Relationships and Behaviour Policy

Monitoring Programme

1. Our Purpose

The ethos of behaviour management in our school is relational and is built upon the need to place restoration rather than retribution at its heart. The Blandford School seeks to support students in forming positive relationships with their peers and with school staff. We believe that a relational approach results in a longer lasting and more meaningful development of
young people.

Positive behavioural choices impact on daily life for everyone in our school community. As well as promoting desirable and positive character traits, this policy also firmly addresses negative choices that compromise learning and safety, or which adversely affect member of our school community. This ranges from low level disruption to more serious behaviours.

Negative choices can be a sign of unmet need, personal crisis, or many other factors. It may be deliberately chosen, or the result of a need. Our responses will seek to take account of the cause of underlying behaviour, where it can be identified. This will not result in excuses being made but may inform the response that the school chooses to make in considering the
choices and reactions of a student. 

The Blandford School will not accept defiance from students. We believe that all children are capable of good behavioural choices and expect the full support of parents and carers in ensuring that all children and young people conform to our expectations, and grow as considerate, respectful, hardworking individuals. 

Students are aware that in life there can be both positive and negative consequences to different choices. Staff will focus on rewarding active engagement in learning and positive choices, and they must also challenge negative choices if they arise. 

Staff at The Blandford School wish to be part of shaping young people who understand the importance of making good choices and who are supported and helped when they do not. We aim to allow all young people in the school the chance to thrive in our inclusive environment, whilst preserving the optimal learning environment for all other students, so that one student does not adversely affect the learning or school experience of many.

We believe:

• That our school is a place of education, where teachers have the right to teach, and students have the right to learn.
• That self-discipline is an important skill for life. We will insist on high standards of behaviour from every student, for the good of the individual, and the good of all.
• That school rules are for all students who choose to be educated here. We assume full parental support for all of our policies and rules for as long as they would like their child to remain here; irrespective of their personal views or standards. School staff will not give time to arguing with parents over our expectations or consequences, and parents can move their child to an alternative school that better meet their standards or aspirations for their child if they no longer wish their child to be subject to the high standards of our school. 
• That we must reserve the right to remove a student from circulation until they meet our expected standards; and may remove a child permanently from the school if their behaviour is considered sufficiently serious, or where there are no convincing signs of sustained improvement. 
• That taking pride in our appearance helps positive self-esteem. We will insist that students look smart, wear the correct uniform, and have the expected standards of appearance, at all
  times.
• That our school is a place of learning in preparation for life. We will take account of individual circumstances, but not allow these to become excuses for poor behaviour, or the
  disruption of learning of others, for whom we also have a responsibility to provide a great education. 
• That everyone has the right to feel safe in school – students and staff.
• That education is broader than that covered in classroom lessons.

The school will make decisions and issue consequences based on all the information available, and on the balance of probability where full clarity regarding an event is not possible. In making decisions, the school may have access to, but not be in a position to share a wider range of accounts relating to an issue or incident. Whilst every effort will be made to explain decisions to parents, the school will not engage in debate or argument about its course of action. In the interest of fairness and consistency we ask parents to support decisions reached on such occasions.

The Staff and Governing Body look to parents and carers to support the school when a child needs to be sanctioned. A minority of parents try to negotiate with the school regarding consequences, or try to state that it should not apply to their child. This does not support the fair and equitable application of our policy, nor is it in the spirit of the Home School Agreement, and will not be tolerated by the Governing Body, who have the duty to secure a successful learning culture for all.

2. Recognising positive choices

At The Blandford School, all staff will seek to recognise and celebrate the positive choices of our students. Positive behaviour is encouraged through the promotion and recognition of qualities that sit under our REAP values:

Respect

Effort

Attitude

Perseverance

We believe in the importance and power of a teacher’s acknowledgment of effort and attainment, both in an academic sense and in the wider development of a child. At The Blandford School, we believe that verbal praise in a lesson that is timely and specific can be the most effective acknowledgement of a job well done. 

Teachers may follow verbal praise by awarding merits. Merits are awarded under the headings of our values (Respect, Effort, Attitude and Perseverance) and students, parents, staff and governors will be able to track the number of merits students awarded within each category. Teachers and other school staff will record merits centrally on SIMs, and these will be reported home through the SIMS APP with the name of the teacher awarding the merit, and the school subject if awarded within a lesson. Teachers will explain to students when and why their positive choices have been recognised.

We award merits and also hold firm that the primary positive outcome for students is the formation of character and the development of the qualities that will enable them to live full, positive and productive lives as active members of the communities to which they will belong.

Our REAP values are promoted throughout the school including in Personal Development time and assemblies. 

Students complete reflection and self-assessment tasks regularly to help them identify their areas of strength and also to help them set targets for the future. They monitor their progress towards these targets and achievements are recognised in the half termly celebration assemblies.

In school, we share in celebrating the development of these characteristics and share key achievements and milestones with parents and carers. This is communicated in a number of ways:

• merits awarded through SIMS;
• letters and postcards home;
• certificates given in assembly or sent home;
• Headteacher commendations;
• awards and celebration ceremonies marking the key transition points in a student’s journey through the school.

Students who make particularly significant steps in their development, both in relation to their peers and their relative start point, may be rewarded with additional privileges such as lunchtime passes, opportunities to take part in additional enrichment activities and prizes.

Such things are offered as a recognition and celebration of the true reward, which is always the development of character.

3. Consequences of negative choices

Making mistakes and, crucially, learning from those mistakes is a part of growing up. Staff know that young people do not always get things right and that learning from mistakes is part of their wider education. We ask that our students reflect on mistakes, as we work with them to explore more positive choices for the future. When students are honest and reflective, we can help them to develop and learn. As much and as far as possible, we want to work WITH our students so that they are part of the positive culture at our school rather than feeling that things are done TO them. We also feel that the language we use in school surrounding negative choices is very important and this is key to our policy.

When students choose to behave in a way that is not consistent with our REAP values, we aim to respond with a logical consequence. At the heart of our response will be an aim to repair the situation and support the student in understanding and changing.

During lesson time

If a student is disrupting their own learning, or the learning of others, our teachers will choose the most logical response to support the student into making positive changes. This may include:

• a non-verbal reminder to follow the expectations of SLANT (Sit up, Listen, Ask and Answer questions, Nothing in your hand, Track the Teacher);
• where possible, a quiet desk-level discussion about what the barrier to learning might be;
• a brief moment outside of the room to re-set if needed;
• if the negative behaviour persists, a teacher may choose to relocate the student to another room in the faculty in accordance with the relocation timetable written by the Head of Faculty;
• if a student refuses to relocate or if the behaviour of the student is extreme, a teacher may need to email for the support of the Senior Leadership Team. A member of SLT will be available for this every tutor time, lesson, break and lunch.
  

If students have made negative choices in their lesson, a teacher will need to consider the most logical consequence from the following choices. Teachers will apply intelligent consistency when it comes to the most appropriate action:

• Restoration – this is a meeting set at an appropriate time with a student and a peer, or a member of staff, that is needed because the working relationship between them has broken down. The meeting is not bound to a specific time limit, or place. It may be a short discussion during or after the lesson, or it may need to be longer.
• Catch Up – this is up to 45 minutes working with staff to catch up on work that has been missed or not completed to the relevant standard. This may take place during break times, or as an extension to the school day.
  
• Community Service - It may be more appropriate to set a student a community support task because their behaviour has damaged property or wasted resources. This may be, for example, litter picking, cleaning or tidying. This will normally be for 45 minutes.
• Repair – This event is held after school for an hour and will predominantly be used when other remedies have not worked.
• It is sometimes necessary for students to have a full day, or part of a day, in Reflection. This will be a day when students are relocated from their normal lessons and school social times. Students will still follow their normal timetable and, in addition, they will also have time with their Head of Year or a member of the Senior Leadership Team, sometimes both, to reflect on their choices and what needs to change, and guidance on how to achieve this.
• Additional remedies used by the school include, fixed term suspension and permanent exclusion. These are explained in full on p.9.

Outside of lesson time

We have the same expectations for breaktime, lunchtime, during movement times including before and after school whilst on or near the school site. We have the same expectations for all school trips. There will be additional expectations as part of each school trip Risk Assessment which will be explained in writing and verbally.

The consequences for poor choices will be the same outside of lesson times. In addition, staff may feel it is necessary to stop students from socialising in the Hub or the Hall at break and lunch for a period of set time if their choices are deemed unsafe or anti-social. Staff may also need to relocate a student from an outside area. If this is the case, they will be able to get their food and drink as normal and will then be informed of an area to socialise in and for how long the ban will be in effect.

Please see Appendix 1.1 and 1.2 for more detail on what might lead to a consequence.

Students will be informed of their logical consequence and the reasons for it will be explained by the teacher and recorded in their student diary, and on SIMs by the teacher. Parents and carers will see this information via SIMs. If the consequence is to be held after school, parents and carers will be informed via a phone call or email.

If a student chooses not to complete a consequence set by a classroom teacher, their Head of Faculty will be informed, and they will need to attend a Head of Faculty repair which will be after school.

If a student does not complete a consequence set by a tutor, their Head of Year will be informed, and they will need to attend a Head of Year repair which will be after school.

If a student does not complete a consequence set by their Head of Year or Head of Faculty, SLT will be informed and they will need to attend an SLT repair which will be for one or two hours after school on a Friday.

Students who fail to attend an SLT repair, will be placed into a day in reflection. Students who do not comply with their day of reflection are at strong risk of suspension.

If students are late for school, they will receive an immediate consequence of a lunchtime repair with a member of SLT (unless clearly unavoidable).

Student re-set cards

A student re-set card might be issued by the Head of Year in consultation with parents and other relevant staff as a supportive strategy. The purpose of this is to support students with managing their own reactions to situations. For a set time period, a student may have a physical card that will allow them a brief period of up to 5 minutes outside, but near, to their classroom. Students who are issued a re-set card will discuss their personal strategies for managing their emotions and reactions and how to use the card effectively with their Head of Year. After the set period of time, their Head of Year will review their use of the card and decide whether to re-issue.

The Guidance and Welfare team will keep track of the re-set cards.

 Student monitoring

It may be deemed appropriate by staff, students and parents to place a student on report in order to monitor their choices and experiences. Each report will require teachers to record a student’s attitude to learning on a lesson-by-lesson report and parents to sign daily. We have a range of reports available depending on the level of monitoring or support required:

Positive Attitude to Learning report: A tutor or Head of Year might issue this. Students will be given a card and asked to give this to their teachers throughout the week. Teachers will only record the positive choices with the student and praise actions that are contributing to their learning and the learning of others.

Tutor monitoring card: A student will be given a card by their tutor. Parents and carers will be informed by the tutor.

Head of Year monitoring card: If the tutor report shows a lack of change from the student, the tutor will ask their Head of Year to issue a monitoring report. Parents and carers will be informed by the tutor and asked to sign the report daily.

Faculty monitoring card: A Head of Faculty may wish to issue a subject specific log to monitor engagement and effort. The HoF will contact parents and carers.

SLT report: Heads of Year and Heads of Faculty may wish to consult with the Senior Leadership Team about placing a student on an SLT report. Parents and carers will be informed by a member of SLT and asked to sign this daily.

Governor panel: In more persistent cases, students and their parents or carers, may be requested by the SLT to attend a Governor Panel to analyse the behaviour choices of a student, to look at support in place and to consider future options alongside the SLT and HoY.

The student log kept by Guidance and Welfare will have a record of the monitoring and support.

4. Suspension

The decision to suspend rests solely with the Headteacher, or Deputy Headteacher in their absence, in line with DFE guidance.

The length of suspension will be determined by the severity and circumstance of the incident, and will be determined by the school. A behavioural incident viewed as very serious by the school will result in suspension. Subsequent suspensions will increase in length from previous suspensions and this is also the decision of the Headteacher, or Deputy Headteacher in their absence.

A student will also be suspended if, despite all efforts, alternative behaviour strategies have failed to produce resolution and/or reconciliation and/or:

• They have posed a risk to safety or good order in the school
• They continue to pose a threat to the safety or well-being of another student or member of staff
• They have seriously disrupted learning for others (persistent poor behaviour)
• There is a likelihood of continued disruption to learning
• They have repeatedly breached school rules

Permanent exclusion

Permanent exclusion will be considered if a student commits a very serious breach of discipline. Examples include, but are not restricted to:

• Bringing illegal drugs into school and/or selling drugs before, during or after school*
• Bringing an offensive weapon into school.
• Uses or threatens to use serious violence against a student or member of staff. This would include the use or threat of use of an offensive weapon or prohibited item.
• Carrying out, or threatening to carry out sexual abuse or assault
• Persistent poor behaviour despite suspensions
• Seriously failing to meet the targets on the Pastoral Support Plan following fixed term suspension
• Malicious allegation(s) against a member of staff or student.
• Abuse against sexual orientation, gender identity or disability.
• Inappropriate use of social media or online technology

*A drug is a substance that affects the way in which the body functions physically, mentally or emotionally. For the purposes of this policy, this definition includes illegal substances and also legal substances such as; Alcohol, Tobacco, vapes, volatile substances, over the counter and prescription medicines, and “legal-highs”. The school is likely to permanently exclude for illegal drug-related issues, including the bringing of paraphernalia into school.

Suspension will require the completion of work commensurate with the learning time missed, equivalent to at least 7 hours per day of suspension, to ensure that learning is not compromised through absence from school. The school will judge whether the standard of work is acceptable, and further discipline measures will be put in place to secure the required standard if necessary. This further serves to underscore the seriousness of exclusion as a disciplinary measure.

5. Schools have the power to sanction students for misbehaviour outside of the school premises to such an extent as is reasonable.

Staff can issue sanctions for non- criminal poor behaviour and bullying which occurs off the school premises or online and which is witnessed by a staff member or reported to the school. We collaborate with local authorities, including bus companies, to promote good behaviour on school transport.

Conduct outside the school premises, including online conduct, that we can sanction students for include misbehaviour:

• when taking part in any school-organised or school-related activity;
• when travelling to or from school;
• when wearing school uniform;
• when in some other way identifiable as a pupil at the school;
• that could have repercussions for the orderly running of the school;
• that poses a threat to another pupil; or
• that could adversely affect the reputation of the school.

When necessary we report incidents that occur in or outside of school to the appropriate external authorities.

6. Bullying 

(Please refer to Anti Bullying Policy)

• The Blandford School defines bullying as ‘the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power including discriminatory language in any form. Bullying can be physical, verbal or psychological. It can happen face-to-face or online.’

Of all the types of misbehaviour bullying is that which gives greatest concern to students. All members of the school - students, teaching and support staff - will be encouraged:

• Never to accept or ignore any form of bullying which they have noticed;
• Always to speak out and see that proper action is taken.
• It is the duty of all staff to listen and to act whenever an alleged case of bullying is brought to their notice.

7. Screening and Searching and Confiscation

In relation to screening and searching students, teachers who have been appropriately trained and with the (temporary or permanent) permission of the Headteacher, have the power to search individuals whom they have reason to believe are in the possession of offensive weapons, alcohol, illegal drugs, stolen items, pornographic images, fireworks,

tobacco and cigarette papers, vapes, items on our list of banned items or any item which could be used to cause an offence.

Whilst consent will always be sought, it is not necessary for the searching of belongings. Lockers may also be searched for prohibited items without the student’s consent. Staff may seize any banned or prohibited item found during a search which they consider harmful or detrimental to school discipline. A second member of staff is required to be present as a witness (where possible, one of the same gender as the student). The member of staff must not require the student to remove any clothing other than outer clothing (i.e. any item worn over an item being worn as underwear, and including shoes, gloves and scarves.) A member of staff may request that a student empties his/her pockets. There is no requirement to seek parental consent. A member of staff conducting a search of electronic devices may examine any data or files where there is good reason to do so, where data may cause harm, disrupt teaching or break school rules. It is for the person conducting the search to erase data or files or pass them to the police as appropriate. A member of staff may need to use an electronic detector to determine if a banned item is inside clothing. This is a hand held device which is held close to but not touching clothing and will be used be a member of staff (where possible, of the same gender as the student) and with the permission of the student.

Weapons, controlled substances and valuable stolen goods must be kept in the school safe following confiscation and handed over to the Police at the earliest opportunity. Where there is any risk to the safety of any member of the school community, or where resistance is anticipated, the Police will always be called. Members of the Senior Leadership Team (or other supervising teachers with the permission of the Headteacher) will take charge in managing situations; take steps to remove offenders from the vicinity and remain with them. In cases of heightened risk, the Police must always be called. When students are suspected of carrying a weapon and have imminent intent to use it to cause harm, members of staff should not approach students but should contain them from a distance, request the weapon and remain in contact where possible. The aim will always be to ensure the safety of all members of the school community. Details of searches conducted and their outcomes will be recorded and analysed.

If a student fails to comply with a request to search, this would be considered a serious breach of the relationships and behaviour policy (as it compromises our ability to safeguard people) and therefore staff involved would consider that the student has items in their possession that are prohibited and therefore set an appropriate consequence according to our policy.

A member of staff involved in a search will contact parents and carers in a phone call or email.

8. Use of Reasonable Force

Staff are aware of the sensitivities associated with any form of physical contact with students. All school staff have a legal power to use reasonable force. Parental consent is not

required. Section 93 of the Education and Inspections Act 2006 enables school staff charged with the supervision of students to ‘use such force as is reasonable in the circumstances,’ to prevent a student from:

1. Committing a criminal offence (or equivalent if perpetrator is under the age of criminal responsibility)
2. Causing personal injury to or damaging the property of another individual (or him/herself)
3. Prejudicing the maintenance of order and discipline.
   

To be judged lawful, the force used would need to be in proportion to the consequences it is intended to prevent and the minimum needed to achieve the required result, taking proper account of any Special Educational Need. For example, teachers may physically separate students found fighting and a student refusing to leave a room when instructed may be physically removed. It is always unlawful to use force as a punishment, corporal punishment having been abolished by section 548 of the Education Act 1996. The explicit permission of the Headteacher, where force is deemed necessary, would be desirable but may not always be feasible. Key members of staff have received training in physical restraint. Staff should, where possible, in their management of incidents, aim to be accompanied by a colleague acting as observer. Statements will be taken following any incident and a log maintained by the Headteacher of incidents where restraint is required. Members of the Senior Leadership Team (or other supervising teachers with the permission of the Headteacher) will always take charge in manageable situations; take steps to remove offenders from the vicinity and remain with them. In cases of heightened risk the Police must always be called. When students are suspected of carrying a weapon, members of staff should not approach students but should contain them from a distance, request the weapon and remain in contact where possible. The aim will always be to ensure the safety of all members of the school community.

9. Malicious or Unsubstantiated Allegations, and deliberate misrepresentation

Where a student has made an allegation against a member of the school community that is determined to be unfounded or malicious, sanctions may be used up to and including permanent exclusion, and prosecution. This is in line with current government recommendations. The decision on how to proceed should be dealt with sensitively and according to circumstances. In order not to deter genuine allegations from being made by students, the student found to have made a malicious accusation should be offered confidentiality and may (according to the circumstances):

• receive counselling to help identify the reasons why they made the allegation be referred to their Head of Year or another Senior member of staff
• face serious consequences including internal and external exclusion (amount of staff time spent on investigation may be taken into account when considering severity of consequence, including permanent exclusion)
• face criminal proceedings

Where a student deliberately misrepresents a situation, either in school, or to parents, in the view of the school, a further sanction will be imposed to reflect time wasted for staff investigating, or fielding unnecessary or unwarranted complaints.

10. Monitoring and Evaluation

Our policy and its implementation will be continually monitored and reviewed, and revised as necessary.

Monitoring will be led by the Headteacher, Deputy and Assistant Headteachers and supported by the Heads of Year.

The staff, in consultation with the Headteacher, will undertake systematic monitoring and conduct regular reviews of the Relationships Policy and procedures in order to evaluate them to ensure that the operation is effective, fair and consistent. 

The Governing body will regularly review this policy and associated procedures, to ensure its continuing appropriateness and effectiveness. The review will take place in consultation with the Headteacher, staff and parents/carers. The outcome of the review will be communicated to all those involved, as appropriate.

11. Responsibilities

Responsibilities of Governors

• The Governors will liaise regularly with the Headteacher to ensure the effective operation of the Relationshipss and Behaviour policy within statutory guidelines.
• The Governing body will regularly review this policy and associated procedures, to ensure its continuing appropriateness and effectiveness.
• Support the school in the implementation of this policy.

Responsibilities of all Staff

• Staff will have high expectations and promote active engagement by students in all lessons, and around the school campus.
• Staff will use intelligent consistency in line with the TBS way when managing behaviour, conscious of the need for consistency and high standards, but alert and sensitive to the needs of the child before them.
• All staff act as role models and challenge, and discipline if necessary, those students that do not adhere to the school rules.
• Staff will seek to establish positive working relationships with students.
• Staff will aim to deliver engaging lessons in order to motivate students to love learning, to discourage apathy and reduce the instances of poor behaviour.
• Staff will look to prevent situations that might lead to negative behaviour choices and aim to diffuse any situations from escalating. 

The role of the tutor

The role of the tutor is central. The tutor is the one adult who sees their tutees every day in school. Tutors should:

• By accurately completing the electronic session register or send paper copy directly to the G&W office where technical issues arise.
• Fulfil the responsibilities laid down in the Teaching and Learning handbook and the Role of the Tutor sheet issued at the start of each academic year.
• Share the daily tutor notices with students in silence.
• Consistently enforce the uniform, mobile telephone, equipment and jewellery rules, in the tutor base and around the school site.
• Be proactive about behaviour management and set the standard at the start of each day with reference to our expectations and REAP values.
• Make reference to and uphold the aims of the School Charter in dealings with students
• Monitor for patterns of behaviour or concerns within the tutor group and record any concerns in the student log via Guidance and Welfare.
• Act (with the Head of Year as necessary) to support students where concerns are raised about not meeting classroom learning or school expectations and ensure that there is no detrimental effect upon achievement and attainment. For example, hold a tutor report card.
• Pass on concerns in relation to Children’s Safeguarding to Designated Safeguarding Lead (Safeguarding) or Deputy DSL in writing via My Concern.
• Lead the tutorial ‘Personal Development’ activities provided by the Head of Year as specified on the Week Ahead, including other activities where directed, in order that all students have access to the same input, information and experience.
• Complete the tutor administration tasks promptly as set by the HOY to record merits, forward explanations of absence and monitor concerns.
• Fulfil academic mentoring process with tutees as directed by the HOY.
• Inform the Guidance and Welfare administrator and HOY if a student has been absent with no parental contact, in order that contact can be made.
• Liaise fully with the HOY as issues arise.

The role of the Classroom Teacher

Each classroom teacher must adhere to the behaviour and attendance guidelines within the Teaching and Learning handbook, and with this policy, in order that rules are reinforced, that consistency is achieved throughout the school on all of the agreed rules, around the wider school site as well as in the teacher’s own classroom, that effective teaching and learning is facilitated and that students feel safe and enjoy their lessons. Teachers should:

• Accurately complete the electronic session register or send paper copy directly to the office within 20 minutes of the start of the lesson.
• Inform Guidance and Welfare administrators of immediate concerns about possible truancy from lessons – e.g. where a student is absent without explanation when they have been marked present earlier in the day.
• Pass on concerns in relation to Children’s Safeguarding to DSL or Deputy DSL.
• Consistently enforce the uniform, mobile telephone and jewellery rules.
• Be proactive about behaviour management with reference to the TBS way and our Respect Charter, attending and responding to sessions designated to provide explanation of these.
• Carry out the consequences outlined in the Common Behaviours at TBS document and the Teaching and Learning Handbook where behaviour does not meet the required standard.
• Use the 777 email or telephone line in any situation where an urgent response is required.
• Avoid implementing whole class consequences. 
• Enforce the published warning and relocation system and contact parents where students are removed from class, whilst ensuring that meaningful education can continue.
• Report all incidents of bullying, sexual harassment or violence, homophobic, racist or sexist language or behaviour by using the SIMS facility, reporting directly to the Head of Year or via My Concern, in writing so that the student knows that they are being listened to and never feels that they are causing a problem by reporting issues. This includes responding to Smoothwall alerts if a classroom teacher is asked to respond to an alert.
• Carry out duties and logical consequences in accordance with the duty rota.
• Ensure that positive behaviour and achievement are recognised and rewarded.
• Seek or accept training in Behaviour Management skills as necessary
• Make reference to the School Charter and our shared values in dealings with students.
• Ensure that lessons are well planned, resourced and managed to foresee and support the needs of all learners as far as is possible and so minimise cases of low-level disruption.

Responsibilities of Parents and Carers

A positive, supportive partnership between school and home is essential to maintain the high behavioural expectations of students. Staff at The Blandford School seek positive relationships with our families as part of our working WITH ethos. This relationship is set out in the home school agreement and forms the basis of this key partnership. Parents and carers sign a Home-School Agreement when their child starts at The Blandford School, agreeing to work with our school to uphold the policies and procedures that we have. Non-signing of this document does not absolve a parent or carer from giving full support to our rules and expectations. The support of parents and carers is expected for as long as they choose The Blandford School for their child’s education.

Parents and Carers are expected to;

• Support the school in the full implementation of this policy, including in discussions with their child.
• Avoid creating conflict for their child in school by supporting bad behaviour, defiance, or poor work ethic.
• Understand that the law is clear about teachers’ right to discipline students, and that such authority does not need the consent of a parent or carer, for example, when issuing detentions.
• Reinforce messages encouraging positive behaviour.
• Set examples of good behaviour including positive interactions with all members of the school community.
• Understand that immediate or same day meetings with staff members may not be possible and an appointment will have to be made to discuss any issues with the most relevant member of staff available.
• Understand that they freely chose to send their child to The Blandford School, and in doing so, they undertake to support the school.

Responsibilities of Students

All students are made aware of the School Charter and reminded of its contents regularly. They are expected to actively engage in their learning. This is outlined in the Home/School agreement:

• Invest effort to achieve a high standard of work at all times;
• Be punctual and fully prepared for every lesson;
• Wear the correct school uniform at all times, look smart and be proud;
• Respect the physical learning environment;Follow instructions given by all staff;
• Listen to and respect others.

Students will respect all members of staff in their behaviour and language. Swearing at, or in response to the directions of members of staff will be taken seriously by the school.

Students that fail to adhere to the school rules will be challenged and the school will respond according to their view of the situation.

Students understand that they exclude themselves from our school agreement and community if they are defiant, or deliberately break our rules.

Students must not bring any banned items onto the school site. The banned items include: 

• Knives, sharp implements, guns or any implement that could be deemed by the school to be a weapon or could be used to inflict injury
• Drugs, (including alcohol, cigarettes and vaping) solvents or smoking/drug paraphernalia, including cigarette papers, lighters, grinders etc.
• Pornography
• Any material that promotes or relates to radicalisation or hate crimes
• Stolen property
• Aerosols, including anti-perspirants
• Any recording device without the express permission of a member of school staff

SMART watches must not be used on site, and will be treated in the same way as mobile phones.
The school asks parents and carers not to allow their child to bring high-value items, such as electronic items to school, due to risk of theft or damage, which will not be covered by the school’s insurance; nor can the school allocate staff time to investigating such loss or damage. Mobile phones are not to be used at any time when on the school site. Students who choose to bring a phone must ensure that it is switched off and in bags, not pockets. The school reserves the right to confiscate electrical devices, if seen, including mobile phones; and will retain them for parental collection. Parents and carers are asked to contact their child via reception if need be, during the school day, and must not contact their child via the child’s mobile phone during school hours. In doing so, they risk causing their child to break school rules, and receive a sanction. For students who repeatedly have visible mobile phones and they have been confiscated more than once, parents and carers will be asked to collect the phone from the main office at the end of the school day.

The role of the Teaching Assistant (TA) of the Academic Learning Mentors and of all paid staff employed at the school

All roles in the school are very important. Members of paid or voluntary staff must under no circumstances be subjected to poor behaviour which is not dealt with. All members of paid staff should:
Sanction students in accordance with the behaviour guidelines and have the opportunity to become familiar with this policy.

All members of staff, paid or voluntary, should:

• Write incident slips on individual issues
• Report concerns to any member of staff for action.
• Pass on concerns in relation to Children’s Safeguarding to DSL or Deputy DSL
• Support students in achieving strategies to manage their behaviour
• Maintain the highest possible standards of lone-working and Children’s Safeguarding.
• Report all incidents of bullying, sexual harassment or violence, homophobic, racist or sexist language or behaviour by using the SIMS facility, reporting directly to the Head of Year or via My Concern, in writing so that the student knows that they are being listened to and never feels that they are causing a problem by reporting issues.

The role of the Head of Faculty (HOF)

The HOF has prime responsibility for the management of behaviour in the Faculty. They should:

• Ensure that the expectations in every classroom are consistent throughout the faculty and that the school rules are being applied consistently.
• Ensure that the teaching and learning in every class is effective and supports and fosters good behaviour.
• Liaise with the Deputy Headteacher (Curriculum) to ensure that the courses on offer reflect student need.
• Set up a Relocation timetable for use within the faculty.
• Deal with all incidents of behaviour as reported to them by an incident sheet and pass the completed sheet to the designated administrator/HOY and SLT for action.
• Set Faculty conduct logs for subject specific use as appropriate and copy these to the HOY so that they may be logged.
• Manage faculty consequences and relocations, and fulfil duties related to behaviour, in common with other TLR holders.
• Set proactive relocation from a class for a limited period to be agreed with the faculty link member of SLT for that faculty
• Contribute to behaviour plans by suggesting and/or implementing targeted strategies in faculty to support individuals.
• Communicate all faculty level consequences to parents/carers by letter and/or SIMS ensure that they are recorded. (Electronic copies to HOY, G&W admin for logging and tutor). Ensure that faculty colleagues always telephone parents where students are relocated from class and that meaningful education continues at these times. 

The role of the Head of Year (HOY) (supported by Guidance and Welfare staff)

The HOY is pivotal to the management of behaviour and attendance within the year group and to the emotional health, well-being and safety of its members. The HOY, however, monitors most of the behaviour via communication from staff who have already issued the appropriate consequences. The HOY should:

• Ensure that all students and their parents are educated in our shared values,  expectations and consequences and provide and record in-year inductions for students who do not join us at the beginning of a school year.
• Ensure that student have an understanding of an accessible version of our school behaviour policy and procedures and other key policies.
• Actively promote the wellbeing of minority groups.
• Not involve themselves with the minor classroom incidents which will be overseen by Heads of Faculty but monitor trends and groups for consistency and to inform the necessary education and guidance.
• Act upon feedback from tutors about patterns/ concerns about tutees.
• Pass on concerns in relation to Children’s Safeguarding to DSL or Deputy DSL and complete any tasks set on My Concern in a timely way.
• Follow up the concerns of a Head of Faculty when a student has continually misbehaved in a faculty and has not responded to faculty actions.
• Liaise with the Inclusion Lead/SENDCo, Academic Learning Mentor and/or SLT to ensure that appropriate measures are in place for students who are regularly in breach of the behaviour rules and evaluate the effectiveness of these in promoting good behaviour with the use of comparative data.
• Involve parents/carers/key staff and external agencies at the earliest point in the intervention and review process.
• Monitor behaviour logs on SIMs and in the student logs
• Seek assistance/ advice in line management/Fast-Forward meetings or as necessary.
• Place students on report cards/conduct/monitoring/positive or attendance logs as appropriate.
• Issue exit/re-set cards/visual reminders, motivational rewards as required and facilitate mediation/planning meetings with staff and individual students as required.
• Set targets for individual students in discussion with them and in recognition of their needs.
• Manage HOY detentions on a rota system and fulfil behaviour and after school-detention duty according to the rota.
• Liaise with the Inclusion Lead/SENDCo and Assistant Headteacher (MOT) to write and regularly review Pastoral Support Plans (PSPs) for students after their first suspension, keep minutes of meetings and plans for students who receive support from external agencies. Ensure that information on any cases with social care involvement have been copied to DSL. Lead and record feedback on Team Around the Child/Family Meetings and facilitate and attend behaviour panel meetings.
• Give due consideration to the links between poor mental health and behaviour in their dealings with students, always taking account of contributing factors.
• Liaise with a range of appropriate agencies to achieve effective interventions for individual students and families, always ensuring that the school is represented by a deputy if attendance is not possible.
• Liaise with the Inclusion Lead/SENDCo and Assistant Headteacher to ensure that appropriate, proactive measures are in place for persistent offenders evaluate the effectiveness of these in promoting good behaviour.
• Liaise with the Academic Learning Mentor, the Student Support Worker, the MHSP, the Mental Health First Aider, the Inclusion Lead/SENDCo, the Guidance and Welfare Administrator, TAs, lead fortnightly Fast Forward meetings and contribute to the work of the Guidance and Welfare team.
• Ensure that positive behaviour is regularly taught, rewarded, celebrated and shared with home and that termly motivational activities/events are planned and delivered.
• Lead a high quality ‘Personal Development’ programme, including regular assemblies, which upholds high standards of behaviour, attendance and uniform, meets the aims of the British Values agenda, promotes aspiration and achievement, both academic and personal, supports the health, safety and well-being of the year group, educates them in keeping safe online, challenges bullying or harassment and any other discriminatory behaviours, sexual harassment or violence, sexual language or behaviour, educates students in understanding the facts underpinning extremism and equips them with the resilience to question and resist unsafe practices. The HOY is required to monitor and oversee the effectiveness of their team and challenge ineffective practice.
• Liaise with the Guidance and Welfare Administrator, Assistant Headteacher and Learning and Inclusion department at County Hall to monitor, challenge and sanction poor behaviour choices.
• Manage the system of consequences for late arrival to morning registration in collaboration with the SLT systems in place.
• Implement and record the sanctions outlined in the Anti-bullying Charter, keeping parents informed by letter.
• Direct the work of the designated Guidance and Welfare administrators in liaison with their line manager.

The role of the Inclusion Lead/SENDCO (Special Educational Needs and Disabilities Coordinator

 For students identified as having a learning need and on the SEN register, this will be taken into consideration when sanctions are being enforced. The HOY should seek advice from the SENDCo when dealing with a student who fits this category. The following processes may be put in place: assessment; referral for appropriate individual or group work in the Academic Mentoring Room or in the Learning Support Area, referral to external agencies, review of strategies in the classroom; support at lunchtimes or pm registration sessions. The effectiveness of strategies and interventions should always be evaluated and adapted as necessary. Regular feedback will be provided to SLT, HOY and other relevant parties via the SIMS reporting system and mentoring records. Parents will be a part of the review process for interventions.

The role of the Lunchtime Supervisor

Lunchtime supervisors play a vital role during the students’ free time. There will always be a member of the teaching staff on lunch-time duty and if a problem arises, lunchtime supervisors should contact a member of SLT or the teacher on duty for guidance and support. 

The role of the Senior Leadership Team (SLT)

The senior leadership team should, wherever possible, be visible around the school to reinforce the expectations and standards of behaviour. They should: 

• Support colleagues with behaviour management as appropriate (in line with the hierarchy of response).
• Be visible and accessible on patrol as per the call out rota and respond to 777 calls and where students need to be removed from Faculty areas.
• Apply the range of sanctions and interventions available to them (up to isolation).
• If forced to leave the site in pursuit of a student, they should always be accompanied by another senior member of staff.  
• Take charge in situations which threaten to pose a safety risk. (Also see section on ‘Screening, Searching and Confiscation’.)
• Meet with students and their parents/carers for the purpose of reintegration following exclusion, to reinforce expectations, revisit the Home School Agreement and arrange any support which the student may need in order to progress within his/her lessons.
• Lead SLT lunchtime and after school repair sessions on a rota system.
• Monitor and sanction late arrivals at school on a rota system.

The role of the Headteacher (HT)

A Headteacher’s commendation is available to reward significant contributions.

The Headteacher runs Headteacher detentions where they are deemed necessary.

With the appropriate evidence in place, including dialogue and Student Log from HOY, a request for fixed term or permanent external exclusion can be submitted to the Headteacher for action. The Headteacher will make a decision which is based on the student’s previous disciplinary record, the context within which the offence was committed and may take into account any extenuating personal circumstances and Special Educational Needs or Disabilities.

The Headteacher reviews, half termly, attendance rates with the Assistant Headteacher (MOT) and reports these termly to Governors. The Headteacher attends monthly attendance panels with the County Attendance officer where absence is a serious cause for concern.  The Headteacher leads termly behaviour panels along with a representative of the Governing Board to meet with students and parents where behaviour is giving serious cause for concern.  The Headteacher signs off census returns prepared by the Data Manager. The Headteacher has the power, delegated to him/her by the Governing Board, to direct a student off site for education to improve his/her behaviour.The roles and responsibilities of specific support staff  

The role of the Fast Forward Groups (FF)

A group of key personnel will meet for one hour every fortnight or one hour monthly to discuss referrals and possible actions with HOYs. The purpose of this is to speed response, prioritise need and avoid students being seen by too many agencies. Minutes of these meetings if not deemed confidential will be shared with other relevant members of staff to ensure that students receive appropriate support. The meetings will commence with a verbal evaluation of actions taken since the last meeting.

The role of the in-house Student Support Worker (SSW) 

The role of the Student Support Worker is to receive referrals from the HOY where there are concerns about emotional well-being or vulnerability and see students as required. The SSW reports back to HOY/Assistant Headteacher (Progress, Guidance and Welfare) on actions / considerations from advice and guidance sessions as necessary and keeps a written record of discussions. The SSW will pass on information related to Children’s Safeguarding to the DSL or Deputy DSL and ensure that any students under the care of social services have an updated Child Protection file in line with the Record-Keeping procedures. Group sessions, e.g. anger management or managing anxiety will be facilitated. Monthly meetings with the MHST will manage support for identified students on their caseload.

The role of volunteers and regular visitors

All supporters of the school are very important. Volunteers and visitors must under no circumstances be subjected to poor behaviour which is not dealt with. All volunteers and visitors should:
Pass on any concerns about inappropriate behaviour to the link member of staff.
Be prepared to provide written evidence if required for individual issues. 
Pass on concerns in relation to Children’s Safeguarding to DSL or Deputy DSL in line with our Child Protection procedures.

Arrangements for monitoring and evaluation

The Assistant Headteacher will monitor and evaluate the policy and procedures with a mid-year review and an annual update. This will be completed in consultation with HOYs, the Guidance and Welfare Team, specific support staff, relevant external agencies and SLT. The policy will also be made available to students and parents/carers via the school’s website and will be shared with the School Forum.

The Headteacher will review, on a half termly basis, attendance rates against the sessions taught, with the Business Manager and the Assistant Headteacher (MOT/BRW).  Attendance percentages are reported to governors via the Headteacher’s report and in the monitoring of the relevant strategic objective of the School Development Plan.

GUIDANCE NOTES RELATING TO THE RELATIONSHIPS AND BEHAVIOUR POLICY  (SECTION 1 – BEHAVIOUR)

BEHAVIOUR AND ACTION – Procedures

Appendix 1.1 outlines the logical consequences for behaviour at different levels.
Please note that this should be seen as a guide only. We aim to achieve consistency across the school and this is only possible if all staff challenge poor behaviour.  Certain students who have committed previous offences may have a behavioural contract which differs from this guide. Repeat behaviour of a similar nature will also result in a more serious sanction.  The school is prepared to make reasonable adjustments to consequences for students who have been identified as at risk* or having learning needs and on the SEN register when their particular situation is seen to have had an undue impact upon their inappropriate behaviour.  If unsure about any sanction, please see a senior member of staff for advice.

*Minority ethnic and faith groups, Travellers, EAL Students learning English as an additional language, CIC Children in Care, Young Carers, Families under stress, Asylum seekers and refugees, Pregnant school girls, Teenage mothers, LGBTQ+ students.

Additional notes

The G&W administrator will maintain a student log for every student in addition to SIMs entries
Every infringement of behaviour must be logged in SIMs and more complex or longer term issues need to be in the student log.
Every letter/e-mail, telephone or verbal contact home for behaviour infringement and the incident sheet must be logged into the student log.
Every infringement will be discussed and appropriate levels of support identified for the student as appropriate in the HOY and AH line management meeting and in the Fast Forward Group where applicable.
No staff member should be subjected to abuse or threats from students or their parents/carers. Anyone who feels intimidated should report this immediately to a member of SSG or SLT.

Community Service

Community service may be served in any of the following ways:

• Litter Duty
• Help in office
• Assistance in Faculties
• Tidying hall after break/lunch
• Helping to set up exams (supervised)
• Assisting site managers
• Assisting groundsman/office staff/Reprographics
• Practical help for any member of staff communicated by a member of SLT
• Reparation of damage where possible

Repair, Community Service, Restoration, catch up

Following the enforcement of the Education Act 2011, Headteachers are no longer obliged to seek the permission of parents/carers with 24 hours written notice prior to an after school consequence being served. Teachers have a legal power to put students (aged under 18) in ‘detention’. We will, in the interests of cooperation and collaboration, try to work with parents/carers in mutually agreeing the timings of these sanctions but reserve the right to exercise our rights to detain students in the interests of upholding the Relationships and Behaviour Policy when cooperation between the two parties is not easily achieved. Times outside normal school hours when detention can be given include any school day where the student does not have permission to be absent, weekends (except those immediately before or after the half term break) and training days. 

Reflection day

A standard letter/email/telephone call will inform parents/carers about this action at each stage of the relocation. This will come about as a result of two relocations in one day or another serious breach of our expectations.   Longer periods of reflection can be arranged by HOY/SLT. In these cases, the student does not attend lessons and is not released during break and lunch-times at the same time as the school day times Again, a communication will be sent to parents/carers to inform them of this action and curriculum work is provided.

If  a day of reflection is known about the day before – please book with SLT and notify Cover Manager on completion of the reflection checklist form. Administration staff will arrange cover work following any request of by the organiser of the sanction.

Suspension

Referrals to Headteacher must be made by HOY, HOF or SLT.  Student Log/incident slip/witness statements are essential. For any students who have a social worker, please liaise with the head of the Virtual School.

For student with SW, please liaise with Safeguarding Administrator who will inform the allocated SW and for CIC, the Head of Virtual School

Permanent Exclusion

A decision may be taken to permanently exclude a student where this is warranted by the evidence.  The school will also consider Alternative Provision where this is deemed an option.

Key

G&W      
Guidance and Welfare

TA      
Teaching Assistant

T        
Tutor

ST        
Subject Teacher                   

HOF        
Head of Faculty

HOY       
Head of Year

HOSF      
Head of Sixth Form

AH(MOT/BRW)  
Assistant Headteacher (Progress, Guidance and Welfare)

SLT        
Senior Leadership Team

SSW      
Student Support Worker

SSG      
Senior Support Group (SLT, HOY, HOF, SENDCO)

H        
Headteacher

DM        
Data Manager

LDT      
Lunchtime detention

PSP      
Pastoral Support Plan

SENDCO  
Special Educational Needs and Disabilities Coordinator

DSL      
Designated Safeguarding Lead

DS      
Dinner Supervisor

Appendix 1.2 Suggested logical consequences 

Negative behaviour choice
Incorrect uniform (See student diary for details of correct uniform)

Staff Response
T, ST, All staff

Action

• Tutor picks up at the beginning of the day
• Subject teacher reminds students at the beginning of the lesson (signs standards cards when in place). Warning-uniform is given.
• If a student is wearing trainers send student to G&W office for daps – sign in folder. (Remove shoes / trainers and label with name).
• If a student has jewellery on that does not meet the , ask them to remove it, place in envelope labelled with their name and tutor group and pass to G&W administrator. Formal warning-uniform is issued. Jewellery will be returned on Friday at 3.30pm. The items will be locked in the safe. (Persistent offenders to wait to end of half-term for collection)
• We have a zero-tolerance approach to new piercings and will not allow plasters or retainers. Non-compliance will result in isolation as this will then be classed as defiance.
• Uniform breaches ( e.g. canvas trainers with school uniform) will receive a warning-uniform. If this is a repeat offence tutors or Heads of Year should contact home or treat as defiance.
• Confiscate hats or caps, mobile phones and headphones if they are worn or used inside the building (mobile phones and headphones are not allowed anywhere on site and must be turned off in bags, never in pockets) and pass to G&W office with the student’s name attached. They will be returned at the end of the week, except mobile phones which will be returned at the end of the day for 1st offence. Phones are required to be collected by parents/carers after more than one offence.
• Inappropriate hair colour/style. The student will be formally notified of the requirement to modify their hair colour/style within a specified period.  Warning-uniform. Failure to comply will subsequently be sanctioned as defiance.
• Other uniform offence – note in diary, Warning-unifom and as above.
• Continual offenders –note to HOY.

Negative behaviour choice
Low level disruption
e.g. shouting out, getting out of seat, chatter, flicking rubber, turning around, misuse of equipment, removal from class for minor reasons

Staff Response
ST, TA, T

Action

• Warning to be given and recorded on SIMS following positive behaviour management strategies.
• If behaviour does not improve the student should be relocated to the duty member for the Faculty .Teacher contacts home and logs with G&W administrators. Faculty duty member issues lunchtime repair and logs relocation with G&W administrators.
• Further poor behaviour after relocation will result in another call to the SLT member on call. Further sanctions will follow as required.
• Refusal to go to the relocation room is likely to result in a repair session after school with SLT
• Persistent low level disruption will result in a Faculty behaviour log/HOY conduct log and interventions/ referral to external agencies as required.
• Persistent poor behaviour will be sanctioned by Suspension and will generate a Pastoral Support Plan and possibility of Permanent Exclusion/Alternative Provision. Note that not all suspensions may result in a PSP but will be at the discretion of the Headteacher.

Negative behaviour choice
Dropping Litter

Staff Response
All staff

Action

• Ask student to pick it up. Warning-social time.
• Community service to pick up litter if repeat offence or refusal to pick up when asked.

Negative behaviour choice
Lateness

Staff Response
Tutor, HOY, DM, SLT

Action

• Tutor should mark students as late if they arrive after the second bell. Students must be on site by 8.40am and ready to be registered at 8.45am if wet, or on arrival with tutor in base from zone.
• Late arrivals in tutor registration result in a late mark which will be monitored and sanctioned by HOY with SLT repair in the lunchtime of the same day
• Late arrivals at the gate, reception or sixth form office after 8.40am result in in a late mark which will be monitored and sanctioned by HOY.
• Persistent offenders may complete community service or an attendance log and receive a standard letter/e-mail home.
• Subsequent sanctions follow the above pattern
• Persistent offenders will receive letters home, may be referred to the Attendance Officer and could be required to make up time lost after school on Fridays. 

Negative behaviour choice
Non-completion of homework

Staff Response
ST + HOF, T + HOY, TA

Action

• Record on SIMS. Teacher catch up.
• HOY will send letter home and conduct student discussion when there is a cause for concern due to 6 concerns across more than one faculty. Concerns will be recorded on SIMS
•  

Negative behaviour choice
Relocated from class for a significant reason
e.g. defiance, health and safety issue which needs immediate action.

Staff Response
ST + HOF, SLT

Action

• Student placed outside class (as appropriate)
• Contact 777 for SLT member to collect. Probable internal isolation or suspension.
• Extreme defiance or bad language to staff– contact SLT with incident form for consideration of possible suspension/permanent exclusion depending on severity. Use number 777 for urgent response.

Negative behaviour choice
Vaping, smoking, possession of smoking materials or a vape, being in the company of someone who has smoking materials or a vape, or being in an out of bounds area

Staff Response
HOY, Member of staff on duty should report offenders to the HOY, TA

Action

• Ist offence –1 day isolation and education
• 2nd offence-suspension.
• Five extended lunchtime SLT repair for students who are found to be knowingly with another student vaping (students will have the opportunity to buy/eat lunch under supervision and use the toilets before the commencement of afternoon lessons)
• Community service such as litter duty will have to be carried out.

Please note – HOY and SLT (in pairs and according to Searching, Screening and Confiscation guidance) may ask students to empty bags and pockets. Smoking materials will be confiscated and will only be returned if requested within 14 days and collected in person by parents/carers/guardians.  Parents/carers will be contacted by letter or telephone for smoking/vaping offences. Failure to complete detentions will result in after-school detentions, isolation and/or Headteacher’s detention. Failure to comply with the detention system is likely to result in Suspension. The Education Act 2011 increases the rights of the Headteacher with regard to detaining students outside the school day.

Negative behaviour choice
Wasting resources e.g. unnecessary printing

Staff Response
HOF, NM, ST, TA

Action
Lunchtime or after school community service depending on context.

Negative behaviour choice
Disobedience E.g. if a student does not follow a reasonable request by a member of staff

Staff Response
ST +HOF, TA

Action

• Warning system to be followed.
• If the disobedience escalates into defiance, then this should result in removal by a member of SLT and potential isolation or a suspension.
  Defiance of a member of SLT is likely to result in suspension and involvement of parents. Possible permanent exclusion depending on severity.

Negative behaviour choice
Fighting or serious violence

Staff Response
SLT, H

Action

• Day in reflection
• Possible suspension
• Possible permanent exclusion
• Possible report to Police

Negative behaviour choice
Damage to property/Vandalism / Theft/Misuse of the fire alarm system

Staff Response
SLT, H

Action

• Direct involvement at senior level (as soon as the incident has been discovered please send the student to SLT.)
• Possible Suspension (and heavy fine in the case of any call-out of emergency services)
• Reparation – parental involvement and possibility of financial remuneration
• The student will be expected to carry out community service.

Negative behaviour choice
Incidents in the KITCHEN resulting in litter/damage or anti-social behaviour

Staff Response
DS, HOY, SLT

Action

• Warning-social time
• Community service
• Ban from using the KITCHEN other than to purchase food and then under supervision for a set period of time according to context

Negative behaviour choice
Damage to property of another student 

Action
The incident will be investigated and the appropriate consequence administered. Reparation will be required.

Negative behaviour choice
Truancy (student on-site)

Staff Response
HOY, AH(P,G&W)

Action

• After-school repair for first offence. The student will be placed on an attendance report and ‘ones to watch’ list and highlighted on class registers.
• Subsequent offences will result in  isolation, suspension, trial periods in another school, alternative provision, permanent exclusion

Negative behaviour choice
Truancy (student off-site)

Staff Response
HOY, AH(G&W)

Action

• After school repair
• Possible day in reflection (dependent on situation – HOY/ AH(P,G&W)to judge)
  (Including breaks and lunchtimes)
• Possible Community service
• Letter home / parental involvement
• Referral to Attendance Officer
• Student placed on an attendance report and ‘ones to watch’ list and highlighted on class registers.
  If a student is reported as potentially missing from the site, the G&W Administrator will liaise with support staff to ascertain possible whereabouts, inform SLT and parents/carers and, in cases of vulnerability or when parent is uncontactable, request a member of SLT to contact the Police.

Negative behaviour choice
Bullying – harassment
(including any inappropriate use of mobile phones/social media/smart watches or ICT)

Staff Response
Any adult

Action

• Report to HOY/ AH(P,G&W) Logged by G&W administrator
• Sanctions in line with Anti-Bullying Charter
• Warning/letter/Internal/suspension as per Charter/re-education/mediation/involvement of external agencies as required.
• Cyber bullying, threats to harm and physical assault will usually be referred to Police
• Students misusing mobile phones will lose the right to bring them to school entirely.

Negative behaviour choice
Sexual harassment or sexual violence

This includes: 

• sexual comments, such as: telling sexual stories, making lewd comments, making sexual remarks about clothes and appearance and calling someone sexualised names; • sexual “jokes” or taunting;
• Displaying pictures, photos or drawings of a sexual nature; and online sexual harassment
• Physical behaviour, such as: deliberately brushing against someone, interfering with someone’s clothes, grabbing bottoms, breasts and genitalia, pulling down trousers, flicking bras and lifting up skirts
• Consensual and non-consensual sharing of nude and semi-nude images and/or videos, sharing of unwanted explicit content; 
• Upskirting (is a criminal offence) 
• Sexualised online bullying; or unwanted sexual comments and messages, including, on social media; sexual exploitation; coercion and threats

Staff Response
Any adult and the DSL and DDSLs

Action

• Never to be viewed as having a laugh, banter or part of growing up.
• Report on My Concern- flag as urgent where there is abuse or violence or evidence of a crime being committed.
• Possible internal/suspension/permanent exclusion as per Charter/ re-education /mediation /involvement of external agencies as required.
• Consideration of safety in lessons and on site for the individuals concerned
• Sexual assault and/or abuse will be referred to the CHAD team and/or the Police. Parents will be informed in line with the Safeguarding and Child Protection policy.
• Possible referral to Safer Schools and Communities Team/Sexual Health Advisors/Stars/CEOP or any other relevant organisation.

Negative behaviour choice
Swearing in the presence of staff /homophobic, racist, sexist, disablist or other unacceptable language

Staff Response
All staff, AH(G&W), H

Action

• Advice should be given for language such as shit or bloody (Only action warning if this is repeated or very loud in class)
• Warning recorded on SIMS (e.g. ‘F*** off’ to friends in the playground) or homophobic language (e.g. using word ‘gay’) or sexually derogatory (e.g. slag, slut’) Educational guidance and sanction.
• Repeat offences will be viewed more severely with isolation/suspension
• Possible repair set (e.g. ‘F***ing hell’ said in class)
• Possible day in reflection (e.g. use of c*** word in playground or in class)
• Possible Suspension (a string of expletives in class) 
  (This section should be seen as flexible and it depends on the circumstances. Please note that racist, homophobic, sexist or disablist comments are never to be tolerated and should always be reported so that they can be challenged)

Negative behaviour choice
Swearing at staff/abusive behaviour/language

Staff Response
All staff, SLT + H

Action

• Call the on call member of SLT and complete Incident slip
• Calling a teacher an ‘idiot’ or ‘pathetic’ would result in an isolation.
• Suspension (possible) this depends on word. (Comments such as ‘you are a knob/bitch/wa***r or f*** off’ would result in suspensions). Such incidents need to be reported as soon as possible.
  However, if there were further issues in the lead up to this or the teacher felt threatened it would result in a suspension.
  In situations where teacher is threatened potential permanent exclusion

Negative behaviour choice
Racial discrimination

Staff Response
All staff, ST, HOY, AH(G&W), DH, SLT

Action

• Racist Incident to be reported wherever act perceived to be racist.
• Interview with DH and letter home.
•  Logged on Racism Tracker. Isolation and education.
• Suspension (possible) this depends on the gravity/effect of the offence.  Such incidents need to be reported as soon as possible. Hate crimes will be reported to the Police.

Negative behaviour choice
Possession of illegal substances/offensive weapons/alcohol/dealing on school site

Staff Response
All staff, SLT + H

Action

• Phone 777 or alert SLT immediately by other means as dictated by incident
• Phone 999 in case of urgent emergency
• Written incident slip/report
• Minimum Suspension.
• Possible permanent exclusion.
• Involvement of Police.
• Possible referral to relevant agency. 

Negative behaviour choice
Selling items to students for personal gain

Staff Response
HoY, SLT

Action
Depending on the context of this, sanctions that will be considered by the HoY and SLT will be Reflection or Suspension

Negative behaviour choice
Inappropriate use of ICT systems during school closure/during online learning including failure to follow the published expectations for live lessons or other use of TEAMS system

Staff Response
All staff, NM, HOY, SLT

Action

• Parents will be informed
• Warning-learning
• Possible suspension.
• Prevention from using systems or system is continuously monitored.
• Possible referral to other agencies (e.g. Prevent Team, Safe Schools and Communities Team, Sexual Health advisor.) Please use My Concern to report instances of serious cyber bullying, sexting, sharing of inappropriate images or accessing extremist/other offensive material
• Possible permanent exclusion

Negative behaviour choice
Offensive e-mails

Staff Response
HOF, HOY , AH(G&W), NM, H

Action

• Use during curriculum time – letter home and withdrawal of use of e-mail.  Isolation.
• Offensive e-mails to staff.  Possible suspension and involvement of Police.      
• Inappropriate content (language, images) – Possible suspension.
• Public offensive communications to or about staff – possible permanent exclusion.   

Negative behaviour choice
Misuse of computers
e.g. Accessing the network under another users name and password, Physical damage to equipment, Smoothwall alerts

Staff Response
HOF, SLT, NM, H

Action

• Parents will be informed of inappropriate searches
• Possible suspension.
• Possible involvement of Police.
• Prevention from using systems.
• Possible referral to other agencies (e.g. Prevent Team, Sexual Health advisor.)
• Possible permanent exclusion
• A visible mobile phone or smart watch in school or using a mobile phone or smart watch without permission form a staff member

For the first offence, mobile phones will be removed and held in G&W for the day to be returned to the student at the end of the day. Parents will be informed.
For any further offences, mobile phones will be collected by a parent or carer from the main office at the end of the school day.

Negative behaviour choice
Accessing or attempting to access unauthorised/filtered areas of the school network

Staff Response
NM, HOF/HOY, SLT

Action

• Suspension.
• Possible permanent exclusion.
• Referral under PREVENT agenda where radicalisation and/or extremism is identified
• Hacking – possible permanent exclusion.

Negative behaviour choice
Persistent defiance, Violence / threat to staff

Staff Response
SLT, H

Action

• If you feel threatened or intimidated by a student please refer it to SLT immediately/call or email 777.
• Minimum Suspension.
• Possible permanent exclusion.
• Possible involvement of Police.

Negative behaviour choice
False or malicious allegation about staff member including posts on social networking sites

Staff Response
SLT, H

Action

• Minimum Suspension.
• Possible permanent exclusion.
• Possible involvement of Police

Negative behaviour choice
Taking photographs/audio recordings/videos of any other member of school community without their permission

Staff Response
HOY, SLT

Action

• Minimum internal isolation
• Possible involvement of Police.
• Possible Suspension.
• Possible permanent exclusion

Negative behaviour choice
Misbehaviour during a fire drill

Staff Response
HOY, SLT

Action
Immediate lunchtime repair

Negative behaviour choice
Causing a fire alarm to be activated

Staff Response
HOY, SLT

Action

• Immediate day in reflection
• Possible Suspension
• Heavy monetary fine where fire alarm set off maliciously

Negative behaviour choice
Failure to comply with the behaviour system of consequences or support

Staff Response
HOY, SLT

Action

• Failure to comply with the behaviour system will result in an escalation of that sanction.
• The Education Act 2011 increases the rights of the Headteacher with regard to detaining students outside the school day.
• Poor behaviour in reflection is likely to result in a repeat of the consequence or a Suspension.
• Failure to attend a consequence at lunchtime  will result in an increased consequence after-school, usually on Thursday. Failure to attend ASR will mean a day in reflection the following day, plus an SLT after-school consequence.  This will be one hour in length and if students do not stay, they will be suspended. Students can be required to complete an ASR on any day, without parental permission.

Negative behaviour choice
Misbehaviour whilst travelling on or waiting for a school bus or on a school trip

Staff Response
Staff on bus duty, SLT

Action

• Warning-zone
• Lunchtime repair for repeated offence or isolation depending on severity
• Letter home
• Possible suspension or withdrawal of bus pass
• Possible permanent exclusion where a crime is committed

Negative behaviour choice
Cycling/using a scooter without due care and attention on school premises and without a helmet

Staff Response
All staff, HOY, SLT

Action

• Warning - zone
• Lunchtime repair for repeated offence
• Ban on bringing bicycle /skateboard/scooter to school for refusal to comply
• Parents to be contacted if student is seen to be not wearing a helmet

Negative behaviour choice
Driving without due care and attention on school premises 

Staff Response
All staff, HOY12 & 13, HOSF, SLT

Action

• Warning
• Lunchtime repair for repeated offence
• Ban on bringing car/motorbike for repeated offence (withdrawal of parking permit).
• Parents to be contacted
• Possible report to the Police

Negative behaviour choice
Lack of respect for potential transmission of COVID-19, e.g. spitting, deliberate poor hygiene practice, intimidation of other members of the community 

Staff Response
All staff, HOY, SLT

Action

• Warning system to be followed.
• Bullying Charter to be used if appropriate.
• If the disobedience escalates into repeated actions and/or defiance, then this should result in removal by a member of SLT and potential isolation or a suspension.
• Defiance of a member of SLT is likely to result in SUSPENSION and involvement of parents. Possible permanent exclusion depending on severity.

GUIDANCE NOTES RELATING TO REWARDS

The following rewards are actively promoted in order to reinforce positive behaviour and attendance throughout the school and to establish a climate of praise and encouragement: 

Achievement points        -

These are awarded for work and community contributions under the categories of Attitude, Effort, Respect and Perseverance. Certificates are awarded for 25, 50, 100 merits. Achievement points contribute to the attitude aspect of our Progress Check system.

Head of Year Award      

A certificate is awarded for 150 achievement points

Headteacher’s Award  

A certificate is awarded for 200 achievement points

Headteacher’s Commendation

This special award is given for notable achievements or contribution  

 SLT Commendation

This extra-special award is given for significant achievements or contribution.

Letters, ‘phone calls or postcards of praise

These are organised by any member of staff to parents/carers at intervals

Commendation postcards    

These are available to be posted home and are for the use of all staff

Newsletters        

The Headteacher and Heads of Year produce regular newsletters to celebrate the success of students

Presentation Evenings    

Annual events are held to celebrate academic and personal achievements and progress, together with contributions to the community. (Years 7-9 and 10-13)

Celebration assemblies    

Held per year group annually and/or at the end of terms

Lunch with Headteacher    

A number of students selected school wide by Heads of Year

Prizes for 100% attendance  

These are organised by Head of Year and awarded in assemblies

Special events - termly  - 

(E.g. a year 7 picnic for any student who gains 25 merits in the summer term: Year 11 Prom, representing the school at community events, attendance and behaviour during a specified period)

Consultation 

The following were consulted:

• Staff, students, parents/carers, Governors, external agencies working in collaboration with the school.
• Keeping Children Safe in Education 2023 and subsequent updates.
• Behaviour in Schools: Advice for headteachers and school staff. July 2022
• Searching, Screening and Confiscation Advice for schools July 2022
• Use of Reasonable Force – Advice for head teachers, staff and governing bodies. July 2013 (Reviewed 2022)
• Suspension and Permanent Exclusion from maintained schools, academies and pupil referral units in England, including pupil movement Guidance for maintained schools, academies, and pupil referral units in England September 2023
• Working together to improve school attendance DfE May 2022 (updated September 2023)
• Summary table of responsibilities for school attendance DfE May 2022
• The Education (Pupil Registration) (England) Regulations 2006 and the Education (Pupil Registration) (England) Amendment Regulations 2013.
• Alternative Provision Statutory guidance for local authorities January 2013
• Mental health and behaviour in schools. Departmental advice for school staff. DfE. November 2018.
• The United Nations Convention on the Rights of the Child (UNCRC)
• Also The European Convention on Human Rights (ECHR)
• Children Missing Education guidance.
• The Prevent Duty guidance 2023
• ‘Ensuring a good education for children who cannot attend school because of health needs’. Statutory guidance for local authorities January 2013
• Exclusion from maintained schools, academies and pupil referral units in England. DFE. (Updated Sept 2023).
• Statutory guidance: Changes to the school exclusion process during the coronavirus (COVID-19) outbreak (Updated 5 October 2020)
• The following Acts:
  • Education Act 1996
  • Education Act 2002
  • Education Act 2011
  • Equality Act 2010
  • School Standards and Framework Act 1998
  • Education and Inspections Act 2006
  • Health and Safety at Work Act etc 1974
  • Violent Crime Reduction Act 2006

UNCRC

Article 4 (implementation of the Convention) Governments must do all they can to make sure every child can enjoy their rights by creating systems and passing laws that promote and protect children’s rights.

Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

Article 33 (drug abuse) Governments must protect children from the illegal use of drugs and from being involved in the production or distribution of drugs.

Education Act 1996 

It is the responsibility of everyone within the organisation to adhere to and implement this policy. In addition, and in relation to attendance, Section 444 of The Education Act 1996 requires parents/carers or guardians to ensure that their children receive efficient, full-time education. If a child of school age fails to attend regularly and/or is persistently late at school, the parents/carers are guilty of an offence. It is self-evident that if those students who should attend school fail to do so, their learning and progress are likely to be restricted. Only the school, within the context of the Law, can authorise absence. The school will adopt and manage procedures which promote the importance of good attendance, ensure the accurate tracking and recording of student absence and will actively challenge and sanction poor punctuality and non-attendance in partnership with the relevant agencies. 

Relationship to other policies:

Attendance Policy
Admissions Policy
Exclusions Policy 
Children’s Safeguarding and Child Protection and Policy 
School Session Times
Inclusion Policy
Single Equality Policy
Drugs Policy
Anti – Bullying Policy and Anti-Bullying Charter
Relationships, Sex and Health Education Policy
Violence at Work Policy 
Health and Safety Policy
Curriculum Policy
Homework Policy
Educational Visits Policy
The School Charter, The Home-School Agreement, Dealing with Common behaviours at TBS, the Student Diary, the Equipment and Uniform lists, the Formal Warning and Removal System. The Leaders of Learning and Student Checklist and the Role of the Tutor documents are also pertinent.
E-safety policy
Acceptable Use Agreement
Mobile Telephone Policy