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Rosewood School

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Behaviour Policy


(This Policy includes Pupil Disciplinary Procedures)

The management of pupil behaviour is a prime concern of our school.  This management is to facilitate:-

1          Pupils access to the curriculum

2          Pupil behaviour change

The system is continually reviewed and modified.  Each revision adds new impetus and purpose to staff efforts and recognises the fact that a "perfect" system is an unattainable idea.  Any system is interactive involving staff, pupils and the process itself. 

Current rewards and sanctions are:-


  1. Formal – Please ask school for a copy
  2.  Informal
  • Teacher praise
  • Display work
  • Visits out of school
  • Positive marking policy                                  

* This activities are based on risk assessment and are curricular in nature.  Therefore, are not part of the Reward System.



  1. Admonishment:                      
    • Staff
    • Head Teacher and Senior Management Team
    • Governors
    • Credits are awarded for achievements in the lesson.  Therefore, no loss of credits as a sanction.
  2. Loss of privileges:      
    • Break or lunch
    • After school detentions (very occasional)
    • Before school detentions
    • Logging of notifiable incidents
    • Phone call home or letters
    • Parents invited into school and home visits made
    • Risk assessment.
    • Exclusion from class to work independently or with a member of staff, as appropriate to the individual child.
    • Exclusion from school


Operation of Pupils Management System

To operate a management system is not just to mechanically implement procedure.  It presupposes aims and objectives which are to be achieved through the operation of the system.  Hence:-


Value statement

We believe that our school should be a warm caring environment where active consideration is paramount.


Aims - pupil management

  • To ensure pupils have full access to their curricular entitlement.
  • To promote a whole school ethos concentrating upon positive aspects of behaviour.
  • To encourage the development of:-
  • self-respect
  • respect for others
  • positive interpersonal relationships
  • respect for fabric of the school
  • accepting personal responsibility for one's actions
  • To provide consistency from lesson to lesson and between individual staff.


Bullying has been identified as the single most negative aspect of school life and with a view to reducing its incidence our policy is clear.

Bullying will never be ignored.  Staff will intervene in a variety of ways, as outlined in our Anti-bullying Policy.

It is of prime importance and worth reiterating here that staff are aware that their role modelling is crucial hence:

Staff will not use physical intervention except to prevent injury to self or others, to stop damage of school property or to prevent a pupil from leaving the school premises if this is felt to be inappropriate.


School Rules

We believe that long lists of "do's and don'ts" are ineffective.   School rules that have been identified as important are:

  1. Treat staff and pupils with respect
  2. Speak politely to staff and each other
  3. Treat school equipment properly
  4. Stay on task

Encouraging the behaviour we want

Our explicit reward system operates as follows:



We have designed and printed "Rosewood Credit Booklets" which will give the system the added value in the eyes of the pupils whilst maintaining the manageability of the system.

Operation of the System

  • Form Tutor completes cover of booklet during PSE tutor time.
  • Pupil and Year Tutor jointly complete box "My target for this week is ......" 
  • Targets to be issued with due consideration given to behaviour profiles. 
  • The single negotiated target should be specific to that pupil. 
  • The target should be something tangible and achievable as well as being measurable and should relate to the behavioural targets and or the IEP summary.
  • Credits for behaviour 3 credits for learning and 3 credits for engagement.
  • Weekly targets are recorded on the appropriate sheet.
  • Pupils can earn up to ten credits for appropriate behaviour and remaining on task.  It is suggested that staff award credits on the basis 8 being a good lesson.
  • It is important to be rigorous in the awarding of credits as over generosity will devalue the whole system. To maintain consistency all staff must use the criteria in 4 & 5 above.      
  • Pupils can earn up to 5 credits for being properly equipped for school with pen, pencil and ruler etc. and 5 for wearing full school uniform. These are given by Year Tutor during registration.
  • Pupils can earn 15 credits for appropriate behaviour at lunchtime.  These credits are given at the discretion of the Year Tutor.
  • Staff should total credits for the lesson in the upper box and initial in the lower box.
  • At the end of each day Year Tutors shall total and record daily totals in the booklet and on the appropriate record sheets.
  • A minimum daily target must be set for each pupil. Failure to reach this target will result in automatic break time detention the following day. The target figure must be relative to our expectation of every pupil and must be achievable but at the same time appropriately challenging.
  • Staff must respect that credits are owned by pupils and can never be deducted once given.
  • Lost/destroyed booklets should be replaced without penalty to the child, but credits for previous day(s) should not be given. 
  • Strike through boxes which are not applicable.
  • Curriculum Points should be given for particularly good performance. 
  • A record of each success slip will be kept by Year Tutors in the Tutor file.

NB  Do not give Curriculum Points too readily. If they are to be of any real value they must be genuinely for something special.


Key stage 4

The credit system operates in exactly the same way for Year 11 pupils but they may earn extra privileges by reaching their daily credit total targets. 

Additionally staff must be aware that their relationship with each pupil is a source of reward for the child and so:-

  • praise - public and private
  • approving looks and non-verbal communication
  • positive marking of work
  • display work

We are all a part of developing a child's appropriate behaviour.

Year 11 are also, on the basis of good behaviour and parental/carer approval, able to earn the opportunity to wear their own clothes on a Friday.  They can then progress to be allowed of site on a Friday lunchtime

Discouraging the behaviour we do not want:

Implicit on the previous section is the idea of negative reinforcement, i.e. the with-holding of rewards contingent upon undesirable behaviour.

Also we adopt:



The ingredients of this are:-

  • understanding what was wrong
  • feeling sorry
  • trying to make amends for what was done
  • exploring strategies for better future action

Children usually like to be treated fairly and respond to this well.  Reparation is not a punishment and should not be used as such.

A range of sanctions has been mentioned earlier.



Exclusion from school will operate in serious cases of violent, threatening or abusive behaviour, deliberate vandalism or theft or in cases where the education of other pupils is undermined in some way. Exclusion may also be used as a last resort when all other positive strategies and sanctions have failed to bring about any improvement in behaviour.


Exclusions will be fixed term exclusions of one or more days depending on the nature and severity of the incident. Parents, carers, any other involved agencies and the LEA will be informed in writing of the exclusion and the date of return to school. The aim is always to return pupils to school as soon as possible.


Parents or carers will be expected to bring the pupil back to school after a period of exclusion to discuss the incident and explore strategies to prevent any recurrence. In cases where we do not get co-operation from parents/carers the school's Education Welfare Officer will be involved. The fixed period exclusion will be considered to end on the day fixed for return by the school and subsequent days out of school will be recorded as unauthorised absences.


On return to school after an exclusion pupils will have a review session with a member school staff to review the incident that led up to the exclusion, reflect on the effects of the incident on all parties and explore alternative strategies. This will be recorded in a way appropriate to the age and ability of the pupil concerned. 



Working with our pupils does require additional considerations and techniques over and above what is needed in a mainstream school.

Some skills are simply good teaching practices, others need additional knowledge and experience.

This paper addresses:

            1.         Normal teaching situations

            2.         Problem situations

Normal teaching

It cannot be over-stressed that the requirements of good teaching practices are most important with our children. Routine and consistency give pupils a security which is calming and sets the right conditions for education.  Good teaching is one of our most effective tools in preventing problems and so:



            Be on time for lessons

            Be properly prepared

            Be positive and encouraging

            Be aware of different abilities

            Be aware of different learning styles

            Use a range of teaching styles

            Provide varied and appropriate work

            Stay with your groups at all times

            Be confident

Insist upon good classroom routines (e.g. neat work, dated work, headings underlined etc. as in guidelines)

            Take control of organising the room (e.g. seating, entering and leaving etc)

            Share lesson objectives with children promptly

            Be clear and decisive

            Be aware of the interaction within the class

            Ensure challenges to your control are made explicit to pupils

Be honest - don't 'ignore' things that both you and the pupil know that you have noticed

            Be reasonable

            Be fair and consistent

Your attitude towards the pupils is most important.  All of them are skilled in understanding minimal communication, particularly non-verbal communication, so:



            Be calm and assured, confident of your own ability

Be clear about what is acceptable - if you give an inch they will take a lot more than the proverbial mile

            Be open

            Be non-biased

            Be kind to yourselves - no-one can deal with every situation

            Take time to reflect

            Be prepared to ask for support and advice

Allow the children room to manoeuvre - if you force them into a corner (figuratively or literally) they will fight back in one way or another.

Non-verbal behaviour is particularly important - it often conveys more than the words you are using, so:



            Engage in eye contact when making a point

            Be aware of your own body language

            Show you are listening

            Adopt a calming posture in class - sitting down is good


            Keep out of pupils' personal space

            Use appropriate physical contact e.g. a pat on the back

            Be attentive

            Be aware of your non-verbal behaviour all the time

            Try to see yourself as others may see you

Your verbal communication is an important tool when used well, so:



            Give frequent assurance and support

            Acknowledge problems

            Tease out difficulties with pupils - listen, reflect, paraphrase

Interpret what you feel is going on - making things explicit is a powerful de-escalating device.      



Problems will always occur with our pupils. These points should be borne in mind, but remember 'prevention is better than cure' so always try to anticipate problems and intervene at an early stage.

Admonishment is the main teaching skill in this area but this will only work:

  • In the context of a good pupil/teacher relationship
  • If used sparingly



            Be private where possible

            Ensure you reprimand the correct pupil

            Avoid sarcasm

            Make sure the behaviour is criticised and not the child

            Be firm - you are in control - reprimands are not negotiation

Make sure the pupil feels you respect him - otherwise the admonishment will have no effect

            Make the admonishment lead into something positive

            Attempt to be consistent

            Avoid idle threats - if you can't carry out a sanction don't mention it

            Deal with situations yourself wherever possible – involve 'higher authority' sparingly


De-escalation is of vital importance. At times some of our children will lose control. Please remember that on these occasions staff behaviour is crucial - it can both improve a situation and make it worse.     


Try at all times to follow the previous DO's. At times of stress with an a reactive, aggressive pupil it is hard to remain calm and reasonable and all too easy to forget good practice. Try not to let things get to that stage.



Remember that if you are aggressive you are likely to promote greater aggression

Remember that your state is communicated by:

  •            Tone of voice
  •             Volume
  •             Facial expression
  •             Gesture
  •             Body posture
  •             Movement

Send out signals that show you are not:

  •             Out of control
  •             Scared
  •             About to attack
  •             Use a slow, steady, clear voice
  •             Keep open hands and hold palms down
  •             Give personal space
  •             Maintain eye contact but with care - too much is threatening
  •             Try to sit or stand in a way that conveys calm, control and personal confidence


If you need to relax try these - try it with the pupils too.

  •             Say stop (to yourself)
  •             Take some deep breaths
  •             Consciously relax your facial muscles
  •             Take some more deep breaths
  •             Consciously relax your shoulders, arms and hands
  •             Continue what you were doing at a slow relaxed pace

The following is our Policy on permanent exclusion.



The Head Teacher will only take the step of permanently excluding a pupil with the greatest possible seriousness and consideration.  In the Head Teacher’s absence the power of permanent exclusion will be delegated to the Deputy Head Teacher.

It is important to here reaffirm the nature of Rosewood as a school.  We are not a secure establishment equipped for the physical restraint of pupils, and it is our aim to deliver the full curricular entitlement to all our pupils in a safe and caring environment.

Grounds for Permanent Exclusion

There will be four grounds on which the Head Teacher may consider permanent exclusion appropriate:

1          Behaviour that endangers the health or safety of another person.

2          Behaviour that requires persistent and unavoidable physical restraint.

3          Behaviour that persistently undermines the delivery of the educational entitlement of other pupils.

4          A serious breach of criminal law which takes place while the pupil is in the care of the school.

5          Persistent bullying e.g. Racism, Homophobia or Religious Based Bullying.

Procedures and definitions

The following procedures shall be prerequisite for the exercise of the powers specified in this policy:

1          "Persistent" for the purposes of this policy shall be taken to mean an accumulation of instances of seriously inappropriate behaviour for a period of time of not more than one school term.

2          The Head Teacher will be responsible for the management of a written record of all instances of behaviour that might result in permanent exclusion.

3          Procedures will be followed as laid down in the DFE Circular September 2017 and in the LEA Exclusion Policy and Guidelines.

4          The Head Teacher may exclude a pupil on a combination of the four grounds defined above.