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Behaviour for Learning





Our main objective when considering whole school behaviour is to maintain consistency and fairness for all. We do this by expecting all staff to use the strategies detailed in our Behaviour for Learning policy in a consistent way.  By adopting these guidelines the schools will provide a framework for the creation of a happy, secure, orderly environment in which children can learn and also develop into caring, responsible people.


We aim for a high standard of behaviour, and use a range of strategies to achieve this.  It is vital that all staff are clear about Cuxton's expectations, and that these expectations are communicated to all children as routine.


At The Academy of Cuxton Schools we have some underlying principles that are central to our views on the management of behaviour as a whole school issue.  We believe that


  • Every child has the right to learn, and it is not acceptable for anyone else to disrupt their learning.
  • Creating the correct ethos is essential to learning.  Building relationships founded on trust and co-operation is extremely important and an integral part of school life.
  • All children should be taught by their parents/family/carers and staff in school to be caring, considerate, co-operative and to have good manners.
  • Children should be able to achieve their potential - academically and socially.
  • Children should accept responsibility for their own belongings and the environment around them, developing pride in their surroundings.




Every member of staff is responsible for following the School Behaviour Policy. We employ a SENCO, Learning Mentor/Home School Support Worker and Teaching Assistants to lead small groups to support children with developing self esteem, strategies for anger management, co-operative work and play skills where applicable. 




As a staff, we can make the school a positive place to both learn and work by adopting certain strategies to make the children feel valued and cared for. Effective behaviour management does not simply just happen - it needs to be worked at.


We need to:

  • set high standards,
  • apply rules consistently and fairly, according to children's individual needs


Relationships are a very important part of school life. Staff should take the initiative and set an example by:

  • using please and thank you, and emphasising the need for good manners,
  • greet children when moving around the building and respond when greeted,
  • speak to the children - often a comment or a smile to a child, in passing, will relay to the child that he or she has been noticed.


To create a positive atmosphere, examples of good behaviour should be highlighted:

  • praise should be used often, but at appropriate times and in context,
  • good behaviour should be rewarded,
  • good role models should be commended.


When dealing with a more confrontational situation, all members of staff should handle the children in the same way:

  • be calm,
  • listen carefully to the things that the child is telling you,
  • establish the facts,
  • make a judgement only when you are certain of events,
  • avoid confrontation whenever possible.


As a staff, we believe that by following these guidelines we can help the school environment to be a pleasant place to be,where children and staff establish a feeling of co-operation and understanding.


If physical Intervention is necessary please refer to the Positive Handling Policy.





We try our best and work hard.

We listen carefully to adults and do as we are asked, straight away.

We speak politely and kindly to others, and are thoughtful.

We keep our hands and feet to ourselves, and don’t hurt others’ feelings.

We move around our school safely, both inside and outside.

We look after everything - both inside and outside of our school, and don’t waste or damage things.





In Class

All children in our school have the right to be able to work and concentrate in a learning environment. Every child and parent will read and have the Home/School Agreement to sign upon admission. We also believe that if a calm, firm yet fair atmosphere is established in the classroom right from the beginning, discipline problems will not be as common.


Class Rules

At the beginning of every school year the teacher and the children decide on a list of expectations and rules that everyone is happy to adhere to. The teacher does encourage the children to word the list positively and directs them away from a list of "Do Nots".



Every class teacher will have on display in class the visual 'facial' procedures for our policy and for following the classroom rules/school rules. If a child misbehaves the following system will be actioned according to this consequence ladder:




The member of staff will firstly give a calm, verbal warning reminding the child of the positive behaviour we expect.


If this does not work the child will have time out:

  • 5 minutes for KS2
  • 3 minutes for KS1
  • 2 minutes for Foundation Stage


If the child continues to misbehave the time out stage will be repeated.


If the negative behaviour continues, the child will be exited (time out) to the partner class in the year group with work - 15 minutes in KS2, 10 minute sin KS1, 5 minutes in Foundation Stage. Nobody should engage with the child until the class teacher asks them to return to their own class. Parents will be notified at the end of the day and a behaviour log will be started for that child. This will be kept in the class behaviour file.


If a child is exited 3 times in a term then the child will meet with a senior leader, and will go on a report card. Parents will be required to sign the report card each day as it goes home, and also at the end of the week. For children in FS and Year 1 there will be a daily meeting with parents at the end of each school day. During the time a child is on report (2 weeks), there will be no privileges for that child whilst they are in school, this includes school trips, after school clubs etc.


If a child’s behaviour fails to improve, they will be excluded at lunchtime for one week. They will need to leave the site at 12.15pm for KS1 and 12pm for KS1/FS, and return for 1.15pm. At this point the school would involve the SENCO, and may involve social services, the educational psychologist and behaviour support advisor and other outside agencies.


If poor behaviour continues, children are excluded for one day in the first instance.


This is then followed by a 3-day exclusion, rising to a 5-day exclusion. Following this is the possibility of permanent removal from school.


These consequence-ladder sanctions will be mirrored for children who behave in a negative way whilst outside on the playground, or on a school trip etc.


Extreme behaviours such as physical or verbal abuse, discrimination, bullying will be directed immediately to a Senior Leader and parents will be informed. The Head Teacher may decide that the behaviour warrants an immediate fixed term or permanent exclusion.


For your information, these are the expectations that all staff have of the children at different times and in different places during the school day. All children are aware of these expectations.



Children are expected to come into assembly in silence and in an orderly manner and in a straight line. During an assembly they know that they are to listen to the adult taking the assembly. If a child's behaviour disturbs the assembly they will be given a verbal reminder followed by 'time out' where they will be asked to sit near an adult in the hall. If the class teacher is not present at the time he/she will be made aware of this behaviour so it can be discussed later and the child can move on the 'facial' display.


During Playtimes and Lunchtimes

Children follow the rules which were drawn up by the staff and shared with the children in assembly. If a child is behaving inappropriately they may be placed on a seat with a warning. If the behaviour is of a more serious matter they are to be brought in and referred to a Senior Leader.


Wet Playtimes and Lunchtimes

During wet play the children remain in their class where there are games etc. for them to use. At the beginning of every half term the class teacher revises the kind of behaviour expected by them during wet play and the kind of activities they can do,namely quiet, sit down activities.


At lunchtime if it stops raining and there is still quite a lot of playtime left then the children will be able to go out in an orderly manner.


IIf a child behaves inappropriately at lunchtime and during playtime and is removed from the playground on three separate occasions the child will receive an exclusion. See level 6 above.


Moving around the school

Children are expected to walk around the school in a sensible manner, no running,shouting etc. All staff will approach any pupils who are in the building when they should not be, asking them why they are in and then sending them back outside. If a staff member has reason to send a child into the school building or back to class then they will escort them. Members of staff will also stop any pupils they see running in the corridor and praise children who are walking sensibly.


When staff escort their class around the school they must not just lead from the front,but stop the line at different places and watch the whole line. This is also the case on class visits to the library or recreation ground or whilst on a school trip.


Our expectations of behaviour during playtime, assembly and lunchtime are very high. We try to ensure that all pupils in school are familiar with these routines. All incidents of misbehaviour are relayed back to the class teacher, allowing him/her to either follow it up or deal with it appropriately.



School Council

We believe this system allows the children to take responsibility and to contribute to their school. It makes the children feel that their views are valued and that they can control their environment to a certain extent. Two class representatives are elected from each class from Year One upwards and the whole school know who the representatives are.


Achievement Certificates

These are given out every Friday in assembly. They can be given out for good work or effort, improved behaviour, for following our values, sporting achievements etc. Teachers can also give certificates to children who are not in their class having checked with their class teacher to see if it is appropriate to award a certificate to this child.


Playtime Buddies

Each term some pupils are chosen and trained to be playtime buddies. They are trained to show others examples of positive playtime behaviour. Children in year 5 and year 6 often support children at lunchtime play in Key Stage One. Similarly children in Year 2 often support children in Year FS2.




We appreciate that it is often difficult to avoid adopting negative methods of reducing or removing unacceptable behaviour. However,sometimes other responses to these types of behaviour can be more effective. Some of the behaviour reduction strategies we use are:

  • ignoring attention-seeking behaviour,
  • time out,
  • withdrawal of privileges,
  • praising appropriate behaviour.


It is also effective to focus on appropriate alternative reactions when dealing with some unacceptable behaviours, i.e. praising the behaviour of other pupils who are behaving well while ignoring the other undesirable behaviours.


We often use Circle Time and PSHE curriculum time as opportunities for children to discuss appropriate behaviour in a group situation.



Any discipline problems that involve any element of discrimination should be logged and referred to a member of the Senior Management Team. Any racist incidents are recorded and Governors are made aware at meetings.



All incidents are referred to a member of the Senior Management Team. Refer to the Anti-Bullying Policy. Any incident is reported to Governors.


Equal Opportunity

All children, including children who experience EBD (Emotional & Behavioural Difficulties) and those with Autism and/or ADHD will follow the same procedures as listed in this Behaviour Policy.



At Cuxton,we do have a number of children whose behaviour needs more detailed consideration. These are often children identified on the SEN register or those children who are diagnosed with ASD or ADHD. These diagnoses however should not be seen as an excuse for poor behaviour. These children have general and specific strategies identified as part of their individual programs. Recording of children's behaviour is of utmost importance so we can a build a comprehensive picture. This evidence is needed to make ongoing behaviour monitoring responsive and if the child needs additional referrals.


We always aim to use proactive strategies with children with SEN to promote a high level of positive behaviour within a range of settings. Strategies are used consistently with each child and it is important that we share behaviour management strategies between home and school.


Success Criteria

  • Reduction in the numbers of pupils on a warning/time out/report card.
  • Pupils needing support for behaviour being identified early.
  • Pupils with more extreme Emotional and Behavioural Difficulties successfully accessing the curriculum with no disruption to the learning of other pupils.