iFairy working template · Policy
Behaviour policy
A ready-to-adapt whole-school behaviour policy for schools in England: standards and routines, rewards and lawful sanctions, SEND adjustments, removal, searching and confiscation, mobile phones, reasonable force (including the April 2026 recording and reporting duties), suspension and exclusion, and monitoring.
iFairy working template — not official guidance. Built by reading the official documents listed under "Based on"; each requirement cites the document and section it comes from. Check the current official wording before you adopt it, and adapt it to your setting and your local authority or trust procedures.
| Do you need one? | Having a behaviour policy is a legal duty. In maintained schools the headteacher must determine behaviour measures, acting in accordance with the governing body's statement of behaviour principles, publicise the policy in writing at least once a year and publish it on the website; in academies and independent schools the proprietor must ensure a written policy, including sanctions, is drawn up and implemented. Behaviour in Schools is itself non-statutory advice; the suspension and exclusion guidance, parts of the searching guidance, the April 2026 force recording and reporting guidance and the mobile phones guidance are statutory. |
|---|---|
| Why this template | Every school must have a behaviour policy, but what it has to contain is spread across five DfE documents of different status and age. This template collects the legal 'musts' and the DfE 'shoulds' in one place, cites where each comes from, and gives model wording a headteacher can adapt and take to governors. |
| Review | At least annually (maintained schools must publicise the policy in writing to parents, staff and pupils at least once a year), and whenever DfE guidance changes. |
| Last checked by iFairy |
1. Legal basis and who is responsible
Show governors, staff and parents which law the policy rests on and who owns it.
Must include
- Maintained schools: the headteacher must determine behaviour measures and must act in accordance with the governing body's current statement of behaviour principles. This cannot be delegated.
“The headteacher of a maintained school must act in accordance with the current statement of behaviour principles made by the governing body”
Source: Behaviour in Schools (Feb 2024), section 'Developing a school behaviour policy' - Academies and independent schools: the proprietor must ensure a written behaviour policy is drawn up and implemented effectively, sets out the disciplinary sanctions, and that an effective anti-bullying strategy is in place.Source: Behaviour in Schools (Feb 2024), section 'Developing a school behaviour policy'
- Maintained schools must publicise the policy in writing to parents, staff and pupils at least once a year and publish it on the school website; academies should publish details of it.Source: Behaviour in Schools (Feb 2024), section 'Communicating the behaviour policy'
Decide and write down
- Maintained school: when did the governing body last adopt its statement of behaviour principles, and does this policy follow it?
- Academy: which body approves the policy under the trust's scheme of delegation?
- How and when will you publicise the policy each year (website, induction, letter home)?
Starter wording (edit the highlighted parts)
This policy is made by the headteacher of [School name] [maintained schools: in accordance with the governing body's statement of behaviour principles adopted on [date]] [academies: on behalf of [Trust name], the proprietor]. It was approved on [date] and will be reviewed by [date]. It is published on our website at [URL] and sent to parents, staff and pupils each [term/September].
2. Aims and the standard of behaviour we expect
Set out what good behaviour looks like here and the minimum standard the school commits to.
Must include
- Headteachers should make sure the school meets the national minimum expectation, including high expectations applied consistently and fairly, disruption not tolerated, and bullying, discrimination, aggression and derogatory language dealt with quickly and effectively.Source: Behaviour in Schools (Feb 2024), section 'Creating and maintaining high standards of behaviour', points a) to f)
- A behaviour policy should cover: purpose; leadership and management; systems and social norms; staff induction and training; pupil transition; pupil support; child-on-child abuse; banned items; and a clear approach prohibiting mobile phone use throughout the school day.Source: Behaviour in Schools (Feb 2024), section 'Developing a school behaviour policy', list a) to i)
- The policy should complement the child protection policy: all staff should know its measures, as it is one of the key systems supporting safeguarding.Source: Behaviour in Schools (Feb 2024), section 'Creating and maintaining high standards of behaviour'
Decide and write down
- What three to five values or rules sum up your expectations? Can every pupil repeat them?
- Which other policies must this align with (child protection, anti-bullying, SEND, uniform, staff code of conduct)?
Starter wording (edit the highlighted parts)
At [School name] we expect every pupil to [rule 1], [rule 2] and [rule 3]. Disruption to learning is not tolerated. Bullying, discrimination, aggression and derogatory language, including name calling, are dealt with quickly. This policy should be read with our child protection policy, anti-bullying policy, SEND policy and staff code of conduct.
3. Roles, routines and rewards
Make clear who does what and how good behaviour is taught and recognised, not just how misbehaviour is punished.
Must include
- A behaviour curriculum defines the expected behaviours and routines (for example entering class), taught to all pupils, with positive reinforcement when expectations are met.Source: Behaviour in Schools (Feb 2024), section 'The school behaviour curriculum'
- Leaders should induct all new staff into the behaviour culture; all new pupils, including mid-phase arrivals, should be inducted into the policy.Source: Behaviour in Schools (Feb 2024), sections 'The role of school leaders' and 'The role of pupils'
- Parents should be encouraged to get to know and reinforce the policy, and to raise concerns directly with the school.Source: Behaviour in Schools (Feb 2024), section 'The role of parents'
Decide and write down
- Which routines (arrival, lining up, transitions, lunch, dismissal) will you write down and teach?
- What rewards will you use, and how will you keep them fair across classes?
- How will mid-year arrivals and new staff be inducted?
Starter wording (edit the highlighted parts)
Our routines for [arrival / transitions / lunch / end of day] are set out in [Appendix A] and taught in the first [week] of each year and re-taught after [holidays]. We recognise good behaviour through [praise, messages home, certificates, positions of responsibility]. The behaviour lead is [name/role].
4. Sanctions and what the law allows
List the sanctions the school may use and the conditions that make them lawful.
Must include
- A sanction is lawful only if it is decided by a paid member of staff (or an authorised unpaid one), is made on the premises or while the pupil is in the staff member's lawful charge, and does not breach other legislation and is reasonable in all the circumstances.Source: Behaviour in Schools (Feb 2024), section 'Acceptable forms of sanction', 'What the law allows'
- Reasonableness includes proportionality and the pupil's age, any SEND and any religious requirements. Corporal punishment is illegal in all circumstances.Source: Behaviour in Schools (Feb 2024), section 'Acceptable forms of sanction', 'What the law allows'
- Detentions outside school hours are lawful only if the headteacher has told pupils and parents they may be used and they fall on permitted days; parental consent is not required. Lunchtime detentions should allow reasonable time to eat, drink and use the toilet.Source: Behaviour in Schools (Feb 2024), section 'Detentions'
- Staff should consider whether misbehaviour suggests a pupil is suffering or likely to suffer harm and, if so, follow the child protection policy and speak to the DSL.Source: Behaviour in Schools (Feb 2024), section 'Acceptable forms of sanction'
Decide and write down
- What is your graduated list of sanctions, from reminder to suspension?
- Which staff may issue detentions, and with how much notice to parents for after-school detentions?
- Will any sanctions be limited to certain staff, or extended to volunteers on trips?
Starter wording (edit the highlighted parts)
Sanctions at [School name], in rising order: [verbal reminder]; [move seat]; [break/lunch detention]; [after-school detention of up to [x] minutes, with [notice period] to parents]; [on report]; [removal]; suspension; and, in the most serious cases, permanent exclusion. Detentions may be issued by [all staff / named roles]. We do not issue a detention where it would compromise a pupil's safety.
5. Pupils with SEND and other additional needs
Explain how the school meets its equality and SEND duties while keeping high expectations for everyone.
Must include
- Schools must take reasonable steps to avoid substantial disadvantage to disabled pupils (Equality Act 2010), use best endeavours to meet SEND (Children and Families Act 2014) and secure provision in any EHC plan.Source: Behaviour in Schools (Feb 2024), section 'Behaviour expectations and pupils with Special Educational Needs and/or Disability (SEND)'
- Schools should not assume SEND caused a particular incident, but should consider whether it contributed, whether a sanction is lawful and appropriate, and whether reasonable adjustments to the sanction are needed.Source: Behaviour in Schools (Feb 2024), section 'Responding to the behaviour of pupils with Special Educational Needs and/or Disability (SEND)'
Decide and write down
- Who (SENCo, pastoral lead) is consulted before a sanction is applied to a pupil with SEND?
- What anticipatory adjustments (movement breaks, seating, uniform) do you routinely make?
Starter wording (edit the highlighted parts)
Where a pupil has SEND, [SENCo name] will advise on whether their needs contributed to the behaviour and on any reasonable adjustment. Adjustments are recorded in [the pupil's support plan] and shared with relevant staff.
6. Removal from class, support and reintegration
Set out how removal works, where pupils go, and how they return.
Must include
- The policy should state that removal may be used for serious misbehaviour, the reasons for it, the principles on how long it lasts, a suitable supervised location and a clear reintegration process.Source: Behaviour in Schools (Feb 2024), section 'Removal from classrooms', 'Governance of removal'
- Staff should ensure pupils are never locked in the room of removal; parents should be told on the same day; a pupil's social worker (and Virtual School Head for looked-after pupils) should be notified.Source: Behaviour in Schools (Feb 2024), section 'Removal from classrooms'
- Schools should have a strategy for reintegrating pupils after removal, time in a pupil support unit, off-site direction or suspension.Source: Behaviour in Schools (Feb 2024), section 'Reintegration'
Decide and write down
- Where is your removal room, who staffs it, and what is the maximum time a pupil can spend there without the headteacher's agreement?
- How will you distinguish disciplinary removal from planned regulation or sensory breaks?
Starter wording (edit the highlighted parts)
A pupil may be removed from a lesson for serious disruption, to keep others safe, or to regain calm. They go to [location], supervised by [trained staff], and continue meaningful work. Removal normally lasts no longer than [period]; longer requires the headteacher's explicit agreement. Parents are informed the same day. Pupils return through [reintegration conversation / meeting].
7. Banned items, searching, screening, confiscation and mobile phones
List the items that can be searched for and set out a lawful, safe search and confiscation process.
Must include
- The list of banned items that may be searched for must include the statutory prohibited items: knives and weapons, alcohol, illegal drugs, stolen items, items likely to be used to commit an offence or cause injury or damage, tobacco and cigarette papers, fireworks and pornographic images.Source: Searching, screening and confiscation, paras 3 and 6
- Vapes and e-cigarettes are not statutory prohibited items: to search for them they must be listed in the school rules.Source: Searching, screening and confiscation, para 3, footnote 4
- Only the headteacher or staff they authorise may search. The searcher must be the same sex as the pupil and another staff member must witness, except in the limited urgent-risk exception. Only outer clothing may be removed; staff cannot strip search.Source: Searching, screening and confiscation, paras 10, 25 to 29 and 34
- Searches for prohibited items should be recorded in the safeguarding reporting system, the DSL informed, and parents told of the search and outcome as soon as practicable.Source: Searching, screening and confiscation, paras 14, 44 and 47
- Headteachers can and should identify mobile phones and similar devices as items that may be searched for in the behaviour policy.Source: Mobile phones in schools (file 3 of 4), section 'Searching pupils'
Decide and write down
- Which items beyond the statutory list will you ban (vapes, energy drinks, phones, lighters)?
- Which staff are authorised to search, for which items, and are enough of them trained?
- What will you do with confiscated items and when will they be returned?
Starter wording (edit the highlighted parts)
In addition to the items prohibited by law, the following are banned at [School name] and may be searched for: [vapes and e-cigarettes], [mobile phones used outside our phone rules], [other]. Searches are carried out only by the headteacher or staff they authorise ([list roles]). Confiscated banned items are [returned to the pupil/parent at [time] / kept until [date] / disposed of].
8. Reasonable force and other restrictive interventions
Explain when staff may use force or seclusion and the records and reports the school must make.
Must include
- All staff may use reasonable force to prevent a pupil causing injury, committing an offence, damaging property or causing disorder. Force must never be used as a punishment.Source: Use of reasonable force in schools — restrictive interventions including, sections 'Who can use reasonable force?' and 'Unacceptable uses of force'
- Schools should not have a 'no contact' policy, nor grant requests by parents or staff not to use reasonable force.Source: Use of reasonable force in schools — restrictive interventions including, section 'Other physical contact with pupils'
- The governing body or proprietor must ensure a procedure for recording in writing each significant incident of force as soon as practicable, and for reporting it to parents, endeavouring to do both the same day.Source: Use of reasonable force in schools — restrictive interventions including, sections 'Recording the use of force (statutory guidance)' and 'Reporting the use of force (statutory guidance)'
- Each seclusion or restraint incident (including restraint without physical contact, such as removing a walking aid) must also be recorded and parents informed.Source: Use of reasonable force in schools — restrictive interventions including, section 'Recording and reporting the use of seclusion and non-force related restraint'
Decide and write down
- Will you put your restrictive interventions policy in this policy or a standalone document?
- Which staff are trained, in which approach, and how do you risk-assess pupils likely to need restrictive interventions?
- Who reviews the force and seclusion data each term, and does it go to governors?
Starter wording (edit the highlighted parts)
Staff may use reasonable force as a last resort to keep people safe and maintain order, using the least force for the shortest time. Every significant use of force, seclusion or restraint is recorded on [system] by the staff involved on the same day where possible, and parents are told in writing by [role], normally the same day. Governors review the data [termly].
9. Suspension and permanent exclusion
State the school's position on exclusion and the legal limits it works within.
Must include
- Only the headteacher can suspend or permanently exclude, on disciplinary grounds, up to a maximum of 45 school days of suspension in an academic year. Decisions must be lawful, reasonable, fair and proportionate.Source: Suspension and permanent exclusion guidance, paras 1 and 2
- Permanent exclusion should only follow a serious breach or persistent breaches of the behaviour policy where the pupil remaining would seriously harm the education or welfare of others.Source: Suspension and permanent exclusion guidance, para 11
- Informal exclusions, such as sending a pupil home 'to cool off', are unlawful even with parental agreement; every exclusion must be formally recorded and confirmed to parents in writing with reasons.Source: Suspension and permanent exclusion guidance, paras 18 to 20
- A part-time timetable should not be used to manage behaviour.Source: Suspension and permanent exclusion guidance, para 30
Decide and write down
- Who checks the running total of suspension days, including suspensions from previous schools?
- What work will be set during the first five days, and who arranges provision from day six?
Starter wording (edit the highlighted parts)
Suspension and permanent exclusion are used only by the headteacher [or acting headteacher], following the DfE statutory guidance in force at the time. We do not send pupils home informally. Parents are notified without delay and in writing. Work is set for the first five school days by [role].
10. Behaviour outside school, online and suspected crime
Say what the school will do about conduct off-site and online, and when incidents become safeguarding or police matters.
Must include
- The policy should set out the response to non-criminal poor behaviour and bullying off the premises or online that is witnessed by staff or reported to the school, including sanctions.Source: Behaviour in Schools (Feb 2024), section 'Behaviour outside of school premises'
- Incidents involving nude or semi-nude images should be referred to the DSL; child-on-child sexual violence or harassment should be handled under KCSIE, especially Part 5.Source: Behaviour in Schools (Feb 2024), sections 'Behaviour incidents online' and 'Child-on-child sexual violence and sexual harassment'
- Where criminal behaviour is suspected, the school should document its initial fact-finding, preserve evidence and avoid interfering with any police action; the DSL would usually lead any parallel report to children's social care.Source: Behaviour in Schools (Feb 2024), section 'Suspected criminal behaviour'
Decide and write down
- In which off-site situations will you sanction (journeys, in uniform, online conduct affecting pupils)?
- Who decides whether to involve the police?
Starter wording (edit the highlighted parts)
We may sanction behaviour outside school when a pupil is on a school activity, travelling to or from school, in uniform, identifiable as our pupil, or when it threatens another pupil or the running of the school. Any incident that raises a safeguarding concern is passed to the DSL, [DSL name], under our child protection policy.
11. Monitoring and review
Show how leaders and governors will know whether the policy is working and fair.
Must include
- Schools are encouraged to collect data on incidents and removals, suspensions and exclusions, support units, off-site directions and managed moves, searches, and anonymous surveys, and to analyse it by protected characteristic.Source: Behaviour in Schools (Feb 2024), section 'Monitoring and evaluating school behaviour'
- Governing bodies and proprietors should regularly review restrictive intervention data, including for disproportionate use on pupils with protected characteristics or SEN.Source: Use of reasonable force in schools — restrictive interventions including, section 'Guidance for governing bodies and proprietors on using data'
Decide and write down
- Which behaviour data will governors see, and how often?
- When will you next survey pupils, staff and parents about behaviour?
Starter wording (edit the highlighted parts)
The [behaviour lead] reports to [governors' committee] each [term] on incidents, removals, suspensions, searches and uses of force, broken down by year group, SEND, and other protected characteristics. This policy will be reviewed by [date].
Checklist
- Maintained schools: confirm the governing body's statement of behaviour principles is current and the policy follows it. (Behaviour in Schools (Feb 2024), section 'Developing a school behaviour policy')
- Publish the policy on the website and publicise it in writing to parents, staff and pupils at least once a year. (Behaviour in Schools (Feb 2024), section 'Communicating the behaviour policy')
- List the banned items (statutory list plus your own, including vapes and phones if you want to search for them). (Searching, screening and confiscation, paras 3 and 6)
- Name the staff authorised to search and make sure enough are trained. (Searching, screening and confiscation, paras 10 and 13)
- Set up written same-day recording and parent reporting for significant use of force, seclusion and restraint (in force from April 2026). (Use of reasonable force in schools — restrictive interventions including, section 'Recording and reporting duties')
- Tell pupils and parents that after-school detentions may be used. (Behaviour in Schools (Feb 2024), section 'Detentions')
- Check that no pupil is being sent home informally or kept on a part-time timetable to manage behaviour. (Suspension and permanent exclusion guidance, paras 20 and 30)
- Cross-check the policy against the child protection, anti-bullying, SEND and mobile phone policies.
Watch out
- The April 2026 restrictive interventions guidance replaces 'Use of reasonable force' (2013). Delete old references, including the 2013 list of restraint techniques, and add the new recording and reporting procedures.
- Mobile phones in schools became statutory guidance on 29 June 2026, with schools expected to follow it from 1 September 2026. Your phone rules should now prohibit use throughout the school day, including break and lunch.
- The copy of Behaviour in Schools in this library is dated February 2024 but already includes the phone-prohibition wording, so it may be a later revision. Check the current version and date on GOV.UK before you finalise.
- Suspension and permanent exclusion guidance (August 2024) applies to exclusions on or after 1 September 2024 and does not apply to independent schools that are not academies. Check GOV.UK for any later edition.
- Searching for vapes is only lawful if your school rules list them: they are not on the statutory list.
- Do not copy the case-study sanctions or timescales here as if they were rules. Only the conditions cited above are set by law or statutory guidance.
Based on these official documents
Main source
Behaviour in Schools (Feb 2024)
Legal duties for the policy, what it should contain, the national minimum expectation, lawful sanctions and detentions, SEND, removal, pupil support units, behaviour outside school and online, monitoring. Non-statutory advice. No paragraph numbers in this copy, so locators are section headings.
Main source
Searching, screening and confiscation
Prohibited items, who may search, conduct of searches, recording, informing parents, screening and confiscation (July 2022; contains statutory guidance).
Main source
Use of reasonable force in schools — restrictive interventions including
When force may be used, seclusion, the policy on restrictive interventions, and the statutory recording and reporting duties effective April 2026. Replaces the 2013 advice.
Main source
Suspension and permanent exclusion guidance
Who may exclude, the 45-day limit, unlawful and informal exclusions, part-time timetables, duty to notify parents. Statutory guidance.
Supporting source
Mobile phones in schools (file 3 of 4)
The phone section of the behaviour policy and searching for phones (statutory from 29 June 2026). See the separate mobile phone policy template.
Supporting source
Use of reasonable force in schools — advice reviewed july 2015
Listed only so readers of the old advice find this template. It has been replaced by the April 2026 restrictive interventions guidance; nothing here is cited from it.