Behaviour Policy Senior





The policy is based upon guidance from:


A.  DFEE Circular 9/ 94 - The Education of Children with Emotional and Behavioural Difficulties.

B.  DfEE Circular 10/ 98 –

C.  DoH Permissible Forms of Control 4/ 93

D.  The Education Reform Act 1988

E.  OFSTED Discussion paper relating to Spiritual, Moral, Social and Cultural (SMSC) Development (February 1994)

F.   The School Curriculum and Assessment Authority (SCAA) National Forum for Values in Education and the Community Consultation Document (November 1996).

G.  Guidance extracted from “Good Behaviour, Discipline and Managing Violence”  Derbyshire LEA

H.  Team-Teach Positive Handling methods and procedures will be used at all times.




Emotional and behavioural difficulties lie on the continuum between behaviour which challenges teachers but is within normal but unacceptable bounds and that which is indicative of serious mental illness.  (as defined in Circular 9/ 94 paragraphs 2 - 6)


All systems, teaching and management of the school focus on the promotion, establishment and internalisation of socially acceptable and appropriate behaviours.


The objectives may best be achieved by a mutually supportive whole school approach and a whole staff responsibility to work within the agreed parameters of the Behaviour Policy and it’s procedures.


Springboard tolerates a wide variety of behaviours but does not accept them as inevitable and unchangeable.  An individual’s behaviours will be prioritised and through planned intervention and adherence to the rewards and sanctions in the policy, ensure that the consequences to behaviour are specific and limited.


Springboard endeavours to reinforce the behaviour policy through the valued partnership with parents/ carers.





1.   To enable the Directors and Staff of Springboard to exercise their responsibility to ensure each child’s access to and progression through the broad and balanced range of National Curriculum subjects.

2.   To allow Springboard to promote the spiritual, moral, cultural, mental and physical developments of pupils and prepare pupils for the opportunities, responsibilities and experiences of adult life.  The Policy reinforces those other cross-curricular and thematic activities in school which develop appropriate values for pupils with regard to society, relationships, the self and the environment.

3.   To work towards a “restraint free environment” in which all young people and staff feel safe.  Constant monitoring, review and reflection will form the basis to aid this.

4.   To establish a positive environment in which every Young Person is encouraged to respond with socially acceptable behaviour to situations which they encounter and that they are comfortable within those situations.


OBJECTIVES    (in line with DFEE Circular 9/ 94 par. 69)


1.   To provide a positive environment that acknowledges and rewards socially acceptable behaviour whilst discouraging inappropriate behaviour.

2.   To view pupils as individuals with individual histories, circumstances, needs, views and responses.

3.   To demonstrate a consistent response to behaviour across the school that is immediate and appropriate.

4.   To provide a secure and predictable structure in which pupils can work to develop personal behaviour management and self esteem.

5.   To provide a non-rejecting environment in which the children feel safe to develop emotionally.

6.   To provide a wide range of opportunities and social situations for the pupils to experience.

7.   To evaluate a pupil’s behaviour which accommodates re-adjustment for each individual as part of an ongoing developmental process and which also accommodates pupils individual histories, circumstances, needs, views and responses.

8.   To broaden the pupil’s life experiences in order to enable them to act appropriately within a range of situations,  for example,  library visit, college visit.





1.   Corporal punishment.

2.   Deprivation of food or drink.

3.   Withholding medication, medical or dental treatment.

4.   Wearing distinctive or inappropriate clothing.

5.   Any sanction with intent to humiliate or ridicule.





1.     All pupils should represent the School positively.





1.     To move around safely with consideration for others.

2.     Use of appropriate language and manners to all.

3.     The building is a “No smoking” environment.

4.     To remain within the boundaries of the school unless under supervision or having gained prior permission from the Directors.



POSITIVE HANDLING    For further guidelines (see Management of Violent Behaviour page 9)


Ma4aw (Managing Aggression for All Workers 2013)

1.     Positive Handling should only be used to prevent the child from harming him/ herself, others or from damaging property.  Section 550A of the 1966 Education Act allows teachers, and other persons who are authorised to have control or charge of pupils, to use such force as is reasonable in all the circumstances to prevent a pupil from doing, or continuing to do, any of the following:

§  committing a criminal offence (including behaving in a way that would be an offence if the pupil were not under the age of criminal responsibility);

§  injuring themselves or others;

§  causing damage to property (including the pupil's own property);

§  engaging in any behaviour prejudicial to maintaining good order and discipline at the school or among any of its pupils, whether that behaviour occurs in a classroom during a teaching session or elsewhere.

2.     Positive handling should involve minimum reasonable force and should seek to avoid injury.

3.     Positive handling should not be used if there is a likelihood of staff injury.

4.     Positive handling should only be used with professional judgement.

5.     Whenever possible try to ensure two or more members of staff are available.

6.     Positive handling should be entered in the Incident Book which is kept in the office.

7.     A specific handling policy will be written into the risk assessment and Individual Behaviour Plan for those pupils whose behaviour presents a probability that physical containment/ positive handling is a likely situation.


Behaviour should be viewed in relation to its antecedents within the four main areas.







a.   Placement of pupils e.g., seating arrangements, organisations to maximise effective work and minimise disruption.

b.   Placement of resources.

c.   Preparation of lessons.

d.   Preparation of resources.

e.   The working environment.




a)   Teaching styles        }                       based on varieties of: supported self study, group or

b)   Learning styles         }                       individual, passive or active.

c)   Appropriate applicable content.

d)   Differentiated to individual pupils.




a)   Knowledge of individual pupils.

b)   Creation of a positive environment.

c)   Effective use of rewards and sanctions.

d)   Positive handling.




a)   Appropriate and effective use of un-timetabled time.

b)   Sensitivity to flash points.

c)   Awareness of potential problem areas.

d)   The consequences of an individual’s behaviour should be consistent to the individual both in their understanding and experience.


Consistency is achieved by adherence to the school’s graded menu of rewards and sanctions.  Praise should outweigh negative comment by a ratio of at least 5:1







Body language

Body language

Public praise

Silent reprimand

Private praise

Private reprimand

Placed on own to work

Public reprimand

Responsibility- in class

Placed on own to work in classroom

Responsibility- in school

Work finished in own time

Stickers (class)

Removed from class for short period


Denial of an individual’s group reward

Display of work to others (Directors)

Work outside classroom

Display of work on wall

Sent to Head teacher with work


Letter/ phone call to parents

Extra points on Target sheets

Involve parents/ home visit

Report to parents ~ Phone call home on Fridays

Work outside class group/ timetable