Behaviour Policy

We are an inclusive, vibrant community committed to enabling our pupils to be successful citizens with a great love for learning. Our school environment is safe, exciting and welcoming to our children and their families. Our curriculum is broad, rich, immersive and purposeful. We encourage our children to be independent, innovative and curious learners. As well as academic success we strive to develop the children’s emotional intelligence and their empathy for others.

The key qualities we encourage in children through modeling in our own behaviour and discussing in assemblies and lessons are illustrated below.

Kilmorie Child 8 Qualities

Our Philosophy

At Kilmorie we believe that the qualities enshrined in our school through the model of the ‘Kilmorie Child’ (above), together with teaching, which engages and excites children, creates a school where learning behaviour is excellent and children develop good inter- personal skills which enable them to regulate their own behaviour in and around the school.

We expect all adults who work with children to support the Kilmorie qualities and to model positive behaviour between themselves and with children.  We work in partnership with parents and carers to promote positive behaviour and problem solve when necessary.

The high expectations of behaviour in our school allow children to contribute to their learning experience and flourish in a proactive way whether in school, on educational visits or visiting places whilst representing the school.

Our School Rules

In school we expect all members of the school community to:

  • Show respect, care and consideration to all
  • Challenge unacceptable, unkind behaviour
  • Care for our school environment
  • Promote good learning behaviour

Promoting Good Behaviour

Using Praise and Recognising Good Behaviour

Praise is key to nurturing motivated, engaged children who make good choices and consequently build positive relationships. Throughout school, all stakeholders (not just staff, but pupils, parents and visitors) should aim to recognise and comment on good behaviour. It is important that many children who always make good choices are recognised and praised for making consistently good choices. (For examples of positive language see Appendix 1 and ideas for rewards Appendix 2)

Children’s positive behaviour is recognised in many ways, including during celebration assembly, being awarded a ‘Kilmorie Quality Cup’, postcards home, or teachers speaking to parents in the playground.

Children are encouraged to be polite and respectful towards others. This is encouraged and modelled by adults and by Year 6 champions (for example: opening doors for others, saying ‘thank you).

All members of staff are committed to using positive behaviour reinforcement by doing all we can to avoid humiliating a child, overreacting or giving blanket punishment. Instead they work on building positive relationships, and strive to use humour, keep calm and be positive. We get to know pupils as individuals and try to leave the child on a positive note after dealing with situations.

Teaching children about good behaviour and about respecting the rights of others

Spiritual, Moral, Social and Cultural Development is promoted not only through our curriculum but also through the ethos of the school and through the development of positive attitudes and values and planned time for reflection.

As part of our curriculum children are involved in stories, assemblies, planned activities, learning opportunities and games where they learn and discuss what good behaviour means and how to resolve situations where they are unhappy about their own behaviour or that of others. Teachers use lessons (often ‘Circle Times’) when particular issues arise in their classes or the playground that are affecting the learning or wellbeing of the children.

Children are given many opportunities to work collaboratively in class, which helps them to share and take turns, listen to others and value their opinions.

Children are encouraged to recognise that we are all different and to respect this.

Helping Children to Resolve Difficulties

When children fall out they are supported and given time to listen to each other’s points of view, consider how their actions have made others feel and come to an agreement about how arguments and disputes can be resolved and avoided in the future.

Helping children feel safe

We recognise that in order for children to feel happy and to develop positive relationships they need to feel safe. As adults it is important that we:

  • Treat children fairly (and are explicit in this)
  • Build positive relationships with all children we have contact with
  • Apologise if we make mistakes
  • Do not shout or use derogatory or humiliating language when speaking to children or to one another
  • Encourage children to identify a ‘safe adult’ in the school they would feel comfortable speaking about difficulties with friendships, behaviour or issues at home etc
  • Recognise that when children demonstrate behaviour which distracts themselves or others that there is usually a reason behind this
  • Teach children how to stay safe on the internet, and particularly when using social media
  • Are vigilant in recognising changes in children’s behaviour and speaking to parents about this if appropriate
  • Follow the school safeguarding policy at all times

Unacceptable Behaviour

All children break the rules from time to time. When this happens staff can often change this by either praising other children for doing the right thing or describing their behaviour to the child (e.g. you’re calling out, you’re running)

Actions and Sanctions

Class teachers use a variety of visual cues and systems to promote good behaviour and inform children when their behaviour is having a negative effect on their learning and the learning of others. All systems adopted help give children ownership of their behavioural choices and give children the opportunity to redeem themselves.

When a child is not behaving as expected, staff always refer to a child’s behaviour rather than the child, take into account the context of the situation and the children involved and allow children ‘cooling off time’ if and when necessary before investigating a situation. It sometimes helps to send the child to another class so they can have some time to calm down and reflect on their behaviour

Sometimes children do not respond to strategies in class or behave in such a way that they need to be removed from the situation. In these cases an adult will share the details with a member of the senior leadership team (SLT). The SLT member will then investigate what has happened and follow up appropriately. This will be recorded in the behaviour log. All behaviour files are located in the Deputy Head’s office (appropriate forms are in the staff handbook). Depending on the nature of the behaviour parents may be spoken to in person or telephoned.

Management of Behaviour Outside of the Classroom

In the playground, we have similarly high expectations of all children. Consistency of support and keeping contact between the members of staff on duty and the class teachers is integral to the smooth running of the school.

Staff members on duty have allocated areas of the playground to ensure all children are supervised at all times and know where to find an adult should they need one. The lunch time supervisors ensure that they enforce the same ethos as the rest of the staff by ensuring all sides of the story are listened to.

There is a range of different activities available in the playground at lunchtimes to ensure that children have lots to do, which helps sustain positive behaviour.

Racist, Homophobic and Bullying Incidents

Racist, homophobic or bullying incidents are not tolerated at Kilmorie and are dealt with accordingly. All incidents of this sort are reported to the borough and records are kept. Please see the Anti bullying policies for more information on this.

Persistent Poor Behaviour

Where there are concerns about a child’s behaviour parents will be informed. It is important that home and school work together to identify the cause of the behaviour and ways to address it. This can include

  • Parent/carer meeting with the class teacher and or member of SLT
  • Referral for assessment of underlying need which might be effecting behaviour, for example:
    • hearing
    • eyesight
    • speech and language
  • Team around the child, to include any professionals working with the child
  • Referral to school learning mentor or behaviour outreach worker
  • Referral to the school SEN co-ordinator
  • Drawing up of a behaviour plan with objectives agreed by parents, school and child
  • Referral to the Children’s Centre to provide additional family support


Very rarely it may be necessary to exclude a child as a result of their behaviour. This can be:

  • Internal exclusion where a child is excluded from their classroom and the playground for a fixed period of time. This will be supervised by a member of SLT or the learning mentor

Exclusion from school, which can be:

  • For a lunchtime only
  • For a fixed period (e.g. 3 days)
  • For an indefinite period
  • Permanent

Parents are always notified of the reason for and length of exclusion and have the right to appeal against exclusion to the Governing Body.

The Head Teacher is responsible for decisions regarding exclusion from school.

A child who has been excluded for a period will be brought into school by their parent or carer to attend a reintegration meeting with the Head Teacher. The child will then be permitted to rejoin the class.

Physical Contact

Although in general we must not, as teachers or adults within a school, initiate any physical contact with children, there are certain circumstances in our role as ‘In Loco Parentis’ and being educationally responsible for each child’s emotional and physical welfare, where exceptions may justifiably need to be made.

Where physical contact is unavoidable, the child should always be warned first. For example ‘I am going to lift you down now so that you are safe’, or ‘if you don’t let go of…I will have to separate you’.

Please see the Restraint Policy for further information. Note that if a child is restrained for any reason a record should be made of this in accordance with the policy.

Other Relevant Policies

Anti-bullying policy
Restraint policy
Inclusion policy
SMSC policy

Appendix 1

Here are some tried and tested tips for positive behaviour management:

  • praise specific good behaviour.
  • ignore persistent callers-out.
  • establish signals for getting attention:
    • a clapping rhythm
    • a bell
    • a hand signal
  • Continually observe or scan class behaviour
  • Encourage turn-taking in discussion e.g use a ‘magic’ stone
  • Stop everyone – don’t speak to an inattentive audience
  • Develop a repertoire of ‘looks’
  • Be a bit unpredictable (not inconsistent)
  • Give clear messages that bad behaviour is always unacceptable – not the person who is doing it
  • Give quiet, firm warning or consequences of misbehaviour
  • Avoid direct conflict by giving the child a choice of actions
  • Isolate trouble makers from main group (but make sure you can see them)
  • Be aware of, and control, your own behaviour, including stance and tone of voice
  • Analyse your own classroom performance and learn from it. (This could involve you asking for an observation of you to be made for constructive suggestions).
  • Have a ‘secret pupil’ – who can earn a reward for the class or group / ‘team’. They are revealed at the end of the session
  • Speak to children away from the whole class when having to address a behaviour
  • Ask children to reflect on behaviour – “do you think you have made a good choice?”

Appendix 2

Teachers at Kilmorie may choose to reward children in the following ways:

  • Plenty of verbal praise is given to acknowledge good behaviour and effort
  • Taking children to celebration assembly, for good work or behaviour
  • By giving children the privilege of doing a special job
  • Stickers and stamps may be given at the teacher’s discretion and may be linked to behaviour targets
  • Team spirit e.g. table of the week
  • Where the class have successfully achieved a class target, a whole class activity or some designated free time
  • In some circumstances, (perhaps where a child has significantly improved their behaviour), a ‘good’ letter informing the parents can be an effective reinforcement
  • Class points – where whole class can work towards a reward
  • Pebble jar – as above
  • Phone call to parents with good news
  • Surprise post cards home to celebrate good news
  • Have a class treasure box which can be used in a variety of ways – tidying up, team winners, helpfulness etc.
Navigate or Search