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January 2021

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Behaviour and Discipline at The Wisdom Academy

Policy to be reviewed 

September 2020

Date policy approved

September 2019 by Headteacher and Proprietor

1 Aims and expectations

1.1 It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure.

1.2 The school has a number of school rules, but the primary aim of the behaviour policy is not a system to enforce rules. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way.

1.3 The school expects every member of the school community to behave in a considerate way towards others.

1.4 We treat all children fairly and apply this behaviour policy in a consistent way.

1.5 This policy aims to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.

1.6 The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.

2 Rewards and sanctions

2.1 We praise and reward children for good behaviour in a variety of ways: teachers congratulate children; teachers give children ClassDojo points, which can be accessed by parents, mini certificates, stars and stickers; Key Stage one classes have House points and whole class rewards ( marble jar) each week we nominate a child from each class to be ‘star of the week’; each ‘star of the week’ receives a certificate and prize in the school assembly; we distribute ‘stars’ to children either for consistent good work or behaviour, or to acknowledge outstanding effort or acts of kindness in school; referral slips are issued to parents advising of poor effort/unsatisfactory behaviour; parents communication slips can be used to highlight a positive feature of the child’s work/behaviour; this can be done via e-mail for efficient feedback from parents.

2.2 The school acknowledges all the efforts and achievements of children. The Individual Pupil File contains information regarding pupil achievement in the school, for example, certificates.

2.3 Good to be green posters in every classroom, all children are encouraged to be Green and show responsible behaviour all the time.  Children that are Green all week get a chocolate and children who have been on Green all term will get a special DHs award- this could be Tea with the Deputy head, a short trip to the cinema, a dixy meal etc.  the children will also suggest prizes that they would like

2.3 The school employs a number of sanctions to enforce the school rules, and to ensure a safe and positive learning environment. We employ each sanction appropriately to each individual situation.

We expect children to listen carefully to instructions in lessons. If they do not do so, we ask them either to move to a place nearer the teacher, or to sit on their own.

We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task.

If a child is disruptive in class, the teacher reprimands him or her. If a child misbehaves repeatedly, we isolate the child from the rest of the class until s/he calms down, and is in a position to work sensibly again with others.

The school uses a consequences chart, which is displayed in every class, showing clearly the steps that are utilised by every member of staff, these are as follows:

The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session.

If a child threatens, hurts or bullies another pupil, the class teacher records the incident and the child is punished. If a child repeatedly acts in a way that disrupts or upsets others, the school contacts the child’s parents and seeks an appointment in order to discuss the situation, with a view to improving the behaviour of the child.

2.4 The class teacher discusses the school rules with each class. In addition to the school rules, each class also has its own classroom code, which is agreed by the children and displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that we expect in our school. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class.

2.5 The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear.

2.6 All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DFEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Teachers in our school do not hit, push or slap children. Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself. The actions that we take are in line with the latest government guidelines on the restraint of children.

3 The role of the class teacher

3.1 It is the responsibility of the class teacher to ensure that the school rules are enforced in their class, and that their class behaves in a responsible manner during lesson time.

3.2 The class teachers in our school have high expectations of the children in terms of behaviour, and they strive to ensure that all children work to the best of their ability.

3.3 The class teacher treats each child fairly and enforces the classroom code consistently. The teacher treats all children in their class with respect and understanding.

3.4 If a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents (Appendix- ‘pupil incident form’). In the first instance, the class teacher deals with incidents him/herself in the normal manner. However, if misbehaviour continues, the class teacher seeks help and advice from the senior teacher then the head teacher if there is a need.

3.5 The class teacher reports to parents about the progress of each child in their class, in line with the whole–school policy. The class teacher may also contact a parent if there are concerns about the behaviour or welfare of a child.

4 The role of the head teacher

4.1 It is the responsibility of the head teacher, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, It is also the responsibility of the head teacher to ensure the health, safety and welfare of all children in the school.

4.2 The head teacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.

4.3 The deputy head teacher keeps records of all reported serious incidents of misbehaviour (records of incidences and sanctions log book).

4.4 The head teacher has the responsibility for giving fixed-term suspensions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the head teacher may permanently exclude a child.

5 The role of parents

5.1 The school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school.

5.2 We expect parents to support their child’s learning, and to co-operate with the school. We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child’s welfare or behaviour.

5.3 If the school has to use reasonable sanctions to punish a child, parents should support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the school governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.

6 Fixed-term and permanent exclusions

6.1 Only the head teacher (or the acting head teacher) has the power to exclude a pupil from school. The head teacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The head teacher may also exclude a pupil permanently. It is also possible for the head teacher to convert fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.

6.2 If the head teacher excludes a pupil, s/he informs the parents immediately, giving reasons for the exclusion.

6.3 The head teacher informs the LEA about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term.


Responding to reports about bullying


The school will take the following steps when dealing with concerns about bullying:

  • If bullying is suspected or reported, it will be dealt with immediately by the member of staff who has been made aware of it
  • A clear account of the concern will be recorded and given to the head teacher
  • The head teacher will interview everyone involved and keep a detailed record.  This will be held in line with the school’s data protection policy/practice
  • Form tutors will be kept informed and if it persists the form tutor will advise the appropriate subject teachers
  • Parents and other relevant adults will be kept informed
  • Where bullying occurs outside school, any other relevant schools or agencies (e.g. youth clubs, transport providers) will be informed about the concerns and any actions taken
  • Punitive measures will be used as appropriate and in consultation with all parties Involved

Pupils and staff

Pupils and staff who have been bullied will be supported by:

  • offering an immediate opportunity to discuss the experience with a member of staff of their choice
  • providing reassurance that the bullying will be addressed
  • offering continuous support
  • restoring self-esteem and confidence
  • the use of specialist interventions and/or referrals to other agencies e.g. educational psychology, where appropriate

Pupils who have bullied will be helped by:

  • discussing what happened
  • discovering why the pupil became involved
  • establishing the wrong doing and need to change
  • informing parents to help change the attitude of the pupil
  • the use of specialist interventions and/or referrals to other agencies where appropriate

The following disciplinary steps can be taken:

  • official warnings to cease offending
  • detention exclusion from certain areas of school premises
  • confiscation of mobile phones, in line with our Acceptable Use (internet safety) policy
  • minor fixed-term exclusion
  • major fixed-term exclusion
  • permanent exclusion

1) The bully (bullies) may be asked to genuinely apologise.  Other consequences may take place.

2) In serious cases, suspension or even exclusion will be considered

3) If possible, the pupils will be reconciled

4) After the incident / incidents have been investigated and dealt with, each case will be monitored to ensure repeated bullying does not take place.


We will use methods for helping children to prevent bullying.  As and when appropriate, these may include:

  • writing a set of school rules
  • signing a behaviour contract
  • reading stories about bullying or having them read to a class or assembly
  • making up role-plays (or using role-plays)
  • having discussions about bullying and why it matters

Preventative measures that are being taken:

The school will:

  • raise awareness of the nature of bullying through inclusion in Islamic Studies, PSHE, form tutorial time, assemblies, subject areas and informal discussion, as appropriate, in an attempt to eradicate such behaviour.
  • seek to develop links with the wider community that will support inclusive anti-bullying education
  • consider the use of specific strategies, for example peer mentoring, on a regular basis and implement them if appropriate, subject to available resources.

Staff eat their lunch with the children

Staff duty rota – to ensure effective supervision during break and lunch times.

Reminders to staff – about the importance of carrying out duties

Guidance to staff about the necessity for punctuality to lessons, and for pro-active monitoring of pupil’s behaviour whilst movement around the school

Restricted access in the school to the following sites: facebook, MySpace, Youtube, Bebo and MSMessaging and their likes.

CCTV camera in the main corridor area.

7 Monitoring

7.1 The head teacher monitors the effectiveness of this policy on a regular basis.

7.2 The school keeps a variety of records of incidents of misbehaviour. The class teacher records minor classroom incidents. The deputy head teacher records those incidents where a child is sent to him/her on account of bad behaviour. We also keep a record of any incidents that occur at break or lunchtimes: teachers who are on break or lunch duty give written details of any incident using the pupil incident form.

7.3 The deputy head teacher keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded.

8 Review

8.1 The head teacher reviews this policy every two years. He may, however, review the policy earlier than this, if the government introduces new regulations, or if the head teacher receives recommendations on how the policy might be improved.

Appendix 1: Categories of Misbehaviour & Sanctions

Category A


Abusive / Violent Behaviour

Racist Remarks

Vandalism / Theft

Serious Bullying

Disobedience towards Staff

Referred to HT.

Parent called into school.

HT decides on action to be taken.

Behaviour contract to be signed before re-admission.

Category B


Minor Vandalism

Damaging school equipment (books, folders, stationery)

Minor Bullying

Acts of aggression (pinching, poking, pushing)

Acting Dangerously in playground / class.

Bringing dangerous items to school

Repeated failure to do Homework

Appropriate number of detentions issued.

Incident form completed / returned to HT.

If repeated, parents informed by HT.

Category C


Failure to complete homework

Continued failure to bring books / equipment to school

Continually not paying attention

Continually leaving seat without permission

Misuse of equipment

Copying pupils work

Poor presentation of work

Running inside the buildings

Poor behaviour during prayer

Dropping litter

Entering unauthorised areas

Going into buildings during break or lunch without permission.

Detention issued.

If the matter if referred to the HT, He/She will record the incident in the Pupil Incident folder

Once the incident is recorded in the Pupil incident folder, the HT usually makes an appointment to speak to the parent or guardian with the view to eliminating the problem.

Levels of Rewards & Recognition

We like to recognise and reward our pupils at every opportunity. This we believe will create an environment which is conducive to learning.

We expect our staff to continuously praise our pupils.

CLASSDOJO: In September 2015, The whole school adopted the ClassDojo reward system, after trialling it for half a term, ClassDojo is a visual interactive reward and sanction system, based online, which allows teacher to add or subtract points for any reason, which can be accessed by parents for their child. Pupils enjoy ClassDojo, as it is visual, they can change their avatars, personalise their page etc. ClassDojo is linked further to treats, such as a Bowling trip for the group with the highest ClassDojo points at each Ket Stage.


All classes have a Good to be green chart in their classrooms. 

The ‘Good to be Green’ scheme is an effective way of promoting positive behaviour, rewarding those pupils who consistently behave appropriately, and is a means of being able to track those pupils who find it harder to meet the school’s expected behaviour code.

The scheme is very visual, with child friendly resources which allow our pupils to easily see how they are doing in class. We believe that it is important to promote a positive message regarding behaviour management at all times- ‘Good to be Green’ is a means of promoting our high expectations of positive behaviour. If a child has had a bad day, they can start afresh the following day.

Every child starts their day on a positive note being on Green on the Class Chart. The card says- ‘It’s Good to be Green!’  Children will soon learn to associate being on Green with a feeling of having done the right thing. If they are still on Green by the end of the day, this will be recorded and the child will be moved to Star pupil.

If, during the day, in lessons, or at break times, a child has to be warned of inappropriate behaviour, or has broken a school rule, then the child will be moved to Yellow Warning. The warning gives the child the opportunity to reflect, consider and review their behaviour. If a child is already on a Yellow, and they have to be told again of inappropriate behaviour, then there are consequences.

A yellow card would equate, for example, to 5 minutes off playtime.  Sometimes, just the threat of moving a child onto a Red Consequence Card is enough to encourage them to behave appropriately. However, if necessary, the child’s Yellow Warning will be moved to the back of the pocket and the Red Consequence Card will be displayed. Persistently poor behaviour would equate to a red card which would then have a consequence of loss of playtime or lunchtime. Further examples of challenging behaviour could result in a temporary/ permanent exclusion. A child who has received six red cards in a year would be a cause for concern, and parents would be notified.

Under no circumstances should staff issue multiple number of gold slips as this will undervalue the worth of the gold slips and undermine the efforts of other members of staff.

When issued, each gold slip will need to be filled in with the following information:

  • Child’s name and date

All other information will be pre-filled in order to save class and teacher time. The child who receives the slip will have to however have to record briefly the reason why it was awarded on the back of the slip. A gold slip will only become valid when the pupil has written the reasons it was given on the back of the slip.

In order to receive the certificate, the pupils present their gold slips to the office (every slip must have the reason stated on the back) and the office will keep a record of the certificates that need to be given out and present them to the form teacher to give out during form period time. The Gold and Platinum certificates will be given out in the weekly assembly.

Each class will have a large chart displaying the number of gold slips achieved by each child, this will be updated by the form teacher and pupils together.


Our Vision: To create a stimulating environment for children to learn and grow in confidence, where children love to read, take an active part in bettering our community, based upon strong Islamic values.


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