across the school.
Collective Praise and Reward
We believe in using the classroom expectations as collective values which establish a sense of community. Through the adherence of these agreed classroom expectations, children are rewarded as a collective group through a system called ‘Strike Time’. When the teacher believes that they have witnessed the whole class achieve a classroom rule, a ‘Strike’ is awarded to the whole class.
- One strike is equal to one minute of free time for the class. As these ‘Strikes’ build up, so do the minutes which can then be traded for an activity of choice by the class.
- Strikes can be rolled over to next day, for instance, if the class have only gained 4 strikes on a Monday, the teacher may suggest that they rollover these strikes to Tuesday, so children have the chance to gain more minutes.
- Strikes should not exceed 15 minutes for a day.
- A visual record is kept at the front of the class, so the children are aware of how many strikes have been awarded. Strikes are presented as a tally.
- Children are not refused their Strike Time activity based on any individual undesired behaviour. As they have been awarded the strike with the class as a collective, the reward is given. Individual misbehaviour is dealt with on an individual basis.
This method not only reinforces positive behaviour but also builds a culture of shared responsibility. The use of ‘Strike Time’ is also used as a tool to manage behaviour concerns which have been identified before they escalate.
Example: The class has built up 10 minutes of Strike Time. It is 2pm and the class are moving on to the next subject lesson. However, a particular child is showing signs of losing engagement and based on the teachers’ knowledge of this child, they identify that this is usually an initial sign of total disengagement, followed by misbehaviour. Therefore, through positive encouragement, the teacher explains to the whole class that they are free to use their Strike Time slot before the start of the next lesson. The short break has positively reinforced the previous good behaviour from the class. The child mentioned is now feeling more positive because they have just completed a task of choice and is ready for the next task. Finally, the class are encouraged by the class teacher to start to build the next set of ‘Strikes’. Positivity is the overall contributing factor.
Strike Time Activities
Teachers should discuss with children their preferences of Strike Time reward activities. This choice allows the children to feel in control and encouraged to gain their strikes. Some activities include:
- outside play
- tyre park
- arts and crafts
- board games
Individual Praise and Reward
At Millbrook Primary School we want to acknowledge and celebrate the success of each child on an individual basis. When children display positive behaviours in adhering to the classroom rules, they are rewarded through verbal praise and stickers.
- Each child has their own personal sticker chart.
- Children take responsibility for their own chart and attach the stickers as they are received from the adults.
- Once the chart is completed, children receive a prize of their choice.
- The teacher then writes a comment on the back of the sticker chart which is intended for the parents.
- This encourages communication between school and parents as well as celebrating the child’s success.
- The child is then provided with the next sticker chart to complete.
This behaviour management tool ensures children are praised and recognised for their individual achievements. Being praised allows the children to feel good about themselves which helps boost their self- esteem, confidence, and learning engagement and motivation.
Sticker Chart Rewards
Each class is provided with a box of prizes which the children can choose from once they have completed their sticker chart. Teachers also discuss and gather pupil voice suggestions on what children would like to see as prizes in the box. This gives the element of choice and greater personal encouragement for children to complete their sticker chart. Children are encouraged to think and/or write down the reward they are aiming for on the back of their sticker chart which provides personal motivation. Prizes include:
- mini-game packs
- use of ‘teacher chair’ for the day
- entry to early lunch with a friend
- 15 minutes iPad time with a friend
- ten minutes of extra playtime for the whole class
Whole School Behaviour Rewards
A range of rewards are implemented to encourage and praise positive behaviour. These include:
- Headteacher award
- Text home
- Recognition in achievement assembly
- Phone call home
- Parent chat at end of day
- Postcard sent home
The range of rewards greatly encourage the communication between school and parents and sets the foundations of instilling high expectations of behaviour.
Each teacher is expected to keep a Rewards Log which monitors and tracks the rewards children receive and allows teachers to identify where gaps may appear.
A high priority is placed on expecting teachers to make a phone call home to parents to celebrate the success of a child’s behaviour or learning achievement. This has proven to intrinsically motivate children further in their learning and/or behaviour and strengthens the relationships with teacher and parents.
Teachers are expected to make a phone call home for each pupil by the end of the academic year. This is a non-negotiable action.
There is no punitive element to the reward system.
The rewards system is designed to reduce our personal bias, frustrations and judgements regarding behaviour.
We must have higher expectations – we must believe that we can support children with kindness and nurturing – otherwise we make quite unfair judgements about vulnerable children.
High expectation does not mean we expect perfection it means we expect the children to make mistakes but to develop the capacity to learn from these mistakes and improve over time.
The use of the behaviour rewards mentioned above is monitored by SLT on a termly basis. Rewards Logs are collected and analysed to ensure a coverage of rewards are being applied to promote positive behaviour and celebrate success.
Pupil voice is gathered once a term to evaluate success of the strategies and identify next steps.
Termly meetings with staff are arranged to share outcomes of monitoring and pupil voice. Specific intervention support/training is provided to staff to ensure next steps are developed and behaviour strategies reviewed and adapted to suit the needs of the children.
Strategies and Strategy Forms
At Millbrook Primary School we use a variety of strategies to try and support children whose behaviours highlight the need for a greater level of intervention.
Strategy forms are used to help support a child who is having difficulty with school expectations. A strategy form will outline the type and manner of support that a child will need paying particular attention to the child’s negative behavioural triggers and positive behavioural influences.
Strategies are usually in place for 2-3 week before that are reviewed and adapted based on successes or challenges experienced with the strategy.
Strategy form are developed in conjunction with parents, carers, tutors and SLT.
“The basic premise that children must learn about emotions is that all feelings are okay to have; however, only some reactions are okay”. Daniel Goleman
At Millbrook Primary School exclusion from the school community is used as a last resort and for the shortest time possible. It is not a punitive measure but a planned intervention initiated by the Head Teacher or, in her absence, the Deputy or Assistant headteachers when it is felt that it is unsafe for a child to be in school, and when other strategies have failed. It is done in the interests of a child’s own health and safety, and the health and safety of others because we feel that, at that time, the school is not an appropriate environment for the child.
Although fixed-term exclusion is a tool that may be used it is normally kept to a maximum of 2-3 days (exclusion are most frequently set at 1 day) as we feel that 1-3 days represents enough time for a child to reflect on their behaviour. The length of the exclusion will relate to the age, specific needs of the child and will take into consideration previous behaviour. The school will work with parents / carers and the child to prevent exclusion and will only exclude under severe or extreme circumstances. Wherever possible exclusions are not used as an instant reaction for a serious incident.
Whilst this is the very last resort the school does reserve the right to permanently exclude a child for severe or frequently disruptive behaviour. In exceptional circumstances the head teacher may also judge permanent exclusion to be an appropriate response for a ‘first’ or ‘one off’ offence.
These offences might include:
- Serious actual or threatened violence against another pupil or a member of staff
- Sexual abuse or assault
- Carrying an offensive weapon
The school will follow Telford and Wrekin Council guidelines when imposing an exclusion. Parents/ carers are advised of their right to appeal.
This means that when a child is excluded, parents /carers will be notified by phone and letter. The class teacher will provide work on the day the exclusion is imposed for the child to do at home.
Following an exclusion, parents/carer are invited to attend a reintegration meeting.
We arrange a re-admission meeting usually on the day of your child's return to school. If this is not possible the meeting will take place prior to your child’s return. It is essential that the meeting
At the meeting we will talk to you about why your child was excluded and how we can work together to ensure their successful return to school.
Both the parent or carer and the child should attend this meeting, which is usually held at Millbrook Primary School. Parents/carers are invited to bring a friend for support or someone who might help discuss the child’s welfare e.g. someone from an advocacy group, an interpreter, or a signer. Parents/carers are asked to let the school know who they would like to attend. Who else will be at the meeting?
The meeting will always be attended by the Headteacher and either the Deputy Head Teacher or Assistant Head, one of whom will chair the meeting. In some instances, the child’s teacher or teaching assistant will also attend in order to support the child and also to be part of the any strategy of target setting discussions.
We will also invite anyone else involved with the child's welfare to come along if they can (e.g. a social worker, educational psychologist, LA representative or Attendance officer).
Because it is very important to get the child back to school as soon as possible, we will go ahead with the meeting even if everyone can't be present.
During the meeting we will:
- Tell the parent/carer why we excluded their child (this will cover their day-to-day behaviour and particular incidents that led us to exclude them)
- Ask for parent/carer views and those of the child
- Discuss ways in which the child can change his/her behaviour
- Agree targets with parents/carers to help the child return to school successfully
We appreciate that some children struggle to communicate feelings of remorse or take responsibility for actions. This will be particularly difficult in room full of adults.
The possibility of the child experiencing anxiety in this environment may make the process counter- productive. Our main aim is to ensure that the child can return to school and so both the venue and the process will be subject to change if the child and parent/carer struggle with the formal process.
If a child does not engage in the process and/or refuses to give their views or show remorse, this must be taken in the context of the child’s particular emotional needs and will not usually prevent the process from being judged as complete. So, if a child storms out of the meeting or refuses to accept the strategies proposed, the school will still attempt to complete the process with those present.
Details of the child’s exclusion that are kept on record Copies of the following letters will be kept in the child’s file:
- the exclusion letter
- the letter outlining the agreements made at the re-admission meeting about the child going back to school
What if the parent/carer can't attend the re-admission meeting?
If the parent/carer can't come to the meeting, they are asked to please phone the school as soon as possible so that we can arrange another time.
What if the parent/carer doesn’t attend the re-admission meeting?
If the parent/carer doesn’t attend the meeting, the child may not be allowed to return to school. If this happens, we will:
- Write to the parent/carer with a date and time for another meeting.
- Keep copies of this letter in the child's file
Safety is always our prime consideration: neither children nor staff must be placed in situations that expose them to an unacceptable level of risk. We constantly monitor and assess children’s behaviour and our responses to them, ensuring that they have appropriate levels of supervision and are always striving to find the most effective ways to reduce and manage potential risk.If a child becomes angry and leaves the site alone, a member of staff will follow at a distance and at no more than a brisk walking space; running after them could jeopardise the child’s safety. This enables us to supervise the child until they have calmed down and are able to return. If they refuse to return, the police will be called.
We simultaneously operate a policy of inclusion. To maximize our children’s learning opportunities, we manage potential risk so that we can involve them in all educational opportunities. The process for children to take part in educational visits is one of continued risk assessment and involves careful planning.
If we become aware that a child is at risk because of issues outside the school, we follow Telford and Wrekin procedure.
The power to discipline beyond the school gate
Disciplining beyond the school gate covers the school’s response to all non-criminal bad behaviour and bullying which occurs anywhere off the school premises and which is witnessed by a member of staff or reported to the school. The governing body must be satisfied that the measures proposed by the head teacher are lawful.
Physical Intervention and the use of ‘Reasonable Force’
The use of physical intervention is rare and is, wherever possible, avoided. There may be occasions where the use of physical restraint is necessary. Any intervention used will always be minimal and in proportion to the circumstances of the incident. Physical intervention will be undertaken by staff trained with Management of Actual or Potential Aggression (MAPA) techniques, except where there is immediate danger of harm, when all staff have the right to use reasonable force.
Types of incident that may warrant physical intervention:
The incidents fall into three broad categories:
- Where action is necessary in self-defence or because there is an imminent risk of injury to an adult or child
- Where there is a developing risk of injury or significant damage to property
- Where a child is behaving in a way that is could cause disorder
Examples of situations, which fall within one of the first two categories are:
- a child attacks a member of staff, or another pupil;
- pupils are fighting;
- a child is engaged in, or is on the verge of committing, deliberate damage or vandalism to property;
- a child is causing, or at risk of causing, injury or damage by accident, rough play, or by misuse of dangerous materials or objects;
- a child absconds from a class or tries to leave school (NB: this will only apply if a pupil could be at risk if not kept in the classroom or at school).
- a child is behaving in a way that is seriously threatening the Health and Safety of staff or children in the classroom
Procedures for how to deal with such incidents are found in the school’s “Positive Handling Policy” (Refer to Herts steps policy)
Problematic sexual behaviour that requires intervention
All staff working at Millbrook Primary School have a responsibility to respond to behaviour that could be considered sexually inappropriate in a public place. Staff challenge any unacceptable or harmful behaviour. All incidents are recorded and investigated by the DSL.
Pastoral care for school staff
If an employee is accused of misconduct and pending an investigation, the governing body will instruct the Headteacher to draw on the advice in the ‘Dealing with Allegations of Abuse against Teachers and Other Staff’ guidance when setting out the pastoral support school staff can expect to receive if they are accused of misusing their powers.
Malicious accusations against school staff
Where a child has been proved to have made a malicious accusation against a member of the school staff, sanctions may be made. This is in line with current government recommendations set out in Ensuring Good Behaviour in Schools: Guidance for Governing Bodies, Head teachers, School Staff and Employers.
The decision on how to proceed should be dealt with sensitively and according to circumstances. In order not to deter genuine allegations from being made by children, the child found to have made a malicious accusation should:
- Be offered confidentiality and may (according to the circumstances)
- Receive counselling to help identify the reasons why they made the allegation
- Be excluded
- Possibly face criminal proceedings
Government guidance on how staff against whom a malicious allegation has been made, should be treated, states that:
“Allegations that are found to have been malicious should be removed from personnel records and any that are not substantiated, are unfounded or malicious should not be referred to in employer references”.
Searching children and confiscation
The Headteacher, Deputy Headteacher and other senior members of staff have a statutory power to search pupils or their possessions, without consent, where they suspect the pupil has certain prohibited items. The items that can be searched for under this power are knives or weapons, alcohol, illegal drugs and stolen items. School staff can seize any banned or prohibited item found as a result of a search or is considered to be harmful or detrimental to school discipline.
If a member of staff suspects that a child is in possession of a prohibited object the child may be searched.
- This search of a child should be conducted by the Headteacher or a member of staff authorized by the Headteacher.
- The search should be conducted by the same gender as the child, and with another adult (where possible of the same gender).
- Before any search is undertaken consent will be sought from children. If consent is refused, the child will be asked to say why he/she has refused. Refusal to allow a search will be taken as refusal to follow teacher instructions and depending on the circumstances, will warrant a sanction.
- Where there is suspicion of knives or weapons, alcohol, illegal drugs or stolen items (referred to in the legislation as “prohibited items‟), the child may be searched without their consent. Advice should be sought from the Headteacher if this is the case.
- Searching the child’s possessions includes searching a child’s goods over which he has or appears to have control. Searches will be conducted in such a manner as to minimise embarrassment or distress.
- When items are found they can be confiscated if it is reasonable to do so and they are not allowed under the school rules. Where any article is thought to be a weapon it must be passed to the police.
- It is not necessary to inform parents/carers before or after a search takes place or to seek their consent to search their child. Where objects are found however, the individual pupil’s parents/carers or guardians will be contacted.
Power to search without consent for “prohibited items” including:
knives and weapons alcohol
illegal drugs stolen items
tobacco and cigarette papers fireworks
any article that has been or is likely to be used to commit an offence, cause personal injury or damage to property
We will always aim to inform parents/carers if we have to search their child
Above and Beyond Recognition
Positive Reinforcement Remember…first attention for best behaviour!
Response to Outstanding Behaviour
Make sure you say the child’s name to gain their attention before using any of the following dialogue…
Responding to negative behaviours
30 Second Intervention
previous good behaviour
understand how you feel, you are not alone’)
Policy authors: Joanne Edwards - Deputy Head & SENCo
Kirsty Osman - Headteacher
Aimee Thomas - Assistant Head
John Bowdler - Safeguarding Governor