Brownhill Primary Academy Behaviour Policy.

Published: November 2021

Approved by: Governing Body

In consultation with parents, staff and children

Review date: November 2022


  • Promote a calm, safe and welcoming environment for all pupils where learning can take place without disruption.
  • Promote self-discipline and personal responsibility; 
  • Encourage positivity and discourage negativity, and encourage, thereby raising self-esteem; 
  • Ensure consistency of approach in matters relating to behaviour and discipline, especially the application of rewards and sanctions; 
  • Ensure that pupils understand the reasons for rules and where appropriate play an important role in their formulation and implementation;
  • Promote a community atmosphere in which verbal, emotional or physical bullying by one person/persons to another/others is unacceptable, and to establish procedures by which such behaviour is reported and dealt with; 
  • Use the partnership between school and parents to support procedures relating to pupils’ behaviour and discipline; 
  • Ensure all staff in the school community help to establish an environment in which good staff/pupil relationships can develop, by understanding how they can influence behaviour through their attitude, character, example and teaching skills


At Co-op Academy Brownhill we are committed to enabling all children to access education successfully. This is an inclusive process and we recognise that it must meet the needs of all children including those with complex social, emotional and behavioural needs. Children who have additional or different needs may have specific plans and responses identified through IBPs (individual behaviour plans) or individualised targets. This differentiated approach will include clear targets, rewards and sanctions, and children will receive adult support to help them achieve success.

We recognise that the values we promote within our Academy play an important part in the development of our pupils. These values are the Cooperative values of self-help, self-responsibility, democracy, equality, equity and solidarity and will be at the centre of everything we do, as will our commitment to openness, honesty, social responsibility and caring for others.

We recognise that the way in which pupils and adults behave has a profound effect on learning throughout the Academy and therefore a well thought out approach to this aspect contributes directly to both the social and learning aspects of our school. We understand that this approach must be consistently applied across the school and by all members of the school community.

Through a well-planned curriculum, we aim to create a culture where children are taught the skills and knowledge needed to be able to develop moral awareness and sensitivity to the needs of others and one in which they will demonstrate the Co-op ways of being in everything they do.

  • Show you care
  • Be Yourself Always
  • Do what matters most
  • Succeed together.

We recognise that high standards are best promoted when everyone (staff, parents and children) has a shared understanding of what is acceptable and unacceptable behaviour. By promoting good behaviour we can build individual and collective esteem and encourage good personal relationships.

All Staff are focused on building positive and mutually respectful relationships with all pupils. This is essential in order that pupils feel secure in the knowledge that relationships with staff will remain positive and respectful following incidents of inappropriate behaviour thus enabling the pupil to “get back on track” and move on. To this end, it is important that staff foster the belief in pupils that it is “ok” to make mistakes and that they can be part of the learning process, and choose to make positive choices.

We believe that outstanding behaviour should be a consistent expectation across the school at any time of the school day and will be rewarded and celebrated in a variety of ways. Behaviour outside of lessons should be as good as it is in lessons.

All staff (teachers, TLSAs, lunchtime staff, support staff and SMT) should have equal and shared responsibility for this, supporting each other.

Children need to be fully aware of our high expectations and adults in school work together to ensure this happens. Any inappropriate and poor behaviour should be challenged, recorded; actions noted and followed up with parents if necessary.

Related policies include Anti-bullying, PSHE and Citizenship, Equal Opportunities and Home-School Partnership Agreement.

The Curriculum and Learning

 We need to teach behaviour as we teach other areas of the curriculum through modelling and praise for good practice. Pupils are taught about their feelings and emotions during everyday teaching opportunities and PSHE lessons that include Anti-Bullying week (refer to Anti-Bullying policy) A calm, engaging, well-ordered learning environment with the opportunity to grow within a positive structure is conducive to good behaviour as it is to good learning. All children should be treated sensitively; criticism should never damage self-esteem focusing on the behaviour rather than the individual child.

The Academy uses skills builder to support positive learning attitudes in the children. This includes teaching the children 8 essential life skills of listening, speaking, problem-solving, creativity, staying positive, aiming high, leadership and teamwork. These skills are aimed at supporting the children to become better learners and citizens and promoting a culture that develops habits and attitudes that enable the children to face difficulty and uncertainty calmly, confidently and creatively.

Our School Rules

We expect all children to follow the school rules.

  • We will be kind and caring to each other
  • We are ready to learn and work hard at all times.
  • We are polite, use our manners and use kind language.
  • We come to school on time, everyday and in school uniform.
  • We will believe in ourselves, aim high and encourage others to do their best.

In class and around the school we ask that all children

  • Share and respect each other’s property.
  • Stay in your seat and sit properly.
  • Listen respectfully
  • Calm walk no talk in corridors

Staff Responsibilities

  • To treat all children fairly and with respect;
  • To ensure that the behaviour policy is followed consistently across school
  • To ensure that pupils know what the school rules are and understand the co-op values and ways of being that underpin our teaching and learning.
  • To complete incident form promptly
  • To have high expectations of good behaviour at all times.
  • To ensure parents are informed of good behaviour or incidents of repeated poor behaviour.
  • To provide a challenging, interesting and relevant curriculum;
  • To create a safe and pleasant environment both physically and emotionally;
  • To use a positive approaches to behaviour management wherever possible (for example where safety is at risk)  and use sanctions appropriately and clearly and consistently;
  • To be a good role model;
  • To form positive relationships with parents and children;
  • To recognise and value the strengths of all children;
  • To help children to put things right.
  • To give children responsibility and a voice.
  • To use skill builders as a framework for teaching the personal, social and emotional skills and abilities that underpin the school’s behaviour policy.

 Parents’ Responsibilities

  •  To make children aware of appropriate behaviour;
  •  To encourage independence and self-discipline;
  •  To show an interest in all their child does in school;
  •  To support the school in implementing this policy; and
  •  To be aware of the school rules.

 Children’s Responsibilities

  •  To do their best
  •  To contribute to their own learning
  •  To treat others, their belongings and the environment with respect
  •  To show consideration for others
  •  To consider the effects of their actions on others


The recognition of achievement is important across Co-op Academy Brownhill. Whilst good behaviour is an expectation at Brownhill we believe that behaviour and attitudes which go above and beyond this should be recognised and rewarded. Staff will reward learning and good effort by:

  • Using spontaneous and consistent praise
  • Informing staff and peers of progress in the learners presence in a calm and genuine way 
  • Providing opportunities for pupils to share their work, ideas and opinions with others to acknowledge and celebrate progress and success.
  • Celebrate achievements daily through individual points. Individual points are awarded for positive behaviour and excellent work and excellent commitment to learning – Individual points are recorded on  the classroom white board/through class dojo. – When 50 points are achieved pupils receive a bronze certificate, 100 they receive a silver, 150 they receive a gold, 250 platinum and 350 diamond – this is printed off by the class teacher and awarded by SLT in the Co-op Champion Celebration Assembly. – When each child in a whole class reaches a certificate (bronze, silver, gold etc) a class reward will be given. These rewards must increase in significance and will be discussed and decided by the class prior to achieving the award.
  • In weekly Co-op Champion assemblies celebration led by the head teacher.
  • Informing parents and carers of positive experiences and achievements through home school diary, phone calls, certificates, reviews, monthly celebration events and open sessions.


When inappropriate behaviour is displayed we will use a range of sanctions. The following principles underpin our use of sanctions.

  • When dealing with poor behaviour, we will always separate the behaviour from the child.
  • We will try and de-escalate the behaviour using a range of strategies whenever it is clear that a child is having difficulty behaving.
  • The academy system of sanctions is based on Behaviour Steps.  These systems may not apply to children who have an Individual Behaviour Plan. Individual children may have personalised plans that include personalised expectations, rewards and sanctions.
  • A clear communication system between home and academy where accountability is clearly defined is important to the success of this policy.
  • Every child has a curriculum entitlement. Decisions to exclude children from any curricula activities will be made by the class teacher in agreement with the Head. Positive Handling Plans and/or risk assessments will be made where necessary.
  • Before sanctions are decided and shared with the child, every reasonable attempt will be made to investigate what has happened. After the sanction, the child will be asked to reflect on what went wrong and they will be supported to decide how they will begin to put it right and avoid the same thing happening again.
  • This policy outlines a layered, differentiated approach to sanctions for poor behaviour so that children whose behaviour is causing concern will receive appropriate intervention.

SANCTIONS:   Foundation and Key Stage 1

All children in the Foundation stage will begin each day on the lily pad, however, a child who does something that breaks the class or academy rules will be given 3 warnings (Step 1) and if they continue to behave inappropriately will have their name moved to the warning water (Step 2) and they will have to Think it Through time for 5/10 minutes in class.

If their behaviour still doesn’t improve their name will be moved to the rock (Step 3). At Step 3 an Incident Form on CPOMs will be completed and parents will be informed.

SANCTIONS:  Key Stage 1 & 2

If a child displays inappropriate behaviour they will be given 3 warnings (Step 1), at the end of 3 warnings a child may lose minutes from their next available break or lunchtime if they continue to display inappropriate behaviour they will move to Step 2 where think it through time is given for 5/10 minutes in class. If the behaviour still does not improve, the child will move to Step 3 which is Think it through time for 15 minutes in a parallel or different class. The child must be given work to take which they are able to do unsupported. At Step 3 and beyond an incident form on CPoms is to be completed.

A child may also at step 3 or following a zero-tolerance incident be expected to attend TIME OUT. Time out is for fifteen minutes at the beginning break. During this session, the child may be expected to complete work they have failed to do in class or be expected to copy out the school rules.  No child will be left unsupervised or in public areas.

If on returning to their own class a child’s behaviour remains inappropriate they will go to Step 4 and will be removed from their class for the rest of the session or more. Work which they can do unsupported will be provided and the child under the supervision of a member of the SLT.  An incident sheet will be completed and recorded on the behaviour monitoring system. Parents will be informed.


The following behaviours are dangerous and disruptive and must be brought to the attention of the Senior Leadership Team.

  • Deliberate/serious damage to property.
  • Leaving the school premises.
  • Serious attack on adult or child.
  • Racism.
  • Homophobic biphobic, transphobic language/ bullying.
  • Throwing furniture.
  • Severe disruption to learning.
  • Swearing or verbal abuse.


The child will be given work to do by the class teacher and kept out of class for a session.

A Red – Card must be sent to the office that will record and inform a member of the SLT who will take appropriate action.

The class teacher should make reasonable steps to ensure that the child can catch up on the learning missed.

The parent/ carers will be notified and a letter will follow.

For some  incidents, the parent/ carers will be asked to meet with a member of SLT

Conflict resolution, restorative processes will be used as and when appropriate.

Repeat red card behaviours or zero-tolerance incidents during lessons will result in missed playtimes, break time out or internal exclusion. The internal exclusion will be arranged in consultation with SLT.


The child will be given work to do by the class teacher and kept out of class for a session.

A Red – Card must be sent to the office that will record and inform a member of the SLT who will take appropriate action.

The class teacher should make reasonable steps to ensure that the child can catch up on the learning missed.

The parent/ carers will be notified and a letter will follow.

For some incidents, the parent/ carers will be asked to meet with a member of SLT.

Conflict resolution, restorative processes will be used as and when appropriate.

Repeat red card behaviours or zero-tolerance incidents during lessons will result in missed playtimes, lunch time detention or internal exclusion. The internal exclusion will be arranged in consultation with SLT.

All information from incident forms will be recorded on CPOMs our monitoring system and reviewed daily.

Repeated red card behaviours or zero-tolerance incidents during playtime or dinnertime will result in missed playtimes and possible exclusion from dinnertime for up to 5 days. This will be arranged in consultation with a member of SLT.

For red card and zero tolerance incidents playtimes or lunchtimes can be lost and need to be earned back in a staged way as follows:

  • Two playtimes spent quietly in school  reading or writing
  • Third playtime spent quietly in school for 10 minutes, last 5 minutes of break outside
  • Fourth playtime spent quietly in school for 5 minutes, then 10 minutes outside
  • Fifth playtime all spent outside

If a further incident occurs, the child goes back to the previous stage. For lunchtimes, the same principle will be used but with altered timings and possibly an interim stage of time spent with an adult on the playground.

 Zero-tolerance approach to sexual harassment and sexual violence

The school will ensure that all incidents of sexual harassment and/or violence are met with a suitable response, and never ignored.

Pupils are encouraged to report anything that makes them uncomfortable, no matter how ‘small’ they feel it might be.

The school’s response will be:




   Decided on a case-by-case basis

The school has procedures in place to respond to any allegations or concerns regarding a child’s safety or wellbeing. These include clear processes for:

   Responding to a report

   Carrying out risk assessments, where appropriate, to help determine whether to:

·   Manage the incident internally

·   Refer to early help

·   Refer to children’s social care

·   Report to the police

Please refer to our child protection and safeguarding policy for more information.

The power to use reasonable force and other physical contacts

In some circumstances, staff may use reasonable force to restrain a pupil to:

  • remove disruptive children from the classroom where they have refused to follow an instruction to do so;
  •  prevent a pupil behaving in a way that disrupts a school event or a school trip or visit;
  •  prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others;
  •  prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the playground; and
  •  restrain a pupil at risk of harming themselves through physical outbursts.

Incidents of physical restraint must:

  • Always be used as a last resort
  • Be applied using the minimum amount of force and for the minimum amount of time possible
  • Be used in a way that maintains the safety and dignity of all concerned
  • Never be used as a form of punishment
  • Be recorded and reported to parents


In order to monitor good behaviour and behaviour causing concern, ALL staff have a responsibility to record incidents on CPOMs and to communicate concerns to children, parents and senior staff.

The school uses CPOMs a Behaviour Monitoring System so that behaviours can be analysed to identify any trends and to help reduce any further incidents. Data may also be used to produce a report for parents and/or for other agencies e.g. to obtain funding for behaviour support; provide evidence for a meeting with parents. Data is reviewed daily and reviewed half termly with staff.

Whenever a child behaves in an intentional and negative way, either in the classroom or on the playground an incident form will be completed and submitted to the Assistant Headteacher.

Incident forms must be completed for any child who has reached Step 3 or beyond.

Playground and lunchtime Incident Forms will be completed for children on Stage 3 or above.

Hate incidents are recorded in accordance with Leeds City Council Regulations

Children with SEND or SEMH:

Where a child has a specific special educational need or social-emotional difficulty that makes it challenging for him/her to understand and follow rules, an individual programme of rewards and consequences will be set up.  Parents will be expected to meet with the school regularly to review these and to identify strategies for improving behaviours that are unacceptable in school.

Additional support and advice may be sought from outside agencies.

Confiscation banned item and Searching Pupils

The headteacher and teaching staff have the right to confiscate any item from a pupil which is deemed inappropriate to be in school.

The headteacher and teaching staff have the right to search any pupil or pupil’s belongings, without consent,  if they believe they are hiding any items which should be confiscated or are on the banned list. If the pupil needs to be searched, two members of staff will be present.

Any items found on the banned list will be handed directly to parents or police, depending on the seriousness of the confiscation. Items on the banned list include:

  • alcohol
  • drugs
  • stolen items
  • knives
  • weapons
  • cigarettes
  • pornographic material
  • anything else perceived to pose a threat to pupils at the school
  • fireworks

Discipline beyond the school gate

When there is a case of poor pupil behaviour beyond the school gate (travelling to or from school, taking part in any school organised or school-related activity, wearing school uniform or in some way identifiable as a pupil at the school), the school may enforce its right to apply a consequence to a pupil in the school. Examples of this may include:

  • continued bullying of a pupil outside of school
  • use of cyber bullying outside of school
  • inappropriate behaviour taking place close to the start/end of day when pupils are in school uniform
  • behaviour that poses a threat to another pupil or member of the public
  • behaviour that could have repercussions for the orderly running of the school
  • behaviour that could adversely affect the reputation of the school