Aims and Expectations

It is a primary aim of Long Mead Community Primary School that every member of the school 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. The school behaviour policy is therefore 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, safe and secure.

The school has a number of school rules, but the primary aim of the behaviour policy is not a system to enforce rules. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way.

The school expects every member of the school community to behave in a considerate way towards others. It is therefore crucial that staff also consider their behaviour at all times, modelling good behaviour and standards.

We treat all children fairly and apply this behaviour policy in a consistent way.

This policy aims to help children grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.

The full behaviour policy can be downloaded here

Rewards and Sanctions

The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.

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

The school acknowledges all the efforts and achievements of children, both in and out of school. The Out of School Shout out Book contains information regarding pupil achievement out of school, for example, music or swimming certificates.

The school employs a number of sanctions to enforce the school rules, and to ensure a safe and positive learning environment. We employ each sanction appropriately to each individual situation using staged interventions.

The class teacher discusses and displays the school rules with each class. In addition to the school rules, each class also has its own classroom code, which is agreed by the children and displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that we expect in our school. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class during ‘circle time’ or it is addressed in assembly.

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 all bullying, we do everything in our power to ensure that all children attend school feeling safe.

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.

Our system of rewards and sanctions is based on adherence to the following values:

Our School Values

New opportunities Making good choices
Friendly and Kind Looking forward to the future
We are all equal Safe and happy
Excited to learn! Being outstanding
Caring about our community Learning to lead
Achieve the best  


 Positive Rules for Around the School:

  • We are kind, respectful and helpful to everyone
  • We play safely and look after each other
  • We listen to each other
  • We are honest and truthful
  • We take care of our school, playground and environment
  • We are respectful and polite

Based on these rules, each class draws up a code of conduct in September, which is clearly displayed in the classroom.

Children are given a series of stickers, house points and class Dojo points to reward    excellent conduct and work. Children may be sent to the Head of School for a special certificate/stickers.

Children may also be rewarded through Golden Time every Friday for 30 minutes and extra playtime.  At the start of each week each child will choose from a list of options what they would like to do during Golden Time. If the child follows the Class Rules and School Values they will have 30 minutes of their chosen activity on a Friday pm. If the child does not follow these rules and gets onto the red face, 5 minutes of their Golden Time will be taken away. This is to be recorded every day and can only be 5 minutes per day. On a Friday those children who have lost time are to wait and discuss with their class teacher reasons as to why they are sitting out. Children are to then join in for the remainder of the session.

Every Friday afternoon the whole school also come together for Feel Good Friday (FGF) Assembly. This is a time of celebration for effort in all aspects of the child’s life and development. During this assembly the children and staff celebrate children who have worked particularly hard through the use of certificates and Oscars. The whole school also celebrates attendance, house points and being on time, earning points for their house groups. (Hedgehogs, Otters, Badgers and Squirrels)

 Staged Interventions

For children who do not follow our rules, the following stage approach is used.

Low level disruption - Not showing respect, consideration or care


  • Not following instructions from an adult
  • Not following our learning time rules (as agreed by our class)
  • Not following our playing time rules

What will happen:

Children will always be given a verbal warning first. If repeated the child will then be given a more formal warning and their name will be moved from the green face onto the yellow face in the classroom. Children are always given the opportunity to correct their behaviour first and apologise to those it has negatively affected FIRST.

If this continues the child will then move to the red face in the classroom and they will miss 15 minutes of lunchtime. Missed learning will be sent home with the expectation that parents supervise its completion. Lunch time indoor supervision will be supervised by staff on a rotation basis.

The responsibility of dealing with all low level disruption is the adult who witnesses it. If an adult deals with repeated low level disruption from a child in a week, it should be logged on SIMS.

Defiance, minor violence, verbal abuse or repeated low level disruption.

Parents / carers are informed either face to face or by telephone on the day of the incident by the class teacher.

The incident must be logged on the School Management Information System (SIMS).

Class teacher will arrange a meeting with the parent / carer as soon as possible.

The Deputy Head of School/Key Stage Leader should be informed.


This behaviour will result in one of the following:


  • Loss of 15 minutes lunchtime to fill in a reflection sheet and complete missed learning/ write a letter of apology if appropriate.
  • Being sent to another classroom to work.
  • Missed learning will be sent home with the expectation parents supervise its completion.


Bullying, racism, major violence, continued defiance or disruption

Where there is continued defiance [as above] on the same day or over a period of time parents / carers are informed either face to face or via telephone.

The class teacher should make the phone call or arrange a meeting.

The child should miss 15 minutes of their lunchtime and fill in a reflection sheet.

This phase will also involve the Deputy Head of School or key stage leader.


This behaviour will result in the following:


  • The child will be placed on Stage One behaviour intervention
  • An individual behaviour chart or programme outlining clear expectations, sanctions and goals will be given to the child.
  • An internal or external exclusion for part or whole day (or more if necessary)
  • Conflict resolution, if appropriate.
  • A Behaviour monitoring sheet or Pastoral monitoring sheet to be put into place.


Stage One will be monitored by the class teacher and reviewed after four to six weeks formally and during SLT meetings. If the child’s behaviour has improved they will be removed from Stage One. If it has not improved, they will be moved to Stage Two, overseen by the Deputy Head of School or Key Stage Leader.


The following actions will take place:

  • The Head of School will be informed
  • Parents and carers will attend a further meeting with the class teacher and the Deputy Head of School or Key Stage Leader.
  • The SENCO will be refer to LIFT (Local Inclusion Forum Team) to obtain outside agency support and a managed move will be considered.
  • An individual behaviour chart or programme outlining clear expectations, sanctions and goals will be updated and reviewed. These will be discussed with the parent and child.
  • A Behaviour monitoring sheet or Pastoral monitoring sheet will be updated and reviewed.


Stage Two will be monitored by the Deputy Head of School/Key Stage Leader in collaboration with the SENCO and reviewed after four to six weeks. If the child’s behaviour has improved they will be removed from Stage Two and placed back on Stage One. If it has not improved, they will be moved to Stage Three, overseen by the Head of School.


The following actions will take place:

  • The Executive Headteacher will be informed regularly through SLT meetings and advised as to the current position of children. If the child is at risk of permanent exclusion parents and carers will attend a further meeting with the Head of School where they will be informed the child is at risk of permanent exclusion unless their child’s behaviour improves.
  • A behaviour support specialist will assess the child and advise on strategies to support.
  • The SENCO will be requested to ask for external support and guidance to help the school improve the child’s behaviour.
  • An individual behaviour chart or programme outlining clear expectations, sanctions and goals will be updated and given to the child, parents and teacher.
  • A Behaviour monitoring sheet or Pastoral monitoring sheet will be updated including a risk assessment as appropriate.


Stage Three will be monitored by the Head of School and reviewed after four to six weeks. If the child’s behaviour has improved they will be removed from Stage Three and back on stage two. If it has not improved the Head of School will meet with parents and either seek a managed move to another school or will recommend a permanent exclusion to the Executive Headteacher and Governing Body.


Immediate permanent exclusion

Rarely, some behaviours may result in an immediate permanent exclusion being issued by the Head of School. These include:

The trading, use or possession of illegal substances on the school grounds, school visits or on the way to and from school.

  • The use or possession of any object deemed to be a weapon by the Police (including any blade or knife) on school grounds, school visits or on the way to and from school.
  • Serious unprovoked threatened or actual violence (the intention to cause / the actual causing of a very serious injury*) towards another child, member of staff or a member of the public.
  • Serious abuse of the use of technology to publicly abuse another child or member of staff or to gain illegal access to confidential data.

*Serious injury: as defined by the Governing Body

The role of staff

It is the responsibility of the staff to ensure that the school rules are adhered to, and that all children behave in a responsible manner.

It is the responsibility of all staff to ensure that incidents of poor behaviour are logged in the School Management Information System.

The staff 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 staff treat each child fairly and enforce the school rules consistently. The staff treat all children with respect and understanding.

The staff use prevention strategies to diffuse and de-escalate potential incidents. We try to minimise the occurrences of challenging behaviour by:


  • establishing positive relationships with pupils
  • creating a positive supportive climate in the classroom
  • being on time when taking over a class / group from another colleague
  • providing a constant adult presence, never leaving the children unsupervised
  • having well planned, meaningful lessons differentiated to meet the needs of the pupils
  • making connections with previous learning
  • ensuring equipment or materials needed are available and in working order
  • having well-established routines for behaviour
  • teaching the children strategies to deal with anger and frustration
  • using social problem solving skills, circle time and time out time.
  • using appropriate humour and relationships to ensure all children feel a sense of belonging in their class groups and to their school community.

We also maintain the importance of confronting anti-social, aggressive behaviours that disrupt both the individuals learning and that of their peers. This will support children to find more effective ways of problem solving.

 The role of the Head of School and Senior Teachers

It is the responsibility of the Head and Deputy Head of School, under the School Standards and Framework Act 1998, to implement the school behavioural 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 head and deputy head teachers to ensure the health, safety and welfare of all children in the school.

The Head and Deputy Head of School support the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.

The Head and Deputy Head of School review records of all reported incidents of misbehaviour on SIMS.

The Head and Deputy Head of School have the responsibility for giving fixed- term exclusions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the head or deputy head teacher may permanently exclude a child. The Executive Headteacher will be notified of any exclusions or suspensions

The role of the parents

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

We explain the school rules on the school website and we expect parents to read these and support them.

We expect parents to support their child’s learning, and to co-operate with the school. 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 should support the actions of the school. If parents have any concerns about the way that their child has been treated, they should initially contact the class teacher. If their concern remains, they should contact the Senior Leadership Team. Should this not resolve their concerns they should follow the procedure outlined in the Complaints procedure. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.

The role of the 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 Head of School in carrying out these guidelines.

Governors will also form a disciplinary panel to consider exclusions as appropriate.

The Head of School has the delegated day-to-day authority to implement the school behaviour and discipline policy.

 Fixed-term and permanent exclusions

The Head and Deputy Head of School have the right to make use of the internal isolation unit at Hugh Christie to provide exclusion facilities within the school day. The age of the child will be considered.

Only the Head of School has the power to exclude a pupil from the school. The Head of School may exclude a pupil for one or more fixed periods, for up to 15 days in any one school year. The Head of School, in consultation with the Executive Headteacher, may also exclude a pupil permanently. It is also possible for the Head of School to convert a fixed-term exclusion to a permanent exclusion, if the circumstances warrant this.

If the Head of School excludes a pupil, they inform the parent immediately, giving reasons for the exclusion. At the same time, the Head of School makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parent how to make such an appeal.

The Head of School informs the Executive Headteacher, LEA and the governing body about any permanent exclusions and about any fixed-term exclusions beyond five days in any one term.

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

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 the parents and the LEA, and consider whether the pupil should be reinstated.

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


The Head of School monitors the effectiveness of this policy on a regular basis. She / he also reports to the Executive Headteacher and 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. These are all recorded directly to SIMS and analysed on a termly basis to look for trends and patterns.

The Head of School keeps a record of any pupil who is excluded 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. The 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.

Preschool Behaviour Management Policy


Statement of Intent

The Preschool recognises the importance of positive and effective behaviour management strategies in promoting children’s welfare, learning and enjoyment.

The aims of our Behaviour Management Policy are to help children to:

  • Develop a sense of caring and respect for one another.
  • Build caring and co-operative relationships with other children and adults.
  • Develop a range of social skills and help them learn what constitutes acceptable behaviour.
  • Develop confidence, self-discipline and self-esteem in an atmosphere of mutual respect and encouragement.
  • We require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents/carers and one another with friendliness, care and courtesy.
  • We familiarise new staff and volunteers and parents/carers with our behaviour management policy and its guidelines for behaviour.


Behaviour Management Strategies:

  • Preschool staff will manage behaviour according to clear, consistent and positive strategies. Parents/carers are encouraged to contribute to these strategies, raising any concerns or suggestions. Behaviour management in the Preschool will be structured around the following principles:
  • Staff and children will work together to establish a clear set of ‘class rules’ governing all behaviour in the Preschool. These will be periodically reviewed so that new children have a say in how the rules of the Preschool operate. They will be clearly displayed in Preschool.
  • Defined ‘class rules’ will apply equally to all children and staff.
  • Positive behaviour will be reinforced with praise and encouragement.
  • Negative behaviour will be challenged in a calm but assertive manner. In the first instance, staff will try to re-direct children’s energies by offering them alternative and positive options. Staff will be open in stating and explaining non-negotiable issues.
  • When dealing with negative behaviour, staff will always communicate in a clear, calm and positive manner.
  • Staff will make every effort to set a positive example to children by behaving in a friendly and tolerant manner themselves, promoting an atmosphere where children and adults respect and value one another.
  • Staff will not shout at children to discipline them.
  • Staff will work as a team by discussing incidents and resolving to act collectively and consistently.
  • Staff will try to discuss concerns with parents/carers at the earliest possible opportunity in an attempt to help identify the causes of negative behaviour and share strategies for dealing with it.
  • Children who experience bullying, racism or other unacceptable behaviour will be given the confidence to speak out.
  • Staff will encourage and facilitate mediation between children to try to resolve conflicts by discussion and negotiation.
  • Activities will be varied and well planned so that children are not easily bored or distracted.


Dealing with Negative Behaviour

We require all staff to use positive strategies for handling any negative behaviour, by helping children find solutions in ways which are appropriate for the children’s ages and stages of development.

When confronted with negative behaviour, staff will be clear distinguish between ‘disengaged’, ‘disruptive’ and ‘unacceptable’ behaviour.

‘Disengaged’ behaviour may indicate that a child is bored, unsettled or unhappy. With sensitive interventions, staff will often be able to re-engage a child in purposeful activity.

‘Disruptive’ behaviour describes a child whose behaviour prevents other children from enjoying themselves. Staff will collectively discuss incidents and agree on the best way to deal with them.

‘Unacceptable’ behaviour refers to non-negotiable actions and may include discriminatory remarks, violence, bullying or destruction of equipment. Staff will be clear that consequences will follow from such behaviour, including in the first instance, temporarily removing a child from the activity session.

When an incidence of negative behaviour occurs, staff will listen to the child or children concerned and hear their reasons for their actions. Staff will then explain to the child or children what was negative about their behaviour and that such actions have consequences for both themselves and for other people.

Staff will make every attempt to ensure that children understand what is being said to them. Children will always be given the opportunity to make amends for their behaviour and, unless it is judged inappropriate, be able to rejoin the activity.

We avoid creating situations in which children receive adult attention only in return for negative behaviour.

In the event that unacceptable behaviour persists, more serious actions may have to be taken, in accordance with the Exclusions policy below. At all times, children and their parents will have explained to them the potential consequences of their actions.

All incidents of disruptive and unacceptable behaviour will be logged on SIMS.


The Use of Physical Interventions

Staff will never use physical punishment or the threat of it.

Staff will use physical interventions only as a last resort and only then if they have reasonable grounds for believing that immediate action is necessary to prevent a child from significantly injuring themselves or others or to prevent serious damage to property.

Before reaching this stage, staff will have used all possible non-physical actions, such as Makaton signs, dialogue and diversion, to deal with the behaviour. The child or children concerned will be warned verbally that physical intervention will be used if they do not stop.

A dialogue will be maintained with the child or children at all times, so that the member of staff can explain what they are doing and why they are doing it. Staff will make every effort to avoid the use of physical interventions if they are alone with the child or children.

Only the minimum force necessary to prevent injury or damage should be applied, for example, by diverting a child or children by leading them away by a hand or by an arm around their shoulders.

Staff will use physical intervention as an act of care and control and never punishment. Physical interventions will not be used purely to force a child to do what they have been told and when there is no immediate risk to people or property.

As soon as it is safe, the physical intervention should be gradually relaxed to allow the child or children to regain self-control.

The force of the physical intervention will always be appropriate to the age, size and strength of the child or children involved.

If staff are not confident about their ability to contain a particular situation or type of behaviour, consideration will be given to calling the Supervisor or, in extreme cases, the police.

Where a member of staff has had to intervene physically to restrain a child, the Preschool Principal and a Designated Safeguarding Lead will be notified and the incident recorded on a ‘green form’. It will also be logged on SIMS.

The incident will be discussed with the parent/carer on the day it occurs.

If a staff member commits any act of violence or abuse towards a child at Preschool, disciplinary action will be implemented, according to the provisions of the disciplinary procedures within the Staffing Policy. We will also have regard to our Safeguarding Children Policy.

Preschool Exclusion Policy


It is the general policy of the preschool to consider exclusion of a child only as a last

resort and one that should be avoided by all practical means. However, under certain

circumstances, the exclusion of a child may be the only option open to the preschool

committee (this consists of the Preschool Principal, Head of School and Governor)

Reasons for Exclusion

Notwithstanding the Preschool general policy, exclusion may be considered in one or more of the following circumstances:

  • A child exhibits repeated violent and/or uncontrollable behaviour
  • A child persistently directs abusive or threatening language towards either a member of staff or to another child
  • Persistent asocial behaviour or problems of an indefinable nature
  • The child through his/her behaviour is perceived to represent a physical risk tohim/herself, to other children or to members of the preschool staff
  • A child persistently exhibits disruptive and unacceptable behaviour

Preschool Exclusion Procedure

Should a child begin to exhibit extreme antisocial behaviour or is persistently disruptive or violent, Preschool staff will initiate the following actions:

Preschool staff will execute the Preschool Behavioural Policy and Procedures outlined above. All incidents will be logged on SIMS and parents will be fully informed.

If the behavioural problems persist the following interventions will be used:

  • The parents of the child will be consulted so that an action plan can be formulated. They will be made aware that exclusion may be an outcome if behaviour does not improve.
  • Specialist advice, assistance and help will be sought from the SENCO.
  • A meeting with all relevant parties will be held to discuss the behavioural issues and to agree upon an action plan.
  • Preschool staff will report progress to the child’s parents on a daily basis
  • Regular meetings will be held with all relevant parties.

If there is no improvement in the child’s behaviour after all the above interventions have been implemented (and the Preschool Principal judges that sufficient time has been given for these to take effect) or the behaviour involves serious one off physical harm or threat to another child or member of staff, the child will be permanently excluded.

A letter to the parents/guardians will be sent informing them of the preschool decision to exclude the child.

Right to make representations

This decision will be discussed within ten working days by the Preschool Committee who have the right to reinstate the child should they believe that this policy has not been fully implemented. Should parents disagree with the decision to exclude, they can make written representations to the Chair of the Preschool committee in advance of the meeting. The outcome of the meeting will be sent, in writing, to the parents within a further five working days.