T. 01653 692582
E: info-malton@hcat.org.uk
EnglishArabicChinese (Simplified)DutchFrenchGermanItalianPolishPortugueseRomanianSpanishUkrainianYiddish

Malton Primary

HCAT Ethos

HCAT’s strapline is ‘Children First’.  This is central to the organisation’s vision, ethos and culture and informs every decision we make. We are fully committed to ensuring pupils within the trust receive the highest quality education and acquire the necessary skills and characteristics to enable them to be happy and successful in life.

HCAT schools we do not discriminate against any child, young person or adult on the grounds of race, disability, age, gender reassignment, pregnancy, maternity, marriage or civil partnership, religion or belief, sex, or sexual orientation. We embrace the individuality of all our community members and comply fully with the Equality Act 2010.

This policy sets out the framework for the behaviour, responsibilities, values and attitudes expected of our community members within a restorative philosophy. Restorative practices aim to build our community and to repair and strengthen relationships within our community.

HCAT schools embrace Restorative Practice (RP) as a means of empowering all members of the school community to be successful within the classroom, raising standards and achievement across the school and developing aspirational,  motivated and responsible pupils.

We will strive to encourage all of our pupils within our schools to aspire to the highest levels of academic, social and physical achievements so that they will develop independence, confidence in themselves as individuals, fulfil their true potential, and , in doing so, make a positive contribution to the lives of others

In HCAT schools we believe that:

  • Everyone has the right to be heard/listened to
  • Everyone has the right to feel safe
  • Everyone has the right to learn
  • Everyone (adult and pupil) should strive to be the best they can

We believe that strong relationships between all staff and pupil underpin good behaviour.

Pupils and adults are expected to model good behaviour and take an active role in reviewing behaviour in their own community. The use of affective statements should be visible and modelled by all members of staff and pupils.

The pupils and adults are responsible for their own actions and the choices that they make and held accountable for them through the use of restorative circles and conferences.

Restorative circles are encouraged as the first point of call and can be instigated by children and adults (see APPENDIX E for possible restorative statements and questions).


As a well mannered, considerate restorative community which is dedicated to learning and playing together positively we will:

  • Encourage all pupils to be proud of themselves and our schools
  • Encouraged good manners and self-discipline in a secure environment
  • Promote respect and tolerance at all levels
  • Build self-esteem in all pupils through our restorative community
  • Provide opportunities for all pupils to experience success
  • Encourage interest and motivation through the opportunities provided in different aspects of school life
  • Encourage a sense of responsibility through our Restorative Practice
  • Attend to the needs of the whole child and young person. This will look and feel different for every individual
  • Provide equal opportunities for all and strive to be a fully inclusive organisation

The Responsibility of each HCAT school community

In order to ensure that all pupils are safe, can learn and be respected, all members of staff have a duty to make sure that the school code of behaviour is applied consistently.

There should be flexibility shown in the use of rewards and sanctions to take account of individual circumstances. Any paid member of staff has the power and responsibility to discipline a pupil, unless stated otherwise by the head teacher, as outlined by the DfE: Behaviour and Discipline in Schools guidance, 2016.

Each schools’ Code of Behaviour (See APPENDIX A) are worded positively to emphasise good behaviour. They are to be reviewed frequently involving pupils and referred to frequently.

Communication with parents and carers

We believe that open, honest and accurate communication with parents and carers is essential.  This is particularly important when supporting a pupil with behaviour difficulties.

Regular communications may include;

  • Teachers speaking directly with parents either through organised meetings or informally on the playground/ at school events
  • Regular parent consultation meetings that are a three way process involving the pupil (where appropriate) the teacher and parents/ carers
  • An open door policy where parents are encouraged to consult with the school over matters of concern
  • Dedicated parent events such as workshops, ‘stay and..’ events , coffee mornings, class assemblies, family sessions
  • Regular general written communication via letters, the school website and social media (eg Twitter)
  • Individual written communication eg annual reports

Promoting Responsible Attitudes

The principles of Restorative Practices are promoted by the school community. The deed will be separated from the doer and pupils are encouraged to put right any harm done to another person. Members of the community are encouraged to respond to others, who they do not think are behaving appropriately, by either holding them to account or informing an adult/other person with responsibility. The community are encouraged to explore how their actions impact on and affect others.

Pupils are encouraged to take responsibility for their own actions and to demonstrate a caring attitude as well as to be a positive role model for others in a number of ways including;

*Pupils being elected by their peers to represent their views on a range of matters and develop their understanding of democracy

*Older pupils being given opportunities to support younger pupils for example on the playground

*Pupils being given opportunities to support their peers throughout the school day

*Pupils taking on positions of responsibility within the day to day running of the school

*Pupils being given opportunities to be ambassadors, representing their school

Unacceptable Behaviour

Within HCAT schools, there is no place for violence, bullying (including cyber bullying), harassment, vandalism, rudeness, or bad language. This will not be tolerated.

Staff should be vigilant to signs of bullying or harassment. All such behaviour will be dealt with firmly, in line with the trust’s anti-bullying policy. Pupils are advised to inform staff whenever bullying or harassment is evident. Pupils takes a leading role regarding information about bullying and prevention.

HCAT schools promote the concept of ‘Fair Process’ that provide a means for adults  and pupils to measure unacceptable behaviour.

HCAT schools offer a range of rewards and sanctions detailed in APPENDIX B

Pupils should expect, in all cases, a consistent approach to inappropriate behaviour. In accordance with ‘Fair Process’(RP) pupils who are misbehaving are given, where possible, choices in order to take the ‘heat’ out of the situation and provide them with  a way forward. The focus should always be on the behaviour not the child and on opportunity for the ‘wrong doer’ to repair harm.

We aim to work in partnership with parents and so involve parents early in the process.

General Note

  1. At every stage the child should be involved in or informed of the action taken.
  2. Urgent or serious incidents should be referred straight to senior leaders within the school.
  3. Refer also to the Anti-bullying/E safety/Child Protection and RP policies
  4. Entries in logs should be factual and action/follow up should be recorded

Behaviour logs should be used to keep updated records and submitted to CPOMS.

Low level unacceptable behaviour

Each HCAT school has individual systems to deal with unacceptable low level behaviour detailed in APPENDIX C


Behaviour Support Provisions

One school in the trust is identified as Behaviour Support Schools and is home to an inclusion provision for the trust.

The HCAT behaviour panel may decide a pupil requires additional behaviour support provision within their own school or another school’s setting. This is carried out in consultation with parents. During this time bespoke work will be carried out with the pupil and their family to look for strategies and ways of ensuring the pupil can be successful back in their mainstream setting.


Additional factors to consider when managing behaviour

Persistently behaving in a challenging way is sometimes how children and young people communicate that something is wrong, or there is an underlying problem.

Sometimes behaviours, and/or attendance can deteriorate through events such a bereavement, abuse, divorce/separation of parents, or due to a specific diagnosed or undiagnosed condition.

It is important that when staff are dealing with behaviour it is de-personalised – separate ‘the deed from the doer’. If a pupil’s behaviour is giving serious cause for concern, staff should speak to the Trust SEND lead or their own school SENCo to discuss additional support strategies using the school’s graduated response. However,  if staff believe the behaviours relates to possible safeguarding issues, they must seek advice from the Designated Safeguarding Lead.



At HCAT, we see exclusions as the very last resort and actively work with all stakeholders to ensure that everything possible is put into place to avoid excluding a child from our school.

This starts with a graduated response to behaviour. Where behaviour choices start to esculate and the usual behaviour sysyems are not working for the pupil, there is a review of behaviour. This involves the senior leadership team of the school and the trust’s behaviour outreach team. At this stage strategies are put in place to support the pupil to lead to effective change in the behaviour choices they make. Following this, if the  behaviour continues to escalate,  schools will present the case to a behaviour panel made up of senior staff from HCAT. At this point several options are available to the panel to suggest as ways forward. This may be that further work needs putting in place by the school or outreach team or that a referral is made for the pupil to receive more intensive HCAT behaviour support provision. The HCAT approach to behaviour can be seen in the flowchart detailed in APPENDIX D.


Peer on peer abuse

At HCAT schools, we believe that all pupils have the right to attend school and learn in a safe environment.  Pupils should be free from harm by adults and other children or young people.

We continue to ensure that any form of abuse or harmful behaviour is dealt with immediately and consistently to reduce the extent of harm to the child or young person.

There are many forms of abuse, which may occur between peers including:

  • all forms of bullying,
  • being coerced into sending sexual images (sexting),
  • physical or sexual assaults,
  • child sexual exploitation
  • sexual harassment


These behaviours should never be tolerated or passed off as ‘banter’ or part of growing up. 


Action will be taken to ensure that any form of abuse/harmful behaviour is dealt with immediately, consistently and sensitively to reduce the extent of harm with full consideration taken to the impact on the child’s emotional, mental health and well-being.

  • If a child has been harmed, is in immediate danger, or is at risk of harm, basic safeguarding principles apply and advice should be sought from either Humberside Police and/or Hull City Council/ East Riding EHaSH.
  • Incidents relating to all forms of bullying will be reported, recorded and dealt with, in accordance with either HCAT’s Anti-Bully or E-Safety policy.
  • Where there is no risk of significant harm, parents of all the children concerned will be contacted and informed of the nature of the incident.  If appropriate, sanctions as outlined in APPENDIX B, will be applied.

Malicious alleagtions of sexual violence or sexual harassment

If a pupil makes an allegation of sexual violence or sexual harassment against another pupil and that allegation is shown to have been deliberately invented or malicious, the school will discipline the pupil in accordance with this policy.

Behaviour Beyond the School Gates

Teachers have the power within reason to discipline pupils for misbehaving outside of the school premises (see Behaviour and Discipline in Schools DfE guidance Jan 2016)

The school will respond to non-criminal bad behaviour and bullying which occurs off the school premises and which is witnessed by a staff member or reported to the school, including the sanctions that may be imposed on pupils.

Teachers may discipline pupils for:

  • Misbehaviour when the pupil is taking part in any school-organised or school-related activity or
  • Travelling to or from school or
  • Poses a threat to another pupil or member of the public or
  • Could adversely affect the reputation of the school.

In all cases of misbehaviour the teacher can only discipline the pupil on school premises or elsewhere when the pupil is under the lawful control of the staff member.

If a child leaves the school premises at the wrong time, the school office and senior leaders should be informed immediately.


HCAT schools have the highest expectations of behaviour at lunchtime. Our lunchtime staff have the right to expect and receive the same level of good behaviour, including respect and obedience that other adults in school receive from pupils. Where difficulties occur, staff should follow the procedures outlined in this policy statement and also refer to the Restorative Practice policy.

Using force to control or restrain pupils

Staff can use reasonable force to control or restrain a pupil if this proves necessary to stop a pupil:

  • Committing a criminal offence.
  • Risking the safety of self and/or others.
  • To maintain good order and discipline in the classroom
  • To prevent damage to property

Guidance can be found in Section 93 of the Education and Inspection Act 2006  issued by the DfE.

‘Reasonable force’ is usually used either to control or restrain.  This can range from guiding a pupil to safety by the arm through to more extreme circumstances such as breaking up a fight or where a pupil needs to be restrained to prevent violence or injury.

Screening, Searching and Confiscation

The Education Act 2011, allows staff to lawfully search electronic devices, without consent or parental permission, if there is a suspicion that the pupil has a device prohibited by school rules, or the staff member has good reason to suspect the device may be used to:

  • cause harm,
  • disrupt teaching,
  • break school rules,
  • commit an offence,
  • cause personal injury, or
  • damage property.

Disciplinary action against pupils who are found to have made a malicious allegation against a member of staff

If an allegation is determined to be malicious, the Designated Safeguarding Lead may consider referring the matter to Children’s Social Care to determine whether the child concerned is in need of services, or may have been abused by someone else.  If an allegation is shown to be deliberately invented or malicious, the Headteacher will consider the appropriate disciplinary action against the pupil who made it.

Staff Behaviour

We expect staff to model our school values and display exemplary behaviour to our pupils at all times. We recognise that building positive relationships is the most powerful way of promoting outstanding behaviour, and we expect all staff to make this a priority. We think carefully about how we use language to encourage positive behaviour and promote self-regulation. Further detail about expectations for staff behaviour is contained within our Staff Code of Conduct which all staff sign upon appointment.

Monitorng and evaluating behaviour over time

Incidents forms should be completed for :

  • All racial and discriminatory incidents
  • Acts of bullying and harassment
  • Serious incidents
  • Repeated low level incidents over a short period of time
  • Any other incident which in the teachers judgement needs logging

HCAT schools have the responsibility for checking logged incidents on a regular basis and identifying any patterns.


School senior leaders have the responsibility to identify on-going training needs of staff in respect of necessary skills in dealing with pupils and to make arrangements for such advice/training/support to be available.


This pupil behaviour and discipline policy aims to encourage and support good behaviour and to develop self-discipline amongst our pupils. These guidelines and those outlined in our Restorative Practice Policy ensure that all staff are consistent in their expectations. The staff, Stakeholders and Trustees will work in partnership with parents and other agencies, if appropriate to ensure high standards of conduct, discipline and achievement.

This policy will be monitored on an annual basis.

Related internal and national guidance

This policy should be read in conjunction with the following internal and national guidance:

National guidance

  • DfE: Behaviour & Discipline in Schools. Advice for headteachers and school staff – January 2016
  • DfE: Keeping Children Safe in Education. Statutory Guidance for schools and colleges – September 2021
  • DfE: Preventing and tackling bullying.  Advice for headteachers, staff and governing bodies – July 2017
  • DfE: Screening, Searching & Confiscation. Advice for headteachers, staff and governing bodies – January 2018
  • DfE: Use of reasonable force. Advice for headteachers, staff and governing bodies – July 2013
  • DfE: Sexual violence and sexual harassment between children in schools and colleges – September 2021
  • DfE: Mental Health & Behaviour – November 2018

APPENDIX A : Our Code of Behaviour

Our Code of Behaviour

Staff should:

  • Facilitate high quality listening using the 1-2-3-4 method;
  • Deliberately noticing something new about each pupil;
  • Focus positive attention on effort, not achievemen;
  • Stop themselves telling the pupil how their negative behaviour makes them feel;
  • Refuse to shout;
  • Use non-verbal cues;
  • Focusing positive recognition on those going over and above;
  • End each lesson with positive reflections every time;
  • Underpin behaviour management with our values of collaboration, respect, enquiry and determination




























At MCPS, we recognise the importance of praise as a key motivational tool. All staff work hard to build positive relationships and use praise to support and encourage pupils. We are aware that praise is most effective when it is specific, timely and linked to processes or problem solving.

House Points

House points will be rewarded for good behaviour, good choices, good manners, and working hard. These will be recorded on Class Dojo. Children who uphold our school values will be rewarded with one house point per day. Additional house points may be given by the class teacher for going ‘over and above’.

House points will count towards a collective team total in the house competition and be recorded individually to enable children to access individual rewards. Class teachers are responsible for logging individual house points daily and ensuring that house points are awarded fairly and consistently. Class totals and House totals are calculated using Class Dojo App. These will inform the weekly

whole school house point updates that are revealed during celebration assembly.



Certificates will be issued for the following milestones:

Bronze = 50hp

Silver = 100hp

Gold = 150hp

Headteacher’s Award = 200hp

Governor’s Award = 250+


Class teachers are responsible for filling in certificates and ensuring that these are shared during Celebration Assembly. We will be moving to an electronic system for sending certificates in the spring term.

Children will be given opportunities throughout the year to use individual personal house points from our Learn and Earn Swap Shop.


Praise Postcards

These are given to children who show exceptional behaviour and go ‘over and above’.


Learner Characteristic Certificates

These are awarded for special effort in the learning areas and are given out in assembly.


Silver plates

At the end of each term, two children from each class will be awarded a silver plate for excellent effort, behaviour or personal achievement. The plates will be recalled just before the end of the following term.




Very occasionally, it may be necessary for a pupil to be asked to leave the classroom for a short period of time. Send a pupil to a colleague but ask them not to discuss their behaviour. Ask them to supervise the pupil until you have time to talk to them.

If you need support from a colleague, ask them to stand with you so that the pupil sees a united front.




Social time

In serious situations, it may be necessary for a child to miss some or all of their social time as a sanction for inappropriate behaviour. This will be supervised by a member of the senior leadership team in a separate space.


If work has not been completed to a good standard then this will need to be repeated in this time.