Behaviour Policy

Egham Park School is committed to safeguarding the welfare of all children and young people and expects all staff and volunteers to share this commitment.

Date Created	Date 1st Review Due	Date Reviewed	Version	Next Review Due
November 2023	November 2023
		November 2023	2	November 2024
		November 2024	3	November 2025
		November 2025	4	November 2025
		February 2026	5	February 2027
		April 2026	6	April 2027

This policy should be read in conjunction with the following documents:

• Anti-Bullying Policy
• Safeguarding Policy

Throughout this document the terms “students” and “child” refer to any child attending Egham Park School, whether on a full-time or part time basis, or a child visiting Egham Park for the purpose of assessment. Parents, carers, and guardians will be referred to as “parents”.

Introduction The aim of this policy is to promote good relationships, so that people can work together with the common purpose of helping everyone to learn.

It is a primary aim of our school that every member of the school community feels safe, included, and supported and that each person is respected, shown kindness, and supported to grow emotionally, as well as academically. We are a caring community, whose values are built on mutual trust and respect for all. The school Behaviour Policy is designed to enable all members of the school community to live and work together in a safe and supportive way. It aims to promote an environment where everyone feels happy, valued, and secure.

At Egham Park School, we aim to:

• Promote our core values of Respect, Kindness, and Growth in all that we do.
• Promote and support children to demonstrate a high standard of behaviour.
• Promote self-awareness, self-control, respect for authority, self and others, and acceptance of responsibility for our own actions.
• Create and maintain a positive and safe school climate where effective learning can take place, and all pupils can grow socially, emotionally, and academically.
• Promote mutual respect between all members of the school community, for belongings, and for the school environment.
• Promote independence.
• Provide a nurturing environment based upon the principles of the P.A.C.E (Playfulness, Acceptance, Curiosity) by Dan Hughes. 

We believe that are aims area achieved when:

• Clear individualised expectations are agreed, understood, and accepted through regular activities which define what is acceptable and unacceptable behaviour.
• A school atmosphere is created which is consistent, caring, and safe.
• Staff use the P.A.C.E. approach in their interactions with pupils where appropriate and possible.
• Pupils are encouraged and supported to be able to make responsible behaviour choices.
• Pupils are provided with excellent role models.
• Pupils and parents understand that inappropriate behaviour has consequences, which are applied individually and fairly within the school, in a calm and considerate manner.
• These consequences are explained sensitively to pupils, peers, and staff.
• The purpose of any response to unwanted behaviours, is to uphold the school’s culture, re-establish a calm and safe environment where all pupils can learn and flourish, and prevent the behaviour from recurring.

Principles for Behaviour Following from the British value of democracy, Egham Park School have an agreed set of principles for behaviour, in line with the school’s core values. These are:

• Respect – Respect for yourself, for others, and the environment.
• Kindness – Be kind to yourself, to others and to all living things.
• Growth – allow yourself to grow socially, emotionally, and academically; and support others to do the same.

Behaviour Expectations and Boundaries

Our expectations from pupils are as follows (we recognise that some pupils need considerable support and guidance with this):

1. We follow adult instructions.
2. We use words and actions that help and don’t hurt, and that promote our Core Values of Respect, Kindness, and Growth.
3. We move safely and sensibly around the school.

Pupils have created the following School Boundaries

• Ask permission before touching someone or their property.
• Be aware of noise levels.
• Respect other people’s personal space.
• Validate others’ emotions.
• It’s OK to share feelings (or not).
• Don’t question someone’s boundaries.
• Give everyone an opportunity to speak, unless stated otherwise.
• Be respectful to other people’s triggers.
• Wear appropriate clothing.
• Take responsibility for your own actions.
• Respect other cultures, ideals, and beliefs.
• Respect the privacy of others.
• Be aware of Health & Safety (safety first).
• Use appropriate words and language.
• Use devices in line with school guidelines.

Students can expect Egham Park School staff to do the following to help our students follow these rules and boundaries:

1. We will make sure that you have heard us and will give you enough thinking time to process what we have said.
2. We will help you to find ways to manage difficult emotions in an appropriate way.
3. We will help you to keep the school tidy. This will help you to know that it is time to tidy up – this will help you learn how to become organised and look after your property.
4. We will help you to be kind and respectful to others.
5. We will give you a 5-minute warning before transitioning between lessons.
6. We will give you a 10-minute movement break between lessons so that you are able to regulate before the next activity.
7. We will remind you and help you to keep calm.
8. We will recognise and appropriately reinforce when these rules have been met, allowing for pupils to begin applying them independently.

Class rules are agreed between pupils and staff at the beginning of each academic year.

Expectations on School Visits and Out of School Activities

Expectations for behaviour on school visits and out of school activities remain the same as those for school. At all stages of planning and preparation for an off-site visit, should a student’s behaviour whilst at school, or on a previous visit give cause for concern, then consideration will be given as to whether the pupil can be kept safe on future visits. Where challenging behaviour is due to a special educational need, we will endeavour to ensure that appropriate support will be put in place. The school will strive to work in partnership with a pupil’s parents and on occasions may request them to accompany their child on a visit.  Our aim is to never exclude a student from a trip, except if their attendance would put the health and safety of themselves or others at risk.

Encouraging Appropriate Behaviour

Modelling

One way that children learn about both appropriate and inappropriate behaviour is by observing others.

Children replicate their own behaviour on that of other people.  Therefore, it is essential that they are given the opportunity to observe positive role models.

Egham Park is committed to providing positive models of behaviour for our students:

• Staff model appropriate, positive behaviour at all times.
• Staff highlight students’ appropriate behaviour to their peers, explaining why this was an appropriate action.
• Older students are given opportunities to act as positive role models to younger children (e.g., having a position or responsibility or mentoring role).
• Pupils are given experience of a wide range of positive role models through school trips and through inviting guests into school.

Encouragement, praise, and positive reinforcement

As a school we place a high value on positive reinforcement. We recognise that positive enforcement, along with encouragement and praise, teaches students that appropriate behaviour has positive consequences. This can be used to recognise and reinforce appropriate behaviour and help and encourage students who are having difficulty changing their current behaviours.

Positive reinforcement may take the form of:

• Acknowledgement of appropriate behaviour.
• Positive messages communicated to parents.
• Individual rewards such as certificates and stickers.
• EPS points to exchange for rewards
• Class rewards such as a movie time
• Individual motivational awards
• Spontaneous rewards such as a trip to the local park following a successful morning.
• More subtle forms of praise for pupils who find overt praise difficult to accept.

Consistent use of modelling, encouragement, praise, and positive reinforcement is used to:

• Create a happy and positive school environment.
• Raise students’ self-esteem and self-belief.
• Promote a model for appropriate behaviour and positive relationships.
• Ensure consistency of approach.

Consistency in approach, supported by the use of shared language, is essential. Staff are trained in and consistently apply the PACE approach to ensure this alignment. Using the pronoun “we” when referring to relationships within the school is also a key factor in fostering a shared sense of responsibility and commitment to the school’s ethos.

Corporal Punishment is not used at Egham Park School and force is never used as punishment.

Inappropriate Behaviour

Safeguarding Duties All staff are responsible for considering whether any misbehaviour gives cause to suspect whether a student is suffering, or is likely to suffer, significant harm. If such suspicions exist, including those relating to online safety, staff must follow the School’s Safeguarding procedures as laid out in the School’s Child’s Protection and Safeguarding Policy. The school will also consider whether continuing disruptive behaviour might be the result of unmet educational or other needs. At this point, the school will consider whether support systems are needed to be put in place and whether liaising with external agencies is necessary or appropriate.

To be considered a safeguarding concern or allegation, it is likely that some of the following features may be found:

• Physical abuse – including but not exclusively violence, particularly pre-planned; forcing others to use drugs or alcohol.
• Emotional abuse – blackmail or extortion; threats and intimidation, mocking behaviour and put downs, making fun of others’ disabilities whether physical or cognitive e.g., calling people idiots, stupid, mocking the way people talk or move, mocking a person’s sexuality.
• Sexual abuse – indecent exposure/touching or serious sexual assaults; forcing others to watch pornography or take part in sexting, unacceptable banter.
• Sexual exploitation – encouraging other students to attend inappropriate parties, photographing or videoing other pupils performing indecent acts.
• Sexual harassment or violence
• Bullying (See emotional abuse)

For further information please refer to the school’s Child Protection and Safeguarding Policy available on the school website.

Malicious allegations against staff and students

The Headteacher will decide whether to take disciplinary action in accordance with this policy where a pupil is found to have made false and malicious allegations against a member of staff or student.

Smoking/Vaping

Egham Park School is a smoke-free site, including the use of e-cigarettes and vaping devices. Students must not bring cigarettes, vapes, or any related paraphernalia onto the school premises. Any such items found in school will be confiscated. This may involve the school’s wider powers of searching, screening, and confiscation.

For further information, please refer to Appendix 2 – Stages of Sanction.

Smoking and vaping are addressed through the PSHE curriculum, and support is available for students who are involved in, or affected by, smoking or vaping.

Searching Pupils and/or their Possessions

When information has been received or there is a well-founded belief that inappropriate material has been bought into school, the school may without force, carry out searches of students and/or their possessions. Only the Headteacher and authorised members of staff may conduct a without consent search of a pupil and/or their possessions. The school does not conduct intimate searches, and only outer clothing will be required to be removed. The consent of the students will usually be obtained before conducting a search unless the Headteacher and authorised members of staff reasonably suspects that an item has been, or is likely to be, used to commit an offence or cause personal injury or damage to property. All personal searches will be conducted by a member of staff and in the presence of another member of staff.

A search may also be conducted off school premises where the student is in the lawful control of the school. Items which may be searched for include any item banned under the rules of the school and any other item identified as such by law. If the item is an electronic device, the school may examine and erase any data from the device if the school considers there to be good reason to do so unless advised by social services or police, in which case the device would be retained.

Parents will be informed of any search conducted of their child and/or their child’s possessions. The school will keep records of all searches carried out within CPOMs including the results of the search and any follow up action taken.

For further information please refer to the school’s Searching, Screening and Confiscation Policy.

Sanctions

When children do not to follow the rules, all staff are expected to interact with them in a calm and consistent manner, adopting the PACE approach, and follow the stages of sanctions detailed in Appendix 2. Staff will look at the context of the incident and whether the individual student is able to make a conscious choice. It is important that students are supported to understand that inappropriate behaviour choices lead to consequences. Furthermore, we believe that children should always be positively acknowledged. It is imperative that all staff respond knowing that it is the pupil’s behaviour that is inappropriate, not the child.

• Sanctions can follow sometime after an event, when the student is regulated and able to reflect upon their behaviour. In such circumstances, staff should inform the students that their behaviour is inappropriate and that it will be spoken about later.
• School staff will try to avoid any sanctions which lead to unnecessary shaming or humiliation of the child. We understand that such approaches are detrimental to the child’s self-esteem and wellbeing and can result in increased inappropriate behaviour.
• The developmental age and specific individual needs of the students will be considered when deciding appropriate sanctions and sanctions will be individual to the child; we recognise that a ‘one size fits all’ approach is not appropriate for our students.
• Students will not be given sanctions that impede their future learning (e.g., asking a dyspraxic student who finds writing difficult to write lines).
• The school will always consider what the law allows when working with pupils with SEND.

After a student receives a sanction, it is important to repair and restore the staff-student relationship. Staff should praise his or her behaviour at the first opportunity to reduce the attention away from the inappropriate behaviour. Staff must reassure the student that the inappropriate behaviour has been dealt with and that all parties will move on and start afresh.

In addition to the stages of sanctions, where appropriate, students will be supported to reflect on their behaviour choice and be given an opportunity to make amends, for example they may be supported to make a sincere apology or replace something that has been broken.

Persistent Inappropriate Behaviour

It is expected that both teachers and students begin each day afresh with optimism and encouragement for success.

If there is persistent inappropriate behaviour, then there are a variety of options that may be taken:

• The student will attend a behaviour meeting with the Key Teacher where a target for his or her behaviour will be set. The Key Teacher will work collaboratively with the student to identify any reasons, concerns or difficulties which may be leading the student to behave inappropriately. The Key Teacher will then work with the student to address these issues.
• If after an agreed time there is no change in the student’s behaviour, the student will attend a behaviour meeting with the Headteacher. At this time the Key Teacher will inform the students parent/carer of the situation and share the students’ behaviour target with them.
• If, despite support, the student is unable to modify their behaviour, the Headteacher will arrange a meeting with their parent/carer to discuss their behaviour.
• The Headteacher may decide that it is in the pupil’s best interest to give them some time away from their class with a different peer group.
• Where there is no improvement in behaviour, the Headteacher may impose a period of exclusion from school.

The school takes the sanction of exclusion extremely seriously and will make every effort to promote an improvement in a student’s behaviour before this stage is reached. The school has a strong commitment to inclusion. However, it is important for all parties to understand the consequences of consistently poor behaviour, including how it can affect a child’s learning, the learning of their peers, and the health and safety of themselves and others, as well as the self-esteem and wellbeing of their peers.

Severe Clause

In cases of severe misbehaviour (fighting, vandalism, bullying including cyberbullying, threat of violence towards another pupil or adult, intimidation, physical violence) the student would not receive a warning. Instead, the Headteacher would be notified, and the situation managed by them. In such cases the parents would be notified of the incident by a member of the Senior Leadership Team (SLT) and informed as to what action was taken.

If a student is unable to manage their behaviour during breaks and lunchtimes and is perceived to be at risk of harming themselves or others (whether physically or emotionally) by not following adult guidance, then the school will endeavour to supervise them on 1:1 basis by a staff member. If they continue to not be able to manage these times, they may be supported away from the main group by a staff member, either individually or with another or small group of peers.

Recording incidents

Serious incidents of inappropriate behaviour together with the sanctions given are recorded. The Proprietor will be made aware of recorded incidents.

The Senior Leadership Team will evaluate the effectiveness and agree adjustments that may be necessary to address any current concerns. These will be shared with staff, parents/carers, and students.

The Role of Parents

Parents have a vital role to play in their children’s education. It is very important that parents support their child’s learning and co-operate with the school to promote good behaviour. The school is very conscious of the importance of having strong links with parents and good communication between home and school. Thus, the school works collaboratively with parents. The school will ensure that parents are kept informed as to their child’s behaviour at school, so that children receive consistent messages about how to behave at home and at school.

The School’s Behaviour Policy is accessible to all parents/carers via the school website, and parents and children are asked to sign a home/school agreement when enrolling at the school.

If the school must implement sanctions against a student, parents should support the actions of the school. If parents have any concern about the way their child has been treated, they should contact the key teacher in the first instance.

The school expects all members of the community to adhere to the principles as set out in the Behaviour Policy and therefore, to behave in an appropriate manner within school.

Incidents of verbal or physical aggression to staff by parents, guardians or carers of children in the school will be reported immediately to the Headteacher who will take appropriate action.

Appendix 1: Dan Hughes’ PACE Approach

PACE refers to Playfulness, Acceptance, Curiosity and Empathy:

• Playfulness involves spontaneity, openness and exploration; have fun and share enjoyment with the child.  Using playfulness can defuse tense situations and is useful to manage minor behaviours, as the child is less likely to respond with anger or defensiveness.
• Acceptance involves unconditional positive regard for the child.  Accept the child’s inner experience without judgement and make sense of why the child is behaving in a certain way.  Acceptance does not mean accepting negative behaviours but accepting the reasons behind the behaviours.  When necessary, criticise the behaviour, but not the child.
• Curiosity involves wondering about the reasons behind the behaviours, rather than being angry.  This shows the child that you care and helps make then make sense of their behaviours, feelings and experiences. Use phrases like “I wonder if you are feeling like this because……to open a dialogue with child.
• Empathy involves showing them that you understand how difficult they are finding things and reassuring them that you want to help them to manage this. Validate the child’s emotional experience with phrases such as “I know how difficult that must have been for you: and work together to find ways to support them.

For information about the PACE approach please refer to literature by Dan Hughes.

Examples of PACE used with pupils at Egham Park School

Context: A child is standing tiptoe on a chair and is trying to reach a game on the top of the filing cabinet.  They are not following instructions to come down.

Application of PACE:

P – Use playful langague to de-escalate the situation. “Please come down, if you fall and hurt yourself that means I have got to write out a lot of forms. I don’t want to be writing forms, I want to be eating biscuits instead, or colouring, or anything other than filling out forms really!

A – Accept that the child is experiencing extreme anxiety as they find the next very difficult. Communicate that you accept how they feel (e.g. “I can see that you are angry and upset as you don’t enjoy this particular lesson). Avoid saying things like “Come on, there’s no need to get upset over a lesson.”

C – Enquire and check what the young person’s emotional experience.” is. “I wonder if you are feeling worried that the work is going to be too hard.”

E – Show that you understand how difficult they are finding things. “I understand that this feels really difficult for you.  I know that when I am feeling upset, I just want to be by myself.”

Using PACE and a calm approach, the child’s anxiety decreased and they came down off the chair. They went with an adult to their allotted safe place.  Instead of imposing actions, once the child was calm a discussion took place about the dangers of climbing on the chair and reaching on to the filing cabinet.  The child was able to reflect and think of alternative things they could do next time (e.g. speak to a trusted adult).

Restrictive Interventions and Reasonable Force Policy

Please see our Restrictive Interventions and Reasonable Force Policy along with the most recent government guidelines: Restrictive Interventions and Reasonable Force Policy – April 2026

Appendix 2: Stages of Sanctions

(Precise nature of sanctions will vary from child to child)

Stage 1	Agreed loss of break time	At the start of the year or when a new student joins the school, a warning system is discussed and agreed within each class.  Following 3 warnings from staff, an agreed period free time is lost: A verbal warning (stating clearly and calmly what behaviour you expect to change)A second verbal warningA final warning
Stage 2	Longer period of loss of free time	A further warning following a short loss of free time triggers a longer loss of free time.
Stage 3	Lunchtime Detention	Persistent poor behaviour throughout the school day leading to loss of more than 15 minutes free time will result in a lunchtime detention.   The following behaviours result in an immediate Stage 3 sanction: Damage to propertyOngoing emotional or physical harm to othersIntentionally swearing at staff of pupilsIntentional rudeness and/or shouting at staff or pupilsRefusal to hand in Mobile Phone/Smart Device
Stage 4	Internal or external exclusion	Persistent and/or serious breaches of school rules. For example: Persistent and targeted offensive language towards peope with protected characteristicsBullyingSerious malicious behaviour towards staff or pupilsSerious intentional safeguarding breachesManufacturing or distributing of inappropriate imagesViolencePossession of illegal substances paraphernalia at schoolIllegal substances at school including smoking/vaping and alcoholSexual harassmentTheftRepeated breaking of school rules such as persistent refusal to hand in mobile phones/smart devices
Stage 5	Permanent Exclusion	Permanent exclusion is an extreme sanction and is only administered by the Headteacher. The main categories of misconduct which may result in permanent exclusion include but are not limited to: Repeated verbal abuse to pupils, staff and othersRepeated emotional abuse of pupilsRepeated physical abuse/attack on pupils, staff and others*Repeated inappropriate/sexual behaviour*Repeated deliberate damage to property including vandalism and computer hacking*Supply/possession/use of controlled or illegal drugs and solvents or their paraphernalia, or substances intended to resemble them*Repeated possession of alcohol or tobacco/vapesRepeated supply of alcohol or tobacco/vapesBlackmail, intimidation, racism, or persistent bullying*Serious actual or threatened violence against another pupil or member of staff*Sexual abuse or assault*Arson*Carrying an offensive weapon with intent and threatening staff or pupilsUnacceptable behaviour which has previously been reported and for which school sanctions and other interventions have not been successful in modifying the pupil’s behaviour.Other serious misconduct by a pupil or parents (by association) which affects the welfare of a member or members of the school community, or which brings the school into disrepute (single or repeated episodes) on or off school premises.   *At Egham Park School we take our Safeguarding responsibilities very seriously.  These areas of misconduct are dealt with in line with our Child Protection and Safeguarding Policy and Procedures.

This policy will be reviewed and agreed by the Senior Leadership Team