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- admin@agprimary.org.uk
At Acton Gardens Primary School we recognise the links between behaviour, feelings, and experiences.
Therefore this policy, and its application by all adults at the school, aims to:
• Create positive experiences for all pupils
• Encouraging children to take responsibility for their behaviour
• Protect the physical and emotional welfare of all adults working at the school
• Maintain a safe, calm environment that is conducive to learning for all pupils
• Interpret all behaviour as a form of communication
• Ensure all pupils are provided with what they need to display valued behaviour
• Teach pupils effectively about valued behaviour, so that they make progress
• Eliminate prejudice, discrimination, bullying, and all forms of abuse
The school follows the Therapeutic Thinking approach to behaviour. Therapeutic Thinking is a proactive, student-centred approach to behaviour management. It focuses on understanding the underlying causes of behaviour rather than just responding to the behaviour itself. The approach emphasises empathy, positive relationships, and consistent routines to support students in making safe and constructive choices.
DfE Behaviour in Schools, Feb 2024
• Behaviour in Schools – Advice for headteachers and school staff Feb 2024 (publishing.service.gov.uk)
Suspension and exclusion from school
• Suspension and permanent exclusion guidance August 2024 (publishing.service.gov.uk)
Searching, screening, and confiscation, 2022
• Searching, Screening and Confiscation (publishing.service.gov.uk)
School Inspection Handbook, in force from November 2025
• School Inspection Handbook
Keeping Children Safe in Education
• Keeping children safe in Education (publishing.service.gov.uk)
SEND Code of Practice, 2015
• SEND Code of Practice January 2015 (publishing.service.gov.uk)
Equality Act, 2010
• Equality Act 2010 (legislation.gov.uk)
Education and Inspections Act, Section 89, 2006.
• Education and Inspections Act 2006 (legislation.gov.uk)
‘Behaviour’ is defined as anything that individuals say and do.
‘Valued behaviour’ is defined as anything that provides a positive experience, creates helpful feelings, and is in line with the school’s values. A more detailed description of the valued behaviours linked to school values can be found in Section 6a.
‘Detrimental behaviour’ is defined as anything that creates a negative experience, leads to unhelpful feelings, and is in opposition to the school’s values. Examples of detrimental behaviour and how adults should respond at Acton Gardens Primary School can be found in Section 7.
‘Dangerous behaviour’ is defined as a form of detrimental behaviour which will imminently result in injury to self or others, damage to property, or behaviour that would be considered criminal if the person was the age of criminal responsibility, such as racist abuse.
‘Discrimination’ is defined as any behaviour that disadvantages or treats differently individuals and/or groups as a result of one or more protected characteristics.
‘Protected characteristics’ are age, disability, race (including colour, nationality, ethnic or national origin), religion or belief, sex, sexual orientation, gender reassignment, being married or in a civil partnership, being pregnant or on maternity leave.
‘Bullying’ is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power. More detail on bullying and Acton Gardens Primary School’s responses can be found in Section 7d.
‘Abuse’ is defined as a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm. Harm can include ill treatment that is not physical as well as the impact of witnessing ill treatment of others.
‘Special educational need (SEN)’ is defined as a learning difficulty or disability that calls for provision different from or additional to that normally available to pupils of the same age.
‘Protective consequences’ are defined as necessary measures to manage the risk of harm. Protective consequences may limit freedoms. More detail about protective consequences at Acton Gardens Primary School can be found in Section 7.
‘Educational consequences’ are defined as the essential learning, rehearsing or teaching that is required to enable behaviour modification. Educational consequences progress the pupil’s understanding and engagement, should allow the gradual removal of adaptations, and return freedoms.
At Acton Gardens Primary School there are four key values; aspiration, growth, perseverance and success. Each one is linked to feelings the school aims to create for pupils, and includes brief descriptions of what this looks and sounds like.
ASPIRATION:
Be Ambitious – We dream big and aim high.
Be Visionary -We imagine our future possibilities.
Be Determined – We work hard and stay focused.
Be Inspired – We let others’ successes drive us.
GROWTH:
Be Curious – We explore and learn new things.
Be Reflective – We learn from our successes and mistakes.
Be Persistent – We keep practising and improving.
Be Optimistic – We believe in our ability to grow.
PERSEVERANCE:
Be Resilient – We stay strong and push through challenges.
Be Brave – We face difficulties with courage.
Be Adaptable – We adjust to changes with ease.
Be Patient – We take our time and keep on trying.
SUCCESS:
Be Proud – We celebrate our achievements.
Be Supportive – We cheer for others’ successes too.
Be Resourceful – We solve problems creatively.
Be Inspiring – We motivate others with our story.
In and around the school, we expect children to keep to this simple code:
– Ready
– Respectful
– Safe
The curriculum is taught explicitly during the first week in the Autumn term alongside the traditional National Curriculum subjects. Children should learn the content of the curriculum so that they can recall the information and act upon it. At the start of each term, the behaviour curriculum is revisited with pupils and will continue to be reinforced throughout the year. Teachers will also demonstrate these behaviours and ensure pupils have many opportunities to practise these. For example, a lining up order should be taught in the classroom but must be reinforced in different locations and times throughout the school day e.g. at lunchtime.
The process for teaching behaviour explicitly is as follows:
• IDENTIFY the behaviour we expect
• Explicitly TEACH behaviour
• MODEL the behaviour we are expecting
• PRACTISE behaviour
• NOTICE excellent behaviour
• CREATE conditions for excellent behaviour
Our Behaviour Curriculum can be found here.
At Acton Gardens Primary School, we teach children that all behaviour has consequences, which will be relevant to the specific behaviour displayed.
Pro-social behaviour is:
• A social behaviour that benefits other people or society as a whole such as helping, sharing, donating, co-operating, and volunteering.
• Pro-social behaviour is characterised by a concern for the rights, feelings and welfare of others
Anti-social behaviour is:
• Actions that harm or lack consideration for the well-being of others.
• Acting in a manner that has caused or is likely to cause harassment, alarm or distress to one or more persons
Pro-social consequences
• Behaviours which foster our values will be acknowledged by staff with positive consequences (rewards).
• Through these consequences, we aim to develop internal discipline, which leads to self-regulation.
Protective consequences:
• Removal of a freedom to manage harm.
Educational Consequences:
• The learning, rehearsing, or teaching so the freedom can be returned. Children learn to manage their own behaviour rather than rely on external controls.
Some behaviours exhibited can be identified as difficult and dangerous.
Difficult behaviour = antisocial behaviour that is not dangerous,
Dangerous behaviour = a behaviour which will imminently result in injury to self or others, damage to property or behaviour that would be considered criminal if the child was the age of criminal responsibility, such as racist abuse.
Recognising and celebrating valued behaviour
Adults should take every opportunity available to recognise and celebrate valued behaviour. This should happen as soon as possible once the valued behaviour has been noted. At Acton Gardens Primary School, we recognise that praise is the best recognition for pupils because it is immediate, genuine, and reinforces valued behaviour. Some pupils will benefit from more recognition and celebration than others because of their needs. There are many different ways in which adults can recognise and celebrate valued behaviour. In all cases the pupil’s individual needs should be considered and may alter the approach taken. The strategies adults deploy at Acton Gardens Primary School are likely to include some of the following (more detail can be found in the school’s behaviour blueprint);
• Non-verbal recognition / affirmation such as smiling, nodding, thumbs up
• Verbal praise / recognition
• Structured verbal 3 part praise; name, reason, celebration
• Use of positive dojo points
• Contact with home; phone calls, invitation to visit school
• Values certificates; house point certificates; trophies.
Some pupils, because of their emotional, mental health, or special educational needs will need greater recognition and celebration than others.
Detrimental behaviour
At Acton Gardens Primary School we recognise that all behaviour is a form of communication; pupils always remain responsible for their own actions and it is the responsibility of adults to try to interpret these. We also recognise that all behaviour is driven by thoughts and feelings, which are influenced by experiences.
Some detrimental behaviours may not be unusual at Acton Gardens Primary School and as far as possible staff are expected, encouraged, and supported to modify these themselves without delegating, using the steps in behaviour for dealing with detrimental behaviour.
When a child is not demonstrating positive behaviour, staff will firstly praise the valued behaviour from other pupils and if necessary, issue an instruction or warning. In the case of less desirable behaviours, staff will follow a three-level system (Appendix 2 ) where children receive either a Level 1 (distracting behaviours), Level 2 (disrespectful and disruptive behaviours) or Level 3 (dangerous behaviours). Each Level comes with its own consequences, including moving spaces within the classroom, loss of play time, restorative conversations, completion of work, parents being contacted or speaking to a member of the Senior Leadership Team.
Restorative Conversations
At Acton Gardens we believe that punishment does not teach better behaviour, restorative conversations do. A restorative conversation is a process involving a set of questions whereby the adult and child explore the behaviour, who has been impacted and agree on the best way to move forward. Every time a child has shown a less desirable behaviour, a restorative conversation will be had afterwards, when the child is calm and emotionally ready to do so.
The school will continuously analyse and review the progress pupils make in relation to valued behaviour.
The progress that pupils make as a result of the education they receive may include the extent to which pupils:
• attend school regularly
•have positive regard for the school, and for learning
• manage emotions
• develop a positive sense of self
• set themselves goals
• have confidence in their own abilities
• persist, wait for what they want, and direct attention as necessary
• look after their bodies, including healthy eating, and manage personal needs independently
• make good friendships
• co-operate
• resolve conflicts peaceably
The way we will analyse these measures are;
Bi-annual application of Health Related Behaviour Survey (Year 4, Year 6, Year 8, Year 10) for all pupils in selected year groups. (Requires buy-in from Ealing Health Improvement)
Termly reviews of celebrations and recognitions.
Regular discussion in year team / key stage meetings about the progress of groups and individuals seen in observation and using professional judgement.
a) All members of staff
All members of staff are responsible for:
• Interpreting pupils’ behaviour as a form of communication
• Applying the principle that all behaviour is linked to feelings, which result from experiences
• Creating positive experiences for pupils
• Teaching valued behaviour
• Modelling valued behaviour
• Supporting pupils to modify detrimental behaviour
• Maintaining their own physical and emotional welfare
• Supporting colleagues to maintain physical and emotional welfare
• Working in partnership with pupils’ parents / carers
• Implementing this policy consistently.
b) Parents and carers
Parents and carers, where possible, should:
• Get to know the school’s behaviour policy and reinforce it at home where appropriate
• Support their child in adhering to the school’s behaviour policy
• Inform the school of any changes in circumstances that may affect their child’s behaviour
• Discuss any behavioural concerns with the class teacher promptly
• Contributing to support provided for their child if they regularly display detrimental behaviour
• Raise any concerns about the teaching of valued behaviour and modification of detrimental behaviour with the school directly
• Take part in the life of the school and its culture
• Commit to working in partnership with the school to secure the best possible outcomes for their child.
The school will endeavour to build a positive relationship with parents and carers, and is committed to working in partnership to meet the needs of children. The school will inform parents / carers about their child’s valued and detrimental behaviour.
c) Pupils
Pupils will be made aware of the following during their induction to the school:
• They are responsible for their own behaviour
• They will be taught about valued behaviour at Acton Gardens Primary School, and that by attending the school they accept these ambitions
• They will be recognised and celebrated for valued behaviour
• This policy remains relevant beyond school, for example on the way to and from school, on trips and visit, as well as in the community when they can be identified as a member of the school
• They will be asked regularly for their views about valued and detrimental behaviour to support the evaluation, improvement, and implementation of this policy
• Some pupils will need more teaching and support than others, in order to secure valued behaviour and modify detrimental behaviour
• All adults are expected to implement this policy consistently
• How to raise concerns or ask for support.
d) School leaders
In addition to all elements of Section 5a (responsibilities of all members of staff), school leaders (including any colleague with leadership / management responsibilities) are responsible for the following:
• Supporting colleagues to enhance their practice, for example through informal conversations, observations with co-reflection, and performance review.
• Challenging and subsequently supporting colleagues where the implementation of this policy is found to be inaccurate and/or inconsistent
• Analysing patterns of pupils’ valued and detrimental behaviour , using this information to effect change in line with the Acton Gardens Primary School’s stated aims, and the principles of this policy
• Providing updates, reminders, and training for colleagues about pupils’ behaviour and this policy, as requested by the Headteacher
• Contributing to the induction of new staff (see Section 4a)
e) Headteacher
In addition to all elements of Section 5a and 5d, the Headteacher is responsible for:
• Reviewing and approving (with governors) this policy
• Ensuring that all staff understand the principles and approaches to pupils’ behaviour described in this policy
• Ensuring that all stakeholders (staff, pupils, parents / carers, governors, wider community) are involved in reviewing and updating this policy regularly
• Ensuring all staff have appropriate training and support to teach valued behaviour and modify pupils’ detrimental behaviour
• Reviewing data relating to pupils’ behaviour to ensure no groups of pupils are disadvantaged by the policy and its implementation.
f) Governors
The governing body is responsible for:
• Reviewing and approving the written statement of behaviour principles (Appendix 3)
• Reviewing this behaviour policy in conjunction with the headteacher
• Monitoring the policy’s effectiveness
• Holding the headteacher to account for its implementation.
We recognise that within a climate of inclusion there will be learners who need a personalised approach to their specific behavioural needs. In some cases, this will mean that the rewards and consequences that are not the most appropriate means of dealing with their behaviour and other programmes of intervention and support may be used in conjunction with external agencies. Therefore, learners with behaviour difficulties on the Inclusion register may well have personalised support. See SEND Policy for further details.
The partnership stage will be implemented where there is a cause for concern with behaviour. The learner will be allocated a designated member of SLT, who will:
• Support and if necessary, facilitate the restoration meeting between the member of staff and learner
• Support an analysis of the behaviour, using the Early Prognosis Tool
• Develop an appropriate action plan with the learner
• Monitor, review and mentor using the action place
• Discuss both the consequences for the learner and the positive outcomes
• Set out consequences if the required changes are not met
Dangerous behaviour is defined any action(s) which will imminently result in serious, longstanding harm (physical, emotional, mental, reputational) to self or others, damage to property, or behaviour that would be considered criminal if the person was the age of criminal responsibility.
Incidents and patterns of dangerous behaviour may well require protective consequences to be applied for the specific aim of mitigating risk. These may include one or more of the following;
• separation from adults and/or peers,
• limiting access to named areas of the school,
• accessing different activities / equipment to peers,
• increased levels of adult support and supervision,
• temporarily reduced timetables,
• suspension, or exclusion (more detail can be found in the exclusions policy).
Parents will always be informed as soon as possible once the decision to apply protective consequences has been made. These decisions will be taken by the Headteacher, or staff authorised by the Headteacher (in which case the Headteacher will be informed on the same day the decision is taken). In all cases educational consequences will be applied with the aim of reducing future risk and securing changes in behaviour.
Some dangerous behaviour can be categorised in one of the following four areas, for which there are specific considerations in addition to those detailed in the previous paragraph.
8a. Bullying
Bullying is the repetitive, intentional harming (physical, emotional, mental, reputational) of one person or group by another person or group, where the relationship involves an imbalance of power. Bullying is always unacceptable at Acton Gardens Primary School and the school will always take action to address it where it exists. A full description of the school’s response can be found in Appendix 4.
8b. Prohibited items
These are; knives or weapons; any article a staff member reasonably suspects has been, or is likely to be, used to commit an offence, or to cause personal injury to, or damage to the property of, any person; illegal drugs; other toxic or psychoactive substances; stolen items; fireworks or other explosives; pornography or sexual imagery; alcohol; tobacco; e-cigarettes and vapes. The Headteacher and staff they authorise have a statutory power to search a pupil or their possessions where they have reasonable grounds to suspect that the pupil may have a prohibited item listed above. More detail about searching and confiscation can be found in Appendix 5.
8c. Prejudice and discrimination
All actions that intentionally (or otherwise) disadvantage or treat differently individuals and/or groups as a result of one or more protected characteristics can be considered prejudice or discrimination. All prejudice and discrimination is unacceptable at Acton Gardens Primary School and the school will always take action to address it where it exists. Any incident that could be defined as prejudice and/or discrimination will always be recorded by senior leaders using CPOMS, monitored by the Headteacher, and be fully reviewed regularly (at least termly) by the Headteacher and members of the senior leadership team. At Acton Gardens Primary School we strive to eliminate all forms of prejudice and discrimination by educating pupils through; intent and design of the curriculum in every subject, PSHE curriculum, behaviour curriculum including assembly / form time provision, modelling anti-discriminatory behaviour. More detail can be found in the school’s equality, diversity, and inclusion policy.
8d. Child-on-child sexual violence and sexual harassment
This can be defined as behaviour that is most likely to include (but may not be limited to):
• non-consensual sexual activity
• sexual harassment such as sexual comments, remarks, jokes and online sexual harassment
• ‘sexting’
• ‘upskirting’
These behaviours are never acceptable at Acton Gardens Primary School and the school will always address them where they are known to exist. The school will also actively strive to prevent this abuse, as we recognise it may exist even when there are no reports. All staff must report any concerns immediately to the DSL. All staff must also recognise that downplaying certain behaviours, for example dismissing sexual harassment as “just banter”, “just having a laugh”, “part of growing up” or “boys being boys” can lead to a culture of unacceptable behaviours, an unsafe environment for children and in worst case scenarios a culture that normalises abuse leading to children accepting it as normal and not coming forward to report it. Further consideration of the school’s response to child-on-child abuse, in addition to those outlined in 7c, 7ci, and 7ciii can be found in the Safeguarding policy.
At Acton Gardens Primary School we recognise every adult at the school has an important role to play in developing pupils’ valued behaviour, and modifying detrimental behaviour. We also recognise that every member of staff requires support and training to achieve this.
Induction
Permanent staff will receive training about the school’s approach to behaviour from a senior leader. This will focus on core principles, as well as the roles and responsibilities of key staff. This will take place wherever possible before the new colleague starts working directly with pupils, or as soon as possible thereafter.
Peripatetic staff and external providers routinely working with pupils on an ongoing basis will be asked to attend induction training in line with permanent colleagues (see above). Where this is not possible, these staff will be asked to read and accept a summary document (see Appendix 1), explaining the principles of the school’s approach to behaviour and the responsibilities expected of all adults working at the school. Colleagues with questions or queries about the principles and responsibilities will have these answered by a senior leader before starting to work directly with pupils.
Agency / supply / ad hoc staff will be asked to read and accept a summary document (see Appendix 1) before starting to work with pupils. This document explains the principles of the school’s approach to behaviour and the responsibilities expected of all adults working at the school. Colleagues with questions or queries about the principles and responsibilities will have these answered by a senior leader before starting to work directly with pupils.
Annual training
The school will provide regular reminders and updates about the behaviour policy and its application for all staff. At least once annually this will be led by a senior leader.
A culture of learning and support
At Acton Gardens Primary School we recognise that in order to teach valued behaviour and modify detrimental behaviour adults at the school need to be emotionally available to pupils. When an adult does not feel they are emotionally available to manage a situation with an individual / group they will ask for, and be provided with, support from colleagues. Where requests for support form a pattern, a senior leader will explore with the colleague what ongoing support and training they may find beneficial.
All adults working at the school are expected and supported to reflect on their practice. This is designed to identify how they can enhance ways of teaching valued behaviour and modifying detrimental behaviour. These reflections will take many forms and may include the following; personal / internal reflection, informal discussion with a skilled colleague, co-reflection following observation, professional learning conversation linked to appraisal, supervision.
Targeted support
If a colleague is not regularly and routinely following the principles and approaches outlined in this policy, targeted support will be provided.
This may take many different forms and is likely to include one or more of the following;
a. Joint planning with a skilled colleague
b. Co-delivery with a skilled colleague
c. Observations and co-reflection with a skilled colleague
d. Supervision (a structured reflection) with a skilled colleague or external provider such as Educational Psychologist
e. Formal training
f. Performance review
Monitoring this policy
This behaviour policy will be reviewed by the headteacher and full governing board at least annually, or more frequently, if needed.
The written statement of behaviour principles will be reviewed and approved by the full governing board annually.
Committee with oversight of the policy
Curriculum Committee
Lead person
Miss Charlotte Rose
Approved by Headteacher
16/10/2025
Document Title
Behaviour Curriculum Policy
Next review
October 2026