Kip McGrath South Lakes Academy Behaviour Policy is developed in accordance and under the guidance of the following legal documents.

•      Regulatory Requirements, Part 3, Paragraph 9 and Exclusion Element of Part 6 paragraph 24 (3) of The Education (independent School Standards Compliance Record) (England) (Amendment) Regulations

•      Equality Act (2010), Education Act (2011)

•      DfE Guidance (2016) Behaviour and Discipline in Schools, A guide for Head Teachers and School Staff (DfE website –

And should be read in conjunction with the Kip McGrath South Lakes Academy Pocket Money Policy

Scope of the policy

This Policy applies to:

  • The whole of Kip McGrath South Lakes Academy including activities which take place outside of the school environment
  • All staff, including teaching, non-teaching and support staff, and also to any visitors to Kip McGrath South Lakes Academy


To ensure that the Kip McGrath South Lakes Academy Behaviour Policy is clear and well understood by staff, parents and pupils, this policy was developed with considerations made to the following ten key aspects of school practice that has been proven that, when effective, can contribute to improving the quality of pupil behaviour:

  1. A constant approach to behaviour management
  2. strong school leadership
  3. classroom management
  4. Rewards and Sanctions
  5. Behaviour strategies and the teaching of good behaviour
  6. staff development and support
  7. pupil support systems
  8. liaison with parents and other agencies
  9. managing pupil transition
  10. organising and facilities

The Kip McGrath South Lakes Academy Behaviour Policy will set out the disciplinary action that will be taken against pupils who are found to have made malicious accusations against school staff.

Statement of Intent

Kip McGrath South Lakes Academy Policy is designed to promote and create a framework for achieving good behaviour, rather than merely deter anti-social behaviour. It is directly related to the physical, social and emotional well-being of everyone meaning we aim for every member of the Kip McGrath South Lakes Academy community to feel valued and respected, and each person to be treated fairly. Staff should be seen to be excellent role models for developing acceptable behaviour within the school.

Kip McGrath South Lakes Academy believes that positive reinforcement of desirable behaviour and rewarding such behaviour is preferable than negative responses, as this can be counter-productive in many situations. We believe in giving our young people the respect and support that they need to help them to make positive choices over the way they behave. Kip McGrath South Lakes Academy is built on the mutual trust and respect of our young people and staff, which is therefore why this policy focuses on primarily the reinforcement of positive behaviour and should be read in conjunction with Kip McGrath South Lakes Academy Pocket Money Policy.


  • To ensure that the highest standards of behaviour amongst young people are encouraged and maintained by way of tried and tested methods, which are based on nationally recognised principles of good practice.
  • To respect each individual and their individuality.
  • The principles which underpin Kip McGrath South Lakes Academy’s Mission Statement are the fundamental basis for all professional practice.
  • Kip McGrath South Lakes Academy recognises the benefits of self-discipline and mutual respect. Whilst acknowledging the fact that some of our young people require Kip McGrath South Lakes Academy facilities because they struggle with the lack of this in their lives.

It is the policy of Kip McGrath South Lakes academy to expect the highest possible standards of behaviour from all our students as failure to do so would be discriminatory. The practice underpinning this policy must take in to account the nature of the social, emotional and behavioural difficulties that the young people face. Factors such as the quality and nature of home/school life, the opportunity for young people to have any form of responsibility, and the level of mutual respect and understanding between young people and staff will all have a critical role in the development of a learning environment that is stable and secure for our young people. This, in turn, will lead to a better standard of behaviour which will grant a larger opportunity for learning to take place.

At all times the main aims will be to:

  • Promote self-discipline and proper regard for authority amongst young people
  • Encourage good behaviour and respect for others,
  • Secure an acceptable standard of behaviour amongst young people
  • Regulate the conduct of students in a manner that is acceptable and using permissible forms of control which are considered good practice within the Human Rights Act 1998

Our Beliefs

We believe that most negative or challenging behaviour stems from the difficulties a young person has due to their medical conditions and how it effects that young person individually. Young people with Autistic Spectrum Disorder tend to operate and exist within a different culture to others, and as such, may not ‘speak’ the same language, or do not understand other people’s ways of communicating, which can lead to extreme difficulties at times ‘cracking the code’ of others way of being.

Kip McGrath South Lakes Academy recognises that young people with Autistic Spectrum Disorder may have difficulty in certain areas, which will have an impact on their behaviour, some of these areas are:

  • Decoding People – interpreting the behaviour of others
  • Encoding Self – learning and understanding ourselves through understanding others. Having extreme difficulties in understanding and interpreting emotion is unable to give meaning to his/her own participation in events in his/her life, lacking a sense of ‘experiencing self’
  • Imagination – gives us the ability to pose alternatives in the mind, that is alternative images or interpretations of our own behaviour and the behaviour of others and also to plan alternative courses of action.
  • Cracking the language code – instruction given to a group are not always recognised by the young person with Autistic Spectrum Disorder. Conversely, the young person may shout out an answer, assuming a question given to the group was only aimed at him/her, which may seem as being disruptive
  • Rigidity and rule-bound behaviour – the inability to abide by some social rules can result in episodes of confrontation
  • Exclusive interests – can take over at times or become obsessive, this may take priority over learning, social interaction or activities
  • Compulsivity, perseveration, perfectionism – can lead to a young person to not be able to stop an activity or conversely, not be able to start, which can be seen as uncooperative behaviour
  • Integrated learning – generalisation does not occur. Concepts are not derived from facts. Learning needs to be specific
  • Sensory experience – hypersensitivity or hyposensitivity may occur visually and aurally, sometimes with the additional involvement of taste, smell, and touch, which can lead to extreme reactions.
  • Motor control – poor coordination and difficulty with handwriting and/or physical activity.

Because Kip McGrath South Lakes Academy tailor makes its curriculum to fit the young person and each young person has their own designated teacher or staff member, many of these areas will be accounted for an as such, the curriculum is adapted to take into consideration these needs, which will, in turn, aim to prevent the unwanted behaviour by removing the trigger causes. Sometimes these triggers may not be obvious, therefore we rely on excellent communication between ourselves, parents and partner agencies involved with the young person, to build a complete picture of the young person, their strengths and their needs. This enables us to be able to understand the reason for any behaviour issue from the point of view of the young person, which in turn will help us to change the behaviour if necessary.

Our main form of modifying challenging behaviour at Kip McGrath South Lakes Academy is through a rewards system, based on positive feedback and rewards by way of pocket money which is distributed at the end of each half term. No Pocket money is withheld, however, it is the responsibility of each young person how much pocket money is received (See Kip McGrath South Lakes Academy Pocket Money Policy for further details). We believe that positive reinforcement is key to modifying behaviour and creating a positive environment where our young people feel valued and respected.

Policy Particulars

  1. Kip McGrath South Lakes Academy believed that all our young people are respected and accepted
  2. We recognise that behaviour issues can be significantly reduced by:
    • Interesting, individualised learning activities
    • Clarity of instructions and consistency
    • Building positive relationships built on mutual respect between staff and young people
  3. Kip McGrath South Lakes Academy aims to create an environment which encourages positive behaviour and does not inadvertently place our students in unacceptably stressful situations which may lead to bad behaviour, because it is widely accepted that young people learn best when:
    • Everyone enjoys being in school, feeling valued and respected
    • They are motivated and inspired to learn and succeed and discover their own potential
    • Their efforts and achievements are recognised and celebrated
    • Their learning experience is meaningful and varied, stimulated by their own interests
    • Feel confident in a supportive, secure, structured, and well-managed environment
    • There are clear, achievable yet challenging expectations
    • They are encouraged to express themselves appropriately and make choices and decisions.
  4. Teaching is more effective when:
    • Communication is effective and valued by all. Staff members, students and visitors should communicate with each other in a calm and polite and respectful manner.
    • The individual needs of our young people directs the curriculum planning
    • Strategies to learning are accessible, stimulating and flexible to meet the needs of each young person.
    • Staff have high expectations of young people to take responsibility for their own behaviour whilst encouraging them to achieve their best
    • All advice and agencies involved in the young person’s life is coordinated, assessed and reviewed

Rewards and Behavioural Consequences

Kip McGrath South Lakes Academy recognise the need for a clear explanation of the rewards system, which is why the Pocket Money Policy was written, this is explained to the young person along with our expectations of them. The young person is given a choice of whether they want their pocket money monthly or they can save it and it be given out at the end of each half term. Most of our students opt for half termly payments. They are expected to adhere to guidelines in order to earn their pocket money, and must sign to say they have received it each time.

As well as pocket money, the following methods of reinforcing positive behaviour are effective and may be used:

  • Intervention programs to help the young person to understanding
  • Using adults and peers as co-learners/role models
  • Teaching through special interests/obsessions
  • Providing each young person with an individually designed and delivered curriculum, which builds on strengths and interests.
  • Private individual praise
  • Pocket money
  • Regular systematic feedback on behaviour

The following methods of discouraging poor behaviour are effective

  • Private verbal reminders
  • Logging misdemeanours
  • Removal from class for short periods to allow the young person time and space in a preferred place, where he feels safe to process the behaviour and its effect on others or to receive support and advice on appropriate alternatives
  • Moving to another area for the lesson.
  • Referral to senior staff/parents/home
  • Withdrawal of privileges

Young People will actively be rewarded for:

  • Taking part
  • Showing willing
  • Making progress
  • Good work
  • Improving work
  • Positive behaviour
  • Improving behaviour
  • Completing work
  • Arriving on time

Behavioural Consequences

Kip McGrath South Lakes Academy understands that behaviours are usually a symptom of a difficulty due to Autism and as far as possible we believe that intervention or prevention is better than a reaction or punishment. However, there are times when it becomes necessary to have consequences for certain behaviours, these consequences will be based on each young person’s level of understanding and their ability to reason.

Examples of Behavioural Consequences

  • Poor or dangerous behaviour whilst on transport may result in a transport ban for a limited time period
  • Threats to damage school property may result in the young person being denied access or the removal of said property
  • Damage to school property may result in the young person incurring a fine or being asked to help in the repair of said property
  • Unacceptable behaviour prior to an activity may result in a planned activity being postponed until behaviour is acceptable
  • Leaving school without permission may result in the loss of activities outside the school, or increased supervision (a risk assessment may also be put in place at this point)
  • Bullying another young person may result in conflict resolution as per Kip McGrath South Lakes Academy Anti-Bullying Policy

This is not an exhaustive or definitive list of behavioural consequences. Behavioural consequences will be given based on each individual’s level of understanding, their ability to reason and by looking at the whole picture.

Prohibited Behavioural Consequences

The following measures WILL NOT be used as behavioural consequences at Kip McGrath South Lakes Academy:

  • Any form of corporal punishment
  • Any punishment involving the consumption or deprivation of food or drink
  • The use or withholding of medication, or medical treatment
  • Imposing a financial penalty, other than a requirement for the payment of a reasonable sum, (which may be by instalments), by way of reparation
  • Any intimate physical examination
  • Withholding any aids or equipment needed by a disabled person
  • Any measure involving a young person imposing any measure against another person or
  • Any measure involving punishing a group of young people for the behaviour of an individual young person.