19.

Behaviour Policy
including Rewards and Sanctions
(This policy is applicable to all pupils including those in EYFS)

Responsibility

Individual: Deputy Head / Head of Pre-Prep

Review
Last review date: November 2022

Next review date: November 2023

 Behaviour Policy

INTRODUCTION

This policy has been written with regard to the Department of Education “Behaviour and
Discipline in Schools” – a guide for Head teachers and school staff, 2016.

At King’s Hall School we encourage the establishment of good teacher/pupil relationships and
support the school’s values through a system of rewards and sanctions which are designed to
promote a calm, disciplined and safe learning environment. The school’s system of rewards
and sanctions is outlined in this document.

The School records pertinent sanctions imposed on the children centrally with the use of the
SMS system. The SMS file includes the pupil’s name, year group, date and sanction imposed.
This system automatically sends an email notification of the offence to the pupils Tutor, Deputy
Head Academic, Deputy Head Pastoral and Headmaster. In accordance with the Equality Act
2010, reasonable adjustments are made for pupils with special educational needs or
disabilities.

BEHAVIOUR AND DISCIPLINE IN THE PREP

Golden Rules and the Code of Conduct

Discipline at King’s Hall is based on the six “GOLDEN RULES” which pupils are expected to
observe at all times. These are designed to create a culture of “goodness”. These are as
follows:

Do be considerate Do not hurt anybody

Do be kind and helpful Do not hurt people’s feelings

Do work hard Do not waste your or other people’s time

Do look after property Do not waste or damage things

Do listen to people Do not interrupt

Do be honest Do not cover up the truth

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 Behaviour Policy

In Years 5 to 8 they have been adapted slightly and are called “The Code of Conduct” to make
them more accessible to the older children.

Be honest Don’t cover up the truth

Be considerate Don’t hurt people’s feelings

Be kind and helpful Don’t be selfish

Listen to other people Don’t interrupt

Work hard Don’t waste your or other people’s time

Look after property Don’t waste or damage things

Rewards and Sanctions

The school works hard to promote good behaviour through a programme of rewards and
sanctions and this helps to set the tone of the whole school.

Rewards – Work

Verbal Encouragement and Praise

Children who maintain their effort and/or achievement will receive verbal praise and
encouragement from the teacher.

Merits
These are awarded by subject teachers for achievement and/or for effort and they are recorded
by the Form Tutors. A termly competition is held for the House gaining the most merits.

“Super Standard”
If a child’s half term achievement grades are all B or above and effort marks 2 or above, then
they are awarded a “super standard” which is worth 3 merits. This will be indicated by the Form
Tutor on the Grade Sheets.

Head’s Commendations (HMC)

If a child produces an exceptional piece of work, they are asked to take it to show the Head
where they will receive a special commendation (worth 3 merits). A list of the children gaining
this honour will be read out in the weekly school assembly, held on Mondays. Children gaining
three or more HMCs in a term will receive a pen from the Head as a further reward.

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 Behaviour Policy

Rewards – Conduct and Behaviour

Verbal Encouragement and Praise

Pupils will be complimented on examples of considerate or thoughtful behaviour.

Plus Points
These are to be awarded to pupils for sustained thoughtful, considerate or helpful behaviour
or for showing initiative around the school. They should be recorded in the allocated area on
the ISAMs system. The role of the Form Tutors is to monitor the Pluses and communicate with
their tutees on a regular basis. People who gain as many plus points as possible and not
exceeded the specific chance, choice and consequence threshold will qualify for Golden Time
(Y3&4), Plus Rewards (Y5-7) or Town Time (Y8) (see below). The leading tutor group is
presented with a cup on a half termly basis and at the end of the term a trophy is awarded to
the winning house.

Plus Rewards
Pupils in Years 5, 6 and 7 are rewarded for their good behaviour with the twice termly Plus
Rewards sessions (the dates of these are published in the School Diary every term). These
will be approximately 90 minutes in duration. The children are informed what activities will be
offered at the end of that period. All of the tutors are involved in arranging these activities.
Pupils qualify for the Plus Rewards if they have maintained good behaviour throughout the half
term and not exceeded the specific chance, choice and consequence threshold.

Tutors should try and look at the behaviour during the whole of that period and avoid allowing
one poor week to overshadow a sequence of good ones. The Deputy Head Pastoral, in
consultation with Tutors, is allowed to use their discretion when deciding whether someone
qualifies for the Plus Rewards.
The pupils should be given at least 24 hours’ notice if they have not qualified.

Pastoral Certificates

Pupils who add a great deal to their tutor class, in terms of their conduct, their positivity and in
terms of their desire to be inclusive will be recognised each half term in a Special Assembly.
These will often be pupils who may not be recognised elsewhere in the school but who add a
great deal to the Pastoral Life of a class.

Golden Time
Golden Time for Years 3 & 4 takes place during an afternoon at least once a half term and it
is supervised by the Form Teachers (they are shown in the school diary). Pupils qualify for
Golden Time in a similar way to the Plus Rewards.

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 Behaviour Policy

Town Time
Town time takes place approximately every half term. The pupils are escorted into town across
a long lunch break on a Tuesday or Thursday, but this may depend on events happening in
that week. This is seen as good preparation for senior school. Pupils in Year 8 qualify for Town
Time by remaining good behaviour throughout the half term and not exceeded the specific
chance, choice and consequence threshold. Tutors are allowed to discuss with the DHP when
deciding whether someone qualifies for the Town Time and the pupils should be given at least
24 hours’ notice if they have not qualified.

See Rewards Summary Diagram on page 10

Sanctions – Work

It is the responsibility of each member of staff to make sure that the work they set is completed
to their satisfaction. If a child fails to do this he/she must be given the opportunity to complete
the task in their own free time, and usually within 24/48 hours. If the child still has not done
the work, the nature of the offence will be written on the centralised ISAMS system in the pupils
file. The ISAMS file includes the pupil’s name, year group, date and sanction imposed. This
system automatically sends an email notification of the offence to the pupils Tutor, Deputy
Head Academic, Deputy Head Pastoral and Headmaster. The work detention will usually take
place on a Friday and will be supervised by the Deputy Headmaster ( Pastoral ) . The Form
Tutor of the individual must be informed by the subject teacher when this happens.

Report Cards
If a child is giving cause for concern, whether academic or behavioural, the Form Tutor must
be informed. The name of a pupil who is causing concern may also crop up at one of the
regular pupil progress staff meetings or at the weekly staff briefing. A meeting will then be
arranged with the relevant staff (usually either the Deputy Head Pastoral, Deputy Head
Academic) and a course of action discussed. The Deputy Head Pastoral and Deputy Head
Academic have a variety of work/conduct/organisation report cards. If a child is put on a report
card, he/she must give the card to the member of staff at the beginning of each lesson. Parents
will be informed if their child is put on report. The Form Tutor must check the card at the end
of the day (during Tutor Period) and if previously specified the relevant member of SLT will
also see it. Whenever possible the report card experience should be a positive one for the
individual.

Sanctions – Conduct and Behaviour

Unsatisfactory behaviour must not be tolerated. Staff should establish clear and consistent
standards in the classroom and around the school. There will be occasions when staff will need
to admonish and punish; consistency is particularly important at this time. In cases that are
deemed pertinent the nature of the offense will be written on the centralised SMS system in
the pupils file. The ISAMS file includes the pupil’s name, year group, date and sanction
imposed. This system automatically sends an email notification of the offence to the Deputy
Head Academic, Deputy Head Pastoral and Headmaster.
The following forms of sanction are used within the school’s behaviour policy:

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 Behaviour Policy

• Chance – Choice – Consequences System

Implement the Chance-Choice-Consequence structure for dealing with low level

disruption, poor behaviour and academic issues.

C1 (Chance) – A verbal warning is given to the child/children in question and their name
is entered onto the appropriate area of the board when in a classroom. When outside
the classroom a verbal warning will be given. In both cases the warning will be entered
onto the ISAMS system in the Rewards and Sanction area using the box titled C1.

C2 (Choice) – A verbal instruction will be given to the child/children in question (this will
relate to the particular issue, the verbal apology and the detention to be conducted by
the individual/group and the staff member at the next convenient time) and their name
is entered onto the appropriate area of the board when in a classroom.
When outside the classroom a verbal instruction will be given. In both cases a 5 minute
detention will be served by the child/children in the presence of the member of staff
concerned and this be entered onto the ISAMS system in the Rewards and Sanction
area using the box titled C2.

C3 (Consequence) – A verbal instruction will be given to the child or children in question

(this will relate to the particular issue, the verbal apology and detention/job/apology
letter to be conducted by the individual/group and the staff member at the next
convenient time) and their name is entered onto the appropriate area of the board when
in a classroom. When outside the classroom a verbal instruction will be given. In both
cases a 20-25 minute period of time will be served by the child/children in order to write
the apology letter needing to be handed to the staff concerned. This issue will be
entered onto the ISAMS system in the Rewards and Sanction area using the box titled
C3. The Deputy Head Pastoral will normally oversee these small detentions.

The points associated with the above sanctions will be accumulated over the course of
the academic year. Tutors will be requested to check their tutees on a weekly basis as
a minimum requirement. Tutors should discuss trends with children to avoid continued
low-level disruption Chance & Choice (C1 & 2) and Consequences (C3).

Scores will result in lost time during Golden Time/Plus Rewards/Town Time (in its
entirety or a part of) at the end of half term.
Accumulation of scores above certain scores in each half term will result in missing the
whole of Golden Time/Plus Rewards/Town Time at the end of half term. Depending on
the length of each half term will depend on how many points a pupil will be allowed to
accumulate before a sanction is applied.

Depending on the age of the child, and their subsequent behaviour, a child may lose
part of their Golden Time or Plus Rewards. This will be decided by the DHP and the
Form tutor.

Each half term each pupil starts their scores from 0 so no points carry over into the next
half-term.

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 Behaviour Policy

Accumulation of a score of 9 points in a week will result in a Detention on the Friday

lunch break (12.30-1.10pm). This may result in missing the whole of Golden Time/Plus
Rewards/Town Time at the end of half term.

An end of half term detention (due to accumulation) will result in parents being
informed.

• Report Cards – An individual may be put onto a report card if there are consistent
patterns of behaviour or conduct that are causing concern. This will happen following
consultation between the Form Tutor and any relevant members of the teaching staff.

• Detentions – These are only to be given for serious indiscretion and may result in
missing the whole of Golden Time/Plus Rewards/Town Time at the end of half term.
Any member of staff who is unsure about the type of punishment to give should check
with the individual’s Form Tutor or with a senior member of staff. Detentions are to be
recorded in the allocated area on the ISAMS system by the DHP. The Deputy Head
will notify the tutor and parents when someone has been put into detention.

• A First Detention lasts for half an hour and takes place during a lunch time.(Usually
Friday; supervised by the Deputy Head)

• The Second Detention in a term lasts for one hour. Parents will be informed via letter
at this stage and they will be told when it will take place. The Second Detention will not
take place out of normal school hours.

• Children who receive a Second detention (or a Head’s Detention – see below)
would usually not participate in the Plus Reward/Town Time activity during that
half of the term.

• Head’s Detention (90 mins) – If a child is in weekly detention more than twice, a
subsequent detention will be held at any time from Monday to Saturday. Parents will
be given 48 hours’ notice of this.

• A child might also be placed in this detention for a major offence. This would, if in Year
8, normally result in the loss of Town Time.

Concerns

Staff can report concerns they may have for an individual child through the ISAMS system in
order to help track issues that may be evident but not over the disciplinary threshold. Concerns
can be raised regarding behaviour, attitude, social circumstances and anything else that staff
feel could be usefully logged and tracked on the system. All staff are encouraged to
communicate verbally with relevant colleagues as well as registering a concern on the ISAMS
system.

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 Behaviour Policy

The Disciplinary Sequence

A copy of the School’s Disciplinary Sequence is posted in every tutor room, together with the
“Golden Rules”/“Code of Conduct”.

It is the role of a Form Tutor to monitor the standards of conduct achieved by the members of
the tutor group. Tutors must refer to the diagram when talking to the children about their
conduct. (see the example on page 9)

Detailed Description of the “Plus” & “Chance-Choice-Consequence” Scheme

Staff will record pluses and chance-choice-consequences in the allocated area on the ISAMS
system. The Form Tutors must monitor the totals for each week.

The aim is for each pupil to gain as many plus points as possible and remain below the specific
chance-choice-consequences threshold for that particular half term.

Where a chance-choice-consequences has been given the reason should be stated in the
comment box in the specific area on the system. The individuals must be told if they have been
given a chance-choice-consequence so that they are fully aware of their wrong-doing and to
put things right as stipulated.

The reasons pluses are given should also be noted in the comment box in the specific area on
ISAMS system. A child who shows initiative and consistently helpful behaviour in a week
should be rewarded.

See Sanctions Summary Diagram on Page 11

Power to restrain pupils

Although teachers may not use corporal punishment as a disciplinary sanction, they and
others, if authorised to do so by the Head, may use such force as is reasonable to prevent a
pupil from:
• committing a criminal offence
• injuring themselves or others
• damaging property including their own
• behaving in a way which is prejudicial to the good discipline and order of the school whether
in the classroom or elsewhere where the teacher has lawful control of a pupil.

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 Behaviour Policy

Reasonable Force

The degree of force must be in proportion to the incident and the minimum to achieve the
desired result. The use of reasonable force might be justified in the following situations:
• violent behaviour by a pupil such as fighting or attacking a member of staff or
another pupil
• acts of vandalism
• behaviour by a pupil, such as rough play, the misuse of objects or running in the
corridors, which is likely to cause personal injury or damage to property
• refusal by a disruptive pupil to leave a classroom.

Recording Incidents
It is important to keep detailed, up-to-date written records of all incidents when force has been
used and to immediately inform the Headmaster, Deputy Head or in their absence a member
of the SLT. These records should include:
• the names of the pupils involved and any witnesses together with where and
when the incident took place
• the reason why the use of force was necessary
• a description of the incident including the steps taken to calm the situation
before the force was deemed to be necessary and the nature of the force
used
• the pupils’ response
• the outcome of the incident
• Details of any injury suffered by any of the parties or damage to property.

Conclusion
As the above guidelines imply, the use of force is only warranted in very exceptional
circumstances and should NOT be guarded as a normal method of enforcing discipline.

Internal Suspension may be ordered for an offence which is serious, but circumstances determine
the sanction is served at school. It will be monitored by the Deputy Head Pastoral and a pupil will
be given work to complete by their subject teachers. Consideration will be given to the welfare of
the pupil during the sanction and (particularly in the case of a boarding pupil) the bearing of the
Internal Suspension may finish at 5.30pm.

Suspension may be ordered if a pupil persists in misdemeanours after warnings or is involved in

bullying, theft, use of derogatory terms, lying, bringing proscribed articles or substances to School,
repeated truancy from lessons or other serious wrong-doing ( including behaviour online out of
school time ).

This gives the pupil a chance to consider, if possible with the help of discussions at home, the
possibility that expulsion may subsequently be ordered unless conduct improves. Suspension, if
found guilty, may be the action against a pupil who is found to have made a malicious accusation
against a member of staff.

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 Behaviour Policy

Expulsion may be ordered in certain circumstances, normally following suspension except in cases
of serious misconduct. If this sanction is being considered, both pupil and parents will normally be
invited to a meeting with the Headmaster. Parents may in some cases be offered the opportunity to
withdraw the pupil. In other cases the Headmaster may expel the pupil forthwith. The appropriate
procedure to be adopted in any case is entirely at the discretion of the Headmaster. Expulsion, if
found guilty, may be the action against a pupil who is found to have made a malicious accusation
against a member of staff.

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 Behaviour Policy

Disciplinary Sequence - Prep

Chance
Incidents in class or around the school
receive a warning from the teacher

Choice or Consequence Report Card

Given for being a persistent nuisance or To be shown to the Form Tutor on a daily
for similar misdemeanours. Three basis and monitored by them and Deputy
consequences in a week result in a Head
detention.

First School Detention

(30 minutes)
Given for more serious offences, for persistent
misbehaviour in class or for three consequences in a
week.
• Usually takes place on a Friday at 12:30 pm.
• Recorded on SMS.

Second School Detention (60 minutes)

This is for the second school detention in a term.
• Recorded on SMS
• Parents informed via letter.
• Takes place during school day

Head’s Detention
Third school detention in a term will be at any time Monday -
Saturday
• It will last for 90 minutes
• Supervised by the Head or Deputy Head
• Pupils may be put straight into this for very serious offences
• Parents informed via letter and phone call.

More than one Head’s Detention in term will result

in the Head arranging a meeting with the parents.

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 Behaviour Policy

Rewards Summary - Prep

Behaviour Work

Verbal Praise or Encouragement

Verbal Praise or
Encouragement

Pluses
Awarded by teachers for helpful /
thoughtful / good behaviour.
Merits
Awarded by subject teachers for
Super Standards good work.
All 2s or better for effort at half term Collated by tutors.
and end of term
Half Term Competition House Plus Cup Worth 3 merits
for Tutor Groups Awarded to the leading
house on a termly basis.

HMC
Awarded by subject teachers (counts as three merits).
Pens given for three HMCs in a term.
Golden Time (Y3 & 4)
30 minute sessions every other week supervised by class teachers

Plus rewards (Years 5, 6 & 7)

twice termly reward for leading plus scorers
House Merit Shield
Town Time (Y8)
Awarded termly to the House that accrues the most merits.
usually on Tues or Thurs 12.30pm – 2.00pm (every half-term)
awarded to children who gain as many plus points as possible and not
exceeded the specific chance, choice and consequence threshold.

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 Behaviour Policy

Sanctions Summary – Prep

Behaviour Work

Pupil Progress Meetings

Chance Low level poor behaviour as discussed Chance
in Pupil Progress meetings

Choice or Consequence
(Monitored by form tutor)
• Minor offences/persistently poor
behaviour
• 3 Consequences in a week will result
in detention Catch Up Detention
Report Card (Behaviour) • Choice - Children given chance
Card seen daily by Form Tutor to catch up first
Monitored by the Deputy Head • Consequence - Catch up
First Detention
• 30 minutes duration during Friday detention on Friday lunch time if
lunchtime. individual fails to complete the
• Three consequences in a week or work. (Deputy Head to supervise)
pupils may be put directly into
detention
Golden Time/Plus Rewards/Town Time
Chance, Choice and Consequences count
Second Detention against this
• During a time most likely to
inconvenience the individual (i.e. • Time taken off in Y3 -7
games, free time etc) • Town time lost in Y8
Report Card (Work)
• Second detention 60 minutes • For Consistently poor work or
• Formal letter from HM sent to parents preps.
when second detention has been • Card seen daily by the Form
given. Tutor
Head’s Detention
• Third detention in a term • Monitored by the Director of
• 90 minutes in duration Studies

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 Behaviour

BEHAVIOUR AND DISCIPLINE IN THE PRE-PREP

The Head of Pre-Prep is the named person with responsibility for behaviour management
issues in the Pre-Prep.

Children, particularly the young, are always learning. The role of the staff in the Pre-Prep must
at all times be to encourage good behaviour.

It is more effective to receive reward than punishment when learning. The balance between
rewards and sanctions should lean heavily towards rewards. Great emphasis should be placed
upon merited praise and reward. Children should also be encouraged to praise each other.
The aim of this policy is to promote good behaviour, rather than merely deter poor behaviour.

Personal, social and emotional development is an extremely important part of every child’s
learning. Incidents will occur throughout the day where teachers and children will be able to
address developmental opportunities involving discipline. These can be focussed on during
‘circle time’ discussions for Personal, Social and Emotional Development in the Early Years
Foundation Stage and Personal, Social, Health and Economic Education for KS1.

In the Early Years Foundation Stage children will be expected to work towards goals to:
• Value and contribute to their own well-being and self-control
• Work as part of a group or class, taking turns and sharing fairly, understanding that
there needs to be agreed values and codes of behaviour for groups of people,
including adults and children, to work together harmoniously
• Understand what is right, what is wrong and why
• Have an awareness of the boundaries set, and of behavioural expectations within the
setting
• Consider the consequences of their words and actions for themselves and others
• Understand that people have different needs, views, cultures and beliefs that need to
be treated with respect
• Understand that they can expect others to treat their needs, views, cultures and
beliefs with respect

During KS1 pupils learn about themselves as developing individuals and as members of their
communities, building on their own experiences and on the early learning goals for personal,
social and emotional development. As members of a class and school community they learn
social skills such as how to share, take turns, play, help others, resolve simple arguments and
resist bullying. They begin to take an active part in the life of the school.

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 Behaviour Policy

The Golden Rules

All children in Pre-Prep follow a system of Golden Rules.

Do be gentle Do not hurt anybody

Do be kind and helpful Do not hurt people’s feelings
Do listen Do not interrupt
Do look after property Do not waste or damage property
Do be honest Do not cover up the truth
Do work hard Do not waste our or other people’s time

Rewards

Praise is the most effective and readily available reward. It shows respect and improves self-
esteem. It is most effective if immediate.

We praise and reward children for following the Golden Rules in class in a variety of ways:
• Staff congratulate children verbally and with stickers.
• Each class has its own system of rewarding good work and to acknowledge outstanding
effort.
• During the week all children have the opportunity to show their class examples of
outstanding efforts/awards/certificates.

Reach for the Stars

‘Reach for the Stars’ is a behaviour system adopted to encourage good behaviour and effective
communication between the Pre-Prep and parents. The children are able to relate easily to
the weather symbols. ‘Reach for the Stars’ is a five tier strategy that is used in KS1 and EYFS
have the choice of differentiation. (In Nursery there will be less emphasis placed on the ‘Reach
for the Stars’ behavioural strategy and greater emphasis placed on individual needs. Discipline
is based on positive reaction. Children will be removed from the cause of a problem, distracted
by a different activity, may be spoken to firmly but quietly or given time to calm down as
appropriate).
• The children begin each and every day with their individual name peg on the middle tier
– a sun symbol. This is where they are when achieving the behavioural expectations of
the class.
• They then have the choice throughout the day to display excellent behaviour – propelling
them onto the next layer that of the rocket and after a graded number of times onto the
exceptional top layer, the symbol of the star.
• It is at this stage the child will be name will be awarded a Star Certificate and respective
badge to keep at Celebration Assembly.
Purple Award = 10 Rocket points
Bronze award = 25 Rocket Points
Silver Award = 45 Rocket Points
Gold award = 70 Rocket Points
Diamond Award = 100 Rocket Points

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 Behaviour Policy

Celebration Assembly
At the end of each week a maximum of three children from each class are rewarded in our
Celebration Assembly with a Merit Badge / Certificate for outstanding effort and for keeping
the Golden Rules. Their names are recorded in that week’s Pelican Newsletter.

Golden Time
At the end of each week Golden Time (approximately 20 minutes on a Friday afternoon) is
earned for all Pre-Prep children who have kept the Golden Rules that week.

Sanctions

With the best will in the world, there will be times when children display behaviour that does
not lend itself to ‘the happy environment’ required for the best learning to take place.
‘Reach for the Stars’ is again used for the times when children display behaviour not in keeping
with the Golden Rules.
• If after a warning, in which the child is told / asked to identify which rule is being broken,
the child persists in breaking the rule they will be asked to move their named peg from the
sun symbol to the sun / cloud symbol referred to as the ‘thinking cloud’
• If the child rectifies their behaviour they are praised and told to move their peg
back to the sun symbol.
• If the child continues to break the rule they are told to move their peg to the
bottom layer of the tier – the storm cloud symbol which will result in 5 minutes loss of
Golden Time. This cannot be earned back and parents will be informed by the class
teacher at the end of the day.

Strategies to support good behaviour:

We believe in positive motivation and aim to help re-establish a child to good behaviour.
Classroom organisation and management can play a key role in supporting children’s
behaviour in the classroom.
• Minimise attention for poor behaviour whenever possible
• Pupils may be told where to sit for lessons within a structured, working group
• Children may have a particular place to sit on the carpet or near to the teacher
• Encouragement of good behaviour through reward systems
• Talk to children in a calm, non-confrontational manner
• Time-Out area can be used for children to spend a time proportionate to their age
calming down (i.e. 3 minutes for a three year old, 4 minutes for a four year old etc.)

If a child is having difficulty with their behaviour in the classroom the following strategies may
be used if appropriate:
• The child will be reprimanded and warned to stop the behaviour before sanctions
implemented (clear, direct instructions, i.e. “Stop!”)
• Class teachers to keep a log of behaviour in the Accident and Incident File / iSAMs

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 Behaviour Policy

• Class teachers will inform other staff of behaviours being exhibited in order for them to be
monitored during playtimes / hobbies etc.
• Time Out chair directed by the teacher to spend an amount of time proportionate to age
thinking about appropriate behaviour and actions
• Child may be sent to work in another class for a cooling off period (max.10 minutes)
• Reduced playtimes to complete work not completed / reflect on poor behaviour (max. 10
minutes) where appropriate
• Informally taking to parents with or without the child present
• Formal interview with parents if difficulties persist with class teacher and Head of Pre-Prep
• If a child shows no signs of improvement in behaviour the child’s parents must be sent a
written warning, explicitly stating what the child is saying or doing that is unacceptable,
and warning the parent that the school may require the child to be withdrawn from the
school on a temporary or permanent basis if the behaviour does not stop. Unacceptable
verbal behaviour within this context includes any form of comments which are racist,
offensive, provocative or aggressive.
• We will not use corporal punishment or any other punishment which physically hurts the
child or may humiliate them.
• Physical intervention will only be used to manage a child’s behaviour if it is necessary to
prevent personal injury to the child, other children or an adult, to prevent serious damage
to property or in what would reasonably be regarded as exceptional circumstances. Any
occasion where physical intervention is used to manage a child’s behaviour will be
recorded and parents will be informed about it on the same day.

Biting
Many children go through a stage of biting other children and staff. We know this is an
emotive subject and when this occurs, particularly if a child bites regularly, the following
procedure will be followed:
• The victim will be comforted by their key person / class teacher and any required medical
treatment given.
• The perpetrator will be taken from the play area and told, in a manner appropriate to the
child’s age that the behaviour was unacceptable. The child will not be shouted at and only
one member of staff, preferably the child’s key person / class teacher will deal with this.
• Sanctions will be applied as stated in the behaviour management policy.
• Staff will use their written observations and knowledge of the child to try to pinpoint trigger
points and reasons.
• The incident will be reported in the Incident File/iSAMs
• Parents of both children will be informed.

Physical Restraint
The following outlines the procedures to be followed in the rare case of a restrictive physical
intervention being used by a member of staff towards a child.

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 Behaviour Policy

The use of physical intervention/restraint is wherever possible avoided. However, where

necessary and appropriate, reasonable force will be used to control or restrain children.

It is our aim to:

• Create a warm, calm and orderly atmosphere that promotes a sense of community
• Achieve a consistent attitude by all staff that gives pupils a sense of security and
safety whilst promoting clear expectations on acceptable behaviour
• Ensure that all staff, children, parents/carers understand their roles and responsibility
regarding behaviour management
• Promote the continual development of staff and appropriate documented training
necessary

The attitude and behaviour of all staff is essential in creating and maintaining a positive ethos
within the nursery, the committed team approach will help provide a positive role model for
children where they respect themselves and others.

Definition:

Physical intervention is any method of physically intervening to resolve a difficult or

dangerous situation and is not necessarily physical restraint.

Physical restraint is defined as when a member of staff uses force with the intention of
restricting a young person’s movement against their will.

Physical intervention and restraint should be used as last resort to support children and
young people in times of crisis. Restraint should be avoided wherever possible. It is never a
substitute for good behaviour management. Other methods (such as defusing conflict, non-
physical calming, etc) of managing the situation should always be tried first, unless this is
impractical.

The degree of force used should be the minimum needed to achieve the desired result.
Physical restraint should only be considered an option if:
• Calming and defusing strategies have failed to de-escalate the situation
• The response is in the paramount interests of the young person
• Not intervening is likely to result in more dangerous consequences than intervening.

Using force
Before using force, staff should, wherever practicable, tell the child to stop misbehaving and
communicate in a calm and measured manner throughout the incident. Staff should never
give the impression of acting out of anger or frustration or to punish a child and should make
it clear that physical contact or restraint will stop as soon as it ceases to be necessary.
Certain types of physical contact to “punish a child or cause pain, injury or humiliation” is
explicitly forbidden (Educational Act 1996). Examples of this contact would be as follows:

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 Behaviour Policy

• Kicking, slapping, punching

• Tripping
• Holding child face down to the ground
• Any contact/hold that may restrict breathing/airways
• Forcing limbs against their joint

In all incidents where physical restraint has been used, the following actions must be taken:
• The HoPP/SMT must be informed as soon as possible.
• The HoPP/SMT is responsible for ensuring parents are informed as soon as possible
• Staff involved must complete a written record as soon as possible and always within
12 hours of incident taking place

Risk management
Any child who has needed to be restrained or who has challenging behaviour which might
make this necessary should have a risk assessment and a behaviour plan specifying
situation most likely to trigger difficulty behaviour. Any strategies (de-fusing techniques most
likely to help) should be agreed with parents/cares and communicated to all staff who work
with the child. (This must be reviewed every half term)

Health & safety

The young person’s health and safety must always be considered first and monitored. Any
restraint must be ceased immediately if significant signs of physical distress are seen. i.e
sudden changes in colour, difficulties in breathing, vomiting.
Staff are not under a duty to run the risk of personal injury, by intervening where it is not safe
to do so. If the situation is assessed as being too dangerous, staff should remove other
children, retire to a safe distance, and call for another member of staff to help.

Legalities/context and framework

Section 93 of the Education & inspection act 2006 stipulates that reasonable force may be
used to prevent a pupil/child.
• Committing a criminal offence (or for a pupil under the age of criminal responsibility,
what would be an offence for older pupil)
• Where there is a risk of injury to others or to the pupil (child)
• Where there is a risk of significant damage to property
• Where good order and discipline is compromised

Playtime Supervision
All teachers and Teaching Assistants are timetabled for supervision on a rota basis. They are
expected to maintain order: usually this consists of reminding children of the standard of
behaviour expected. Repeated minor problems may result in the child being asked to move
their Golden Time peg or to sit out on the bench for a period of time proportionate to the age

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 Behaviour Policy

of the child. Staff keep note of children who continually misbehave and share this with the
child’s class teacher for monitoring. Persistent or serious misbehaviour at playtimes is brought
to the attention of the Head of Pre-Prep. This results in loss of privileges and playtimes.
Parents will be informed.

Parents and School

Parents play a vital role in their child’s education and can positively influence behaviour in
school. It is important to have a shared understanding of the school’s expectations to promote
good behaviour. All parents have access to this policy via the school website as well as it
being included in the Handbook for New Parents. It is expected that parents will support school
policies. If home and school work together then any difficulties are usually resolved.

If parents are concerned about their child being upset or hurt in school they are asked to come
and tell their child’s class teacher. Should they wish to take the matter further, they will be
encouraged to speak to the Head of Pre-Prep and then, if still unhappy, to the Headmaster.
Children may sometimes be unwilling or feel unable to tell an adult in school, especially if they
are new, have little English or believe that they are being bullied. We encourage parents to
inform the school as soon as possible if their child has confided in them (preferably the next
day).

Sometimes behavioural difficulties may stem from home circumstances and parents are
encouraged to let the school know if there is anything happening at home that might contribute
to their child demonstrating poor behaviour at school.

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