Behaviour Policy


  1. Introduction and context

The Primrose Centre believes that all children who attend the Centre will learn, achieve and grow. To do this we must support them to have positive behaviour. The Centre’s Behaviour Policy must  comply with section 89 of the Education and Inspections Act 2006. This requires that it promotes, among pupils, self-discipline and proper regard for authority.

The policy focus is on encouraging good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying among pupils. It is committed to securing an acceptable standard of behaviour that ensures pupils complete any tasks reasonably assigned to them in connection with their education and at all times conduct themselves appropriately.

Behaviour management at the Primrose Centre places the emphasis on rewarding good behaviour as well as helping students to take responsibility for their actions and understanding the significance of intended and unintended consequences.


All staff work with students to promote a culture fairness which is based on the principle of “different child, different needs”


  1. Aims


At the Primrose Centre, we work towards the vision by providing an environment that encourages positive changes in behaviour, enabling pupils to learn more effectively.  We aim to ensure:


  • Teachers and staff provide high quality education and support which is well matched to pupils needs
  • Staff  are pro active  in the management of behaviour and act to reduce potential risks using a wide range of strategies
  • Staff  actively encourage respect for other people, the Centre and oneself 
  • Children are helped to take  responsibility  for their own behaviour and work to ensure that the Centre is a safe and happy place for everyone
  • Children attend the Centre regularly, on time and wear appropriate school uniform


The Centre supports and educates children who can exhibit challenging behaviour and who need respite or who have been permanently excluded from mainstream schools.  At all levels, we consider the management of pupils whose primary need is social and emotional and mental health difficulties.


The  environment, curriculum and staff structure are under continual review so that we are able to  provide a wide range of graded responses to difficulties and to prevent, as far as possible, the escalation of dangerous  behaviours and the use of physical interventions.



  1. Home and School


We are very aware that some students display similar behaviours at home and at school, while others can show very different behaviours in the different environments. For this reason it is very important for staff to have regular contact with parents and carers to ensure that we are working together on these issues so that where possible there is a consistent approach to behaviour management between home and school.



  1. Transitions


At the Primrose Centre we are aware that many children struggle with changes to routines and times of transition e.g. between lessons, between home and school or between break and lessons. For these reasons transition times can be particular flashpoints for behaviour related incidents. The Centre’s routines have been designed with this in mind.


  1. Scope


This policy relates to all aspects of student behaviour, as well as when out of school on education or residential activities. Working with families to promote expected behaviour also falls within the scope of this policy and there is further information on this within different sections of this policy.


  1. Primrose Promises


The Centre’s rules are described as ‘Primrose Promises’ and these were created through consultation with the Student Council.  The Promises are:


We will:

  • Respect people and property
  • Keep ourselves and other safe
  • Have positive relationships with everybody at the Centre and any visitors
  • Be good learners and listeners
  • Be responsible for our own behaviour

Copies of the Primrose Promises are visible in all classrooms and common areas.


Primrose Promises are also encouraged through:


  • Visibility and reinforcement of the school’s expected behaviours
  • Staff modelling expected behaviours
  • Direct teaching of expected behaviours
  • Deployment of staff to support student anxiety and behaviour
  • The use of visual timetables
  • Rehearsal of expected behaviours and clear expectations
  • Liaison with parents
  • Rewarding expected behaviour e.g. stars, stickers, certificates, mentions in assembly and positive phone calls home
  • The use of consequences for unexpected behaviour


Unexpected Behaviours are discouraged through:


  • debriefing sessions with students using e.g. social stories, role play, discussion, illustration
  • restorative principles
  • parental involvement
  • time out from activity/lesson
  • consequences: detention, financial, non-participation
  • school based community service
  • internal exclusion
  • fixed term exclusion
  • permanent exclusion (see Exclusion policy)


  1. Procedures for the implementation of this policy


  1. Leadership and Organisation


  • All staff have been consulted during the writing of this policy and will be part of its evaluation.
  • It is critical that all staff know their role within the procedures outlined so that the policy can be implemented consistently across the school at all times.
  • The Centre has created a staffing infrastructure to lead and manage the implementation of this policy.
  • The Centre has an IT based recording system called Sleuth which allows for the collection and analysis of behaviour related data.
  • Aspects of behaviour data such as Physical Interventions (PI) and exclusions are reported to the Governors through the Head Teacher’s report
  • Data collected through Sleuth system will be used on a daily basis to inform practice, set targets and evaluate student progress.
  • Data from the Sleuth system will be used to inform Pupil Progress Meetings (PPM) targets and Annual Review reports
  • The Deputy Head holds a strategic whole school role for Behaviour and Health and Safety, and works in close cooperation with the Head Teacher and Governors.
  • School Council play an important role in the implementation and review of the Behaviour Policy. They were responsible for creating the Primrose Promises.
  • There is regular monitoring of this policy through staff meetings, Leadership meetings, Governor meetings and parental feedback.
  • The review of this policy will be based on evidence and will involve all staff



  1. Staffing


  • The Centre has an Assessment of Need Meeting which gathers information relating to each student prior to arrival. The Teaching and Support staff adopt a key pastoral role during the initial placement of the child. This includes gathering behavioural information to draw up a Personal Handling Plan and Risk Assessment.
  • The Deputy Head takes responsibility for the implementation of this policy.
  • All children are assigned to a group which has a dedicated teacher and Learning Support Assistants (LSA).
  • All staff have a responsibility to ensure they are role models in their own behaviour towards each other and students.
  • The Deputy Head is responsible for the analysis of behaviour related data.
  • The Deputy Head will work with staff to set targets and devise strategies which lead to improvements in student behaviour.
  • Governors receive behaviour data within the Head Teacher’s report. This forms part of the school’s self-evaluation process.



  1. Staff Development and Advice


  • All permanent staff receive Management of Actual or Potential Aggression (MAPA®) Training
  • Daily staff briefings and weekly staff meetings for staff provide an opportunity to raise behaviour management issues


  1. Curriculum, Assessment and Behaviour


  1. Assessment for Admission

A picture of potential behaviours starts to be drawn up for each student prior to admission. Parents, individual students, previous schools and other relevant professionals are requested to provide information that helps school staff to build up a pen portrait of student likes, dislikes, responses to particular situations and known behavioural patterns. This information is further developed during the child’s stay at the Centre by;

  • Readiness Scale data on entry, every half term and on exit
  • Parent questionnaire
  • Risk assessment, PHP are now both part of the student Care Plan
  • We also do an “All about me” likes , dislikes, favourite colour etc



  1. Daily routines
  • Stars: The school has an incentive scheme to identify and reward expected behaviours in the Centre. This is directly linked to the Primrose Promises which were drawn up by the school council. This scheme rewards behaviour such as being a positive role model around school and working within the guidelines set around our daily routines. Students receive stars in their jars. The child with the most stars at the end of the week receive a prize in assemble and a certificate. Children also have the opportunity to receive daily stars for:
    • Wearing school uniform
    • Bringing the correct PE kit into school
  • Scores: All children have the opportunity to gain Scores throughout the day. Scores are recorded each day by teachers at the end of each session. Scores earned for good work and positive behaviour. There are 60 marks which can be earned each day linked to expected behaviours. Children can lose marks for refusing to complete work set. A zero score can be given in extreme situations where a child has displayed dangerous behaviour or has not completed work. Those children who receive 55 marks or above earn a Green Card to take home. Children who have lost marks, received a zero for dangerous or inappropriate behaviour have the opportunity to recover their behaviour and take an Amber Card home.


  • Circle Time: There are two circle time sessions per day for all children. These provide structured transitions at specific times during the day. These involve class teachers and class LSA.
  • In the morning (How do you feel?) before school starts, to support the transition between home and school.
  • At the end of the school day, to support the transition between school and home and discuss the school day. Homework is given out by teachers on Friday afternoon.
  • Circle time provide a valuable opportunity to discuss targets and expected behaviours on a daily basis.
  • Provides reflection time for individuals and groups.
  • Opportunity to share information about the day.
  • Allows time to address issues and grievances.
  • Provides an opportunity for group bonding and social communication.
  • Discussion forum for school council issues, events, plans and projects.
  • Time to discuss scores and discuss behaviour targets.
  • Opportunity to celebrate success and debrief issues.


  1. Teaching and Learning ( see Teaching and learning policy)

The school’s policy regarding teaching and learning ensures the right environment in which students’ behaviour is managed during lessons. The positive links between successful learning and improvements in behaviour are well documented in the research.


  1. Managing and Analysing Behaviour

The management of behaviour begins with minimal intervention when staff notice an early sign that a student is becoming agitated (rumbling). 95% of adult intervention is designed to de-escalate the situation.


When we notice a student displaying some ‘rumbling’ behaviour our first response is always to think about what the behaviour means, what is the student trying to communicate?

We can ask ourselves is it?

  1. Unexpected behaviour which results from students not knowing the expected behaviour they should be using intentional anti-social behaviour
  2. Behaviour arising from acute anxiety which prevents the student making the right decisions


All staff are trained in de-escalation strategies, these include a change of face, distraction, time out, change of environment or use of the Behaviour Recovery Room.

As part of the de-escalation process staff should always check that a student understands the rule or the expected behaviour that they should use. Direct teaching of the alternative, expected behaviour should be modelled/explained and this can be reinforced through visual prompts.


It is critical that we recognise those characteristics that might underlie any display or pattern of challenging behaviour. Completing a functional analysis of behaviour helps us to make appropriate interventions.


  • What unexpected behaviours has this student shown? Which rule or expectation do they have difficulty with?
  • What exactly do I want this student to do instead? Be positive and clear.
  • Who or what seems to set this behaviour off or what happens just before there is a problem? Can the environment or circumstances be changed to prevent the problem arising?
  • What happens just after there has been a problem? Is there some unintended reinforcement of the unexpected behaviour taking place? Can the response to the behaviour be changed to avoid this?


  1. Rewards and Consequences

There are a variety of rewards that students can earn, either during the school day or in the residential setting. These include:

  • Head Teachers Award: A certificate and wrist band issued in assembly.
  • Choice/Options time
  • Star system
  • Daily Scores
  • Stickers
  • Positive phone call home

Other rewards can also be used based on the special interests of individual children.


Consequences are designed to develop intrinsic motivation to behave in an expected way, as well as providing some extrinsic motivation. This is where the concept of “different child, different needs” is applied as it allows staff to take account of individual circumstances, patterns of behaviour, recent behavioural history and knowledge of what will be effective for a particular student.


Consequences are offered on an individual, group and whole Centre basis. Consequences are designed to provide natural outcomes wherever possible and to assist students in understanding the concept of cause and effect.  For example students may not be allowed on a trip out of school if their behaviour shows us that they are not able to manage this trip; students may be required to help repair items following damage to property or a relationship.             



  1. Tracking data and Sleuth

Behaviour management strategies are most effective when they are based on evidence of when and why the unexpected behaviour has taken place. This is why it is important for all staff to record unexpected behaviour on the Sleuth system.

Ofsted require schools to collect data relating to any incidents of bullying, racism, prejudice, physical violence and verbal abuse. See anti-bullying policy for details on how these aspects of behaviour are managed.


In more extreme incidents it may be necessary to apply a Physical intervention (PI) technique in order to keep children, staff, members of the public and or property safe. All PIs should be recorded on the Sleuth database and in the hard backed book.


The Deputy Head analyses this data on a weekly basis to look for patterns and possible triggers. This helps staff to see a wider picture around a particular student so that interventions are not planned in isolation and take account of a wider context. This may involve meeting with teachers and LSAs as well as talking to parents about whether they are seeing similar behaviours at home.

Any safeguarding, bullying or racial harrisment issues are brought to the attention of the school’s Safeguarding Officer (Head Teacher, Deputy Head Teacher), and then managed in accordance with the school’s Safeguarding policy.


  1. Physical Intervention (PI)

“The legal provisions on school discipline provide members of staff with the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom.” (Department for Education)

The Centre is committed to managing behaviour effectively and safely. For this reason we have adopted the Management of Actual or Potential Aggression (MAPA®) approach to managing challenging behaviour. This promotes the least intrusive positive handling strategy and a continuum of gradual and graded handling techniques. There is an emphasis and preference for the use of verbal, non-verbal de-escalation strategies being used and exhausted before positive handling strategies are utilised.

As part of this approach all children have a Positive Handling Plan. This is reviewed on a half termly basis or after an incident leading to a physical intervention. This training includes makes reference to the fact that any physical restraint must be deemed to be proportionate, reasonable and necessary.

All Centre staff are trained in MAPA techniques. This is updated regularly with a daily refresher course for permanent staff.

It is important to note that most unexpected behaviour is managed at the first level of this process i.e. through de-escalation techniques. However where the behaviour becomes persistent or where the incident warrants it, a higher level of response may be necessary.  All interventions must be recorded via the Sleuth database. It is the responsibility of staff involved to agree who will make a record of the incident. Incidents are monitored through the database to inform future targets, individual interventions and whole school policy.


Incident Report Forms


Incidents requiring a physical intervention are documented, for the protection of all concerned.  Details are entered into a secure computer database which facilitates monitoring, evaluation and to inform Senior Management action as necessary. Reports should be submitted within 24 hours of the incident.


  1. Use of ‘Behaviour Recovery Room’


It is notable that some students will refer themselves to this room to ‘sit quietly’ and self manage their behaviour. 


On occasions, staff will refer a student to use the ‘Behaviour Recovery Room’ to reduce presented and potential risks. This is classed as a physical intervention and as such is subject to the reporting and recording protocols of other interventions such as holds and restraints. It is not to be used as a sanction or punishment.


  • Power to search pupils without consent


In addition to the general power to use reasonable force described in part g, head teachers and authorised staff can use such force as is reasonable given the circumstances to conduct a search for the following “prohibited items”:

  • knives and weapons
  • Alcohol
  • illegal drugs
  • stolen items
  • tobacco and cigarette papers
  • fireworks
  • any article that has been or is likely to be used to commit an offence, cause personal injury or damage to property.



  • Additional Guidelines

In addition to the Centre’s Primrose Promises there are some general guidelines for students and staff:


  1. Additional behaviour guidelines for students


During the school day all students should:


  1. Come to school wearing school uniform
  2. Walk and not run in the corridors.
  3. Follow your timetable at all times.
  4. Sit on a chair
  5. Ask a member of staff for permission if you would like to leave the room.
  6. Complete your work during the lesson; otherwise you may have to complete it during choice/options time.
  7. Leave the classroom tidy at the end of a lesson.


Children should not:


  1. Leave the room without permission
  2. Swear, shout, push or play fight. 
  3. Sit on desks or work-surfaces.
  4. Damage school property, otherwise you may be required to pay for it.
  5. Climb trees, walls or any external parts of the building


  1. Additional behaviour guidelines for staff


During the school day all staff should:


  • Model appropriate behaviour for students.
  • Greet students at the entrance to the Centre and invite them in.
  • Provide supervision at all times
  • Ensure classrooms are left tidy and ready for the next day
  • Provide an appropriate amount of work for lessons.
  • Fill in score sheets at the end of each session.
  • Be in the right place at the right time.
  • Challenge any unexpected student behaviour.


  1. Premises and Facilities


There are Risk Assessments for all classrooms which are in the Head Teachers office.  All classrooms display guidance on the appropriate and safe use of ICT, mobile devices and internet use.

Students are taught what safe and responsible practices relating to these devices.



  1. External Links


  1. Working with families

All families will be given a copy of the school’s behaviour policy prior to admission to the school. This helps children and their families to know how we work together to create a safe and positive living and learning environment. The success of this policy requires a positive collaboration between staff and families. To help this we provide information about behaviour in a variety of formats and at regular intervals. Regular communication between staff and families is critical in helping students learn how to manage their behaviour.


  1. Safeguarding (see Safeguarding policy for more details)
  • The Behaviour Policy is linked to the school’s safeguarding policy where an unexpected behaviour results in the breaking of the law. In these situations parents and the relevant authorities will be informed. School Governors will also be informed
  • The Behaviour Policy is linked to the school’s safeguarding policy where a display of unexpected behaviour has an impact on the health and well-being of other members of the school community. School Governors will also be informed.
  • The Behaviour Policy is linked to the school’s safeguarding policy where there is concern about the implementation of a Physical Restraint. School Governors will also be informed.
  • A copy of this policy can be found on the school’s website


  1. Exclusions (see Exclusions policy for more details)

There may be occasions where behaviour warrants a more serious consequence than those listed above. This can lead to an exclusion. The Centre uses two types of exclusion depending on the severity of the behaviour:

  • Internal
  • Fixed term


  1. Complaints (see Complaints policy for more details)

The Centre has a Complaints policy to support any complaints related to management of behaviour, as well as other matters.


  1. Whistle Blowing (see whistleblowing policy for more details)

If any students, staff or parents feel that any part of this behaviour policy is not being implemented according to the procedures set out then they are encouraged to report the matter. There are a number of people who are available to receive this information including the Safeguarding Officer, Head Teacher or Chair of Governors. This can be done electronically, in writing or in person. All such disclosures will be treated in confidence if requested. Feedback relating to actions resulting from a disclosure will be given but may be subject to confidentiality.


  1. Availability

 This policy is available to all Local Authorities, Parents, children and Staff. It can be found on the school’s website and in the policy section of the school’s internal document server. The policy is issued to all new staff as part of their induction.


Other policies relating to this area are:


  • Teaching and Learning
  • Anti-Bullying
  • Safeguarding
  • Complaints
  • Whistle Blowing

"To learn, to achieve, to grow!"

To encourage pupils to recognise and develop their talents to believe in their potential for success.