Behaviour Policy

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1. Introduction

1.1 This policy addresses the promotion of positive behaviour, in accordance with Tollbar MAT's general aims and ethos, in relation to children and young people's personal, social and moral development, and also our general policy on rewards and sanctions with regard to pupils' behaviour. This policy is related to the Exclusions Policy and informed by the latest version of the DfE Guidance on Ensuring Good Behaviour in Schools.

1.2 We regard it to be a highly important aspect of young people's education and development that they learn to behave well towards others and towards the community in which they live. Good behaviour underpins effective learning, and children and young people need good personal and social skills in order to live fulfilling and rewarding lives as adults.

1.3 Behaviour which, in any way, disrupts learning, is unacceptable in our academies, and, through the constant promotion of positive behaviour, we seek to minimise, if not eliminate any such behaviour. However, we endeavour to meet the needs of all children, including those with emotional and behavioural difficulties.

1.4 This policy informs the specific prodedures adopted in each constituent academy

2. Aims and objectives

2.1 It is our primary aim that every member of the each academy community feels valued and respected, and that each person is treated fairly and well. We are a caring community, the values of which are built on mutual trust and respect for all. Tollbar MAT's Behaviour Policy is therefore intended to support all members of our academies' community in living and working together in a mutually beneficial way. It aims to promote an environment in which everyone feels safe, secure and able to achieve.

2.2 Each constituent academy has a number of rules which are clearly published on each academy website. But our Behaviour Policy is not primarily concerned with rule enforcement: It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn.

2.3 Tollbar MAT expects every member of the each academy community to behave in a considerate way towards others.

2.4 We aim to treat all children fairly and to apply this Behaviour Policy consistently.

2.5 This policy aims to help young people grow in safe and secure environments, and to become positive, responsible and increasingly independent members of their academy and the wider community.

2.6 Each academy aims to promote and reward good behaviour, as this will develop an ethos of kindness and cooperation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.

3. Rewards and sanctions

3.1 We praise and reward children and young people for good behaviour in a variety of ways:

  • Teachers praise children and young people for considerate, positive behaviour in such a way as to underline its value to the academy.
  • We award merits to children and young people, either for consistent good work or good behaviour, or to acknowledge outstanding effort or acts of kindness.

3.2 Each academy acknowledges all the efforts and achievements of young people, both within and beyond the academy.

3.3 Each academy uses a number of sanctions to enforce academy rules, and to ensure a safe and positive learning environment. Appropriate sanctions are imposed if pupils:

  • Are insolent
  • Are Inattentive in lessons
  • Fail to do their best
  • Disrupt learning
  • Endanger the safety of themselves or others
  • Indulge in threatening or bullying behaviour.

3.4 The class teacher discusses the rules with each class. In addition to the academy rules, each class also may have its own classroom code, which is agreed by the children and young people and displayed on the wall of the classroom. In this way, every young person in the academy knows the standard of behaviour that we expect. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class.

3.5 All members of staff are aware of the regulations regarding the use of force by teachers, as set out in the document The Use of Force to Control or Restrain Pupils – Guidance (DCSF 2010), and the recently amended non-statutory advice issued by the Department for Education in July 2011. Teachers in our academies do not apply any kind of physical force as punishment. They will intervene physically only to restrain young people in order to prevent injury to another, or if a young person is in danger of hurting him/herself. The restraining actions that we take are in line with government guidelines on the restraint of children and young people.

4. The role of the class teacher

4.1 It is the responsibility of class teachers to ensure that the academy rules are enforced, and that their classes behave in a responsible manner during lesson time.

4.2 The class teachers have high expectations of learners with regard to behaviour, and they strive to ensure that all young people achieve to the best of their ability.

4.3 The class teacher treats each young person fairly, and enforces the classroom code consistently. Teachers treat all young people in their classes with respect and understanding.

4.4 If a young person misbehaves repeatedly in class, the class teacher keeps a record of all such incidents. In the first instance, the class teacher deals with incidents him/herself. However, if misbehaviour continues, the class teacher seeks help and advice from senior staff as appropriate.

4.5 Where external support agencies are involved in meeting the needs of a particular young person, the class teacher liaises and works co-operatively with those agencies, as necessary, to support and guide the progress of the child. The class teacher may, for example, in consultation with the academy's Special Educational Needs Co-ordinator (SENCO) discuss the needs of a young person with the education social worker or any other appropriate external agency.

4.6 The class teacher reports to parents and carers on the personal and social development of each young person in their class, in line with the MAT policy and academy procedures. Through a member of the senior leadership team, the class teacher may contact a parent if there are concerns about the behaviour or welfare of a young person.

5. The role of the Principal

5.1 It is the responsibility of the Principal, under the School Standards and Framework Act 1998, to implement the MAT's behaviour policy consistently throughout the academy and to report to Governors, when requested, on the effectiveness of the policy. It is also the responsibility of the Principal to ensure the health, safety and welfare of all young people in the academy.

6. The role of parents and carers

6.1 Each academy encourages parents and carers to enter into our Home-Academy Agreement, agreeing to work in partnership with the academy to promote good behaviour, to take steps to discourage poor behaviour, to reinforce the academy rules and to support the academy when sanctions need to be used with a young person.

6.2 Each academy collaborates actively with parents and carers, so that young people receive consistent messages about how to behave at home and at school.

6.3 We explain the academy rules in the academy handbook, and we expect parents and carers to understand and support them.

6.4 We endeavour to build a supportive dialogue between the home and the academy and we inform parents and carers immediately if we have concerns about their child's welfare or behaviour.

6.5 If the academy applies sanctions to punish a young person, we expect parents and carers to support the actions of the academy. If parents and carers have any concerns about the way that their child has been treated, they should initially contact the academy. If parents or carers wish to pursue the complaint, they should contact the school in accordance with Tollbar MAT's Complaints Policy.

7. The role of Directors/Governors

7.1 The Board has the responsibility for keeping this policy under review

7.2 The Local Governing Body has the responsibility for adopting this policy and of agreeing a set of procedures for their academy in line with the principles of the policy.

7.3 The Principal has the day-to-day authority to implement the MAT's policy and the academies' consequent procedures on behaviour and discipline.

8. Monitoring and review

8.1 The principals monitor the effectiveness of this policy and related procedures on a regular basis. S/he also reports to the local governing body on the effectiveness of the policy who, if necessary, makes recommendations for further improvements to the Board.

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Executive Head

Christine Lacey

Tollbar MAT Chief Executive

David J Hampson