Behaviour for Learning Policy (Incorporating Behaviour and Discipline Policy and Procedure) Sponsorship & Review 1

Sponsor Deputy Headteacher – Ethos and Welfare


Reviewed July 2016


Revised July 2016


Contents 1. 2. 3. 4. 5. 6. 7. 8.


Student Management Standard Operating Procedures for rewarding good conduct Standard Operating Procedures for remediation of breaches of code of conduct The On Report System Senior Staff Cover Detention Policy Behaviour Management Policy (Summary) Behaviour and Discipline

Supporting Documents Student Code of Conduct On Report Booklet Charlton Expects DfE Behaviour and Discipline in Schools – A guide for Head Teachers and School Staff DfE Ensuring Good Behaviour in Schools – A Summary for Heads, Governing Bodies, Teachers, Parents and Pupils Developing Behaviour Management – ‘We own our own behaviour’ leaflet PIP Document – Pastoral Intervention Programme. DfE Screening, Searching and Confiscation

Charlton School

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Student Management

Aim 

To consistently apply the principles of the ‘Charlton Expects’ consequences system to secure high standards of behaviour and so ensure students reach their full potential.

Philosophy 1. The most effective systems are simple, shared and clearly articulated. 2. It is the positive relationships that we develop with our students that are remembered long after the content of the lessons. 3. Consequences should be applied as part of a framework with degrees of seriousness. They should focus on improved future behaviour and not past misdemeanours. 4. It is desirable that a student take responsibility for their own standards of behaviour dress and learning. We need to emphasise that as students choose to be uncooperative or disruptive they also choose to face the consequences of their actions. 5. Students are sensitive to a teacher’s intention when managing them in the classroom. If the intention read is that the teacher wants to embarrass, shame or hurt the child, then the acceptance of such discipline will be resented and often lead to an unworkable teacher student relationship. Outcomes 1. 2. 3. 4.

To create a positive atmosphere conducive to outstanding learning To emphasise the importance of self-respect and respect for others To build on the partnership between students, parents and the school To encourage care and responsibility for the environment

Objectives     

To ensure all students adhere to the student code of conduct in the context of professional teacher protocols To praise and where appropriate reward good conduct To act promptly to correct inappropriate conduct by using the standard operating procedures of the ‘Charlton Expects’ consequence system. To provide appropriate support for students with persistent inappropriate conduct To communicate effectively with appropriate staff and parents

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Standard Operating Procedures for rewarding good conduct Reward is a far greater motivator of good conduct than punishment and staff are encouraged to use the school reward systems regularly for all age groups

Staff are encouraged to reward aspects of good, behaviour and learning in situations where students are consistently achieving high standards or when there is a noticeable improvement. Such reward may be as simple as saying “Well done”. Please do not overlook students who always give of their best. Please refrain from using the reward system as a bribe to students to comply with expected minimal standards.


Standard Operating Procedures for remediation of breaches of code of conduct 

The Form Tutor is the personal mentor of the student and therefore must receive all communications about concerns.

Form Tutors and subject teachers should adhere to the protocols in order to enable students to comply with the expected code of conduct. They should take their own steps to remediate concerns.

Usually firm, fair, reminders will be sufficient to remediate minor problems.

Consistent high expectations from all staff will set the frameworks we expect. Staff allowing concerns to go unnoticed weaken these frameworks and make it more difficult for students to comply with the standards expected. It is expected that minor concerns will be rectified at this level using a range of strategies.

Event Log/Teaching Companion can be used at the discretion of staff to keep Form Tutors/ parents informed. This will depend on the nature of the offence. Not every isolated incident needs a written report.

The Pastoral Hub have spare ties to assist with uniform issues and Pastoral Managers are responsible for lending ties and securing their return.

Students who persistently break the ‘Student Code of Conduct’ regarding uniform may be placed in the Behaviour Recovery Room until the situation is resolved.

Incidents of a violent or abusive nature or out right disobedience to comply should be reported immediately to the SSC process. All such incidents will require staff/student/ witnesses to record accurate details of the incident on a green incident evidence form. Students responsible for these incidents will be given an appropriate sanction and may also be temporarily excluded. The problem will be recorded in Event log.

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All paper work should be passed on a weekly basis to Pastoral Managers for filing in the student’s record.

Although it is unnecessary to record every small incident staff are reminded that the management of a student’s code of conduct must be conducted in a professional manner. Where school systems are used to remediate problems these must be recorded and paper evidence retained

Unfortunately certain individual students will not be able to be included despite our attempts to remediate the problems they present. Access to outside agency support, placement in the Behaviour Recovery Room and the process of exclusion depend on the scrutiny of students records which need to be chronologically logged.

These records can be made available to a variety of audiences; parents, governors, LA etc. Staff are therefore reminded of the need to employ only authorised sanctions and to use appropriate vocabulary in records.

Appropriate sanctions for minor breaches of contract  verbal reprimand  lunchtime/break detention (C1)  extra work  classroom duty e.g. tidying, wall display  moved class position  removal of jewellery or property causing a problem (appropriate procedures must be followed)  contacting parents and form tutors.

Inappropriate sanctions - Please refer to the Staff Code of Conduct  Whole Class Detentions  Any physical punishment (reasonable restraint can be used in certain specified situations)  Working outside classrooms for any length of time other than a few minutes respite time  Lines  Verbal abuse ( this includes inappropriate vocabulary or unnecessary volume)  Intimidation  Public humiliation  Physical sanctions e.g. press ups

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The On Report System

This system allows students to be set targets designed to remediate persistent breaches of the code of conduct. It operates at different levels of severity and can be used by all staff. Students are directed to present the report at the beginning of lessons in one or more subjects. Staff score students against the agreed targets on a three point scale. The report must be recorded in event log 0 = target not met

1 = target partly met

2= target fully met

Staff should also support the score by a brief comment. Staff must use the full range of scores fairly - if the target is met the student has achieved 2. Targets set must be clear and achievable to allow fair judgments. Targets should be made relevant to the 5R’s and not be general or generic. Students should show the report to the member of staff initiating it at the required time. If the terms of the report are met satisfactorily it should be formally written off in event log

Induction Report When students arrive at Charlton from another school they are automatically placed on an Induction Report. This is to support their induction into school and to help the school gauge how the student is settling in.   

Initiated by the Pastoral Manager Communicated to the Form tutor Recorded in Event Log

On Subject Report     

Initiated by the subject teacher by consent of Curriculum Leader with targets relating to code of conduct in a single subject area to remediate persistent breaches of conduct Communicated to Form Tutor Recorded in Event log Reviewed after 2 weeks and written off in Event log or escalated to Tutor Report Curriculum Leader for Inclusion can be involved to provide support

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On Form Tutor Report Form Tutors should use the on Form Tutor Report system for 2 weeks to address persistent breaches of the student code of conduct. The problem must be notified to the Pastoral Manager. Form Tutors will record the problem in Event log. If a tutor becomes aware of a student being on 2 or more concurrent subject reports they should issue a Form Tutor report to run from two weeks after the day of issue. This report will replace subject reports and will be coordinated by the Form Tutor.

  

Initiated by Form Tutor or Pastoral Manager to cover a specific problem e.g. attendance, uniform or to cover some or all subjects across the curriculum Recorded in event log Reviewed after 2 weeks and written off in event log or escalated to level 1 contract

Pastoral Managers have a supportive role to Form Tutors and may wish to interview students or make contact with parents on an informal basis at this stage. There may be pastoral problems that need to be addressed using other agencies

Voluntary Report 

Some students recognise the value of the report system to help them improve their code of conduct. Form Tutors should allow such students to volunteer for a period of time to be mutually agreed.

All new students admitted to years other than Year 7 should be placed on report for 2 weeks with settling in targets.

On Level 1 Contract Report Pastoral Managers should use the on contract report system for a period of six weeks and involve parents if problems still persist. Pastoral Managers and Curriculum Leaders will bring the concerns relating to these students to their meetings to allow for appropriate monitoring of the situation. All contracts will be formally reviewed with students. Contracts will operate for six weeks. Pastoral Managers will record the problem in Event log.        

Before escalation to Level 1 – One day in the Behaviour Recovery Room in order to understand the seriousness of the progression. Initiated by Pastoral Manager after consultation with Form Tutor and reference to Deputy Headteacher - Pastoral Contract outlining consequences of failure signed by student Communicated to parents Recorded in event log Reviewed weekly by Pastoral Manager / Form Tutor. Reviewed after 6 weeks and written off in Event log or escalated to level 2 contract Active intervention and support e.g. Lesson tracking, work scrutiny, assertive mentoring.

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On Level 2 Contract Report          NB

Before escalation to Level 2 – Two days in the Behaviour Recovery Room in order to understand the seriousness of the progression. Initiated by Pastoral Manager in consultation with Deputy Heateacher - Pastoral Contract outlining consequences of failure signed by parents and student. Communicated to Curriculum Leader for Inclusion for SEN if applicable. Common Assessment Form may be completed. Supportive strategies must be in place. Recorded in Event log Reviewed weekly Pastoral Manager / Progress Manager / Form Tutor. Reviewed and written off in event log or escalated to level 3 contract

All copies of reports to be filed in the student’s record to provide chronological evidence of appropriated staged attempts at remediation. If a student loses a report they will begin the report again

Level 3 Contract      

Before escalation to Level 3 – Five days in the Behaviour Recovery Room in order to understand the seriousness of the progression. Initiated by Pastoral Manager in consultation with Deputy Headteacher - Pastoral Issued by Chair of Governors Supportive strategies must be in place Students who fail their level 3 contract will be placed in the Behaviour Recovery Room for an extended period. A review meeting will take place to discuss further action and intervention. Other forms of action may include respite placement or managed move.

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Student suggests to Form Tutor they would like to go on report for identified purpose. Subject teacher issues subject report following discussion with Curriculum Leader. Enter onto E-Portal. Voluntary Report to be entered onto E-portal

Subject staff make referrals directly to Form Tutor.

Tutor report set by Form Tutor.

Targets set and monitored daily by Form Tutor.

Tutor report is held on student file.

Discussion with relevant staff

Form Tutor continues with further intervention involving other staff.

Tutor to enter onto E-Portal

• •

Level 1 Contract issued by Pastoral Manager with support from Form Tutor. Level 1 Contract monitored daily by Form Tutor and weekly by Pastoral Manager.

• • •

Level 2 Contract issued by Pastoral Manager in interview with parents and Form Tutor. CAF may be completed and TAC arranged for review. External agency may be involved.

Monitored daily by Tutor, weekly by Pastoral Manager

Voluntary Report (2)

• •

Subject Report (2)

 Tutor

Report (2)

Tutor Report (2)

Level 1 Contract (6)

Level 2 Contract (6)

TAC Review Meeting

Level 3 Contract (6) Extended period in the Behaviour Recovery Room Successful completion of report – signed by Tutor with a comment. Passed on to Pastoral Manager

TAC Review Meeting

• •

Possible respite in the Behaviour Recovery Room Level 3 Contract issued by Chair of Governors.

Monitored daily by Tutor, weekly by Pastoral Manager

Referral to Fair Access Panel

• Pastoral Manager refers student to FAP. • All documentation required.

 Student Off Report. Letter home


 = Yes Charlton School

 = No Page 8

Respite placement

Possible Managed Move


Senior Staff Cover (SSC)  

A member of the Senior Leadership Team will be on duty every day of the week.Senior Staff Cover is a support mechanism for any members of staff experiencing difficulty or requiring a second opinion on an issue (e.g. medical). When SSC are alerted the senior member of staff on duty goes to the classroom to assess the situation. Removal to the Behavior Recovery Room should be recorded as a C3.

 

Senior Staff Cover

Call to SSC phone or a student sent to Student Services

SSC Teacher alerted - goes to the room and classroom teacher explains the situation.

Medical (Pastoral Manager)

Issue is dealt with and the teacher accepts the student back into the classroom

Student ill

Returned to classroom after treatment

Parents contacted and student sent home.

If required SSC remains in classroom until situation is settled. If appropriate the teacher finds time to follow up with the student

Follow up meeting

Charlton School

Student moved to the SSC alternative classroom in the faculty

If appropriate the teacher sets a detention. If an exclusion is likely incident report completed asap

Departmental Detention

Serious issue Student moved to Behaviour Recovery Room

If appropriate Incident reports are filled in and the issue is dealt with accordingly

Behaviour Management Policy followed

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Detention Policy

Aim The school pursues policies designed to promote positive behaviour, promoting self-discipline, proper regard for systems and respect for others. In particular these measures aim to provide students with a consistent framework preventing all forms of poor attitude and conflict among students.

Legal Requirements Detention is only an available sanction to a school if the Principal has previously determined this, and made it generally known within the school and to the parents of registered pupils of the school. The 24-hour notice period is intended to inform parents of where their child is expected to be, and to allow parents an opportunity to make alternative arrangements for travel for the child. However, same day detentions can be set within reasonable boundaries and only after contact has been made with parent / carer. Schools should take careful account of the circumstances of the detention known to them, for example, family holidays and care duties, or other commitments of the family, since the legality of the detention would be called into question if the school was acting unreasonably. However a mere inconvenience or disagreement with the penalty on the part of the parent is no excuse for non-attendance.

C Warning Detentions should not be issued without first giving a warning in order to to give the student an opportunity to respond appropriately.

C1 Detention set and supervised by individual staff Held at Break or Lunchtime and supervised by teaching staff. Record on Event Log. Staff are responsible for ensuring that the student has time to eat their lunch.

Departmental Detentions Set in accordance with Departmental Policy. Recorded on Event Log if required. Letter to be sent home.

C2 SLT Supported Detention Students who fail to attend a C1 detention will be required to attend an SLT Supported Detention. A C2 slip will be issed and the member of staff will log the detention on the school system.

C3 SLT Supported Detention Students who fail to attend a C2 detention will be required to attend a C3 1 hour SLT Supported Detention the next day.

Time Out A student who fails to attend an SLT Support Detention will be given an appropriate internal exclusion.

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Behaviour Management Policy (Summary)

1. Promote good behaviour by using positive praise and encouragement to raise self esteem. 2. If there has been a concern staff should ensure that sanctions follow and where necessary the event and outcome recorded on Event Log. Form Tutors are asked to monitor students Event Log and have further discussion where there is cause for concern. 3. Remain calm and avoid shouting. 4. When sanctions are necessary, seek support from your Curriculum Leader and colleagues using departmental strategies/detentions. 5. If students are extremely abusive or violent then phone or send a runner to Student Services asking for Senior Staff Cover. Senior staff will remove the student from the lesson and deal with as appropriate. 6. Tutors monitor Event Log which shows evidence of inappropriate behaviour. If a student has several Concerns they discuss the student with their Pastoral Manager or Curriculum Leader who will issue a Report Booklet and record the arrangements on Event Log. 7. Students complete their Report Booklets for two weeks. They present them to their parents to sign daily. After two weeks they either pass and come off report, or they fail and move to a Level One Contract (recorded on Event Log). 8. Pastoral Managers agree targets with the student and the Level One Contract is monitored over six weeks, with scores recorded in the Report Booklet. 9.

Students are usually given Fixed Term Exclusions for one-off incidents e.g. bullying or assault. On occasion Fixed Term Exclusions are given for the persistent disruptive behaviour recorded in the Report Booklet. Students can also be placed in the Behaviour Recover Room for an extended period of time.

10. Students who have been moved to a Level Two Contract are monitored by their Pastoral Manager over six weeks, with scores recorded in their Report Booklet. At this level they are automatically defined as being on SEN stage K’ with support from our behaviour staff and/or outside agencies.

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Behaviour and Discipline Developing Behaviour Management Framework The Behaviour Working Group July 2016 suggests an effective use of ‘the 3R’s of the Behaviour Curriculum. Routines: classroom routines as a fundamental source of high expectation, ii. Responses: strategies and interventions for de-escalating confrontation Relationships: regulating one’s own emotional state; understanding personal triggers in behaviour

The Behaviour and Discipline Policy and Procedure draws on the following Principles of Good Practice as stated in the DFEE publication ‘Social Inclusion: Student Support’ (Circular 10/99).  Setting good habits early: schools need to help students establish regular punctual attendance and good behaviour from the start, involving parents’ in the process;  Early intervention: prompt intervention is needed where there is poor behaviour or unexplained absence, so it is clear that these will not be tolerated;  Rewarding achievements: positive recognition of individual students, class or year group achievements in good attendance and behaviour, through mentions in assembly, awarding certificates or prizes;  Supporting behaviour management: behaviour management techniques, such as ‘The Whole School Quality Circle time’ model, ‘Assertive Discipline’ and ‘Circle of Friends’ can help improve and maintain high standards of behaviour and discipline;  Working with parents; all schools should encourage parents to support good attendance and behaviour through home-school agreements, parents’ meetings and newsletters. Schools should know who has parental responsibility for all their students;  Involving students: students can help reinforce school behaviour policies by active involvement in anti-bullying and harassment policies, and contributing ideas through Schools’ Councils and in class discussions;  Commitment to equal opportunities: parents and students should know that the school has an equal opportunities policy and is committed to equality of opportunity for all students. Schools should monitor the impact of their policies and procedures on different groups (by race, gender and disability). The effectiveness of such policies should be assessed at governors’ meetings;  Identifying underlying causes; poor behaviour may be linked to a student’s problems in understanding lessons, and therefore require additional literacy or numeracy support to address them effectively;  Study support: many activities – from homework clubs to thinking skills workshops – help reinforce school work. Family support services may help parents support their own children with school work.

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Behaviour for Learning

Our guiding premise is that externally imposed discipline, whilst it may be necessary in certain instances, is merely a retrospective response to that which has already happened. It is, therefore, of limited efficacy in addressing the prospective and long-term social needs of students. Much better is positively to encourage:(a) (b) (c) (d)

courtesy honesty endeavour self discipline.

Such encouragement should be delivered through day-to-day lesson-contact with each individual student and through whole school life both curricular and extra-curricular. Teachers should praise behaviour which reflects the values set out above linking it very positively with the teacher’s personal approval. Behaviour which is discourteous, dishonest etc. should be linked equally positively with personal disapproval. We should harness and develop the student’s natural desire for approval to produce appropriate responses. Praise of a public nature should be used in group meetings and especially in Assembly to give public acknowledgment of achievement and things done showing whole-school approval of the standards we seek to reinforce. Disapproval and the open acknowledgment of personal responsibility for our actions should similarly be part of our society. Rewards and punishments will be fairly and consistently applied. 2.

Behaviour and Discipline

2.1 When the need for imposed discipline arises it should be handled according to the following principles:



Minor Offences: (e.g. inattention, chewing in class, etc.) dealt with by the class teacher through additional work, compensatory action, work-based detentions etc. (N.B. not lines) or, in the case of chewing gum, cleaning the underside of desks and chairs.


Classroom indiscipline (minor but repeated): troublesome, interference with and disturbing of others, etc., through reference to the Curriculum Leader for judgement.


Major indiscipline (e.g. class disruption, rudeness to staff) by reference to the Pastoral Manager who will initiate further investigation and follow up.

Most disciplinary cases will continue to be dealt with by persuasion. Violence may automatically lead to the exclusion of the one who struck first or who by harassment caused the altercation to begin. Retaliation will be dealt with on the merits of the case. The degree of provocation, the need of a student to defend him/herself will be taken into account. Students who aid or abet serious breaking of school discipline in others will themselves be the subject of severe sanctions. Persistent verbal abuse and threatening words or actions is bullying and will be dealt with in the same manner as would physical bullying.

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Theft may lead to temporary exclusion as a matter of course. Although help and support to remediate the problem will be given. Permanent exclusion will be used when the student has shown her/himself to be unwilling to accept the normal control mechanisms of school or when not to exclude would risk instability in the school society. It will also be used for incidents of severe violence, e.g. attack of a member of staff. The Head may inform the police for incidents of violence against staff and students. Permanent exclusion may be used for the possessing, handling, use or dealing in classified drugs and may automatically lead to the involvement of the police. The above principles are supported by the following systems which are designed to respond in a positive manner to any lapses in behaviour and discipline. 

   

Senior Staff Cover - members of the SLT are on call to provide support for staff in dealing with a disruptive student. Curriculum Leaders and Pastoral Managers may also be used. The provision of the Behaviour Recovery Room. Department Detention Daily SLT Afterschool Detention On Report - an individual student is monitored by their Tutor with a daily report which sets targets for improvement.


Parents are informed of the above action via the Event Log and Report Booklet which is used to record issues of poor behaviour, discipline and poor work. In case of Detentions, where agreement can be gained via telephone to parents, students complete their detention on the same day as an incident. If this is not possible, parents are informed by letter at least 24 hours before the detention.


Detention must be reasonable and proportionate to the offence; account will be taken of any special circumstances about individual students.


Indiscipline of a very serious nature will result in a student being dealt with by the Contract System, as well as possible short term exclusion.



The Principal may exclude a student for up to 45 school days in a school year. Where a student is excluded for a fixed period the exclusion should be for the minimum time to ensure that the student and others in the school understand that the behaviour has been unacceptable. When a student is excluded for a fixed period of more than two days the Head should arrange for the student to receive school work to do at home and have it marked when she/he returns to school. Students found in school with possession of, or having involvement with knives, blades, other weapons, alcohol, classified drugs or other dangerous substances may be permanently excluded. On such occasions advice will be sought from the police. The letter notifying parents of exclusion will explain the arrangements for setting and marking work in addition to information on procedure for “stating their case” to the Student Discipline Committee about exclusion. Parents/carers are expected to collect their child from school and make provision for them during the period of exclusion.

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Additional Support for Students Who Have Been Excluded

Following a fixed period exclusion, on re-entry to the school, parents are required to talk with their Pastoral Manager. Students who have been excluded will be placed on a Tutor Report or Contract with specific targets. Targets are set around attendance, behaviour or work performance so that their progress is monitored. If the student is excluded for behavioural difficulty then an assessment of performance in class and that of behaviour, across all the staff who teach the child is made with a view to the child being placed on the register of special educational needs. Students who already have a statement with special educational needs or are on stages of assessment; progress should be reviewed and discussion take place with the parents and SENCO as to whether a statement needs to be obtained or further support obtained from the LEA or additional hours from our special needs support assistants.


Internal Exclusion

For those children for whom exclusion is inappropriate we use an internal exclusion where the student is placed in the Behaviour Recovery Room and given work to do throughout the day including lunch and break times.


Use of Reasonable Force

Members of staff are permitted to use reasonable force to restrain a student from committing an offence, injuring themselves or others, damaging property or behaving in a manner which damages the good order and discipline at the School. See separate Policy : Restrain or Control Students. 7.0.

Inclusion Unit

The school employs a full time manager in our Behaviour Recovery Room, to remediate behavioural problems. The whole area of behavioural management is intended to be done within school using all the external resources directed to schools for behavioural management.

8.0. Re-integration of Excluded Students Taken From Other Schools 8.1

The Principal will liaise with Headteacher colleagues re the managed moves of permanently excluded students from other schools. All background details need to be disclosed.


Before this is agreed an interview with the parents, Principal and Pastoral Manager will take place to ascertain whether there is a suitable curriculum match and exactly the kind of support and placement needed.


The placement will depend on whether the presence of this child will affect the learning of others in school and if known to them outside.


After acceptance the Student will carry a report booklet for two weeks.


See separate Policy : Managed Moves

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Reintegration of Permanently Excluded.

(a) If in the unlikely event of a permanently excluded student being returned to school, they will be based in the Behaviour Recovery Room and individually supervised. (b) Fixed term exclusions (i) On return students report to their Pastoral Manager & Form Tutor. There are further policies relating to behaviour and discipline. They are as follows:Bullying Policy Drugs Policy Attendance Policy School Discipline and Discipline Procedure - Commentary for Teaching Staff. Confiscation and Safeguarding Students Property Policy Student’s Conduct 10. Promoting Positive Behaviour Students should be made aware of the following ways of rewarding good work and behaviour:      

Points Letters of commendation Recognition in Assembly Comments in Student Planner, exercise books Verbal praise Comments on Event Log PRIDE postcards

Similarly, students should be made aware of the following possible consequences for inappropriate behaviour or lack of effort:      

Extra work, written or practical Detention at lunchtime or after school Phone calls home following an incident Tutor, Pastoral Manager or SLT may ask parents to come into school Student may be put “on report” The Principal may exclude a student for a fixed period, or permanently Student may be placed on the ‘Contract System’.

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11. Powers to Discipline Teachers, teaching assistants and other paid staff with responsibility for students have the power to discipline students whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction. Their power to discipline applies to student behaviour in school and outside school, in certain circumstances. Sanction Teachers, teaching assistants and other paid staff with responsibility for students can impose any reasonable disciplinary penalty in response to poor behaviour. Reasonable penalties can include: confiscation, retention or disposal of a student’s property; and detention. The Principal can also decide to exclude a student for a fixed period (to suspend) or to permanently exclude them. Parents have the right to make representations about the exclusion decision to the governing body. If they wish to make representation they should contact Mrs J ThomasClemson at school within 5 days from receipt of notification. Whilst the governing body has no power to direct reinstatement, they must consider any presentations parents make and may place a copy of their findings on the student’s record. 12. Searching Students School staff can search students with their consent for any item which is banned by the school rules. Formal written consent is not required. If a student refuses a search then a disciplinary penalty can be applied. Only the Principal and staff authorised by the Principal have the power to search students or their possessions, without consent, where they suspect the student has classified drugs, dangerous substances, weapons, blades, alcohol, illegal drugs or stolen items. The member of staff conducting the search must be of the same sex as the student and another must be present. Not one on one. Any confiscation must be proportionate to the consequence it is intended to prevent. The Principal and staff authorised by the Principal may delete files on mobile devices if it is believed there is good reason to do so. 13. Allegations of Abuse against Staff Allegations of abuse are taken seriously, and allegations are dealt with quickly in a fair and consistent way that provides effective protection for the child and supports the person who is the subject of the allegation. Every effort is made to maintain confidentiality and guard against unwanted publicity while an allegation is being investigated. Suspension will not be used as an automatic response when an allegation has been reported. Students who are found to have made malicious accusations against school staff will have disciplinary action taken against them.

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Type of Consequence

Minor concerns. 1st level of response.

Repeated offence 2nd level of response

Type of incident Talking over the teacher Moving around in classroom without permission. Being Inattentive Lack of equipment/Homework Chewing in class Late to lesson Late to Form Tutor Time Poor uniform/lack of equipment

Continuation of incident/event during the same lesson

Possible action

Range of strategies to be tried by teacher  Request to put sweet/gum in bin  Request to turn around  Firm fair reminder of expectations.  Pastoral Hub for tie loan Range of strategies to be tried by teacher  Verbal reprimand and/or warning of further action if continued.  Extra work  Classroom duty e.g. tidying  Move student to another seat Range of strategies to be tried by teacher

More serious concerns to be recorded as C3 on Event-Log 3rd level of response

Further continuation of incident or event during same or subsequent lessons. Failure to comply with Subject Report

 Phone call home  Lunchtime / breaktime detention  Call for SSC to support  Subject Report (Form Tutor Report if concern is repeated in 2 or more concurrent Subject Reports)  Form Tutor Report  Removed to SSC cover room After School Detention set

Charlton School

Possible follow up action for reparation and reintegration

How recorded (who to record)

Use of praise when student gets things right. Positive recognition of individual student achievements through awarding stickers, PRIDE postcards or Letter of Commendation. Look at Provision Map or Code of Practice for any relevant special needs

It is not necessary to record these incidents.

Consult with Curriculum Leader. Phone call home

It is not necessary to record these incidents. If a follow up phone call home is made it must be recorded on Event Log as OTHER (Teacher)

Some students recognise the value of the report system to help them improve their behaviour. Tutors should allow such students to volunteer for a period of time (mutual agreement). Discussion with student. Follow up meeting with student and teacher with support if required. Discussion with Curriculum Leader Inclusion regarding extra support (possible K SEN) Pastoral Manager or Form Tutor may get involved to interview student or make contact with parents informally.

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Event Log for Subject Report or Form Tutor Report (Teacher) Phone call (Teacher) SSC call for support or removal (Teacher) Event Log for Lunch/Breaktime detention (Teacher) Detention. Event Log (Teacher) Detention letter to parents. (Teacher)

Type of incident

Very serious concerns to be recorded as C4 on Event-Log 4th level of response

Possible action

Follow Up There may be pastoral problems, or other underlying causes, that need to be addressed by using outside agencies or support.

How recorded Move up to a Contract (Pastoral Manager)

Failure to comply with Tutor Report

Moved to Level 1 Contract

Failure to comply with Level 1 Contract

Moved to Level 2 Contract

Incident of violence or other abusive nature. Serious continued disruption.

Incident Forms completed and passed to Pastoral Hub as soon as possible to enable prompt action. Possible exclusion – depending on circumstances.

Failure to turn up to 2 detentions. (SLT to record)

SLT supported detention. (Curriculum Leader or Pastoral Manager to notify BEA by email)

Teacher meets with student at SLT Supported Detention and sets work.

(SLT to record)

Failure to turn up to SLT Supported Detention. (SLT to record)

Time out or Internal exclusion.

Discussion with Inclusion Manager at Dothill. Access to outside agencies / support Meet with Pastoral Manager on return from Internal exclusion.

Event Log and Letter to Parents as appropriate. ( Pastoral Administrator to record)

Failure to comply with Level 2 Contract (Pastoral Manager to record)

Moved to a Level 3 contract. Meet with Chair of Governors

Pastoral Manager to monitor. Further intervention strategies in place.

Pastoral Manager

Less than 87% attendance. (School Welfare for Learning Officer to record)

Letter sent home or visit from Nominated Attendance Officer

Certificates given when attendance improves. Home visits.

Attendance is picked up from tutor time and lesson 5 registration.


Theft may lead to temporary exclusion depending on the circumstances.

Help and support may need to be considered to remediate the problem. Student to meet with the victim

Failure to comply with Level 3 Contract

Possible extended period at Compass Point / alternative Provision/ Managed Move/Permanent Exclusion.

All intervention strategies tried with no success

Possessing, handling, use or dealing in classified drugs. Possession of knives, blades or alcohol

Thorough investigation which may lead to permanent removal from the school. Advice from the police will be sought.

Charlton School

Possible CAF completed if appropriate. Pastoral Manager to meet with student on return. Police may be informed.

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Contract logged on Event Log (Pastoral Manager) Form Tutor report (Pastoral Manager) Contract (Pastoral Manager)

Pastoral Administrator