School behaviour policy

Level 3 Procedures

This is a description of the operational routines covering discrete, well recognised and frequently occurring situations, (beginnings and endings, transitions and movement, conduct in specialist areas of the school etc.) or critical incidents (eg procedures for involving parents). This section also includes a description of roles and responsibilities of staff directly involved in the management of behaviour. Procedures for monitoring and evaluating the policy should be included.

It is important that the behaviour policy is consistent with other policies including those required by the DfEE:

The details of this section will be unique to each school It is advisable that all members of the school community have some involvement in the process.

Review questions: the overall framework of the behaviour policy

Does the policy have a clear structure with:

	Yes	No	Not sure
1 a statement of beliefs and values of the school?
2 general principles or guidelines which apply throughout the school community in all situations?
3 operational procedures to be followed in frequently occurring situations or in critical incidents?
4 a description of roles and responsibilities of staff directly involved in the management of behaviour?
5 a description of how the policy will be monitored?
6 a description of who will be involved in, and when and how the policy will be evaluated?
7 the referencing within the behaviour policy of required associated policies? special educational needs exclusions bullying restraint substance abuse child protection racial harassment

Issues to consider in the development of behaviour policies

Listed in the following sections is some general guidance about developing behaviour policies. The guidance may influence all three levels of the policy structure. Accompanying each section there is a checklist of questions to consider.