THE FULBRIDGE ACADEMY BEHAVIOUR POLICY
The children at The Fulbridge Academy are very well behaved. We use positive language when we
talk to children and the emphasis is on learning not behavior management. The children learn that
they have a choice about how they behave and in the attitude they adapt to learning.
Our aim is to foster a commitment towards creating children that are responsible citizens,
successful learners and confident individuals.
At The Fulbridge Academy we believe that all must be treated fairly regardless of their sex, race,
background or religion so that good relationships are promoted throughout the school and we
create an ethos of kindness and consideration. We want a school that is free from any form of racism
Children will always test out the teacher but inside they want us to win and make their learning
environment one in which they are respected, feel safe and can learn. Children want to be
responsible, but all too often we may use the wrong approaches to help them. We also believe that
when things are not going well, we should ‘look in the mirror, before we look out of the window.’
It should also be remembered that we are the adults and are in overall charge. Adults deserve the
children’s respect just as we will respect them. We will consult the children but we make the final
decisions on issues to do with class/school rules, rewards and sanctions.
a. motivate young people and raise their confidence and self esteem;
b. increase their employability;
c. develop their skills of communication and of social interaction;
d. encourage cultural tolerance and understanding;
e. promote a sense of social responsibility and political participation;
f. promote inclusion and combat exclusion in a world of rapid social and economic change.
The most successful behaviour management strategy is outstanding teaching combined with an
engaging, creative and relevant curriculum where all activities and learning experiences are well
planned and both human and material resources are well organised.
High expectations of the children are central to our approach. All children are expected to behave
and learn in a responsible way and adhere to the rules of the school. Incidents of racism, bullying,
swearing, fighting, name-calling, spitting, damaging property and other socially unacceptable
actions are not tolerated and will invoke sanctions.
We also do not tolerate rocking on chairs, chewing gum, talking whilst others talk, miss-use of
resources, wearing tops around waists and any other low level disruption.
Poor behaviour is unacceptable whatever the mitigating circumstances.
The ‘Fulbridge Way’ guidance consists of agreed rituals and routines that should be followed by all
staff and children. Examples of this are our expectation of a correct school uniform, including school
shoes, restrictions on hair styles and cuts, the playing of music at key times of day, Pause for
Thought sessions, use of ‘Life Skills’, walking quietly on the left hand side of the corridors etc
REWARDS AND SANCTIONS:
We want children to have a love of learning and that should be their prime motive for behaving and
learning well at school, to achieve this we expect them to listen well and try their best. Our aim is
for children to make positive choices without the need for punishment/rewards.
Staff who manage children successfully have little use for a rewards system. Rewards become a
bribe and then the bribe becomes the incentive to do well rather than an innate wish to do well.
In The Fulbridge Academy our rewards system should focus on successful learning where the child
has exceeded our expectations in terms of effort and standards. Children must not be rewarded for
behaving or learning as we expect them to, when this happens the use of rewards becomes
counter-productive. Children should feel that they have really achieved something if they receive
an incentive/reward. All teachers keep a record of the sticker/merits/House Points that are
In successful learning environments there is little need for a system of sanctions as too often
punishments engender enmity, not responsibility. However poor behaviour cannot go unpunished
so a system of rewards and sanctions is an essential tool for when things are not going well.
Successful behaviour management strategies only work when it is a whole school approach that is
firmly and consistently applied by all adults in school.
We do not threaten anything we cannot carry through and we always carry through sanctions that
have been given.
Happy Side on whiteboard
Recognition in Well Done assembly
Class teacher writes to parent/carer
Team Leader Award
Deputy or Headteacher Award
Team Leader postcard home
Headteacher Letter of Commendation sent home
Sad side on whiteboard (1, 2, & 3 ticks against the child’s name)
Missing play or lunch time
Sent to another class
Time out (Foundation Stage)
Sent to another class
Sent to Team Leader
Sent to Head or Deputy
Sent to Seclusion Centre
Fixed Term Exclusion
(Parents must be kept fully informed throughout this progressive list of sanctions).
Playtimes and lunch times are lost for: not doing homework, including reading, wearing the wrong
uniform, to catch up on missed work, re-doing a task that they have not done well enough,
forgetting PE kit, or for breaking our school rules.
As staff we never use:
Sarcasm, shouting, humiliation, swear words, embarrassment, intentional public shaming, personal
criticism, scare tactics, insults, words like stupid, idiot or any racist comments.
We do not stand children in the corner or make them stand outside the class room /staff room.
We do not punish the whole class for an individual’s mistake but we must encourage ‘collective
Staff must refer to other policies that relate to behaviour management such as the Bullying Policy,
‘The Use of Force to Control and Restrain Pupils’ and our Child Protection policy and guidance.
Four Levels of Child Responsibility:
1. Disregards school or class rules. Does not care about others or their learning.
2. Breaks rules and bothers others. Needs adult intervention to behave.
3. Cooperates to look good, be rewarded or avoid trouble.
4. Is self-motivated to do the right thing even when no one is watching.
As a school we have high expectations and must aspire for all children to be at Level 4. Children at
Level 1 will be receiving regular support from Learning Mentors, may have an individual education
plan and are highly likely to have been sent to our Seclusion Centre. Parents will also be heavily
involved and informed as will Team Leaders, the Deputy Head and the Head.
Level 2 children will have some Learning Mentor Support as and when needed. Parents will be
aware of the issues as will the Team Leader.
Most children will probably be at least at Level 3 and in good to outstanding lessons and
educational provision will be at Level 4. Parents should be informed when children are deemed to
be at Level 4.
OUR CORE SCHOOL RULES
Always respect everybody and everything.
Always be polite and considerate.
Always try your best.
Always listen carefully and wait your turn.
Always keep yourself and others safe.
We want children and adults to look after each other and take care of their own and other people’s
property. We want a clutter-free, tidy school that is free from litter.
Children should show empathy and be aware of other people’s feelings, demonstrating good
manners and remembering to say please and thank-you. Even when children find things difficult
they should be willing to have a go and should be patient and caring. Children must play in a safe
and considerate way, using equipment safely, walking responsibly around school and using all
school facilities, including the toilets and cloakrooms in the proper and appropriate way.