Chelsfield Primary

Behaviour Policy


The aims of the behaviour management policy are;

  • to enable the children to develop an ethos within the school of mutual respect, so as to create an orderly and caring community, and a supportive environment conducive to learning.
  • for the children to take responsibility for their own actions so as to enable them to become good citizens and to develop values for their future life.
  • to ensure all members of the school community are safe and happy during their time here.
  • to develop a partnership with the parents to enable the children to grow as people inside and outside of school.

Equal Opportunities.

  1. The School is committed to the promotion of equal opportunities, for all students, staff and applicants. We accept our responsibilities under human rights and anti-discrimination legislation and codes of practice, and the need for positive action to redress inequalities.
  2. In promoting equal opportunities, as part of our behaviour management, the School will develop effective measures for ensuring that all groups and individuals are able to work and study in an environment which is free from discrimination and harassment on the grounds of gender, race, ethnicity, colour, nationality, disability, or religious belief.
  3. All children and staff are required to comply with this policy and to promote a culture which values diversity and equality of opportunity in all areas of School life.

Racist Incidents and Discrimination.

The Race Relations Act (1976) places a duty on every local authority to stop racial discrimination and to promote good race relations. Racism is very difficult to define. However, it takes several forms that most people would recognise.

a) Open hostility to ethnic groups on grounds of race, nationality, culture or belief.

b) Not recognising the differences between groups in society, thus ignoring racial identity.

c) Failing to recognise and tackle deep-seated racism within institutions.

d) Not recognising and reflecting the multi ethnic and multi-cultural nature of present society
when making decisions.

e) Stereotyping and negative images of people from ethnic groups.

We will record all racist incidents, including the date, the names of perpetrators and victims and action taken. We will report all recorded incidents to parents, guardians, governors and the LEA. We will monitor numbers of racist incidents.

We have a separate anti racism policy that further outlines our response to racism


Bullying is any behaviour that is deliberately intended to hurt, threaten or frighten another person or group of people. It may include: physical attacks, swearing & insulting comments or deliberately leaving someone out of things.

Some bullying is targeted at people because of their differences. This includes a person’s family background, religion, race or sexuality, as well as any disability they may have, their style of clothes, their size, hair, eyes, their taste in music or sport.  However trivial the thing the bully is picking on may seem:

  • All bullying is serious for the person to whom it is happening.
  • Whatever form it takes, bullying will always be taken seriously and responded to quickly.

We have a separate anti-bullying policy which outlines the schools response to a bullying incident.


We start with the principle that praise is the best way of highlighting good behaviour; praise should be specific, reasonable and immediate and is always the first way of modeling expectations to other children.

  • When a child has behaved in an exemplary fashion then the child will be given a sticker or similar small token.
  • The next stage in the praising of the child is for them to be sent to another teacher for praise and then to the Headteacher.
  • Communication of exemplary behaviour to parents of the child is also important; this can be done in an informal way at the end of school.
  • Each class will also nominate a pupil of the week who will receive a certificate at the Certificate Assembly at the end of every week.
  • Good behaviour in each key stage at lunchtime will also be recognized at the Certificate Assembly by one child in each Key Stage receiving the playground trophy.
  • Five star certificates will also be given at the Certificate Assemblies, these are certificates earned throughout the school year for give five ‘stars;. These are earned by being kind, thoughtful, doing exemplary work (above and beyond expectation) and generally being helpful in and around the school.
  • On Fridays each class will have a maximum of 30 minutes golden time.
  • House points can also be given for good behaviour and the house than gains most house points at the end of the week will also be acknowledged during Certificate Assembly.

Reinforcement of Positive Behaviour

Routine times; such as lining up, changing for games and the end and beginning of the day are excellent times to reinforce positive behaviour to praise and model positive behaviour and to talk to the children about making helpful and positive choices.

Assemblies are also a good opportunity to enable the children to learn about positive and helpful behaviour, as part of the Behaviour Policy we will develop Assembly themes, linked to the SEAL initiative, that will enable us to develop the children’s cognitive understanding of the choices they make and how they impact on their own and others live chances.

Sanctions and Intervention Strategies

  • The first principle of any sanction in school should be that the child understands what they have done to be sanctioned, how their behaviour was unacceptable
  • To achieve this each class will agree a class charter, as part of their SEAL work, at the beginning of the school year. The charter will set out a code of practice which will be positive and understandable, written and agreed by the children. This will be displayed in the classroom and referred to when discussing behaviour. 
  • The school council will agreed a set of similar rules for behaviour at lunchtime which can be displayed around the school.
  • When dealing with unacceptable behaviour in the classroom and around the school the first approach should be to praise those whose behaviour is good, the next step will be to explain quietly and calmly to the children why their behaviour is unacceptable. Unacceptable behaviour may also include pupil’s not completing assigned work, as long as the expectation is appropriate to the needs of the child.
  • If child is still not behaving in an acceptable fashion then they will be given a warning. If the behavior continues the child will be given the opportunity to sit in a designated area of the class for a period of time (3-5minutes), this designated area can be called The Thinking Table and needs to be in the classroom. It should be a quiet area away from other children and it is best if the child sitting on the table is away from the eye line of other children in the class. 
  • If the behaviour continues then the child will be sent to the Headteacher or the key stage manager for a period of time, with work.
  • If the poor behaviour continues through the day then the child will then be sent to the Headteacher.
  • If the behaviour of a child has caused concerns for a teacher then they should have an informal discussion with the child’s parents or guardians at the soonest opportunity. 
  • A child will also be asked to loose a period of time, two - five minutes from their golden time if they have received a time out, to complete work missed or to think about their behaviour, to consider ways of ensuring they behave properly in the future.
  • During playtime a child may be given a time out for inappropriate behavior towards another child, either verbal or physical. This should be taken by standing quietly for a fixed period (2-5minutes). The inappropriate behavior should then be discussed with the child to ensure they understand why it was not deemed appropriate.
  • The focus of all sanctions is for the children to make choices about how they behave and to allow them to realize the consequences, both good and bad, of their behaviour.
  • If undesirable behaviour continues on a regular basis the school will consider whether the continuing disruptive behavior might be a result of unmet educational or other needs. At this point the school will consider whether a multiagency assessment is necessary.

Permanent and Fixed Term Exclusions

We will endeavor to use all the available positive reinforcement, intervention strategies and sanctions as listed above but if these do not lead to an improvement in the behaviour of the child or if the behaviour of a child or a group of children is considered to be totally unacceptable, in whatever way, then the school will, if appropriate, use fixed term exclusions and permanent exclusions, in accordance with the relevant national and local laws and guidance,  to ensure that our expectations of good behaviour are and will continued to be followed.

Personal Support Plans

There will be children in school who have special educational needs that include educational behavioural difficulties. Within our behaviour management policy we need to acknowledge these children and to consider their different needs. This is not to condone or excuse unacceptable behaviour from these children but to state that these children will find it more difficult to conform to the expectations of the school than the other children. When necessary these children will be given a personal support plan, this may be part of their Individual Education Plan, to enable them to conform more to the acceptable standards of the school. These plans will include behaviour charts linked to targets and rewards and other standard behavioural management techniques. We will use outside agencies where appropriate to help us write and deliver a personal support plan.

Behaviour on a school trip

On school trip there is a high expectation of positive behavior. Staff will discuss these expectations with the children prior to the trip. If the children cannot adhere to the expectations in the first instance they will be reminded of appropriate behavior. If the undesirable behaviour continues they will be asked to remain with a member of staff for the duration of the trip. If a member of staff feels that a pupil’s behaviour poses a danger to themselves or others then the Headteacher shall be contacted and the parents may be requested to collect their child from the location of the trip. 

Serious incidents and violent conduct

In cases of serious incidents; very disruptive behaviour, violence to another child or member of staff, racism, bullying, the use of abuse or abusive language or other incidents that staff feel need to be considered to be serious the member of staff will immediately inform the key stage manager or the Headteacher of the incident and the senior member of staff will deal with, investigate, and log the incident. It is always good practice for any member of staff who witnesses a serious incident to write an account of what happened, to sign and date it, for their own and the school’s records. Generally a parent should be informed as soon as possible about such an incident and the school’s reaction to it.

The school has a zero tolerance of violence and fighting in general. In cases of violent conduct the key stage manager needs to be informed at soon as possible and they need to investigate and log any incident. If a child is involved in a violent incident for a second time then the Headteacher needs to be told and the child needs to discuss the incident with them. If a child is then involved in a third violent incident then they will be removed from the playground for a period of time, until the Headteacher feels that they will understand that the school will not accept violent conduct of any kind.