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* 1. Main role

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* 2. My school has a good overall standard of behaviour

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* 3. My school provides a calm, safe and supportive learning environment that pupils want to attend 

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* 4. My school has a positive behaviour culture 

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* 5. The standard of behaviour has improved over the past 3 years 

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* 6. Staff take time to teach pupils how to meet the expected standard of behaviour 

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* 7. I know the school’s behaviour procedures 

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* 8. My pupils know the school’s behaviour procedures 

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* 9. I understand how pupils are expected to behave 

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* 10. My pupils understand how they are expected to behave 

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* 11. I feel confident in applying consequences for managing behaviour 

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* 12. My school has effective rewards for good behaviour 

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* 13. Pupils are invested in the reward system 

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* 14. I feel confident in applying rewards for good behaviour 

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* 15. My school has clear routines to help pupils achieve the expected standard of behaviour  

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* 16. I have received training on how to manage pupil behaviour consistently and effectively 

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* 17. I feel confident and able to adapt routines for pupils who need it (e.g. because they have additional needs)  

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* 18. I have received training on the needs of the pupils at my school 

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* 19. My school has effective consequences for managing behaviour that reduce the time pupils spend outside of class 

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* 20. Removing a pupil from class (isolation/seclusion) is considered as a serious sanction in my school, and should only be used as a last resort  

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* 21. Pupils who have been removed from class have an appropriate room to go, which is: 
Stocked with appropriate resources 
A suitable place to learn and refocus 
Supervised by trained members of staff 

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* 22. Pupils who have been removed from the classroom are offered pastoral support to improve their behaviour, so that they can be reintegrated into the classroom 

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* 23. My school has effective interventions that help pupils to improve their behaviour

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* 24. My school communicates the behaviour policy well to parents, and most parents reinforce it at home 

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* 25. My school builds positive relationships with parents and keeps them updated on their child’s progress

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* 26. Parents are routinely involved early when behavioural issues arise 

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* 27. I consistently apply the school’s behaviour procedures when responding to behaviour incidents  

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* 28. Senior leaders monitor whether the behaviour procedures are being applied consistently by all staff 

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* 29. I feel equipped to handle low-level disruption in lessons 

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* 30. I feel equipped to handle serious behaviour incidents in lessons 

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* 31. I know how to anticipate triggers of misbehaviour for my pupils with special educational needs and/or disabilities (SEND), and we have in place effective preventative measures for such behaviour 

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* 32. My school is meeting its legal duties when it comes to adjusting behaviour management for pupils with SEND

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* 33. Pupils who have returned from suspension, isolation, or an off-site placement are offered support to: 
Reintegrate back into the school 
Catch up on missed learning 
Understand how their previous behaviour didn’t meet behaviour expectations 
Meet behaviour expectations in the future 

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