Florence Melly Community Primary School
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Behaviour Policy

In this section you will find details of our school’s behaviour policy, which complies with section 89 of the Education and Inspections Act 2006.

Further information, published by the Department for Education, is available by clicking this link: Behaviour and Discipline in Schools. This guidance is for school leaders and school staff but contains important legislative links and what the law allows school staff to do. 

At Florence Melly Community Primary School, we believe that positive behaviour is an essential condition for effective learning and teaching. We also believe that pupils and staff have the right to learn and teach in an environment which is safe, friendly and fair. Our school has defined a very clear set of non-negotiable standards of personal behaviour, which are based on respect for each individual in our community and their individual needs. Positive behaviour must be carefully developed and supported. Appropriate high self-esteem promotes good behaviour, effective learning and positive relationships. Put simply, we believe pupils learn best when they feel safe and happy in school.

The best results in terms of promoting positive behaviour arise from emphasising potential, rewarding success and giving praise for effort and achievement. We also know it is important to strike a balance between recognising positive behaviour and having appropriate consequences which are seen by all to be fair and just and applied consistently when standards are not maintained. Through positive role-modelling, by adults who care for them in school and through well developed planned and stimulating learning opportunities, we believe that children can accept learning challenges and develop self-discipline. It is the responsibility of parents and carers to work with the school in helping to foster positive attitudes and behaviour.

Equal opportunities are central to all aspects of life at our school. At our school we aim to provide equality regardless of age, disability, gender reassignment, pregnancy and maternity, race (this includes ethnic or national origins, colour or nationality), religion or belief (this includes lack of belief), sex and/or sexual orientation. We recognise all of the above as protective characteristics. We acknowledge our legal duties under the Equality Act 2010 and consider this when managing behaviour, recognising our duty to make reasonable adjustments for all stakeholders. Our school will always take such steps as it is reasonable to avoid disadvantage. 

For our children we seek to provide the same quality and breadth of opportunity for all, regardless of age, race, religion or belief, colour, gender, sexual orientation, social background, special physical or educational needs. We recognise that many pupils, at some time during their time at school, will require extra support in managing their behaviour. At these times the behaviour strategy may need to be adapted to support vulnerable pupils.

Please see our behaviour policy for further details.

The policy contains guidance on:

  • the school’s approach to behaviour,
  • the roles and responsibilities of staff and governors,
  • the teaching of good behaviour,
  • rewards and sanctions,
  • detentions
  • the use of isolation
  • the use of reasonable force
  • confiscation of inappropriate items
  • managing pupil transition,
  • behaviour at playtimes and outside the school gates
  • behaviour and equality – supporting vulnerable pupils and pupil support systems,
  • liaison with parents and other agencies,
  • staff development and support,
  • malicious allegations,
  • legal duties,
  • the governing body’s statement of behaviour principles including:
    • screening and searching pupils,
    • the use of reasonable force,
    • disciplining pupils beyond the school gate,
    • when to work with other local agencies to assess the needs of pupils who display continuous disruptive behaviour,
    • pastoral care for staff accused of misconduct.

Class Dojo Reward System

We are currently using the Class Dojo reward system to encourage positive behaviour in school. Children can earn Dojo points by demonstrating positive behaviour such as helping others, working hard, being kind to others and making good progress during lessons. Details of how Dojo points can be earned can be found below.

Managing Behaviour – Actions and Consequences

At Florence Melly we believe that children have a right to learn, free from disruption and interruption from others. Our children have a responsibility to behave well in class and be good citizens. For behaviour to be managed effectively it is really important for teachers and parents to work together. Please find below guidance and the procedures we use to manage incidents of poor behaviour.

If you would like further advice or guidance, please contact Mr Leach our Designated Safeguarding Lead.