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This article gives an overview of an existing behaviour policy of a mixed comprehensive school in Stevenage, Hertfordshire. It discusses the procedures undertaken in writing the original policy, and highlights the necessity of involving the whole school community in its development. The article examines the risks of failing to involve all staff and pupils in the development of a behaviour policy, and the inconsistencies in practice that arise when those using the policy have no ownership of the document. The article discusses the need for regular reviews of the policy and the importance of inducting new staff thoroughly so as to maintain consistency in the policy's application. Finally, the article examines the impact of insufficient differentiation and the need for inclusion for pupils with special educational needs, across the spectrum. [ABSTRACT FROM AUTHOR]