Behaviour Management Policy .

Coombe Secondary Schools and Academy Trust Coombe Girls’ School Equality Analysis Impact Title of Policy:

Behaviour Management Policy

Considered at Governors’ Committee meeting: Pastoral Date: Reviewed: September 2003, September 2004, July 2005, July 2006, January 2007, September 2007, July 2008, April 2009, January 2010, September 2010, January 2011, June 2013, June 2014, June 2015, June 2016 Is there relevance to equality? 1

2

3

Does the policy have an adverse effect on employees, pupils or the wider community and therefore have a significant effect in terms of equality? If yes, then please answer questions 2 and 3. Does the policy have an adverse effect upon a group with protected characteristics? (Age, Disability, Gender reassignment, Marriage/Civil partnership, Pregnancy/ Maternity, Race, Religion or belief, Sex, Sexual orientation) Does the policy affect one or more of the equality objectives set by the school? (Please refer to the Equality Policy)

No

No No

If the answer to question 2 or 3 is yes, a full equality analysis will need to be completed by the SLT Lead before the next committee meeting. Please detail the objective and explain the relevance of the policy to the objective and protected characteristics below.

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Coombe Secondary Schools and Academy Trust Coombe Girls’ School and Coombe Boys’ School

Behaviour Policy 2016/2017

Governors’ Statement of Principles The Governors of Coombe Secondary Schools Academy Trust will review these general principles regularly. 1. The Governing Body have agreed, alongside the Headteacher, staff, pupils and other parties involved with the School, that Coombe Secondary Schools Academy Trust is committed to promoting the values of respect, tolerance, empathy, integrity and social inclusion. 2. Bullying, all forms of discrimination and harassment are to be engaged with immediately and dealt with in appropriate ways so as to promote the welfare and good relations across the School community. 3. Vulnerable pupils (such as looked after children, children with SEN and physical or mental health needs) will receive support according to their need. 4. All appropriate legislation and other legal requirements will be met to help underpin the behaviour policy. The Behaviour Policy should be read in conjunction with the following policies        

Anti-Bullying Teaching and Learning SEN Attendance and Punctuality Equalities Child Protection including safeguarding Complaints Acceptable use of ICT resources

Staff at Coombe Secondary Schools Academy Trust have the right to regulate pupil behaviour and to impose disciplinary sanctions when pupils fail to comply with the schools rules and regulations. The school seeks to work in partnership with parents/carers at all times and expects them to support the school in creating a calm, ordered environment where teachers can teach and pupils can learn. All parents/carers sign the Home School Partnership Agreement when their child starts at Coombe, and in doing so agree to support the school in the implementation of the Behaviour Policy. Promoting good behaviour, self-discipline and respect The preferred behavioural approach at Coombe is centred on a positive assertive approach. At Coombe we believe that good behaviour needs to be modelled and taught. All staff (including support staff) have access to a range of CPD opportunities to develop their behaviour management strategies and skills. Suggested strategies for promoting positive behaviour are available in the Behaviour Toolkit. We encourage staff who are experiencing difficulties with individual or groups of pupils to discuss and share practice ideas. We ensure that all supply teachers are provided with a summary of our behaviour policy and recommended strategies for promoting good behaviour. We recognise the need for good behaviour to be ‘taught’ and ensure that appropriate behaviour is discussed within the curriculum (assemblies, tutor time, PSHCE etc) as

appropriate. We also ensure that pupils new to the school (whether Year 7s or newly arrived pupils) are fully inducted into the expectations of the school and that they understand the behaviour policy. Rewards Coombe Secondary Schools Academy Trust believes that rewarding desired behaviour is more effective than sanctioning unacceptable behaviour. The school has a range of rewards available. Further details on rewards can be found in the appendix. Sanctions Teachers, teaching assistants and other paid staff with responsibility for pupils at Coombe have the legal power to discipline pupils whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction. They may impose any reasonable and proportionate sanction and must take account of the pupil’s age, any SEN or disability, and any religious requirements affecting them (Section 90 and 91 of the Education and Inspections Act 2006). Further details on sanctions can be found in the appendix. Detentions Notice of a detention will normally be given and communicated to parents via an automated text/email, telephone call, using the school planner or a separate letter. Pupils will be expected to attend a detention on the date and at the time set. However, the school will endeavour to respond positively to parents when a request is made for a deferment due to a valid, serious commitment (eg medical or dental appointment). Short same day detentions are permitted and may be imposed if they are part of a pupil’s Individual Plan, or as a result of removal from a lesson or gross misconduct in lessons. Parents/carers will be informed via text message if this is to happen. Parental consent is not required for detentions. With break and lunchtime detentions, staff should allow reasonable time for the pupil to eat, drink and use the toilet. Further details on detentions can be found in the appendix. Classroom Rules (see appendix 1) These are our key expectations and they are attached as an appendix. They can be found in the pupil planner and are communicated to parents on admission to the school. Parents will be informed of any additions/amendments by letter on an annual basis. These are prominently displayed in all classrooms. There is ongoing dialogue between staff and pupils about these which ensures they are consistently understood and applied. Anti-Bullying The Coombe Secondary Schools Academy Trust is determined that all pupils should feel safe at school and enjoy their education. A key feature of this is the strong stance taken against all forms of bullying including abusive, homophobic and derogatory language. The school’s policy on anti-bullying can be found in the anti-bullying policy on the school’s website.

Use of Reasonable Force We aim to provide a supportive environment and it may be appropriate from time to time to lightly touch a pupil’s upper body in order to guide or reassure. In accordance with the current educational legislation all staff may on occasion need to control or in extreme circumstances restrain a pupil or physically separate pupils in order to ensure that they do not:    

Injure themselves or others Commit an offence Damage property Prejudice the good order of the school.

In this case of a significant incident a Physical Restraint Record will always be completed and parents and governors will be informed as required. Screening and Searching The school rules and regulations make it quite clear what items are prohibited at Coombe. The staff reserve the right to screen all pupils for prohibited items. This may involve asking pupils to turn out their bags, searching lockers, using a hand held wand or arch. This can be done without the consent of the pupils. It may occasionally be necessary to search a pupil with their consent. This will only be done when the school has reasonable grounds to believe a pupil may be carrying illegal, stolen or prohibited items. If an electronic device is found during a search, examination of files and data can take place. The person conducting the search must reasonably suspect that data or files on the device has been, or could be, used to cause harm, to disrupt teaching or break the school rules. The staff member may erase any data or files, if they think there is good reason to do so.   

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Searches will be carried out by Senior members of the teaching staff Searches will be carried out, out of sight of other pupils Suspicion may be aroused:  As a result of a positive screening  Because a pupil is acting suspiciously (eg attempting to hide something)  As a result of a ‘tip off’ – by a parent/carer or another pupil  Because of something said by the pupil There will always be two members of staff present when a search takes place. Both members of staff will be of the same gender as the pupil. If pupils refuse to be searched or if they abscond, the Police may be informed. If pupils become abusive or threatening the search will be stopped, the pupil isolated and the Police called. All searches will be logged  name, year, sex, ethnicity of every pupil searched  grounds of suspicion  time and place

    



who searched who else was present what, if any reasonable force was used, and if so why how the search began and progressed the pupil’s responses and how staff managed them (e.g. steps taken to calm the pupil)  outcomes and follow-up actions. Parents/Carers will always be informed if a pupil has been searched and will be informed of the result of that search.

Pupils will NOT be searched without their consent – if the school has reason to believe the pupil requires searching and he/she refuses consent, the PCSO/Police will be called and parents/carers informed. 1. Kingston Safer Schools Team Kingston Police Station 5-7 High Street Kingston-Upon-Thames KT1 1LB 0207 161 8458 [email protected] 2. Emergency 999 Non-emergency number 101 Prohibited Items  Any article that the member of staff reasonably suspects has been, or is likely to be used to commit an offence, or  To cause personal injury to, or damage to the property of, any person (including the pupil)  Knives or weapons  Alcohol  Illegal drugs  Pornographic images  Stolen items  Fireworks  Cigarettes, E-Cigarettes, cigarette papers and lighters  Cans of drink  Substantial amounts of cash Confiscation and Disposal Staff at Coombe have the power to confiscate any item which is illegal or banned from school. In some circumstances staff confiscate items which are banned from school and

return them to pupils in line with the behaviour policy. However, on occasions this will not be appropriate and in those cases the following principles will apply.    

Illegal items (weapons or controlled substances/drugs) and extreme or child pornography will be handed to the Police. Other substances (eg so called ‘legal highs’) not believed to be controlled drugs will be disposed of. Legal but banned consumable items (tobacco, alcohol, sweets or foodstuffs eg chewing gum) will be disposed of. High value items (£20+) eg mobile telephones, I-Pads, laptops etc, which are confiscated will be returned in line with the behaviour policy.

Acceptable and Responsible Use of ICT Resources The computers are provided by school for Educational Purposes. Access to the internet is filtered by LGFL and the school, the use of a proxy bypass is prohibited. Pupils must not use the computers for:        

Accessing inappropriate materials Attempting to gain access to other computers Attempting to log on as another user Bypassing the Proxy Server Spreading Viruses Installing your own software Using language that is inappropriate (and would not be acceptable in school) Sending threatening or abusive e-mails.

Pupils must not use the Internet for looking at websites that:  Glorify violence  Criminal, terrorist or glorified criminal activity (including drug abuse)  Racist or designed to incite racial hatred  Of extreme political opinion  Unsuitable sexual content  Crude, profane or with otherwise unsuitable language  Blasphemous or mocking of religious and moral beliefs and values  In breach of the law, including copyright law, data protection, and computer misuse Coombe reserves the right to screen pupils’ school IT accounts. Misuse of ICT resources will result in appropriate action and sanctions, this may include liaising with external agencies such as the Police. Please note a full version of the IT Acceptable Use policy is available on the school website.

Behaviour out of School Pupils are expected to uphold the reputation of the school whenever they are out of school whether they are taking part in an official school trip/outing, wearing their uniform to and from school or being educated on the behalf of the school eg. PRU, Anstee Bridge or other agreed provider. Pupils may be subject to disciplinary sanctions as laid out in the behaviour policy, if their behaviour has repercussions for the orderly running of the school, poses a threat to another pupil or member of the public or could adversely affect the reputation of the school. Coombe cannot be responsible for pupil behaviour when they are out of school, out of uniform and not engaged in a school activity but will endeavour to investigate any incident which is reported to the school. The school will always cooperate with the Police in any investigation of incidents which are thought to involve Coombe pupils. Allegations Any allegation of misconduct against a member of staff will be taken seriously and referred to the LADO and dealt with using the RBK procedure. Pastoral support will be offered to any individual against whom an allegation is made and the matter kept strictly confidential. If the allegation is against the Headteacher, the Chair of Governors will be responsible for referring the matter. In the event of an allegation proving to be unfounded or malicious, the Governors’ Pastoral Committee will be informed. Pupils found to have made malicious allegations against a member of staff may have an appropriate sanction applied. Staff are advised to familiarise themselves with the code of conduct/professional guidance in order to minimise the risk of allegations being made. Parents Coombe Secondary Schools Academy Trust aims to work in partnership with parents at all times. Parents are expected to support the school in upholding the school rules and creating an orderly climate for learning. They have the right to be informed promptly of any emerging difficulties their children present. They have a responsibility to ensure regular and punctual attendance at school and to ensure their children are in the right place during any fixed period exclusion. Parents are expected to attend a Reintegration Interview following any fixed period exclusion. On admission to the school, all pupils are required to sign the school’s Home School Agreement which can be found in the appendices. Parents who fail to support their child appropriately may be asked to sign a Parenting Contract. In extreme cases the school may apply to the Magistrates’ Court for a Parenting Order. Pupils requiring additional support Coombe Secondary Schools Academy Trust recognises that some pupils require additional support in order to conform to the expectations of behaviour of the school. Pupils who require additional support may be:  Offered support from a tutor/pastoral leader/SLT with individual targets which will be regularly monitored.

  

Referred to the SENCO for an assessment of their needs (see SEN Policy) Referred for a multi-agency assessment Referred to alternative education provision. The school may compel the move to alternative provision if they feel it is in the best interest of the pupil including to prevent permanent exclusion.

The schools will regularly review all pupils who are referred for additional support in order to ensure that their needs are being met. Where inadequate progress is being made the school will consider what else may be available both from within the school and from a range of outside agencies with whom the school has contact (eg CAMHS, Social Care, Education Welfare Services) Data The school collects a range of behaviour data including  Exclusions  Internal Exclusions/Alternative Learning Days  Attendance and punctuality  SLT Support/Emergency Call Outs  Rewards  Logged incidents of behaviour Data is analysed at individual pupil level by form tutors, Heads of Year, Heads of Department and the SENCO and is used to inform referrals to school based interventions, and referrals to outside agencies. Data is analysed on a whole school basis by appropriate middle managers and SLT and is used to identify ‘hot spots’, monitor trends and performance against targets and to inform changes in policy and procedure. Data is also monitored to ensure the school meets its statutory duties with regard to the Equalities Policy. Data is presented when appropriate at whole staff meetings, Senior Leadership Team meetings and Governors in order to support the evaluation of the impact of the policy. Exclusions Coombe Secondary Schools Academy Trust is committed to using exclusion as a last resort. Permanent exclusion is extremely rare and the school will always seek the best solution for both the pupil and the school. A decision to exclude a pupil permanently will only be taken:  

in response to a serious breach, or persistent breaches, of the school's behaviour policy; and where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school.

The decision on whether to exclude is for the head teacher to take. However, where practical, pupils will be given an opportunity to present their case before taking the decision to exclude. Whilst a permanent exclusion may still be an appropriate sanction, the head teacher will take account of any contributing factors that are identified after an incident of poor behaviour has occurred. For example, where it comes to light that a pupil has suffered bereavement, has mental health issues or has been subject to bullying. The school also uses fixed term exclusion and internal exclusions in order to modify a pupil’s behaviour. Where exclusion is used the school conforms to the DfE Guidance. If pupils are excluded for a period of less than 5 days the school will provide work – it is the parent’s responsibility to ensure the pupil completes the work and returns it to the school (NB parents can be fined if pupils are found in a public place during an exclusion). Fixed term exclusions which extend beyond five days will be managed appropriately, in line with DfE guidance. In the event of a permanent exclusion, the LA will contact parents with details of the Day 6 provision. Reintegration interviews are considered to be a vital part of the reintegration process and provide parents, the pupil and key school staff with an opportunity to reflect on what has happened and to plan any additional support which may be needed to ensure a pupil’s successful readmission. Permanent exclusions are extremely rare and only used when all other options have been considered. Wherever possible the school works with other local schools to facilitate Managed Moves or a referral and compulsory move to alternative provision which may make permanent exclusion unnecessary. CCTV The school does have CCTV cameras at points around the school. We use these images to monitor the safety of our pupils and staff and we can also, at times, see how pupils are behaving. If necessary, we would use any images to support our behaviour management in school. Roles and Responsibilities All staff play an important role in positive behaviour management and discipline, setting high expectations that inspire, motivate and challenge all learners. Form tutors and class teachers will, in the first instance, manage the behaviour of their pupils and ensure that teaching is adapted to respond to the needs of all learners. If behaviour continues to be poor, Heads of Department will support with issues in the curriculum area and Heads of Year will support with issues beyond the classroom. The Senior Leadership Team within the school will support all staff in ensuring a positive learning environment. This is covered in more detail in the Behaviour Policy.

Review and Evaluation This policy is subject to regular review and evaluation by, for example: Governors – through Governors’ reports and meetings, analysis of data and through discussions with SLT SLT – analysis of behaviour data Staff – questionnaires and staff meetings Parents – via the website and via questionnaires Pupils – as part of the pupil voice programme APPENDICES 1 2 3 4 5 6 7 8 9 10 11 12 13

Classroom Rules Rewards Sanctions Detentions Alternative Provision Mobile phones Academic Honesty protocol Physical restraint Reporting behavioural concerns Coombe Girls’ School Referral protocol Home-School Partnership Agreement Coombe Sixth Form Learner Agreement Behaviour Considerations for Coombe Sixth Formers

Appendix 1

CLASSROOM RULES

 Line up quietly outside the classrooms  Stand silently behind your chair until the teacher starts the lesson  Do not disrupt lessons  At the end of lessons- desks tidy, chairs under desks, litter removed and silent until dismissed  Show respect to others  No eating in lessons; only water is allowed to be drunk- transparent plastic water bottle  No personal music to be played in lessons  You may not go to the toilet in lesson time- in an emergency, your diary must be signed on the proper page  Wear correct uniform at all times

These rules have been devised and discussed by staff and students. This is what we believe is good behaviour for all of our community.

Appendix 2

Rewards We need to reward pupils for achievement in learning and for improving their behaviour and House Points are one way of doing this. They can be stamped or written into the school diary, and they will then be transferred onto tutor group charts. House points can be awarded for tutorial, class or extra curricular work. The information will be collected by the House Programme Co-ordinator at the end of every half term to calculate totals. There are prizes for accumulating high numbers of House Points and totals are monitored throughout the year. For the whole school, we will continue to reward outstanding achievement through Year Group End of Year assemblies and the Head teacher’s End of Year Assembly. In addition, the Jack Petchey Achievement Award recognises generous and selfless contributions to the community. Excellent attendance and punctuality will be rewarded by tutors and Heads of Year, and we will widen our brief to include those whose attendance has improved, rather than just those who achieve 100%. Specific Rewards- Rewards are listed in order of significance, starting with those that every student should hope to achieve on a regular basis. House Points House Points will be awarded for:

Every student can try to earn a House Point through:

How are House Points recorded and monitored?

Achievement Behaviour Effort Improvement Participation

Active tutorial work Answering questions Attempting extension tasks Attendance and punctuality Being helpful Class work Discussion work Diary check Homework Leveled work (high or improved) Meeting targets for improvement Motivation Organisation Participating in clubs PSHE work Test results

Awarded at the teachers’ discretion. Stamped or written into the school diary. Recorded by the tutor group monitor. Collected and processed by the House Programme Coordinator to recognise individual achievement

Uniform Using the LRC Contact with home Contact will be made with home for:

Achievement Behaviour Effort Improvement Participation

Every student can try to earn a message home through:

How is contact made with home?

Completing a module or Letters unit of work Postcards Consistently making good Telephone calls effort parentmail Consistently working well in class Excellent achievement Excellent assessments Improved behaviour Improved participation Completing a module Excellent achievement The Jack Petchey Achievement Award

The Jack Petchey prize is awarded for:

The Jack Petchey Achievement Award recognises:

How is the award made?

A selfless act of kindness, generosity or bravery Personal achievement, including overcoming difficulty Sustained contribution and commitment

This award is NOT for the fastest, cleverest, prettiest... It IS for those who make an outstanding contribution to the community and this can include the school, the local community or an organisation to which the winner belongs

Nine awards are made over the course of the year to different year groups or key stages. Nomination forms are distributed and submitted by email. Nominations for each award are carefully considered by Student Council who will decide on the winner by democratic vote. Each winner receives £200 to spend on something for the school that will benefit a range of students. The winner is awarded in assembly, receives a letter from the Head teacher and is posted on the notice board,

the website and in the newsletter. Tutor Group End of Year Achievements recognised:

How is the award made?

Individual 100% punctuality By tutors with the tutor group: certificates Improved attendance awarded Latin certificates (Year 7 and 8) Mathematics challenge certificates P.E. awards Year Group End of Year Awards Assemblies Achievements recognised:

How is the award made?

Attendance raffle for those with attendance Awarded by the Head of Year with the Head of at least 95% of Lower / Upper school Individual 100% attendance Lists of winners will be read out and Individual 100% attendance and punctuality congratulated. Extra curricular congratulations Tutor group attendance and punctuality and Latin congratulations individual Little Miss certificates and Merit Little Miss awards: Most Improved, Helpful, certificates will be awarded to winners. Cheerful, Motivator, Special (tutor to decide Lists of winners will be recorded on criterion) plus up to 5 additional awards for effort and achievement, not recognized in Coombe Celebrates Mathematics challenge congratulations PE awards Tutor group attendance and punctuality awards The Head teacher’s calendared and end- of- year Assembly Achievements recognised in this assembly:

How is the award made?

House shield Certificates and prizes awarded by the Head Sports Day cup teacher on the last day of and throughout New Head Boy, Head Girl and Senior the academic year Prefects to be recognised. New Prefects and Peer Mentors for Year 11 to be recognised Coombe Celebrates Coombe Celebrates is a celebration of success in the following areas:

How are awards made:

Best Effort in the Year Exceptional performance in individual

Heads of Year and Heads of Department select students to receive prizes for work in

subject areas New School Officials Outgoing School Officials Outstanding achievement in public examinations Special awards for curricular and extra curricular achievements Sports teams’ Achievements

their areas. Presentations are made at a ceremony to which parents and students are invited. Presentations are made by the Head and Deputy head teachers.

Appendix 3 Sanctions This sheet is designed to ensure that we achieve greater consistency in our response to poor behaviour. There is a tiny minority of pupils who will seriously struggle to conform with these requirements, but it is likely that they will be on School Action or School Action plus and they will have their own behaviour contract with targets to complete every lesson. There is a pupil version of this sheet in the new school diary called `What happens if.......’ Specific Punishments- the sanctions are sometimes in order of severity but not always. Poor punctuality 1. Stay behind same day after school, 10 mins – tutor concern, noted in diary. at school 2. Stay behind after school on Friday – up to one hour with SLT/Pastoral staff 3. EWS involved Disruption of 1. Detention 3. Report 4. Exclusion lessons/ learning 2. Behaviour Support Plan of others Lateness to lessons Bringing the school into disrepute

Failure to keep to uniform and jewellery rules

5. Make time up after class 6. Detention with teacher/concern in diary 7. Punctuality report This is any behaviour which happens beyond the school when the young person can be identified as a member of our school and behaves in such a way as to cause upset to the public. Parents will be contacted and sanctions imposed – detentions/ community service, exclusions both fixed term or permanent are possible, depending on the nature of the behaviour. Any misbehaviour by any student on our roll, if it takes place when a child is being educated off site, on behalf of the school or is engaged in any school authorised activity, is covered by our school behaviour policy. Jewellery

(Concern noted in Hair- extreme style/ diary for all of colour these.)

Remove, put in labelled envelope in pupil file until end of day/week/term. Facial piercings/ spacers in ears are not permitted. Send to HoY, concern in diary/ contact home re reverting to normal colour/ kept out of lessons until colour normal.

KLA writes home when informed.

Wrong Trousers

Stay out of lessons until this can be corrected

Trainers/inappropriate

These sanctions would apply to all

shoes

Send to HoY for black plimsolls/ kept out of lessons if this is not possible

Wrong colour scarf

To stay out of lessons until this is corrected

infringements.

Makeup/nailpolish/ False nails are not

False nails/varnish/ make up to be removed via Head of Year. Nails to be kept trimmed

permitted Mobile phones and personal stereos

If these are seen (whether on or off) they will be confiscated. This applies to all students from year 7- year 13. The school takes no responsibility for the loss /theft/damage or unauthorised use of such property. Phones must be switched off at all times. Confiscated personal stereos will be returned at the end of the half/ term. Phones which are confiscated will be returned at 4.00 pm the same day in the first instance. Further infringement will lead to stepped up sanctions- see full details below. Technology must not be used to intimidate, threaten or diminish anyone else. If it is suspected that the phone contains images or messages which are offensive or hurtful, the school may require access to that phone. If it is deemed that the images or messages are in contravention of the law, the police may be contacted.

Leaving litter around

Community service

Failure to do homework

1. Warning 2. Detention – Teacher, concern noted in diary. 3. Detention – Head of Department, concern noted in diary 4. Letter home and subject report 1. Detention, Teacher and letter home, concern noted in diary. 2. Detention, Head of Department 3. Withdrawal from public examinations Dependent on circumstances  Loss of social time  Letter of apology  Withdrawal from lesson  Concern noted in diary  Internal/external exclusion Inform parents, inform Head of Year/ make up lost time with teacher, attendance report, inform EWO

Failure to submit coursework Bad language

Truancy

Leaving school without permission in social time

Letter home/loss of social time/ inform Head of Year/ persistent actions will lead to exclusion both fixed term or permanent as the school would not be able to assure the parent of the health and safety of their child.

Smoking / associating with students who are smoking

Inform Head of Year/letter home/loss of all social time for 1 week, involvement of parents. All cigarettes and matches or lighters will be confiscated and will be disposed of safely. If the problem persists, it will be seen as repeated defiance and exclusions from school will follow. If we suspect that a student has been smoking, she/he may be asked you to empty their bag. If this is refused, parents will be called up to school in

order to do this. Your bag will be retained until that time. Possession of Drugs/ dealing in or supplying drugs/abuse of any substance

Refer to Head of Lower/Upper School/Director of Sixth Form who will contact Police and Parents, referral to the medical service, if appropriate, outside agency involvement, internal/external exclusion. If it is suspected that a young person may have drugs, alcohol or weapons in their bags/lockers, the bag/locker may be searched. Parents will be informed of the results of the search if anything untoward is found. If there is anything which constitutes an infringement of the law, the police may be contacted. If there was a suspicion that something was being carried on the person of a student, then parents and/ or the police would be asked to attend in order to find out. Any inappropriate substance which was discovered, whatever its legal status, will be confiscated and not returned. (See note re searching students.)

Facilitating/ encouraging the entry of a non Coombe student on to the school site.

This is a serious breach of our discipline and it compromises the health and safety of all our community. This could lead to exclusions; repeated infringements of this rule will lead to serious sanctions and, in the final instance, permanent exclusion.

Theft

Inform local beat Police officer, refer to Head of Department/Year to determine appropriate sanctions which could include community service/ exclusion. Complete Report of Theft form - reception

Violence, bullying including the use of technology, aggressive behaviour, verbal or written abuse, carrying an offensive weapon*, defiance to staff

Refer to Head of Department/Head of Year/ Head of Lower/Upper School/Director of Sixth Form to determine appropriate course of action. Sanctions may include: Internal exclusion/ External fixed term exclusion/ Permanent exclusion

If it is suspected that a young person may have drugs, alcohol or weapons in their bags, the bag may be searched. Parents will be informed of the results of the search if anything untoward is found. If there is anything which constitutes an infringement of the law, the police may be contacted. . If there was a suspicion that something was being carried on the person of a student, then parents and/ or the police would be asked to attend in order to find out. (See note re searching students.) All punishment will depend on the circumstances behind the offence and whether it is a first offence or a persistent problem. Usually, the punishments are stepped but, in serious circumstances, the final sanction of permanent exclusion could be imposed as a result of a single incident. Regardless of circumstances or motive, the pupil may be removed from circulation and made to acknowledge that their behaviour was unacceptable and as such should be punished. The school would seek to support the student whenever it is possible. These are

examples of actions and behaviours. It would not be possible to produce a sheet which covered all eventualities. Recent research into the incidence of bullying at Coombe Girls’ School indicated that the overall incidence of bullying was low; however, in order to further eliminate any forms of bullying teachers should consider:    

Seating arrangements Grouping arrangements Open discussions Behaviour while the teacher’s back is literally turned

In order to improve this situation, teachers should facilitate ways for all pupils to express their views in an atmosphere of respect and fairness and should tackle any concerning behaviour promptly and calmly. It may be appropriate to speak with the ‘ bully’ separately and clarify expectations and repercussions. Heads of Department should always be informed and teachers should follow their departmental guidelines. What happens if...... You are late to school?

You disrupt lessons / are defiant to staff

Stay behind after school, 10 mins with your tutor. School detention with SLT Discuss this with your teacher at an appropriate time. Detention with teacher, concern in your diary. Punctuality report. Parental meetings and more serious sanctions Contact home/ Detentions/ Exclusion from lessons/ Behaviour Support Plans/ Exclusions from school

You wear nonregulation jewellery?

It will be confiscated and returned at the Head of Year’s discretion. – this will usually be at the end of the half-term/ term.

You wear make up or nail varnish?

You will be asked to remove it.

You are late to lessons?

You wear the wrong uniform? (eg. Trainers, no tie, trousers, wrong colour scarf)

You fail to respect your environment?

1. 2. 1. 2. 3. 4.

It is not permitted to wear false nails and all nails should be kept short and safe. Your Head of Year will lend you the right uniform if they are able to. If this is not possible, you may be kept apart from the school for the rest of the day. Non-uniform coats will be kept until 4.00 pm on the day of confiscation. Repeated refusal to abide by the rules regarding uniform could lead to exclusion, possibly permanent. Action will be taken – litter duty, detention, reimbursement, community service, police action

You don’t do your homework or fail to meet deadlines

1. 2. 3. 4. 5.

Warning. Detention with teacher, concern in diary. Detention with Head of Dept., concern in diary. Letter home, subject report. Discussion about withdrawal from ‘AS/A2’ level or GCSE courses Concern noted in diary and punishment depending on circumstances.

1. 2. 3. 4.

Your parents will be informed. Detention to make up for lost time. Attendance report. Education Welfare Officer may be informed. Your parents will be informed and you will have lunchtime detentions. If the problem persists, your parents will be expected to come to school to discuss the situation. It may lead to exclusions both fixed term and permanent.

You use inappropriate language? You truant from school/lesson?

You smoke on school site/ are with others who smoke or in uniform off site? You are involved with drugs/ alcohol/ offensive weapons within the school community. You use your mobile phone during the school day.

Your parents and the Headteacher will be informed. Serious action will be taken. The police may also be informed. This could lead to a permanent exclusion

It will be confiscated and held until 4.00 pm that day. Persistent use of the phone will lead to the phone being held until your parent attends for a meeting to discuss the situation and a ban on you being allowed to bring one to school at all.

You steal something?

The police may be involved, your parents will be informed. Serious action will be taken.

You let a non Coombe student on to the school site

This is a serious breach of discipline. This could lead to exclusions and, if it persists, a permanent exclusion.

You vandalise?

Pay for repair and carry it out (if appropriate)

You bully/are abusive/make racist comments/ hurt someone?

Your Head of Year/Senior Staff will be informed and serious action will be taken. You could be excluded from lessons or from school. The Police may be involved.

With regard to all of these actions, if they persist and, despite all the best efforts of the school, you are not changing your behaviour, you may be excluded, possibly permanently.

Appendix 4 Detentions: DfE Key points School staff have a statutory power to put pupils aged under 18 in detention after school sessions, and on some weekend and non-teaching days. Short, same day detentions are permitted and may be imposed. Detentions are lawful if:  

Pupils and parents have been informed that the school uses detentions as a sanction; this is part of our behaviour policy. Generally, parents will be informed of detentions after school. Please note that staff do not need to seek parent approval or permission. Appendix 5

Alternative provision We do work closely with the off-site Pupil Referral Unit (PRU) to support students in a variety of different ways. Each programme is individual to the particular student. For all students, we would discuss a move to the PRU with the parent at the appropriate time. In certain circumstances, where we were not able to persuade the parents that attendance at the PRU would be beneficial and their behaviour was the cause of the concern, we would direct the student to attend the provision. This would be one strategy to avoid a permanent exclusion for the student. This would be undertaken under our general powers as an Academy Trust. Any misbehaviour by any student on our roll, if it takes place when a child is being educated off site, on behalf of the school or is engaged in any school authorised activity, is covered by our school behaviour policy. In all circumstances regarding attendance at alternative provision, the school would: 



ensure that parents (and the local authority where the pupil has a statement of special educational needs) are given clear information about the placement: why, when, where, and how it will be reviewed; keep the placement under review and involve parents in the review. The timing of this review process would be particular to the needs of the individual student.

Part time arrangements Where there are significant concerns about a student and the circumstances are exceptional, the appropriate professionals would take a view as to whether the student would be better served by not remaining on site. This would be an exceptional circumstance and the decision would be taken with the parent. In this case, we would authorise a short absence to give time for the situation to be resolved. If it is not possible to resolve this quickly, we may then move to the part time protocol. Part time education- protocol At Coombe Girls’ School we strive to maintain a full time education for all our students.

If this proves to be against the best interests of the student, we will consider a part time educational solution or a place in alternative education provision as long as the following circumstances are part of the strategy. Is it in the best interests of the students that an alternative to full time at school is considered?

The parents and student understand what is proposed and agree to this strategy

What evidence do we have that this is the case? It could be: 

Medical evidence that the student cannot manage 25 hours in school  Behavioural issues may mean the student is vulnerable to exclusion/ is impacting adversely on other students. This should be part of a clear and informed discussion at the start of the process. The full implications of this move should be shared with the parents. Their agreement is vital- without it, no further action.

There is a plan which leads to education/employment or training

The larger plan should ensure that the student is able to move on from school at the appropriate time. The school should do all it can to facilitate a successful transition for the student.

It is part of a fully developed plan for the student

This should include all relevant elements- eg. examination access/ revision support/ Health support- if appropriate in school. This will be individual to the student

The safeguarding of the student has been considered.

Consideration must be given to the age and personal development needs of the student. A student with SEN will need very different arrangement than one without this extra layer of need. The parent will be vital in highlighting any risks to the student.

Appropriate work is available to the student throughout the period of part time/ alternative education.

This should be made available in the most efficient way. Resources are usually loaded onto Sharepoint and students can access these through the internet. Work could be posted or picked up from reception. It will depend on the individual case.

There is a time limit to this strategy.

In most cases, the time will be a natural break. If the child is young, then this situation must not last for too long. If a reintegration cannot be agreed then, it will need to be considered whether a mainstream setting is appropriate.

The Equality Impact has been taken

Consideration must be given to whether the

into account.

sanction/ support has been applied in a fair, just and non-discriminatory way.

Reviews happen with the parent and student and alternative education provider (if appropriate).

Reviews can be formal or, if it is more appropriate, they can be through the telephone, email. This should be agreed at the start with the parent so all parties know what to expect.

Part time or alternative education provision would not be appropriate for a truant or for a student with a short term disruption to their life – in these circumstances, other provision should be looked into. Records will be kept of all students for whom this provision has been agreed. Staff will be updated regularly and they will be expected to provide the appropriate work and supervision for the student. Pastoral teams would monitor attendance and progress carefully. Managed Moves We are fully compliant with the LA Managed Move protocol. This would be followed when it is agreed that it would be in the student’s interests to find a place at another school successfully.

Appendix 6 Use of mobile ‘phones and other electronic devices 1st time

Confiscate phone until Text message 4.00 home

2nd time

Confiscate phone until Text message 4.00 home

3rd time

Confiscate phone and SIM card from 8.30 until 4.00 for 5 days

4th time

Text message home

Text message and phone call Standard letter

5th time

Phone call home Standard letter

Further incidents

1 hour after school detention – to be arranged by HoY

Phone calls home

Parental meeting

Internal exclusiondefiance

Parental meeting

Fixed term exclusion – defiance

Parental meeting

Fixed term exclusionsleading to permanent exclusion

Parental meeting

Appendix 7 Academic honesty- protocol ‘Academic Honesty’ concerns students’ conduct in producing school work, working appropriately with others in their study and their proper approach to examinations. For example, students’ work should always be entirely their own, honestly produced material. Students’ conduct in examinations should always be honest and according to the school’s and exam boards’ regulations. Failure to observe ‘Academic Honesty’ may result in a serious sanction. For full details of this important policy please see the Examinations policy document.

Appendix 8 Physical restraint Section 93 of the Education and Inspections Act enables staff to use ‘reasonable force’ to prevent a pupil from :   

committing a criminal act causing personal injury or damage prejudicing the maintenance of good order and discipline in the school.

This power applies to:  

any member of staff Any person authorized by the head teacher to have control or charge of the pupilsnot a pupil themselves.

The force used must be proportionate to the consequences it is intended to prevent. It should always be the minimum force needed in any circumstance in order to achieve the desired result. It should never be used in response to trivial misbehaviour. In schools, force is used to control pupils or to restrain them. Control:  

passive physical contact ( standing between pupils or blocking a pupil’s path) active physical contact (leading a pupil by the hand, ushering a pupil)

Restraint : 

Physically preventing a pupil from doing something after they have been told to stop. This would only ever be used in extreme circumstances and only if the member of staff felt it was the right thing to do in the circumstances.





The judgement as to whether to use force and what force to use must be made – crucially in the cases of pupils with SEN or disabilities- must depend on the circumstances and information about the individual pupil. An individual risk assessment should be made for a pupil where it is known that force is more likely to be needed in order to restrain the pupil.

Informing each parent In all cases that restraint has been used, the parents (separately if they live apart) will be informed as soon as is possible by a telephone call and this will be followed up in writing. A copy of the incident record, including a statement from the student and any witnesses, should not be included in this letter but they should be told when and where the incident took place, why force was used, the strategies used to avoid using force, what force was used, whether there were any injuries and what follow up action ( support / sanction) is being taken. A meeting should take place between the school and the parents as soon as is practicable. If an injury has been sustained by anyone involved, medical attention should be sought as a priority. If there is a concern that reporting the incident to a parent will result in significant harm to the pupil, the incident should be reported to the Single Point of Access (SPA), which would decide on the appropriate service to intervene. All incidents must be recorded on Behaviour Watch and the ‘Physical restraint used’ button must be ticked. A full account of the event must be completed: a statement from the member of staff who used physical restraint (see attached proforma), a statement from the student who was restrained, as well as statements from other adults or students who witnessed the incident. Members of staff should not put themselves at risk. An individual would not be seen to be failing in their duty of care by not using force to prevent injury, if doing so threatened their own safety.

PHYSICAL RESTRAINT RECORD

Name

Tutor group

Date:

Time:

Other students involved: Other students who witnessed the incident: Incident: Why was force used: What force was used? What did you do to avoid using force? Were there any injuries to   

Yourself? Pupil/s? Was medical attention received?

What follow up action was taken?

Place:

Appendix 9 Reporting Behavioural Concerns This is the recording of incident system and all staff use this internet based, paperless system to record and communicate the concerns they have had about a student and the actions they have taken to address those concerns. Since September 2008, no paper records are kept, all incidents are recorded electronically and the communication lines are set up to ensure efficient communication. Departments will still follow their departmental practices to manage the behaviour with the Head of Department as central to the process. Use of Behaviour Watch (BW) BW is our on-line recording system for incidents and information. All staff have their own access names and passwords and staff should not use anyone else’s. It is important that records are accurately attributed to the correct staff. Staff must ensure that they do not access BW in a classroom. Records must be updated using one the staff computers in offices and the staff rooms ONLY. BW is only an information holding system; it does not effect any change in a student’s behaviour. It is the time you take to engage with a student and the ways you try to help them that does this. Guidelines for use: Behaviour watch (BW) is a retrospective Information Management system. It helps to hold all the information in one place and allows analysis. In itself, it does not have any impact on behaviour.  Use your own user name and password  Write in a measured and professional way. Remember all the records may be seen by parents if they ask to see them. They are also shared with a range of agencies and should be accurate for both content and use of English.  Record all incidents which require an action on your part. Discuss and decide on sanctions prior to completing the record. You must record the action you/ your department have taken.  If you take an action after you have recorded an event, can you go back into the same record and ‘edit’ it rather than starting a new record.  Do not use BW to request an action by someone else. If you need to discuss the actions of another member of staff or ask them to take some action, you must talk to them.  Do not use BW to hold a conversation with other staff as this will all be recorded on the student’s file.

 When using the ‘Track conversation’ facility, only use this for ideas/ information that you want recording on the student’s file. If you just want to make a comment to another member of staff, please use the email system.  STs should not be given access to BW. Any incidents arising from a lesson should be recorded and managed by the teacher in charge of the class.  Information records should be used to record information which should be on the student’s file and accessible to other staff ( Tutors/ Mentors/ HoYs/ HoDs etc ) Concern page in school diary This page is for recording minor misdemeanours (such as uniform lapses, lateness to lessons, shouting out in a lesson) so that tutors are quickly aware of deteriorating behaviour. They will use this page as the basis for identifying pupils giving cause for concern due to their behaviour, then monitoring the pupil for improvement.

Appendix 10 Coombe Girls’ School Referral protocol Our primary focus at CGS is to support the learning of all our students and, to achieve this, we will seek out the advice, guidance and support of other agencies. We work closely with agencies within the Local Authority both voluntary and statutory and with voluntary agencies, when appropriate. This protocol seeks to outline broad guidelines for referral beyond school. In all cases we will seek to work closely with the student and the parent however, if we feel that, despite parental or student reluctance to engage, it is still in the best interests of the student to proceed, then we will do this. Service EWS

Issues: Attendance. We expect all students to attend in excess of 95%. We do not authorise absence during the school term for holidays. Absence is only ever authorised for the shortest possible time and could be for an educational purpose or for compassionate reasons. If a student’s attendance drops between 90% and 95%, we would monitor the situation carefully and, if the trend continues downwards, we will contact the student and the parents to see what support could be offered to maintain a high rate of attendance. If a student’s attendance falls below 90%, they become a Persistent Absenteeidentified by the government as a student not reaching 90% attendance. At this stage, a series of interventions could start. After discussion with the

school’s Educational Welfare Officer (EWO), the school would contact home to highlight the concern over the attendance. We may at this point, involve the Governing body who could convene a Governors’ Attendance Panel in order to meet with the student and her/his family in order to explore the reasons behind the poor attendance. If the situation does not improve, The EWO would then communicate to the parent – there are 3 stages to this communication after which, the case would be referred to the RBK Attendance Panel who would invite the parents to attend a formal meeting to discuss the attendance level of their child. At this stage expectations would be clarified and the next stage outlined. If the situations still does not improve, the LA may then move to formal court proceedings with a range of legal sanctions and supports. EPS

Issues: Barriers to learning, Requests for Statutory Assessments. This service is accessed through the SENCo. It would be used to address concerns whereby a student is experiencing significant barriers to learning for reasons, for example, relating to cognitive ability, behavioural needs, sensory or communication and interaction difficulties. Intervention could include providing consultations to key staff, individual work with the student or group work. The parents would always be involved in this process and the EP is likely to attend reviews with parents. A number of steps would generally have been taken prior to EPS involvement, such as one to involvement of other outside agencies, staff meetings to discuss the needs of the child, highlighting at SEN review, TA support in lessons and class observation. EPS involvement generally begins with a consultation with the EP and SEN staff. The EP may attend parent and student reviews. Progress and achievement are reviewed during these meetings and targets are set and reviewed regularly. The EP will work closely with students and parents during the Statutory Assessment process and will submit a report. Parental agreement will always be sought.

Teachers of HI and VI

Issues: - students with hearing loss. Teachers of HI and VI regularly visit girls with hearing and visual impairments in school. They set targets with the school and students and liaise regularly with the SENCo. They attend reviews where relevant.

Occupational Issues: e.g. coordination, motor skills, perceptual

therapy

The SENCo is able to liaise with and refer to Occupational therapy for students who have particular needs which can be identified and supported through the service.

Speech and Language Therapist

Issues: students with a speech, language and communication difficulties. concern.

Youth service

Issues: Substance Abuse, risky behaviour in the community, risk of becoming NEET.

The SLT meets the SENCo at the beginning of each year and students known to the service who are making the transition from primary to secondary school are discussed. The SLT and SENCo will review progress and achievement of known students. Other students will be referred to the SLT who may assess students, observe in class and complete one to one or small group work. Parents will be involved in the process. The Speech and Language therapist will also submit a report in the case of a Statutory Assessment when required.

We would work with this agency to support the achievement of a student. This could take the shape of a course- for example: Destinations where students are encouraged to consider their post 16 options as including Higher education School health service

Issues: anxiety, depression, self harm, negative feelings, enuresis, friendship issues, sexual health, mental health. Students can self refer to the school health service and this can be arranged through their Head of Year. If the school has a concern, they will discuss this with the student and/or their parent. A school referral could then be made. The school nurse is available on Friday lunch times and offers the full range of health advice for young people. The Health Link worker is available on a regular basis.

Mental Health servicesCAMHS (Child and Adolescent Mental Heatlth Services)

Issues: Self harm, indulging in risky behaviour, anger, self control, SEN.

Pupil Referral Unit

Issues: Difficulties in maintaining a productive and effective education.

The referral route for this service is through the health service or social services. We would work closely with the referring service.

Once a student’s behaviour is becoming difficult to sustain at school and,

despite interventions, it is not improving, we would then look at a PRU referral. If we were moving to a permanent exclusion and the parent would not give permission for this move, the school would direct the student to the PRU as an alternative to permanent exclusion. Any misbehaviour by any student on our roll, if it takes place when a child is being educated off site, on behalf of the school or is engaged in any school authorised activity, is covered by our school behaviour policy. Anstee Bridge

Issues: Concern that the student may not complete their KS4 successfully.

Individual Tuition

Issues: inability to access education.

Police

Issues: criminal activity or a vulnerability to criminal activity.

In Y10, students who are considered vulnerable to either becoming NEET or to be excluded would be considered for attendance at Anstee Bridge for half or a full day during Year 11. Acceptance to this course would depend on the student’s attendance, their commitment to the course and an interview. A student with a history of aggressive or violent behaviour would not be referred.

Some students, for a variety of reasons, may be unable to attend school and, if it was seen as the appropriate path, we would seek to engage the services of the IT service who can offer some hours of teaching to work around a student’s individual needs.

If something happens at school that is against the law- theft, assault, harassment, criminal damage, carrying an offensive weapon, for example, we would always seek the advice of the police and would be guided by them about further action. YOT

Issues: criminal activity- once it is recognised by the police. Once a student has come to the notice of the police, the YOT may become involved and they would seek to work with the school in order to minimise the likelihood of child re-offending. We would always do this, if possible.

Kingston Welcare

Issues: bereavement; a member of the family in prison or recently released.

Safeguarding service

Issues: Child protection

We may refer to The Kingston Bereavement Service and Families Apart Project; this referral would be to engage support for students in this situation and to avoid their isolation.

Where the school has a concern about any level of CP, it would always seek the advice of Safeguarding before acting. We would always ask for advice in order to clarify whether any other agency also has a concern regarding a child or family.

We would complete the referral after this conversation and would contact the parents if that is the agreed action. If the concern warrants keeping this from the family in the first instance, we would follow this advice. Our primary focus would always be the well-being and safety of the child. Social Services

Issues: Family concerns, parenting, housing, significant needs, family and or child vulnerability. We would seek to work closely with the family and contact social services in agreement with them. This could open up a range of support for both the child and the parents.

Young Carers Issues: a child having a significant caring responsibility for a family member. We would contact this support service only in agreement with the child and her/his family. If the family or child resisted this support and we continued to be concerned at how the child or family was coping, we would have to contact social services for advice. Any voluntary sector agency

Issues: - bereavement, culture, equality, parenting support. We would seek to help engage the family with the agency but we would not refer on against their wishes. This might, however, raise our concerns about a situation.

Glossary: LA- Local Authority – in our case it is RBK but we also work with every LA, depending on the responsible LA for the student. EWS- Educational Welfare Service- attendance at school EPS- Educational Psychology Service- learning and behaviours which affect learning SLT – Speech and Language Therapist CAMHS- Child and Adolescent Mental Health Services YOT- Youth Offending Team NEET- Not in Employment, Education or Training

Appendix 11 Home-School partnership Agreement

Rules and Expectations This agreement is designed to foster a true partnership between home and school

Parents/Carers I/we will:  ensure that my daughter attends school and is punctual  contact the school from 7.30 – 8.30 am on the first day of my daughter’s absence  provide her with an explanatory note on her return  avoid booking holidays and appointments for my daughter during the school day  support my daughter’s learning by encouraging her to complete homework and by attending parents’ evenings  provide the school with current contact details  support the school’s policies and guidelines for behaviour  ensure that my daughter wears the correct uniform and is fully equipped for school  work with the school to ensure equal opportunities and stop bullying  work with the school to prevent smoking  support the school in working with the police to ensure the well-being of the whole community  support the school’s policy on the use of mobile phones and ensure my daughter does not operate hers or receive calls or text messages between 8.40 am – 3.30 pm ..................................................... Signature of parent/carer(s)

.....................................................

The School The school will:  provide the opportunities and environment for each pupil to achieve fully  provide an appropriate and balanced curriculum for each pupil  monitor each pupil’s attendance, punctuality, progress and behaviour – we will contact home as soon as we have any concern  keep parents and carers informed about school events and provide opportunities for involvement in school life  strive to achieve high standards of work and behaviour  support each pupil in developing a sense of responsibility both for herself and the community  work with the police and involve them when necessary to ensure the well-being of the whole community Headteacher: .......................................... Tutor: ............................................

The Pupil I will:           

make the most of the opportunities available to me attend school punctually with the equipment I need do my best to complete the work set by teachers and hand it in on time wear the correct uniform be polite and respectful to others and be responsible for my own behaviour look after the school environment and avoid dropping litter follow the school’s anti-drugs and anti-smoking policies not encourage or allow any non-Coombe pupils onto the school site follow the school’s policy on the use of mobile phones and make sure mine is switched off between 8.40 am – 3.30 pm so I cannot receive calls or text messages present a positive image of Coombe at all times abide by the ICT agreement I have signed

Pupil Signature: ……………………………………. (Please print your name clearly) Tutor group: …………..

Appendix 12 Coombe Sixth Form Learner Agreement We hope that all students enjoy their time at Coombe and are successful in fulfilling their potential. This Learner Agreement is a contract which details the school’s responsibilities and obligations to you, the student. It also details your responsibilities and obligations toward the school and is designed to enable you to understand our expectations for your work and behaviour. If you do not understand any aspect of this agreement, you should discuss this with your tutor or a member of the Sixth Form team. The school will: 

Enable you to learn, progress, achieve your study goals and fulfil your potential;



Inform you about your progress through a variety of means that will enable you to understand clearly what you need to do in order to improve;



Provide you with appropriate personal support and guidance when necessary;



Provide you with informed, personalised guidance and support for your post-sixth form options;



Provide you with a well-planned, contemporary and informative PSHE and careers guidance programme;



Provide you with a stimulating and varied programme of enrichment and personal development opportunities

The student agrees to: 

Attend all lessons, Tutor meetings and PSHE sessions for the full terms;



Work with a level of commitment that enables good progress in all subjects and work hard to meet or exceed any targets or learning goals agreed with the school.



Engage positively in enrichment activities to support their personal development.



Abide by and support the conditions of Coombe Sixth Form Behaviour Policy;



Complete homework, classwork and coursework appropriately to agreed deadlines and use independent study time appropriately in order to ensure their personal progress;



Conduct themselves in a manner which is a positive role model for younger pupils

The student understands that: Their continuation on particular courses or in the Sixth Form is not guaranteed at any time. The Coombe Schools reserve the right to discontinue a part or all of a student’s programme of study in the event that: 

in-year assessments suggest that they are unlikely to pass one or more of their courses;



coursework is not completed to an appropriate standard and to agreed deadlines;



AS Level students do not achieve a minimum of 3 pass grades that equates to at least 80 UCAS points at the end of Year 12;



BTEC Level 3 students are not meeting unit completion deadlines appropriately, or are judged to be working at below a ‘Pass’ level at the end of the first year.



there is a significant contravention of the school’s behaviour policy;



their attendance at lessons and compulsory school activities falls below 95%.

Student Name / Tutor Group ……………………………………………………………

Signed:

Student ……………………………………………………..

Date…………………………..

Parent / Guardian…………….............................

Date…………………………..

Tutor.................................................................

Date..............................

Appendix 13 Behaviour Considerations for Coombe Sixth Formers You will be aware as sixth formers at Coombe, you are role models for all of the other students within the Coombe Schools. We also want you to be successful, happy and fulfilled during your time us. We can only achieve this if Coombe is a positive learning environment that enables all students to flourish. For these reasons, you must be are aware that: 

All of the normal expectations of the Coombe Schools’ Behaviour Policies apply to sixth formers. These are available on the schools’ websites.



We will apply the full range of normal school sanctions in the event of breaching of the rules detailed below or those in the main school behaviour policies.



There are some particular considerations that sixth formers need to understand and these are detailed below.

Particular rules for Coombe Sixth Form Students 1. Inappropriate relations with pupils in the lower school. Sixth formers should not engage in relationships with pupils in the lower school. 2. Enabling non-Coombe people being on the school premises. The school is a secure environment. Students must not enable access for anyone else to the school site. 3. Parking or driving of any motorised vehicle on the school premises is not allowed for students. There is not sufficient space to accommodate student parking and there is a possible danger to younger pupils. 4. Inappropriate dress for school. Please see the Sixth Form Dress Policy. 5. Inappropriate intimacy in school. Students should be mindful that they share an environment with young children. 6. Wearing your Coombe identity card. We expect students’ Identity Card to be visible at all times. 7. Disturbing other students learning during your unstructured time. Students must remember that lessons are taking place at all times.