Statement of Behaviour Principles
This policy supports the rights respecting principles and is particularly applicable to the following articles:
Article 2
The Convention applies to everyone: whatever their race, religion or abilities, whatever they think or say, whatever type of family they come from.
Article 3
The best interests of the child must be a top priority in all things that affect children.
Article 12
Every child has the right to have a say in all matters affecting them, and to have their views taken seriously.
Article 13
Every child must be free to say what they think and to seek and receive all kinds of information, as long as it is within the law.
Article 19
Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them.
Article 24
Every child has the right to the best possible health. Governments must work to provide good quality health care, clean water, nutritious food and a clean environment so that children can stay healthy. Richer countries must help poorer countries achieve this.
Article 27
Every child has the right to a standard of living that is good enough to meet their physical, social and mental needs. Governments must help families who cannot afford to provide this.
Article 28
Every child has the right to an education. Primary education must be free. Secondary education must be available for every child. Discipline in schools must respect children’s
dignity. Richer countries must help poorer countries achieve this.
Article 32
Governments must protect children from work that is dangerous or might harm their health or education.
Article 37
No child shall be tortured or suffer other cruel treatment or punishment. A child should be arrested or put in prison only as a last resort and then for the shortest possible time. Children must not be in a prison with adults. Children who are locked up must be able to keep in contact with their family.
Article 39
Children neglected, abused, exploited, tortured or who are victims of war must receive special help to help them recover their health, dignity and self-respect.
“Every child deserves a champion – an adult who will never give up on them, who understands the power of connections and insists that they become the best they can possibly be.”
– Rita Pierson
Our behaviour policy is intended to uphold and support the school’s vision and values by providing a safe and supportive environment in which we are all able to learn and grow. We believe that understanding expectations and being able to reflect on how we may or may not have met them is a key principle for personal growth.
Excellence, Equality and Enjoyment
What this look like at Durdans Park:
While this policy applies mainly to children and staff within the school, it is important that parents and governors read and understand it. Parents should have the same behaviour expectations for their own children as the school and understand the systems in place to recognise, or sanction if necessary, certain behaviours. Governors
All staff should be aware of safeguarding issues and our school policy when dealing with behaviour, including issues around child on child abuse. This is most likely to include, but may not be limited to:
• bullying, including cyberbullying
• physical and verbal abuse
• sexual abuse, violence or harassment, including cyberbullying and/or sexting
• initiation/hazing type violence and rituals
All staff should be clear as to the school’s policy and procedures with regards to child on child abuse. Please see Safeguarding Policy for further details.
A further explanation of bullying and how we deal with it can be found in our Anti-Bullying Policy
We recognise that for a small number of pupils, whose behaviour is beyond the whole school rewards and consequences system, a more personalised approach may be necessary in order to support them in developing the ability to regulate their own behaviour. They may have an individual behaviour plan agreed between the pupil, staff and parents. The support of outside agencies will also be sought where appropriate, in particular the Educational Psychologist. As stipulated in Part 4 of the DDA (disability discrimination act 1995) and the Equalities Act (2010) Durdans Park will not treat disabled pupils less favourably without justification and we will make reasonable adjustments to ensure that they are not disadvantaged compared to their peers.
Our behaviour strategy, underpinned by our expectations, rests on several key pillars which staff must ensure they adhere to:
Adults who act with warmth and kindness
We expect our staff to model the behaviour that they wish to see in children. That means that they should behave with kindness and positivity and speak to children in a way that reflects this.
Clear and consistent expectations
Staff should take the time to explain the expectations at regular intervals throughout the year. They should model how these expectations can be met at all times and look primarily to “notice” when these behaviours are met rather than where they are not. Children should know that positive behaviour is an expectation which deserves recognition not reward.
Routines which enable a calm and purposeful environment
Good behaviour in school is dependent on adults developing, rehearsing and consistently enforcing routines. Whole school routines are as follows:
Routines in class, such as putting books away, tidying up etc. reduce the space for negative behaviours to flourish and allow the school day to progress with efficiency. Staff should take time to identify and rehearse these routines throughout the year.
Consistent interventions for behaviour which does not meet expectations
In dealing with behaviours which do not meet our expectations, we expect our staff to be prepared, calm and consistent. This means that we deal with the behaviour issues without emotion (e.g. anger or frustration), discreetly where possible, and by following the steps as laid out in the behaviour flowchart in this policy.
For general, low-level behaviour issues, all staff should follow the same protocol:
At Durdans Park, we recognise behaviour which exemplifies our expectations, in the following ways:
Verbal Feedback
We believe that verbal feedback, based on our school expectations, is the most effective way of reinforcing positive behaviour. Staff ‘noticing’ positive behaviour is something we expect all staff to do, all of the time. This might be in the classroom – “I can see you’re trying very hard, well done,” around the school – “Fantastic walking, thank you,” or in the playground – “You’re acting in a kind way, well done.”
House Points
The use of housepoints acknowledges children who have exemplified the expectations, related to our values. When children have demonstrated a certain behaviour, they should receive a gold sticker and a token to put in their house bucket. Teachers should make it clear why that child is receiving a house point and relate it back to the school values.
Assembly Recognition
We have two rewards which are given out in assembly time, with parents invited:
The purpose of these rewards is to promote discussion of our rules, expectations and values in assembly time and to recognise children who have exemplified the behaviour expected at Durdans Park.
Class Reward Systems
Individual teachers may choose to use strategies such as marbles in a jar or table points to help promote positive behaviour when performing whole class routines e.g. lining up or tidying tables. It should be noted that these kinds of strategies are for group behaviours – such as those instances above – and not for individuals.
Material prizes, golden time etc. should not be used as rewards for meeting expectations.
Promoting Positive Behaviour at Durdans Park
Our curriculum, in particular our PSHE curriculum, reinforces school expectations and discusses specific matters such as friendship and other relationships, bullying and self-esteem. In addition to the taught PSHE curriculum, several important factors play an important role in promoting positive behaviour in our school:
• Children should be reminded of our behaviour expectations using positive framing strategies. If possible, individuals should be spoken to discreetly. This step can be repeated as necessary.
• We help each other to learn – is that helping others to learn or distracting? Do you think your behaviour is appropriate at the moment? Are you respecting others?
• A clear verbal warning given to an individual. This should refer to the expectation/s not being met and should end with a positive note. Where possible and appropriate, this should be given discreetly.
•You’re still disrupting others and I may have to give you a time out. Let’s see if you can improve and help those around you to concentrate.
• A final warning should be made clear Children should have a final opportunity to engage with the routine or activity. At this stage, staff should make it clear that they are not happy with the behaviour but again, offer a positive choice.
• Your behaviour has been distracting everyone, including me. This is your last chance to improve on that before a time out. I think you can do much better…
• Time out can be in another part of the classroom or another room e.g. partner teacher. Children should know why they are going, what they should do there and how long they will be there for. It is not a punishment in itself but a chance to calm down and/or reflect. Reflections sheets may be used – see appendix.
• I have given you a chance to improve, I can see that isn’t going to happen so I would like you to take a reflection sheet next door and think about your behaviour. I will speak to you in five minutes or we will have a discussion at breaktime.
• Parents could be informed of the above
• Children must have the opportunity to discuss their behaviour with the adult who has given them time out and move on from it. Staff should be prepared to deal with behaviour which has reached this stage by discussing it with children using the kind of questions on the reflection sheet.
• These discussions may take place at break/lunch time but ‘missing out’ style sanctions are not a part of our policy.
While the Behaviour Intervention Flowchart should be used for most, low-level behaviour issues, there are certain situations where children’s behaviour requires additional measures. These may include:
In almost all circumstances a member of SLT will decide on the undertaking of one of the above measures. When speaking to parents informally, e.g. at home time, teachers should use their professional judgement to decide whether SLT should be informed.
The SLT have a statutory power to search pupils or their possessions, without consent, where they suspect the pupil has certain prohibited items. The items that can be searched for under this power are knives or weapons, alcohol, illegal drugs and stolen items. School staff can seize any banned or prohibited item found as a result of a search or any item considered to be harmful or detrimental to school discipline e.g. toys, snacks or electronic devices.
Mobile phones, iPads and tablets are not permitted to be brought onto the school site unless there are extenuating circumstances, and a parent / carer has obtained permission from the Headteacher. Children who bring devices without said permission may have their device confiscated. This is the school’s legal right.
If a parent verbally or physically assaults a member of staff, the matter is immediately reported to the Local Authority and a letter sent from school detailing the withdrawal of the parents’ right to enter school grounds. If appropriate, the police may be involved
Reasonable physical contact is permitted between staff and children. This might include guiding a child into a classroom by touching their shoulder. The use of physical intervention is very rare and is, wherever possible, avoided. There may be occasions where the use of physical restraint is appropriate; for example, if a pupil is hurting him/herself and/or others or making a threat to injure using a weapon. Any intervention used will always be carried out by a trained member of staff and will be minimal and in proportion to the circumstances of the incident. All physical intervention will be reported and recorded using CPOMS.
Children and staff are expected to uphold our behaviour expectations at all times; this includes online, when travelling to and from school, on school visits, activities or any other time which they are identifiable as a member of our school community. As such, the school reserves the right to implement this policy in any situation which negative behaviour might impair the learning, enjoyment or safety of others (whether they are a member of our school or not) or which could impact the reputation of Durdans Park Primary School.
Fixed Term Exclusions will be imposed in response to breaches of the behaviour policy, including persistent disruptive behaviour, where these are not considered sufficiently serious to warrant a permanent exclusion but where lesser sanctions such as detention/internal exclusion are considered inappropriate and can only be made by the executive head teacher.
Permanent exclusion will be imposed for persistent breaches of the behaviour policy, i.e. as a final step in a process for dealing with unacceptable behaviour and followed a wide range of strategies that have been tried without success, it is an acknowledgement that the school has exhausted all available strategies.
For a serious breach of the behaviour policy, i.e. there may be circumstances where it is appropriate to permanently exclude a pupil for a first or ‘one off’ serious offence, such as:
This list is not intended to be exhaustive but rather to provide examples of the type of behaviour/incident that might lead to permanent exclusion.
Approved by
Governing Body on 4th February 2025
Last reviewed on:
February 2025
Next review due by:
September 2026
This statement of behaviour principles is made by the governing board of the Ealing Bridges Federation and applies to Durdans Park and Lady Margaret schools in accordance with Section 88 (1) of the Education and Inspections Act 2006 (EIA).
The governors of Ealing Bridges Federation expect the headteacher to
The governors of Ealing Bridges Federation expect pupils in the school
The governors of Ealing Bridges Federation expect staff in the school
The governors of Ealing Bridges Federation expect parents and carers in the school
Additionally, the governors would expect the following:
Screening and searching pupils (including identifying in the school rules items which are banned and which may be searched for)
Pupils must not bring dangerous items e.g. knives etc. from home and if it is suspected that any dangerous item has been brought to school, the governors would expect the headteacher (or a senior leader) and one other person to take steps, including searching a pupil’s bag, to ensure that nothing unsafe is in school.
The power to use reasonable force or make other physical contact
If a member of staff, suitably trained, needs to use reasonable force to contain a child who may be a danger to him / herself or may be a danger to others, then reasonable force should be used. Staff are ‘team teach’ trained to restrain pupils and work in line with positive handling policy
The power to discipline beyond the school gate
Disciplining beyond the school gate covers the federation response to all non-criminal bad behaviour and bullying, including online, which occurs anywhere off the school premises and which is witnessed by a member of staff or reported to the school. The governing body must be satisfied that the measures proposed by the headteacher are lawful.
The governing body will need to ask the headteacher to consider what the school’s response should be to:
Any inappropriate behaviour when the child is:
Or, misbehaviour at any time, whether or not the conditions above apply, that:
In all of these circumstances, the headteacher (in consultation with EHT) should also consider whether it is appropriate to notify the police or anti-social behaviour coordinator in their local authority of the actions taken against a pupil. If the behaviour is criminal or poses a serious threat to a member of the public, the police will always be informed. In addition, school staff should consider whether the misbehaviour may be linked to the child suffering, or being likely to suffer, significant harm. In this case the school staff should follow its safeguarding policy.
A multi-agency assessment should be considered for pupils who display continuous disruptive behaviour
The governors expect the headteacher to consider a multi-agency assessment for those children who are displaying frequent disruptive behaviour.
The governors are aware that, when they give policy content guidance to the head of school, the governing body must not seek to hinder teachers’ powers by including ‘no searching’ or ‘no contact’ policies, or to restrict their power to discipline pupils for misbehaviour outside of school.
The governing board also emphasise that violence or threatening behaviour will not be tolerated in any circumstances.