ABSTRACT
This chapter starts with an overview on behaviour in English pri¬mary schools, considering the impact of policy on the way behaviour is currently, and has historically, been managed. It discusses the current state of behaviour in English primary schools. The chapter looks at some of the research around whether behaviour in schools is improving or worsening and investigates the sources these views are drawn from. It also looks at government guidance in relation to how behaviour should be managed. A survey from the Teacher Support Network and Parentline Plus in 2010 showed that 92 per cent of respondents thought that behaviour standards had declined during their career and that this had caused 70 per cent to consider an alternative profession. Children's behaviour in English schools has been addressed by a focus on control a recurrent and sustained theme in government publications. The chapter ends with a consideration of behaviour polices, and their impact on teachers and teaching assistants'TAs.
