Stokeinteignhead Primary School
Curious, Determined, Resourceful and Respectful
Stokeinteignhead Primary School
Curious, Determined, Resourceful and Respectful

Behaviour Principal Statement



Rationale and purpose


1. This Statement has been drawn up in accordance with the Education and Inspections Act, 2006, and DfE guidance (Behaviour and Discipline in Schools, 2012).


2. The purpose of the Statement is to provide guidance for the headteacher in drawing up the school’s Behaviour Policy so that it reflects the shared aspirations and beliefs of governors, staff and parents for the students in the school as well as taking full account of law and guidance on behaviour matters. It is intended to help all school staff to be aware of and understand the extent of their powers in respect of recognition and reward for good behaviour, discipline and sanctions for unacceptable behaviour and how to use them. Staff should be confident that they have the Governors’ support when following this guidance.


3. This is a statement of principles, not practice: it is the responsibility of the headteacher to draw up the school’s behaviour policy, though he must take account of these principles when formulating this. The Headteacher is also asked to take account of the guidance in DfE publication Behaviour and Discipline in Schools: a guide for headteachers and school staff.


4. The Behaviour Policy is published on the school website and available on request.



1. The Governors of Stokeinteignhead Primary School strongly believe that high standards of behaviour lie at the heart of a successful school that enables

(a) all children to make the best possible progress in their learning and

(b) all staff to be able to teach and promote good learning without undue interruption or harassment.


2. All children, staff and visitors have the right to feel safe at all times in school. Wepromote mutual respect between staff and children and between the children themselves.


3. Stokeinteignhead Primary School is an inclusive school. All members of the school community should be free from discrimination of any sort (as set out` in the Equality Act, 2010). To this end the school must have a clear and comprehensive Anti-bullying Policy that is consistently applied and monitored for its effectiveness. Measures to protect children from bullying and discrimination as a result of gender, race, ability, sexual orientation or background should be clearly set out and regularly monitored for its effective implementation.


4. The school’s legal duties under the Equality Act, 2010 in respect of safeguarding, children with Special Educational Needs and all vulnerable students should be set out in the Behaviour Policy.


5. The Behaviour policy should show due regard to the Schools Child Protection Policy.


6. Parents/carers should be encouraged and helped to support their children’s education, just as the children should be helped to understand their responsibilities at school and in the local community. The School Charter and responsibilities of children, parents/carers and school must be outlined in the ‘Home-school Agreement’ which parents/carers should receive annually.


7. The School Charter should be included in the Behaviour Policy. These should set out expected standards of behaviour to ensure the rights of others are respected. These should be displayed in all classrooms and other, relevant parts of the school. Governors expect the rules to be consistently applied by all staff and monitored for their effectiveness. Details of the school charter must be included in the Behaviour policy.


8. Governors would like to see rewards consistently and fairly applied in such a way as to encourage and reward good behaviour in the classroom and elsewhere. These should be made clear in the Behaviour Policy and monitored for their effectiveness.


9. Sanctions for unacceptable/poor behaviour should be known and understood and consistently applied by all staff. The full range of sanctions should be clearly described in the Behaviour Policy so that children, staff and parents can understand how and when these are applied. The Governors strongly feel that exclusions, particularly those that are permanent, must be used only as a very last resort. The headteacher may inform the police, as appropriate, if there is evidence of a criminal act or feared that one may take place e.g. cyber-bullying; criminal harassment. Sanctions should be monitored for their proper use and effective impact.


10. The Behaviour Policy should set out the disciplinary action that will be taken against children who are found to have made malicious accusations against school staff and the pastoral support that school staff should expect to receive if they are accused of misusing their powers.


11. Governors expect full details of appropriate and correct use of reasonable force and restraint to be detailed in the Behaviour policy and would expect members of staff to be trained in the use of reasonable force and restraint as required


12. Governors expect the head teacher to include in the Behaviour policy details of the school’s power to discipline outside the school gates: disciplining beyond the school gates covers the school’s response to all non-criminal inappropriate behaviour and bullying that occurs anywhere off the school premises. The Governors must be satisfied, in all situations arising, that the measures proposed by the head teacher are lawful and that staff and students know that sanctions can be applied in these circumstances.



1. This Statement of Principles will be reviewed every 2 years, or as necessary.

2. The School Behaviour Policy will be reviewed and shared with the Governors annually.