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Crawley Green
Infant School

Valuing the individual and celebrating achievement

Valuing the individual and celebrating achievement

Behaviour and Discipline Policy

                                    Behaviour and Discipline Policy.


Our vision is that in Crawley Green every member of our community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all whilst retaining our individuality and character. Everyone shares an enthusiasm for learning and works hard to achieve the very best they can. The school is a warm, happy, busy environment that celebrates everyone’s personal achievement.



The school Behaviour and Discipline policy is designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, valued, safe and secure.


We aim …

  1. To promote sense of collective responsibility for pupils by all members of the school staff
  2. To develop a sense of self-discipline and a responsibility for their own actions
  3. To encourage a mutual respect between all adults and children
  4. To create a happy, caring and effective environment where children and adults will flourish
  5. To show appreciation for the efforts and contribution by everyone
  6. To encourage a positive approach to behaviour management
  7. To foster a caring and responsible attitude towards the environment and wider world
  8. To deal calmly and fairly with any incidence of inappropriate behaviour


Crawley Green has a clear set of rules and we expect all pupils to follow our rules.


Crawley Green Infant Schools Rules:

  1. Always treat others as you would like to be treated
  2. Always look after everything around you
  3. Always try your best and be proud of your achievements
  4. Always keep yourself and others safe
  5. Always be kind, helpful and considerate


Individuals and groups will be rewarded for demonstrating exceptional behaviour and there will be clear consequences for when rules are broken. We treat all children fairly and apply this behaviour policy in a consistent way.

In addition to the school rules, each class sets out their own Code of Conduct at the beginning of each year.

There is also an environment Code of Conduct created by the Eco team.

The school rules are set out in the Home/School Agreement and parents/carers are asked to talk about them to their child and for all to agree to them.

Alongside our set rules and class Code of Conduct we frequently talk to the children about ‘right and wrong’ choices and the values that the children are learning about. This promotes positive behaviour and helps the children develop a personal moral code and an

intrinsic sense of what is right and wrong.



We praise and reward children for good behaviour in a variety of ways:

· Non-verbal gestures of approval e.g. a smile

· Verbal praise (individual or group, public or private)

· Teachers give children rewards such as stickers; (individual star charts)

· Being sent to another teacher or headteacher to share and celebrate

· Positive feedback to parents

· Certificates are given in our Special Award Assembly for improved or exceptional behaviour

· Celebration Assembly

· Golden Time

· Values rewards



· Non-verbal gestures of disapproval e.g. a frown

· Verbal warnings (individual or group, public or private)

· Removal from the group to give time to think

· Missing part of Golden Time or playtime

· Moving child to another class for a ‘cooling off’ period or to complete work

· Taken to Year Leader or Senior Leaders Team to discuss behaviour

· Being sent back to Headteacher to discuss behaviour

· Teacher to speak with parent/carer

This is an escalating order of sanctions and covers ‘everyday’ misdemeanours.


Persistent or more serious behaviour such as fighting or being persistently defiant may result in:

· The child being sent to the headteacher or member of Senior Leaders Team

· Parent/Carer being informed and invited into school to discuss the problem

· Involvement of the SEN Co-ordinator

· Involvement of external support agencies

· In extreme circumstances the child may be excluded from school for a short period of time.

Exclusion procedures will follow Luton Borough Council guidlelines


If a child loses control and is a danger to either her/himself or others, a trained team teach staff member will withdraw the child and given her/him the opportunity for ‘time out’ in the sensory room to diffuse the situation if appropriate. All incidents where positive handling has been used or time out in the sensory room has occurred the headteacher will be informed and the correct forms will be completed (see Positive Handling policy).


The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear. Any bullying, racial, e-safety incidences

that occur will be reported to the headteacher and recorded in the Incident folder.


All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Teachers in our school do

not hit, push or slap children. Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself. The actions that we take are in line with government guidelines on the restraint of children.


The role of the Class Teacher

It is the responsibility of the class teacher to ensure that the school rules are enforced in their class, and that their class behaves in a responsible manner during lesson time. The class teachers in our school have high expectations of the children in terms of

behaviour, and they strive to ensure that all children work to the best of their ability. The class teacher treats each child fairly and enforces the classroom code consistently. The teacher treats all children in their class with respect and understanding.


If a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents. In the first instance, the class teacher deals with incidents him/herself in the normal manner. However, if misbehaviour continues, the class teacher seeks help and

advice from the headteacher.


The class teacher liaises with external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the education social worker or LEA behaviour support service.


The class teacher reports to parents about the progress of each child in their class, in line with the whole–school policy. The class teacher may also contact a parent if there are concerns about the behaviour or welfare of a child.


The role of the Headteacher

It is the responsibility of the headteacher, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also

the responsibility of the headteacher to ensure the health, safety and welfare of all children in the school.

The headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.

The headteacher keeps records of all reported serious incidents of misbehaviour.

The headteacher has the responsibility for giving fixed-term suspensions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the headteacher may permanently exclude a child. Both these actions

are only taken after the school governors have been notified.


The role of Parents/Carers

The school works collaboratively with parents/carers, so children receive consistent messages about how to behave at home and at school.


We explain the school rules in the school prospectus, and we expect parents/carers to read these and support them.


We expect parents/carers to support their child’s learning, and to co-operate with the school, as set out in the home–school agreement. We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child’s welfare or behaviour.


If the school has to use reasonable sanctions to punish a child, parents/carers should support the actions of the school. If parents/carers have any concern about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the school governors. If these discussions cannot resolve the

problem, a formal grievance or appeal process can be implemented.



The role of Governors

The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the headteacher in carrying out these guidelines.


The headteacher has the day-to-day authority to implement the school behaviour and discipline policy, but governors may give advice to the headteacher about particular disciplinary issues. The headteacher must take this into account when making decisions about matters of behaviour.



Fixed-term and permanent exclusions


Only the headteacher (or the acting headteacher) has the power to exclude a pupil from school. The headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The headteacher may also exclude a pupil

permanently. It is also possible for the headteacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.

If the headteacher excludes a pupil, she/he informs the parents/carers immediately, giving reasons for the exclusion. At the same time, the headteacher makes it clear to the parents/carers that they can, if they wish, appeal against the decision to the governing body.

The school informs the parents how to make any such appeal.


The headteacher informs the LEA and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term. The parents/carers and child must attend a re-induction meeting with the headteacher before the child returns to class.


The governing body itself cannot either exclude a pupil or extend the exclusion period made by the headteacher.


The governing body has a Discipline Committee which is made up of between three and five members. This committee considers any exclusion appeals on behalf of the governors.


When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents/carers and the LEA, and consider whether the pupil should be reinstated.

If the governors’ appeals panel decides that a pupil should be reinstated, the headteacher must comply with this ruling.



The headteacher monitors the effectiveness of this policy on a regular basis. She/he also reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.


The school keeps a variety of records of incidents of misbehaviour. The class teacher records minor classroom incidents. The headteacher records those incidents where a child is sent to him/her on account of inappropriate behaviour. We also keep a record of any incidents that occur at break or lunchtimes: lunchtime supervisors give written details of any incident in the incidents book that we keep in Gruffalos Room.


The headteacher keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded.


It is the responsibility of the governing body to monitor the rate of suspensions and exclusions, and to ensure that the school policy is administered fairly and consistently.



The governing body reviews this policy every two years. They governors may, however, review the policy earlier than this, if the government introduces new regulations, or if the governing body receives recommendations on how the policy

might be improved.

November 2017