Behaviour Policy & Statement of Behaviour Principles

Behaviour Policy

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

1. Purpose and Ethos

Ealing Bridges Federation is committed to a calm, safe, inclusive and purposeful environment in which every pupil can learn and every adult can work with dignity.

Our approach is relational without being permissive. We recognise that behaviour can communicate need, but this does not remove the need for clear boundaries, safety, accountability and repair. Adults respond with calm certainty, reasonable adjustment and high expectations.

The policy is implemented through our Citizenship Curriculum, Thrive-informed practice, Rights Respecting ethos and school values of Legacy, Morality, Power and Sustainability for Lady Margaret Primary and Excellence, Enjoyment and Equality for Durdan’s Park Primary.

Safeguarding

Not every incident of poor behaviour is a safeguarding concern. Safeguarding must nevertheless be considered before an incident is dealt with solely as behaviour. Where harm, abuse, exploitation or significant risk may be present, the Child Protection and Safeguarding Policy takes precedence and the DSL or deputy DSL’s are informed without delay.

2. Legal and guidance framework

This policy is written for a maintained school in England and reflects the legal and guidance position current on 3 September 2026. The full source register and the specific 2026 changes incorporated appear in Appendix C.

2.1 Core legislation

Education Act 1996 and Education Act 2002, including duties relating to education, safeguarding, searching and exclusion.
Education and Inspections Act 2006, sections 88-94, including behaviour measures, sanctions, confiscation and reasonable force.
Equality Act 2010, including the duty not to discriminate and the duty to make reasonable adjustments.
Children and Families Act 2014 and the SEND Code of Practice: 0 to 25 years.
Children Acts 1989 and 2004, Human Rights Act 1998 and relevant health and safety law.
Children’s Wellbeing and Schools Act 2026 and related 2025/2026 regulations on mobile phones, uniform, restrictive interventions and off-site direction.

2.2 Principal statutory guidance for 2026-27

Area	Source
Safeguarding	Keeping Children Safe in Education 2026; Working Together to Safeguard Children 2026
Exclusion and movement	Suspension and Permanent Exclusion, including pupil movement (July 2026)
Restrictive intervention	Restrictive Interventions, including Reasonable Force (effective April 2026); statutory recording/reporting duties and seclusion regulations
Mobile phones	Mobile Phones in Schools (statutory from 29 June 2026; followed from 1 September 2026)
Prevention	Relationships Education, RSE and Health Education (effective 1 September 2026)
Attendance and uniform	Working Together to Improve School Attendance (July 2026); Cost of School Uniforms (July 2026)

Current supporting advice includes Behaviour in Schools (2024), Searching, Screening and Confiscation (2022), Alternative Provision (2025), Preventing and Tackling Bullying and the 2026 guidance on bullying and harassment of school staff.

3. Aims

This policy aims to:

secure a calm, safe and supportive culture with minimal disruption;
teach routines, self-regulation, respectful relationships and responsible citizenship;
prevent and address bullying, harassment, discrimination and child-on-child abuse;
apply recognition, consequences and support consistently, fairly and proportionately;
make lawful reasonable adjustments while protecting the safety and learning of all;
work constructively with parents and partner agencies; and
use evidence and data to identify patterns, disproportionality and unmet need.

Consistency means a shared approach, not identical treatment regardless of need. Consequences are certain and proportionate; support and adjustment are individualised.

4. Roles and responsibilities

4.1 Federation Governing Board

approves and reviews the written statement of behaviour principles;
holds leaders to account for lawful, fair and effective implementation;
reviews behaviour, suspension, exclusion, restrictive intervention and equality data; and
ensures policies protect pupils and staff from bullying, harassment and discrimination.

4.2 Executive Headteacher and Headteacher

determine and publicise the school’s behaviour measures and ensure consistent implementation;
ensure staff induction, training, support and visible leadership;
align behaviour, safeguarding, SEND, attendance, equality and staff-safety systems;
ensure appropriate recording, review and parent communication; and
retain the formal decision to suspend or permanently exclude with the Headteacher (or acting Headteacher), who may consult the Executive Headteacher.

4.3 Staff

teach, model and reinforce routines and expectations;
use calm, respectful language and de-escalation techniques;
address low-level disruption promptly and protect learning time;
consider safeguarding, SEND, disability, mental health, language and personal circumstances;
record and report incidents accurately and promptly; and
seek support from leaders where risk, repetition or complexity increases.

4.4 Pupils

follow the Citizen Curriculum, school rules and adult instructions;
contribute to a safe, respectful and inclusive culture;
allow others to learn and staff to work without abuse or disruption;
engage with reflection, support and repair; and
report concerns for themselves or others to a trusted adult.

4.5 Parents and carers

know and reinforce the policy;
share circumstances that may affect behaviour, safety or wellbeing;
attend reviews of targeted support where possible;
raise concerns through the appropriate school route while continuing to work in partnership; and
communicate with staff respectfully and support the school’s mobile-phone-free environment.

5. The Citizen Curriculum and school expectations

Behaviour is explicitly taught, rehearsed and revisited. Additional teaching and scaffolding are provided where a pupil has not yet secured a routine.

RISE pillar	What pupils are taught
Routines	Meet and greet; soft starts; prompt attention to the stop signal; correct equipment; straight, smart and silent transitions; safe use of shared spaces.
Behaviour for Learning	Ready to learn; active listening; purposeful participation; completion of reasonable tasks; disruption minimised.
Emotional Regulation	Recognise feelings; use taught regulation tools; accept co-regulation; separate feelings from unsafe actions; return to learning.
Social and Relationship Skills	Respect boundaries; use kind and inclusive language; resolve conflict safely; report harm; repair where safe and appropriate.

5.1 Whole-school expectations

Pupils follow reasonable instructions first time and speak respectfully to adults and peers.
Learning, property and the environment are protected.
Movement is calm and safe; corridors and formal transitions are straight, smart and silent.
Shared spaces, toilets, dining areas, playground zones and digital spaces are used safely.
Uniform expectations are followed. Staff first establish the reason for non-compliance and apply the adjustments in section 19.
Pupils do not bring, use or share prohibited or school-banned items.

6. Definitions

Term	Meaning
Misbehaviour	Low-level disruption; refusal; disrespect; unsafe movement; misuse of resources; behaviour that prevents completion of reasonable learning tasks.
Serious misbehaviour	Significant or persistent disruption; serious defiance; physical aggression; bullying; theft; vandalism; sexualised or harmful sexual behaviour; harassment; discrimination; abuse or threats towards pupils or staff; possession or use of prohibited or school-banned items.
Bullying	Repetitive, intentional harm involving an imbalance of power. One-off harmful behaviour may not meet this definition but will still be addressed and may be a safeguarding concern.
Child-on-child abuse	Abuse or harmful behaviour by one child towards another, in person or online. A single incident can constitute abuse or a safeguarding concern; repetition is not required.
Prejudice-based harm	Behaviour linked to actual or perceived identity or protected characteristic, including racism, faith-targeted abuse, sexism, misogyny/misandry, homophobia, biphobia, transphobia and disability-related abuse.
Removal	A serious, time-limited disciplinary measure in which a pupil learns in a supervised setting outside their usual classroom.
Internal Exclusion Time	This refers to extended class-based removal for a half or full day. It is not a suspension or exclusion and the pupil remains in school with meaningful education and supervision.
Seclusion	A non-disciplinary safety intervention in which a pupil is confined away from others and prevented from leaving by obstruction, blocking or belief that leaving will be punished.

Bullying affects everyone – the target, the perpetrator, witnesses, friends and families. At Durdan’s Park Primary School we are clear: bullying is never an acceptable part of school life or growing up. We take a proactive stance, addressing in-person and online bullying through whole-school education, staff training and parent partnership.

At Durdan’s Park Primary School, prevention is built into our culture. We:

Use weekly circle times, PSHE and rights respecting ethos to empower pupils to speak out and resolve conflict.

Ensure senior leaders are visible on the playground and provide pupils with access to a weekly counselling “Space” session.

Deliver comprehensive online safety education through Project Evolve and thematic teaching, supported by parent workshops.

Train all staff to respond swiftly and effectively to any form of bullying, including online incidents.

Reinforce positive behaviour through class charters, LMPS values, house points and achievement assemblies.

Promote pupil leadership: the Junior Leadership Team model respectful behaviour and encourage constructive play.

Pupil leadership groups such as the Junior Leadership Team actively promote kindness, which has reduced playground disputes and increased inclusion in OPAL zones

Enrich playtimes through OPAL and lunchtime sports, with supervisors trained to foster inclusion and manage incidents proactively.

Responding to Bullying

Immediate reporting: All concerns must be reported to the class teacher, who liaises with the SLT.

Fact-finding: Staff establish a clear picture by speaking with the alleged perpetrator(s), victim(s), witnesses and parents where appropriate.

Restorative approach: If bullying is confirmed, senior leaders use restorative practice so perpetrators fully understand the impact of their actions and make an unconditional apology. Pupils are clear that repeat behaviours will not be tolerated.

Recording and communication: Every incident is logged on the school behaviour system and parents of both parties are informed.

Escalation: If behaviour does not improve, the Headteacher (or senior leader) meets with parents to agree clear boundaries and expectations.

Sustained intervention: Further incidents trigger additional support and where appropriate, referral to external agencies alongside proportionate sanctions.

Safeguarding priority: Action continues until bullying has ceased and all pupils involved feel safe, supported and reintegrated into school life.

Recording, analysis, and monitoring of bullying incidents

At Durdan’s Park Primary School, all bullying incidents are systematically recorded with details of the incident, those involved, actions taken and outcomes. Records are regularly analysed to identify trends, patterns or disproportionality across pupil groups. This informs targeted interventions, policy adjustments and staff training.

Monitoring takes place termly and is reported to governors, ensuring accountability. This rigorous approach ensures that bullying is addressed effectively, preventative strategies remain responsive and our school remains a safe, respectful and inclusive environment for all pupils.

Support for pupils who have been bullied, and those vulnerable to bullying:

DPPS provides immediate emotional and practical support for pupils who have been bullied, as well as those identified as vulnerable. Parents and carers are engaged promptly and individualised support plans are implemented where needed to build resilience and restore wellbeing.

Our culture of empathy, inclusion and restorative practice ensures that pupils feel safe, regain confidence and are empowered to re-engage positively with school life thereby empowering pupils to overcome the effects of bullying and feel safe within the school community.

Training for staff and governors in preventing and handling bullying:

We prioritise ongoing professional development for all staff and governors to ensure a consistent, whole-school approach to preventing and addressing bullying. Staff receive regular training on recognising and responding to all forms of bullying, with specific focus on online safety, prejudice-based incidents and child-on-child abuse.

Governors are routinely briefed on anti-bullying policies, procedures and data trends, enabling them to provide effective challenge and support. Training emphasises proactive prevention, early intervention, and restorative strategies, alongside collaboration with parents, pupils and external agencies.

This ensures a coordinated safeguarding culture where all adults are confident, vigilant and equipped to protect the wellbeing of every pupil. As a result, staff and governors act swiftly and consistently, and pupils report high levels of confidence in adult support.

Full Policy

Approved by
Governing Body on 15th September 2026

Last reviewed on:
September 2026

Next review due by:
September 2027

Governors’ Statement of Behaviour Principles

This statement of behaviour principles is made by the governing board of the Ealing Bridges Federation and applies to Durdan’s 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

Determine which behaviours are not acceptable and to decide on sanctions for whatever is unacceptable, including the use of suspensions (agreed in advance with executive head), if appropriate
Ensure that the behaviour policy is shared with staff, parents and governors
Ensure a clear sanction ladder in place, agreed by staff and shared with parents and governors
Have in place, strategies and interventions to ensure children with challenging behaviour, including those connected with SEND / with Education Health Care Plans (EHCP), are working to improve their inappropriate behaviour
Ensure that rewards and sanctions are used consistently by staff, in line with the behaviour policy
Ensure restraint is only used as a last resort, if a child is likely to hurt themselves or others. It can only be administered by trained adults and there must be at least two. Any restraint used must be recorded and the executive headteacher and parents/ carers informed
Ensure that exclusions will only be used as a last resort, the processes involved in permanent and fixed-term suspensions are followed in line with the policy
Provide information and analysis to governors on behaviour incidents once a term

The governors of Ealing Bridges Federation expect pupils in the school

To be well behaved and respectful towards one another and towards adults and visitors
Understand they have the right to feel safe, valued and respected, and learn free from the disruption of others (in line with Unicef’s Rights Respecting Agenda)
Are free from any form of discrimination including sexual orientation, racist, gender, gender identification, disability or religion
Understand the behaviour policy
To be working within the codes of conduct set by the class teacher and senior leaders, at the start of each academic year

The governors of Ealing Bridges Federation expect staff in the school

Are free from any form of discrimination
To lead by example, modelling good behaviour and dealing with inappropriate behaviour
Understand and adhere to the behaviour policy
To help pupils to take responsibility for their actions
To have class codes of conduct (rules) set out, and to be working within the codes set, at the start of each academic year, whether at whole school, year group, class or individual level
To be working within the behaviour codes set by senior leaders, at the start of each academic year, whether at whole school, year group, or individual level
To record on the school’s pupil management information system and reported to the Governing Board termly
To ensure all systems are followed in the event of serious incident
Follow the clear sanction ladder in place, agreed by staff and shared with parents and governors
To use rewards as the bedrock of the schools promotion of positive behaviour
To understand and value children’s rights in line with UNICEF’s Right Respecting Agenda and educate pupils in this regard

The governors of Ealing Bridges Federation expect parents and carers in the school

Do not demonstrate any form of discrimination
Work with staff to modelling good behaviour, and report any inappropriate behaviour observed to staff
Parents/carers are not permitted to deal with inappropriate behaviour directly with another adult or child. This must be reported to staff.
Understand and support their child/ren to follow the behaviour policy
To help their child to take responsibility for their actions, working in partnership with the staff
To understand and value children’s rights in line with Unicef’s Right Respecting Agenda and support school staff to educate pupils in this regard

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:

taking part in any school organised or school related activity
travelling to or from school
wearing school uniform
in some other way identifiable as a pupil at the school

Or, misbehaviour at any time, whether or not the conditions above apply, that:

could have repercussions for the orderly running of the school/s
poses a threat to another pupil or member of the public
could adversely affect the reputation of the federation

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.

Behaviour Policy and Governor Statement of Behaviour Principles