Behaviour Policy

Duck Street, Cerne Abbas, Dorset, DT2 7LA

‘The Small School with the Big Heart.’

Tel: 01300 341319                    e-mail:office@cerneabbas.dorset.sch.uk                    Website: www.cerneabbas.dorset.sch.uk

  Cerne Abbas CE VC First School

Behaviour Policy

THIS POLICY NEEDS TO BE READ WITH OUR RELATIONSHIP POLICY WHICH SETS OUT HOW OUR TRAUMA INFORMED SCHOOLS STATUS GUIDES OUR MANAGEMENT OF BEHAVIOUR.

Our vision is to be the best we can be.

We are committed to nurturing every child to thrive in a safe and engaging environment based on our Christian values of Peace, Trust, Friendship, Joy, Courage and Forgiveness. We strive to develop happy and confident learners ready to face the challenges of their next steps.

Aims of the Policy

• To create a community based on trust, peace and friendship.
• To understand behaviours and meet pupils with a positive approach to mitigating undesirable behaviours
• To support children to be motivated and believe in themselves.
• To celebrate everyone’s uniqueness and achievements.
• To help all children to be the best they can be.
• To encourage a calm, purposeful and happy atmosphere within the school. 
• To foster positive caring attitudes towards everyone where achievements at all levels are acknowledged and valued.
• To encourage increasing independence and self-discipline so that each child learns to accept responsibility for his/her own behaviour. 
• To help children reflect on their behaviour after an incident.
• To use the PACE (Play, Accept, be Curious, Empathise) model to discuss behaviours.
•  To have a consistent and positive approach to behaviour throughout the school with parental cooperation and involvement. 
• To make boundaries of acceptable behaviour clear and to ensure safety.
• To raise awareness about appropriate behaviour. 
• To help children understand that it is OK to have both negative and positive feelings but there are boundaries to certain behaviours.

Children's responsibilities are:

• To follow our school values.
• To learn to the best of their abilities, and allow others to do the same.
• To treat others with respect.
• To listen to and take action from the instructions of the school staff.
• To take care of property and the environment in and out of school.
• To co-operate with other children and adults.

Staff responsibilities are:

• To be a good role model of our values.
• To treat all children fairly and with respect.
• To raise children's self esteem and develop their full potential.#
• To provide a challenging, fun and relevant curriculum.
• To create a safe and pleasant environment, physically and emotionally.
• To use rules and consequences clearly and consistently.
• To form a good relationship with parents so that all children can see that the key adults in their lives share a common aim.
• To recognise that each is an individual and to be aware of each individual's needs.
• To use the PACE model
• To provide the PRRR (Protect, Regulate, Relate, Reflect) model.

The Parents' responsibilities are:

• To make children aware of appropriate behaviour in all situations.
• To encourage independence and self-discipline.
• To show an interest in all that their child does in school.
• To foster good relationships with the school.
• Make sure their child arrives on time.
• To support the school in the implementation of this policy.
• To be aware of the schools values and expectations.

    Our Behaviour Policy is based on Four of the  Pillars of Pivotal practice 

1. Consistent calm adult behaviour
2. First attention for best conduct (notice the good behaviour as a priority)
3. Relentless Routines (for example lining up with the same routine every time)
4. Restorative follow up

These are taken from the book When the Adults Change, Everything Changes by Paul Dix 

We aim to ensure that adults are utterly consistent so that children know what to expect around the school.

The school has 3 rules:

• Ready
• Respectful
• Safe

By displaying behaviours linked to these 3 rules we will create a safe and positive learning environment.

What we do to encourage good behaviour

• We expect positive behaviour.
• Meet and greet children at the door
• Refer to the 3 rules
• Use of stickers to encourage good behaviour.
• We discourage unsociable behaviour by promoting our values.
• We encourage children to take responsibility for their own actions and behaviour.
• We set standards of behaviour through example.
• We praise good behaviour both privately and publicly.
• We have a display of our values in each class.
• Daily acts of worship where our learning and Christian values are taught.
• Plan challenging lessons that engage children
• Use "Team Stop" to speak to all children
• Use positive recognition boards (if appropriate) to encourage positive behaviours

What we do if a child misbehaves.

Whilst there may be all kinds of reasons for unacceptable behaviour by children which have nothing to do with school, teachers should be ready to reflect upon the reasons behind disruptive behaviour:

• Is the learning of sufficient challenge and engaging?
• Has the purpose been explained to the children?
• Is there a real purpose for the work?
• Is there a problem with the relationship between child and teacher?
• Has the work been sufficiently adapted?
• Are there ACES (Adverse Childhood Experiences) that need consideration?

What can be done about this? 

Is the behaviour a demand for attention? If so can you give attention before the disruption?

Do not blame the home background: there may be problems but do not stereotype children because of their family situation. All this does is lower expectations. Set high expectations and children will rise to the challenge in behaviour and in work. However we must consider ACES.

Children should be taught about appropriate noise levels: there are times when silence is needed and expected. There are times when discussion is allowed or positively encouraged. There are times when talk should be focused on the task in hand. KS1 & 2 classes use the same noise barometer to ensure consistency.

The teacher should ensure that the children know which is expected for each activity.

At the end of school, the classroom should be left tidy, the children should leave properly dressed, coats on, bags etc, the cloakrooms should be left tidy and the children should be dismissed in a controlled manner and reminded of the routine if their parent/carer is not there to meet them.

Each class has its own reward system:

Giant & Duckling Class

In our mixed Early Years setting, we believe all children have the right to learn in a safe, secure and supportive environment where they feel listened to, valued and respected. We understand that behaviour is a form of communication and seek to understand the reasons behind behaviour choices, considering what may have happened before the behaviour occurred.

Class Charter

At the start of the school year, children are involved in creating a Class Charter for behaviour in the classroom, playground and wider school. The Charter outlines children’s rights, such as the right to feel safe and happy, alongside their responsibilities, including using kind words, sharing, looking after resources and listening to adults. The Charter is created jointly with the children so their ideas and suggestions are embedded, promoting ownership and understanding.

The Class Charter is revisited regularly throughout the year. When children join the setting, they add their thumbprint/photo to the Charter to show their agreement and sense of belonging.

Supporting Behaviour and Emotional Regulation

Adults act as co-regulators, supporting children to recognise and manage their emotions as a foundation for developing self-regulation. Staff closely observe play during continuous provision, anticipate potential difficulties and intervene early where appropriate. Children are supported to negotiate, problem-solve and resolve conflicts in a safe and respectful way.

Responding to Undesirable Behaviour

When undesirable behaviour choices are made that break the Class Charter and are not safe:

• The adult will give one clear verbal warning.
• If behaviour continues, the child is encouraged to make a positive move to another activity.
• If unsafe behaviour persists, the child may lose 1–5 minutes of exploring time. 

During this time, the child will have a private and supportive conversation with an adult. The adult will acknowledge the child’s feelings, explain why the behaviour was not acceptable and discuss what could be done differently next time. Where appropriate, adaptations to the environment will be made to support more positive behaviour choices. Children are supported to re-engage positively and are quickly praised when they demonstrate improved behaviour.

Positive Behaviour and Recognition

Positive behaviour strategies are used consistently to recognise and encourage positive learning behaviours and school values. Children receive verbal praise, stickers and certificates. Achievements are also shared through Tapestry, allowing positive behaviour and successes to be celebrated with both children and parents.

In addition to this children earn Pom Poms for the shared Pom Pom Jar (Giant and Duckling Class). Pom Poms are awarded for demonstrating positive learning behaviours and school values. When the jar is full, the class votes on a whole-class reward, promoting teamwork and shared success.

Trendle Class

In Trendle Class, the children come up with their own Class Agreement, these are in line with whole school policies and reflect our values. All children sign this agreement and we make sure that each point is understood. We talk about how to resolve problems and how to make good choices with behaviour. We use circle time opportunities to talk about any behaviour noticed that we need to address. We use a Recognition Board to focus on positive behaviour and highlight children who have shown this. Children earn Dojo points for showing positive behaviour and have a point removed if they are breaking one of the rules following a reminder. We use the Voice Chart to select which volume level is appropriate for an activity and model what this volume of voice looks like.

Abbey Class  

Abbey class children create their own promises based around being ‘ready, respectful and safe’. These are signed, displayed and referred to throughout the year. 

Dojo points are used to celebrate good behaviour and can also be taken away if a child is not being ready, respectful or safe. The whole class is rewarded when they reach a milestone e.g. 1000. In addition, we use recognition boards to celebrate a particular learning behaviour for a particular lesson. E.g. growth mindset, careful presentation. If the whole class gets their name on, they can have a whole class dojo.

The children also have a fun Friday reward system. There are tokens that can be put into or taken out of the ‘Fun on Friday’ pot which represent a minute each of reward time on a Friday afternoon. 

Furthermore, Year 4 children can achieve a Cerne-tified Status. Once they have been awarded a sticker 5 times, they are entitled to multiple privileges. This includes wearing a badge, sitting on a chair when others are sitting on the floor, standing at the front of the line, receiving a Cerne-tified Certificate, showing visitors around etc.  This status is emphasised at the start of the year as the pinnacle award to receive. It promotes good behaviour and positive role models. 

Lunchtimes

The Lunchtime Supervisors deal with any misbehaviour, whilst the children are eating by initially giving a child a warning and explaining why the behaviour is unacceptable, then if a second warning is needed the child will take their lunch and eat it upstairs . If the misbehaviour happens on the playground, the child has 1 minute out of play. If the behaviour continues after this the child will be sent to the Head Teacher or the class teacher if the Head Teacher is unavailable. 

The class teacher is always informed if they needed a second warning

How adults manage children a child who misbehaves:

● A look

● A gesture

● A word

● A visual reminder

● move closer to them

● Encouragement

● Focus on the learning rather than comment on misbehaviour (i.e. what's the next thing you have to do)?

● Name and question

● Humorous (de-escalating response)

● Reminder of the expectation /value

● Repeat the instruction

● Clear description of desired behaviour

Please note sanctions that are not acceptable:

● physical admonishment: please note that staff open themselves to disciplinary and/or criminal proceedings if this is used. 

● withdrawal of a particular lesson e.g. PE

● punishment of a whole group for the behaviour of an individual or a group

● punishment which belittles, demeans or bullies

● failure to follow instructions or to produce work when the SENCO agrees this could be a direct result of a special educational need

● lines or extra work (we do not want children to see work as a punishment) 

● although detention of pupils after school is legal (previously giving 24 hours notice, but now no longer requiring parental consent or notice), it is the policy of the school that this sanction will not be used.

Incidents involving violence, extreme rudeness or stealing must be passed on to parents. The headteacher must be involved.

Bullying which is not just an isolated incident must involve the parents (please refer to our "No Bullying Policy).

Supporting Guidelines

● Pupils need to feel safe and secure, both physically and emotionally - towards this we use circle times, our values and activities to promote a caring, supporting atmosphere throughout the school.

● This policy should be read in conjunction with the relevant statutory and other guidance documents issued by the DfE and Home Office as well as other related school policies (see Appendix 1 of this policy).

Positive Approaches

● Ensure pupils experience success through their efforts.

● Ensure pupils feel recognised as individual and unique people who have things to offer as well as to learn.

● Give specific meaningful praise

• Listen to children and communicate that you value and have heard what they have to say
• Use positive responses and consequences  if the child is unresponsive to the former.

Strategies for Positive Encouragement

● Showing others their learning

● Praise Worship

● Positive feedback to parents (verbal and written)

● Stickers

● Headteacher Award / Special Mention

● Taking good learning to the Head Teacher's Office

Peacemakers

Children are trained in peer mediation to help sort one another’s conflicts. The trained mediators wear yellow Peacemaker hats and other children go to them for help if they are having friendship problems.  There is a rota of children who take on this role on a weekly basis. Regular training takes place with the Peacemakers.

The Use of Force to Restrain Pupils

See circular “Use of Reasonable Force: advice for headteachers, staff and governing bodies.” This replaces “The use of force to control and restrain pupils-Guidance for schools in England.”

This Guidance explains:

What is reasonable force? Who can use reasonable force? When can reasonable force be used?

When might it be acceptable for a member of staff to use “Reasonable force” at our school?

• to separate children found fighting
• to remove a disruptive or emotionally upset child from a classroom when other strategies have failed (This would include occasions where a member of staff has deemed it necessary to remove a child from a situation by holding their hand and leading them away.) (Please note that reasonable force can be used to remove a disruptive pupil from a classroom where they refuse to comply with instructions — if this is necessary to prevent harm or significant disruption.  The key legal test is necessity and proportionality. You should only use force if less intrusive strategies have failed or are not feasible, and only to the minimum degree needed to reduce the risk.)
• to prevent a child putting themselves in danger, for example, when crossing a road
• Staff need to be sure that they feel able to restrain, control or remove a child without hurting the child or themselves.
• ALL incidents of “Use of Reasonable Force” must be logged onto My Concern.

Relevant staff have up to date training in using reasonable force

Appendix 1

POLICIES AND OTHER DOCUMENTS TO BE CONSIDERED AND READ IN CONJUNCTION WITH THE STAFF CODE OF CONDUCT 

Policy/Procedure/Guidance

Relationships Policy

No Bullying Policy

Allegations of abuse against staff and volunteers

Child Protection Policy 

Data Protection Policy

Disciplinary Policy and Procedure

Equal Opportunities Policy 

E-Safety/Internet Use/Social networking/ICT Policies

 Guidance for Safer Working practice

 Health and Safety Policy

 Intimate Care Keeping

 Keeping Children safe in Education – DfE statutory guidance

 Use of Reasonable Force in Schools (2026)- Advice for Head Teachers, staff and governing bodies 

 School Record Keeping 

Whistleblowing Policy