Clavering Primary School



We recognise that the values we promote within the school play an important part in the spiritual, moral and social development of the children for whom we hold a responsibility.  These values include: care, respect and concern for oneself and others, care and respect for property and for the environment.  Whilst values are sometimes explicitly expressed, they are more often implicit in the ways we behave ourselves and in the ways we expect others around us to behave.  For this reason it is important to provide clear guidelines for a consistent and coherent approach to behaviour and discipline within the school.

Our behaviour strategy is aimed at improving educational outcomes for all pupils by promoting and supporting their engagement in education.  We aim to develop a more positive focus on improving children’s engagement, motivation and well being.

We believe that self-esteem affects all thinking and behaviour and impacts on learning and performance. We aim to provide positive everyday experiences so that our children are self confident and secure, with a strong sense of belonging, and so more likely to reach their full potential.

This policy has been developed through a consultative process involving children, parents, staff and governors.  It therefore reflects a common and agreed view.  To ensure that this continues to be the case it will be reviewed annually and comments will be regularly invited through parent surveys, the newsletter and meetings of the School Council, staff and governors.


  • for every member of the school community to feel valued and respected, and for all persons to be treated fairly
  • provide an ethos and environment within which everyone feels safe and which enables everyone to learn effectively
  • teach children behaviour that is appropriate to different situations
  • raise awareness amongst children of the need to recognise and manage their emotions and reactions
  • support children whose behaviour within the school environment is challenging or who may find friendship and co-operation difficult


  • provide clear expectations for a range of situations that children will meet within the school day and/or on the school premises
  • have clear strategies for regulating conduct and promoting good behaviour, self discipline and respect
  • reinforce good behaviour so that children feel good about themselves
  • for all staff to focus on de- escalation and preventative strategies rather than reactive
  • all staff know how to manage difficult or dangerous behaviour, and to have an understanding of what challenging behaviour might be communicating
  • prevent bullying
  • ensure that pupils complete assigned work


All groups within the school community have thought carefully about the behaviour we should expect of children in different situations.  These include working together as a whole class, working together in groups, working alone, in the playground, in the hall at lunch time, in assembly, on trips or at competitive events and with visitors to school.


In order to achieve our aims and objectives we recognise that different groups of people need to work together.  These groups include children, teachers, non-teaching staff, parents and governors.  Individual members of these groups play different roles and have different rights and responsibilities.


Code of Conduct:

We have an agreed code of conduct for the school community.

The school’s ‘Golden rules’ are:

  • We are gentle
  • We are kind and helpful
  • We listen
  • We are honest
  • We work hard
  • We look after property

These are displayed in pictures and texts around the school.

In addition to this each class has agreed its own rules which are displayed in the classroom.

As well as the ‘Golden Rules’ every member of the school community should apply the following principles:

  • We do not condone inappropriate behaviour
  • You own your own behaviour
  •  We are a no shouting school


Children can be supported in behaving as we expect through the following means:

Playleader Scheme

Friendship Bench

House groups

Learning Mentors

Worry Box

Parental involvement in Behaviour Programmes

SENco/Headteacher involvement in Behaviour Programmes

Psychology and Assessment Service

Behaviour Support Service


Use positive rather than negative phrasing eg. stand next to me, walk beside me to… stay seated in your chair

Limited choice eg where shall we talk, here or in the library?


We recognise children’s efforts to behave as expected by:

Praise for appropriate behaviour

Drawing the attention of others to their good behaviour

Rewards including merits, credits, golden points, stickers, house points, stars of the week, ‘It Didn’t Go Unnoticed Award’, play leader awards and the ‘good news wall’, midday ‘something special’ book

Rewards are given in accordance with individual behaviour programmes when necessary

Visit to the head teacher


We show disapproval that does not conform to expectations by:

Tactically ignoring behaviour

A verbal reprimand

Time out

Sending a child to work in another classroom

Expecting work to be completed at home or at playtime

Verbal/written apologies

Putting things right/Reparation

Loss of play

Sending the child to the head teacher

Writing a letter home

Agreeing a contract

A system for being ‘on report’

Appropriate consequence eg. used inappropriate language  – look up and write for me several appropriate alternatives, insulted some body – list positives to describe that person

We’ Script

When working with challenging behaviour staff use the agreed  ‘we’ script reminding of expected behaviours and verbalising when such behaviours are noticed so as to positively recognise and enforce

Ie …..……….., we expect…………………………. thank you

Peter, we expect everyone to speak politely to one another, thank you.

Jane, we expect everybody to line up quietly, thank you’

(staff do not shout and avoid phrases such as ‘why are you?’, ‘don’t’, ‘you are…’)

Behaviour Response: Stepped Approach

  1. Tactically ignore poor behaviour (private signals perhaps, catch children being good)
  2. ‘We’ statement
  3. Clear choice: if you choose to call out again then…
  4. Follow up consequence

If the consequence is refused then no issue is made of this, simply a calm reminder that if the child refuses the consequence then there is a clear consequence that will be followed up at a time convenient to the teacher, who then remains calm and continues to teach the children in the class. Language of choice always used so that child is not backed into a corner.

Steps 1 and 2 may be skipped when presented with unsafe behaviours.

Physical restraint/reasonable force

  • Physical contact may be used by all members of the school staff to control, restrain or direct children without the use of force. Physical restraint (the positive use of force) may be used in order to protect a child from hurting her or himself or others, or from seriously damaging property.  In all cases, members of staff are guided by the advice provided by Essex County Council in the leaflet, “Guidance on Physical Contact with Pupils in schools” and Essex Steps training.  The decision on whether or not to physically intervene is down to the professional judgement of the staff member concerned and should always depend on the individual circumstances.

Refer to our intimate care policy:

Statement on the use of Physical Interventions

There are occasions when staff will have cause to have physical contact with pupils for a variety of reasons, for example: 

  1. to comfort a pupil in distress (so long as this is appropriate to their age);
  2. to gently direct a pupil;
  3. for curricular reasons (for example in PE, Drama etc);
  4. in an emergency to avert danger to the pupil or pupils;

If handholding is being used by an adult as a method of control to move children, this can become a restraint.  We encourage the use of the ‘offering an arm’.  This is done by the adult holding their arm out, and the child is encouraged to wrap their hand around the adult’s lower arm.  The adult’s other hand can then be placed over the child’s for a little extra security if it is required

The following list is not exhaustive but provides some examples of situations where reasonable force can and cannot be used.

Reasonable force can be used to

  • remove disruptive children from the classroom where they have refused to follow an instruction to do so;
  • prevent a pupil behaving in a way that disrupts a school event or a school trip or visit;
  • prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others;
  • prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the playground; and
  • restrain a pupil at risk of harming themselves through physical outbursts.

Reasonable force cannot be used

  • as a punishment – it is always unlawful to use force as a punishment.

The school will speak to parents about serious incidents involving the use of force and keep a detailed record of such serious incidents.

 Searching Pupils

The head teacher and teaching staff may search a pupil, with their consent, for any item that is banned by the school rules, and in any situation considered necessary for the safety of pupils. Consent is not required if the search is for knives or weapons.


In cases of severe and persistent misbehaviour, the Head Teacher may exclude a child from school for either a fixed period of time or permanently. In his or her absence, the most senior teacher has the right to exclude a pupil from school. If such action is taken, the head teacher will inform the Chair of Governors and seek advice from the Planning and Admissions Adviser of Pupil Services, Essex County Council, Learning Services.  A committee of unnamed governors for exclusion will be put together if and when the need arises in line with statutory requirements (see Pupil Discipline Committee Constitution and procedures).

Record Keeping

Records of severe incidents or of incidents that are part of a pattern of persistent misbehaviour will be kept, together with information about the action taken.  Parents will be informed verbally and in writing and their support will be sought in seeking solutions to problems.

Focus Weeks

From time to time we will have a week when there will be a focus on one particular type of behaviour eg coming into assembly quietly, playing with someone you don’t usually play with, leaving the cleanest table.

Pass and alert cards

Staff will send a red card to a member of the teaching staff to alert them to a need for immediate support.  Use of the ‘walkie talkies’ is also available when necessary.


We expect the success of our policy to be evident in the behaviour and attitudes of children and adults within the school community.

Appendix A – Expected Behaviour

Appendix B – Rights and Responsibilities

Appendix C – Anti-Bullying Policy

Appendix D – Playground Rules and Interventions

Appendix E – Exclusion from Schools

Last reviewed: November 2018