Behaviour policy

The school’s behaviour policy must also be published on the school website.

Must§ Communicating the behaviour policy, page 9 (footnote 11: School Information (England) Regulations 2008)

Headteachers at all maintained schools (including special schools), pupil referral units, academy schools and alternative provision academies in England must have regard to the Suspension and permanent exclusion guidance when considering either of these sanctions.

Must§ Footnote 20, pages 17–18

Academies and independent schools should publish details of the school’s behaviour policy.

Should§ Communicating the behaviour policy, page 10

A behaviour policy should include detail on the following: a) purpose – including the underlying objectives of the policy, and how it creates a safe environment in which all pupils can learn and reach their full potential; b) leadership and management – including the role of designated staff and leaders, any systems used, the resources allocated and engagement of governors/trustees; c) school systems and social norms – including rules, routines, and consequence systems; d) staff induction, development and support – including regular training for staff on behaviour; e) pupil transition – including induction and re-induction into behaviour systems, rules, and routines; f) pupil support – including the roles and responsibilities of designated staff and the support provided to pupils with additional needs where those needs might affect behaviour;

Should§ Developing a school behaviour policy, pages 8–9 (items g–i on page 9 after the footnote block)

h) banned items – a list of items which are banned by the school and for which a search can be made.

Should§ Developing a school behaviour policy, page 9

i) mobile phones – a clear approach prohibiting the use of mobile phones in school throughout the school day

Should§ Developing a school behaviour policy, page 9; see also 'Mobile phones', pages 32–33

The school behaviour policy should adhere to the following principles: a) accessible and easily understood: clear and easily understood by pupils, staff and parents;

Should§ Developing a school behaviour policy, page 9 (principles b–e follow, interrupted by footnote markers 8 and 9)

The behaviour policy should include a range of possible sanctions clearly communicated to and understood by pupils, staff, and parents.

Should§ Acceptable forms of sanction, page 16

g) child-on-child abuse – including measures to prevent child-on-child abuse and the response to incidents of such abuse;

Should§ Developing a school behaviour policy, page 9 (item g of the list begun on page 8)