Riverside Primary | Behaviour and Discipline

Behaviour and Discipline Policy


Mission Statement

At Riverside Primary Academy we provide a broad, balanced, stimulating and challenging curriculum in partnership with the wider community, in a caring, safe and vibrant environment. Every person will have the opportunity to develop and achieve their full potential, independence, self-discipline and positive self-esteem.



This policy is a statement of the principles, aims and strategies for the management of behaviour. It is intended to act as a reference point and to inform teachers, parents, governors, LEA officers and inspectors.


The policy was reviewed in December 2016 through a process of consultation with teachers, non-teaching staff, pupils, governors and parents. It is reviewed by the curriculum governors.



We believe that the ethos of the school is central to creating an environment, which allows all pupils to develop and maintain high standards of behaviour and academic achievement. The quality of relationships throughout the school is of the utmost importance because it:-


  • Enables teachers to teach and pupils to learn
  • Raises self esteem
  • Provides a harmonious atmosphere
  • Is accepted and required in the wider society


Aims of the Behaviour and Discipline Policy

  • To fulfil all legal requirements
  • To provide an orderly, fair, consistent and safe environment where effective teaching and learning can take place
  • To encourage self-discipline in all pupils, helping them to make positive choices and to recognise consequences
  • To develop a whole school approach to behaviour


Pupils need

  • Regular attendance
  • To access a safe, stimulating environment
  • To feel valued
  • To be offered an appropriate, well balanced curriculum with realistic expectations
  • To have good role models provided by all adults in school
  • To develop an understanding of right and wrong


Parents need

  • To know that their children are safe and are going to be treated fairly
  • To be welcomed into school as partners in their children’s education
  • To be well informed and involved with their child’s life in school
  • To know they will be expected to take responsibility for the behaviour of their child both inside and outside of school
  • Teachers to contact parents about any significant behaviour and discipline issue
  • To know that bullying incidents will be dealt with quickly with a zero tolerance approach.


Teachers need

  • To be able to teach without disruption
  • To be supported by a clear and consistent implementation of the behaviour policy
  • To work in partnership with parents
  • To be supported by school staff, governors and other agencies
  • To be valued, consulted and informed




The school will offer formal and informal opportunities to promote self-esteem, confidence and independence, through the following:-


  • PSHE curriculum
  • Programme of study on SMS and C
  • Celebrating achievement, recognising social progress
  • Circle time
  • Links with the community


Desired Behaviours / Expectations

To follow school expectations, e.g.

  • Follow adult directions first time
  • Keep hands, feet, objects, and negative comments to self
  • Be polite and respectful to others
  • Move around the school in calm and quiet manner
  • Respect the environment and property of others
  • Do your best work and allow others to do the same
  • Be aware of other people’s feelings



  • A consistent whole school approach to reinforce and maintain high standards of behaviour
  • Opportunities to reward, celebrate or reinforce good behaviour (e.g. assemblies)
  • A differentiated approach to the specific needs of individuals set within the whole school framework for rewarding positive behaviour (e.g. reward system building up to certificates).
  • Emphasis on rewarding positive behaviour
  • The expectation that staff take time to listen to everyone involved first before deciding on the consequence


Strategies might include:

  • Non verbal (thumbs up, smile etc)
  • Verbal praise (use of name, specific praise)
  • Tangible rewards (stickers stars etc)
  • Certificates
  • Praise assemblies
  • Contact with parents (may occur at any stage)
  • ‘Golden time’ from 2.15p.m. to 3.00p.m. (only when earned).
  • Behaviour chart in classes in Nursery and Reception.
  • House points. Note that only up to five house points can be given at any one time. Every week, the 2 children with the most house points in the class will receive a golden ticket which can be used as credits to save for treats such as additional playtimes.
  • An ‘A*’ Chart in Y 5 and Y6.


Behaviours to be discouraged

  • Bullying: physical/ verbal/online
  • Violence of any kind (hitting, kicking, shoving, biting, spitting)
  • Racial or verbal abuse (isolating, name calling, winding up, teasing, threatening, cheekiness)
  • Absconding, running out of school
  • Truancy
  • Repeated non compliance with school rules
  • Destruction of property/ equipment
  • Stealing
  • Telling lies, blaming others
  • Persistent disruption of lessons
  • Refusal/non compliance
  • Poor punctuality
  • Defiance



When pupils choose not to follow school expectations, sanctions should be consistently applied

  • Sanctions will fit and will be clearly explained to the pupil
  • The system will not damage relationships
  • Sanctions will make a clear distinction between minor and more serious offences
  • The punishment of the whole group is not acceptable


Strategies include: (Not in any particular order)

  • Low key verbal reminders.
  • Planned ignoring as part of a planned strategy and recognition of positive behaviour.
  • Graded warning system – 3 warnings only. Note that the child gets a verbal warning first, on the second instance they have the incident recorded and on the third instance they lose a part of their playtime.
  • Move pupils from activity.
  • Withdrawal from lesson (as short as possible) – sometimes ‘cooling off’ identified by the pupil.
  • Senior staff members /involving parents/ involving staff on hierarchical basis.
  • Individual behaviour programme– adapted for an individual child or the use of a Pastoral Support Programme.
  • Removal of privileges e.g. playtime.
  • Use of physical intervention and restraint (see appendix 1)
  • Fixed term exclusion / lunchtime exclusion/ managed move to another school
  • Permanent exclusion.




  • Exclusions guidance is based upon current guidance and current legislation, which sets out responsibility of Headteacher, governing body and the LEA
  • Exclusion will not be used if there are alternative solutions available (e.g. reparation, which enables a pupil to redress the harm that has been done, internal exclusion, managed move)
  • Only the Headteacher has the authority to exclude and will notify parents / carers within one school day by phone and letter
  • Detailed records of incidents are kept and exclusions reviewed by governing bodies
  • Exclusion will only be used for serious breaches of school policy. (As soon as the pupil is excluded, the school will provide appropriate work to be collected by parent/carer and returned for marking or arrange for support from Kingsmeadow or Eslington Special School)
  • If a pupil is at risk of permanent exclusion, a Pastoral Support Programme will be implemented.