Vyners School. Behaviour Policy

Vyners School Behaviour Policy Behaviour and Discipline Policy Draft working document September 2013 MISSION STATEMENT At Vyners we aspire to be a...
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Vyners School Behaviour Policy

Behaviour and Discipline Policy Draft working document

September 2013

MISSION STATEMENT At Vyners we aspire to be an outstanding school in every sense of the word and our aim is that we can be confident that hand on heart 100% of our students get a better deal here than they would in any other school. Every decision is made with the question in mind ‘will this help the students to learn better and achieve more?’ We believe in a relentless focus on high achievement in all areas of the life of the School. At our core is an understanding that every individual has the opportunity and responsibility to impact positively on the lives of others; that every individual in our community is unique and has gifts and talents that should be celebrated at every opportunity. VALUES Our community begins with its set of values because they say, “This is what is important to us and this is what we want to see and feel in our school”. Our values shape our rewards and consequences. We reward good behaviour and there are consequences for poor behaviour. Our values are demonstrated in our Rewards and Consequences system and can be summarised by CARE; •




Endeavour THE VYNERS 10

The Vyners 10 reminds us of what our community expectations are: 1. I am proud of who I am and what I have achieved today 2. I actively participate in lessons and school activities 3. I can, if I think I can, and I strive to do my best even when learning is difficult 4. I value others and understand that our individuality makes our community stronger 5. I share in and celebrate everyone’s success 6. I do as I’m asked, the first time I’m asked 7. I am always in the right place at the right time, doing the right thing 8. I understand that school is a formal environment; I dress and behave accordingly 9. I attend regularly and arrive on time with the correct equipment 10. I am proud of our school, helping to look after it and create a positive learning environment

OUR BEHAVIOUR PRINCIPLES The school will be relentless in its high expectations of the behaviour of our students. Our rewards system is designed to celebrate and promote a culture of success. Rules are important to enable our school community to be the best it can be. Any student breaking our rules will be making a conscious choice and can expect a corresponding consequence. All students have a copy of the Vyners 10 and the Rewards & Consequences system in their organisers. The school’s Behaviour and Discipline Policy was reviewed in the spring term of 2013 in the light of the DFE’s revised guidance for schools relating to behaviour and discipline. This guidance clearly sets out the roles and responsibilities for governing bodies, headteachers and teachers in the light of the Education Act 2011 as it came into effect from September 2012. The current behaviour policy came into effect in September 2013. The school will ensure that all incidents of

behaviour are dealt with thoroughly and fairly and in accordance with the school’s Single Equality Scheme. A review of the behaviour policy can be found in

We are committed to:        

Promoting an ethos/culture of praise and encouragement in which all students can enjoy and achieve. Promoting self esteem, self discipline, correct regard for authority and positive relationships based upon mutual respect. Promoting good behaviour both inside and outside of the classroom. Ensuring equality and fairness for all. Promoting consistent responses both to negative behaviours (consequences) but also to positive behaviours (rewards). Providing a safe environment for all staff and students that is free from bullying or any form of harassment. Working with a range of external agencies to promote and encourage good behaviour and to engage in early intervention where we believe this is necessary. Encouraging a positive relationship with students, parents and carers to develop a shared approach which involves them in the implementation of the school’s policy and associated procedures Roles and Responsibilities

  

The Governing Body will establish, in consultation with the Headteacher, staff and parents, the policy and keep it under review. The Headteacher and Senior Leadership Team will be responsible for the day‐to‐day management of the policy and procedures. School staff, including teaching and support staff, will be responsible for ensuring that the policy and procedures are followed and consistently and fairly applied. Staff have a key role in advising the Headteacher on the effectiveness of the policy and procedures. They also have responsibility, with the support of the Headteacher and School Leaders/Managers, for creating a high quality learning environment, teaching positive behaviour for learning and implementing the agreed policies and procedures consistently. Parents and carers are expected, encouraged and supported to take responsibility for the behaviour of the child both inside and outside of school. The school encourages parents to work in partnership with the school to assist it in maintaining high standards of desired behaviour. Parents and carers are actively encouraged to raise with the school any issues in relation to the operation of the policy Students are expected to take full responsibility for their own behaviour and will be made fully aware of the school policy, procedure and expectations. Students will be encouraged to take responsibility for their social and learning environment making it both safe and enjoyable by reporting all undesirable behaviour.

Procedures Procedures detailed in this policy have been developed through consultation between the Senior Leadership Team, teaching and support staff, parents and students. Rewards The stories that inspire most readily are those that come from within the school community itself. We know that success breeds success. Our school community needs heroes and heroines   

They show what can be achieved by “people like us” They show targets that are achievable They model what success looks like

Our school community recognises and celebrates the success of individuals and groups. Students are rewarded in line with our 4 values; Community, Aspiration, Respect and Endeavour. The rewards system is detailed in Appendix 1.

Rules and Consequences Our school will help students learn how to behave. We have legal power to apply a wide range of sanctions/consequences to students who break school rules, fail to follow instructions or behave in a way that is unacceptable. Consequences can include:      

withdrawing the student from a lesson or from a peer group withdrawing participation in a school trip or event taking away break or lunch time privileges detention – including weekends confiscation of property Exclusion from school – either for a fixed period or permanently

Dealing with in-class incidents of misbehaviour Classrooms are a place of learning and we have high expectations for student behaviour in lessons. We expect students to:  Engage fully in learning without disrupting the learning of others.  Follow the basic classroom code of conduct which includes routines for entering the Classroom, seating plans; how to answer questions; having basic equipment necessary for the lesson.  Show respect for the classroom teacher and any other adults in the classroom  Show respect for all other students and learners and to work co‐operatively with them to ensure that learning targets are achieved. This includes respecting diversity and the differing views and opinions that other students may have.  Show respect for the learning environment and the physical equipment made available to them during the lesson.

We believe that the vast majority of behaviour incidents can be dealt with by the classroom teacher. However, there are situations where the poor behaviour of a student continues to disrupt the learning and progress of other students. In these cases we would expect to see an escalation of behaviour management consequences as detailed in Appendix 2.

Dealing with out of class incidents We expect high levels of behaviour from students during times when they are not in the class room. We expect students to;       

Obey staff instructions the first time of asking without comment. To travel through the school in an orderly fashion. No running or shouting. Wear our school uniform correctly, with pride at all times. Not to engage in bullying, teasing, name-calling or any behaviour that makes others feel unsafe. Not to eat or drink in non designated areas. Not to be in areas designated as out of bounds. To show respect for our school environment and not litter.

Students carry a standard’s card with them so that staff can record incidents of behaviour related uniform and equipment for learning. These incidents are subject to our consequences system.

Detentions Detentions run daily for an hour after school and form an important part of our school consequences system. Appendix 2      

Parents will be given a minimum of 24 hours notice for detentions lasting longer than 15 minutes and students will receive a letter detailing why the detention has been issued and the date on which it is to be served. During the detention students will be under the supervision of a member of staff. Students may be set tasks to complete which may involve some form of service to the school community. Students may be asked to complete curriculum studies. The school holds Saturday morning detentions for students failing to attend or respond to other detentions or truanting from school. Parents are responsible for collecting students after detentions or ensuring their safe journey home.

Definition of school jurisdiction This policy applies on school premises, on visits and trips including those that are residential and during any events when the students are the responsibility of school staff. When students are travelling to and from school in uniform they are considered to representing the school and therefore the school rules apply. This includes Sixth Form students, who remain subject to school jurisdiction even if off site. The school reserves the right to take interest in and impose sanctions for any misconduct by any student at any time, beyond the bounds of the school day, week, and term, where such misconduct prejudices the good order and welfare of the school and its students. Whilst it is impossible for a school to manage the conduct of students when they are under their parents/carers care, the school can impose penalties on students who have used the internet or a mobile phone to harass another student or member of staff outside school. Supporting students Our behaviour policy encourages students to take responsibility for their own behaviour and helps them to recognise the consequences of inappropriate behaviour. It incorporates staff training on promoting positive and consistent behaviour standards within the school. We recognise that at times students need support to reframe their behaviour that is additional to and different from the consequences system in Appendix 2. In such instances students will be put onto a Behaviour Report. This is a graduated response and may at times include additional in-school remediation or support from external agents like the Educational Psychologist. Being on report does not replace sanctions set out in the consequences system. Tutor report / Green report This is an initial response to support a student whose behaviour is a concern in more than one curriculum area. Parents will be informed by the tutor via a telephone call that their child is going on report. The report will have clear targets that relate to reframing the behaviour that is causing concern. The report will be monitored daily by the form tutor and signed each evening by the parent. A telephone review will take place at the end of the reports 2 week duration. If the student has met the targets on the report and made significant progress in improving their behaviour, the report process will terminate.

Year Leader report / Amber report If the student has not met the targets on the green report parents will be called to school to attend a meeting with the Year Leader. Targets will be looked at and a Year Leader report issued. The report will be monitored daily by the Year Leader and signed each evening by the parent. A review

meeting with parents, student and Year Leader will take place at the end of the reports 2 week duration. If the student has met the targets on the report and made significant progress in improving their behaviour, the report process will terminate.

Senior Leader report / Red report If the student has not met the targets on the Amber report parents will be called to school to attend a meeting with the Year Leader and a member of the Senior Leadership Team. Targets will be looked at and a Senior Leadership Team report issued. The report will be monitored daily by a member of the Senior Leadership team and signed each evening by the parent. A review meeting with parents, student, Year Leader and Senior Leader will take place at the end of the reports 2 week duration. If the student has met the targets on the report and made significant progress in improving their behaviour, the report process will terminate. Pastoral Support Programmes Should students fail to make significant progress in meeting behaviour targets they will be placed on a Pastoral Support Programme (PSP). This will be monitored by the Assistant Headteacher with responsibility for pastoral education. The PSP is a 16 week programme involving school and external agents aimed at reframing behaviour and supporting students to be in school. Failure to make progress on a Pastoral Support Programme can culminate in permanent exclusion. Special Educational Needs Whilst it is not always possible to do so, particular efforts will be made to avoid excluding students who are being supported at School Action or School Action Plus, or who are Statemented, under the Special Educational Needs Code of Practice. We also acknowledge our legal duty under the Disability Discrimination Act not to discriminate against disabled pupils by excluding them from school because of behaviour caused by their disability. This applies to both permanent and fixed period exclusions. Continued incidents of poor behaviour or more serious incidents of poor behaviour In most cases, interventions will reframe student behaviour. However in a minority of cases, individual students continue to demonstrate behaviours which do not meet the expectations of our school and may damage the learning and progress of other students or the well‐being of other students or staff. In these cases, and in the case of “one off” serious incidents of poor behaviour, the school will use the higher level sanction of exclusions. These may be implemented as either;  

Internal exclusions held in school. Fixed term external exclusions

At times it is necessary for the Headteacher to consider permanent exclusion in response to a student’s behaviour; reasons for this may include, but is not limited to, the following;       

All other steps to encourage the student to obey the school rules have failed. Allowing the student to remain in school would be seriously detrimental to the education or welfare of others in the school. Persistent and defiant behaviour. This would encompass bullying including homophobic or racist bullying. Serious actual or threatened violence against a student or member of staff Sexual misconduct Supply of an illegal drug, or severe misuse of an illegal drug. Carrying an offensive weapon.

Further information relating to exclusions can be found in our Exclusions Policy.

Appendices to the Behaviour Policy            

Behaviour Policy Review 2016 Rewards system Consequences system Specific rules communicated to students 2015-2016 Exclusions policy Protocol for informing police of behavioural events in school Protocol for interviewing students Protocol for informing parents Protocol for decision making regarding punishment Restraint and search protocol Confiscation protocol Dealing with allegations against members of staff

Our Behaviour Policy should be read with reference to; The Anti Bullying policy The Drugs Education Policy The Exclusions Policy The Single Equality Scheme The Uniform Policy COMPLAINTS PROCEDURE Students If a student has a complaint about the way he or she has been disciplined or treated then he or she must firstly discuss the matter with the form tutor. If the matter remains unresolved or concerns the form tutor then it should be referred to the Year Leader It is envisaged that the majority of student concerns can be dealt with at this level. However if a matter remains unresolved then a member of the Senior Leadership Team will review the matter. Parents and Staff The Governors have a published complaints procedure which can be obtained from the Clerk to the Governors at the school.

Review Framework The policy should be reviewed annually (or sooner in the event of revised legislation or guidance)

Signed: James Heale Signed: Henry Gardiner

Review Date: July 2016

Head Teacher Chair of Governors

Date: July 2015 Date: July 2015


Behaviour Policy Review 2013 – 2016

The current Behaviour Policy was introduced in September 2013. In December 2013 Ofsted judged Behaviour and Safety to be Outstanding. Behaviour and attitudes are exceptional. The behaviour strategy implemented is very effective. Students say they like the new system because the consistency with which it is implemented is helping to ensure better behaviour. Ofsted 2013. The Leadership Team regularly monitor the experience of all stakeholders in the implementation of the Behaviour Policy. 100% of staff say the new system of Rewards and Consequences has resulted in a fairer, more consistent system for behaviour in our school. July 2014 100% of staff say that student behaviour has improved since the introduction of the new behaviour policy. July 2014 86% of staff say that discipline is outstanding. Kirkland Rowell, 2015. 94% of parents agree and strongly agree that the school makes students behave well. Parent View 2014. 79% of staff say that the school’s behaviour and rewards system is outstanding. Kirkland Rowell, 2015. Students value the system that rewards positive behaviour and learning. They particularly value Headteachers commendations and the half termly CARE Awards. Over 1,000 subject Silver Awards have been given out since 2014 in annual prize giving assemblies and winners of Care Awards have enjoyed the annual reward trip to Thorpe Park. 16 students in Year 7 – 10 have been the recipients of the Annual Headteachers Award and in addition to Prize Giving morning, these students attend the Annual Awards night. Year on year total consequences issued to students decrease in number. In the academic year 2014-15 there was a 16% decrease with a 25% decrease in the number of C3 detentions issued. In the current year 2015-16 there has been a 29% decrease in all consequences issued and a 49% decrease in C3 detentions issued. The School’s Behaviour Policy is recognised as a model of good practice. Other schools have visited Vyners to discuss the set up and implementation of the model and have gone on to use it in their own schools.

Rewards Reward Code





Demonstrating school values in and out of the classroom

Merit Stickers

1 Value point

Excellent work or effort in a subject area Outstanding work, effort or contribution in any area of school life.

Postcard home

3 Value points 5 Value points

Community Aspiration Respect Endeavour


Value points Certificate Bronze Silver Gold Platinum Diamond

KS3 25 60 100 130 200

KS4 15 40 70 105 150

Headteacher commendation

Issued by Tutor Issued by Year Leader Issued by Senior Leader Issued by Headteacher Issued by Headteacher

Celebration of Values Points: All Value Points will be recorded by staff. Each half term all of your values points will be added up and your Year Leader will issue certificates for the following:  Student with the most merits for Community  Student with the most merits for Aspiration  Student with the most merits for Respect  Student with the most merits for Endeavour  Student with the most Value Points overall - including points for postcards and Headteacher commendations All winners of the above will be invited to a buffet lunch with Year Leaders and members of the Senior Leadership Team. At the end of the summer term, all winning students for the academic year will be invited to take part in a rewards trip (payment will be required).

Additional Awards: 100% Attendance: Certificate and entry into termly 100 club prize draw Subject Awards: Certificates issued half termly at a celebration of achievement assembly

Consequences CONSEQUENCE BEHAVIOUR C1 Disrupting the learning of others Talking/arguing/out of seat Uniform/appearance Lack of equipment C2 Repetition of any C1 offence C3





Repetition of any C2 offence Rudeness to a member of staff Refusal to follow instructions Inappropriate language inc swearing in conversation Littering Lateness to lessons > 5 minutes Off site at lunch time Abuse of open access – being out of bounds Use of phone/mp3 player Failure to attend dept homework detention Eating out of bounds No standards card / no planner Truancy Failure to attend C3 detention Misbehaviour in a C3 detention Repetition of any C3 offence Dishonesty/lying to a member of staff Swearing across a room Swearing at another student Chewing gum Walking away from a member of staff Deliberate defiance Fighting Bullying incident Any 2 C3 incidents in one day Persistent C4 behaviour Gross disobedience Swearing at or about a member of staff Smoking and or the possession of any smoking paraphernalia including but not limited to cigarettes, lighters, filters, tobacco, papers Being in the vicinity of smokers The possession and or consumption of alcohol Assault Persistent bullying Racist or homophobic abuse Inappropriate use of a mobile phone /computer Theft, Graffiti or Vandalism Poor behaviour during C4 Persistent C5 behaviour Possession of an offensive weapon Serious theft or vandalism Possession of illegal drugs Violence towards a member of staff






Specific rules communicated to students annually Introduction Our rules and the consequences for breaking them are summarised in students' organiser and discussed and reinforced in tutor groups and at assemblies, as appropriate. The following list gives more information about some of the rules we regularly reinforce. When rules are broken students receive a sanction in line with our consequences system. Uniform & appearance Uniform must be worn at all times on the way to and from school and when representing the school off site. When non-uniform items are worn they may be confiscated and parents/carers may be asked to collect them from school. Where the correct footwear is not worn, students may be required to wear the correct uniform on loan from the school for that day. Students wearing inappropriate clothing will be referred to their Year Leader and may be sent home to change unless they have a letter explaining the exceptional circumstances. Hair must be appropriate for a smart, professional environment and must not be extreme in style or length. It should not be cut shorter than a number 3 and must not be shaved-patterned. This also applies to shaved eyebrows. Hair must be a natural colour. Only plain, functional and safe hair accessories are allowed. Hair extensions are not permitted. Jewellery which is not permitted in our guidelines will be confiscated, put in a named envelope, and passed on to the Year Leader. It will be returned at a mutually agreed time unless there are exceptional circumstances. Students in Years 7-11 wearing makeup will be asked to remove it or directed to Student Services where stocks of makeup remover & nail varnish remover are held. False nails and French Polish are not permitted and students will be internally excluded until such time that they are removed. Mobile phones and electrical goods Phones with a video or photo taking capability can easily be misused in a school setting. They will always be confiscated if seen on school premises. Further sanctions will be taken if the item is being used in a way detrimental to good order. If a phone is used or seen during a lesson without the specific permission of the teacher the student will receive a C3 detention. Students may not, during the school day, use or have on their person, electronic equipment such as iPods, MP3 players, CD players or digital cameras. They will always be confiscated if seen in a student’s possession on school premises, during school hours, unless a member of staff has explicitly requested that the student bring in the item. Further sanction will be taken if the item is being used in a way detrimental to good order. Confiscated items will usually be returned at the end of the day unless there are exceptional circumstances. Inappropriate language Any student heard swearing will be reprimanded by the teacher at the time. Verbal abuse towards other people is not acceptable and will be dealt with via our consequences system. Damage to property The teacher at the scene should assess if the act was accidental or deliberate. Reckless or deliberate damage will be punished. Damage should be dealt with by the Subject Leader in charge of that teaching area. Students will be billed for any subsequent costs incurred for replacement or repair.

Out of bounds

Students are expected to be in designated areas in break times and before and after school. Clear guides to the exact areas forbidden are displayed around the school. The following are out of bounds: 1. All laboratories and specialist areas 2. The cycle sheds, except for leaving & collection of cycles 3. The vicinity of motor vehicles 4. The kitchens & staff offices 5. All roof spaces, windows and fire escapes 6. Any area where building work is taking place 7. School field when weather conditions prevent these from being available for use. Truancy Parents are requested to contact the school via the absence line on the morning of the first day of any absence. Students caught avoiding lessons, truanting, or repeatedly refusing to give reasons for absences will be dealt with via our consequence system. Misuse of computer equipment The school has a clear policy on misuse of computer equipment. Misconduct in this area such as (hacking) or improper use of the internet can result in loss of privileges and will be dealt with via our consequences system according to the severity of the incident. Offensive conduct to other students This includes bullying (physical or verbal), including racial, cultural, gender, disability or relating to sexual orientation. Any bullying or harassment will not be tolerated and is always serious. Unacceptable behaviours are detailed in the school bullying policy. If a student is harassed physically or verbally within the school they should bring this to the attention of a member of staff so the appropriate action can be taken. Using retaliation to deal with the matter may lead to a consequence to both parties involved. Offensive conduct to member of staff Abusive language/rudeness or defiance towards a member of staff is very unusual and very serious. Students defying a member of staff or using foul language to a member of staff can expect to face serious sanctions up to and including permanent exclusion from school. Threatening or aggressive conduct or damaging conduct, or repeated misconduct of this sort would be aggravating factors. Violent conduct towards staff, harassment of a member of staff or their property or family of any sorts, including beyond the bound of the school day or term would be a very serious offence and would most likely result in permanent exclusion from school. Offensive conduct to staff will be dealt with by a member of the Senior Leadership Team in line with our consequence system which covers for permanent exclusion for certain single one-off serious incidents. Deliberate classroom disruption Classroom disruption is unacceptable as it disrupts the learning of others in the classroom. This will initially be dealt with by the classroom teacher, and escalated if the behaviour persists, in line with our consequences system. Theft All cases involving theft including taking property without permission will be investigated by a senior member of staff. A fixed term exclusion is the minimum sanction for theft. Each case will be taken on its merits and the school may look to permanently exclude for theft. The Police may be informed. To avoid difficulties no article may be bought or sold nor should any collection of money take place in school without permission of a senior member of staff.

Alcohol- & drug-related offences All instances suspected to involve alcohol, drugs or substance abuse will be dealt with as described in the Drugs Policy. When a substance is not illegal but thought to be a danger to the individual or others, confiscation will be followed by some form of sanction. In cases where illegal substances are involved the Police may be informed. Consuming an illegal substance while under school jurisdiction, or purchasing such a substance, or being under the influence of such a substance are all serious offences. Any involvement in supply of illegal substances is extremely serious and is likely to lead to permanent exclusion. This would not necessarily be restricted to the sale of drugs to others. Sharing an illegal substance or making an arrangement to sell a substance off the school premises, or intent to supply are also both illegal and of utmost seriousness and may lead to permanent exclusion. Smoking Smoking is not allowed on the school site or in school uniform off site. Students who are caught smoking, or part of a group in which people are smoking will receive a fixed term exclusion. Students who are found in possession of any smoking paraphernalia will receive a fixed term exclusion – this includes cigarettes, lighters, tobacco paper, tobacco, filters, electronic cigarettes, electronic cigarette cartridges and shisha pens. This list is not exhaustive. Possession or use of an offensive weapon An offensive weapon is anything used as a weapon or to intimidate others. This includes replica items. Items within the category of weapons would include knives and blades of any length, catapults, any items capable of firing a projectile, fireworks and any noxious substances such as are inappropriate within the school confines. The weapon will be confiscated and parents will be invited to collect it or the weapon will be disposed of. The student will be given some form of sanction. This will depend on the degree to which the item was used to cause alarm or harm to others; the degree to which the student carrying such a weapon intended to use it to cause harm or alarm to others; and the potential for the item to cause harm and alarm to others. Bringing dangerous weapons onto school premises, such as knives and blades, is likely to lead to permanent exclusion. Laser light pens are potentially highly dangerous, even if students have no intent to use them in an offensive way. Possession by students or use on school premises is very serious and will lead to a sanction. Possession of other offensive items Possession of pornography, racist or inflammatory literature or ephemera, is forbidden and the consequence will depend on the degree to which the misconduct would cause real or potential harm. Exclusion will apply in aggravated cases where the conduct was repeated. Obstruction of justice If serious misconduct has occurred, students are expected to be helpful to staff investigating. Students who willfully conceal important information will face a consequence.. The level of cooperation offered by a student facing an investigation will be taken into account in determining the severity of sanctions imposed. Improper conduct Sexual activity between students is not appropriate in an educational environment. Where such activity involves coercion, harassment, assault, or duress it will be treated as an issue of utmost seriousness; this may involve police action, and sanctions up to and including permanent exclusion from school. However, even where contact between students is consenting, sanctions may be set where behaviour goes beyond what the school views as normal affectionate behaviour for that age.

PROTOCOL FOR INVOLVING/INFORMING THE POLICE OF BEHAVIOURAL EVENTS IN SCHOOL The police should be informed when the school is made aware of a criminal act outside school. All information will be passed to the police. For criminal events within school the police will be informed if it is a significant and serious criminal event. For less significant criminal events the school will use its discretion as to whether or not to inform the police. Criminal events are defined as:  Carrying an offensive weapon (police definition of size and rigidity of knife)  Theft  Criminal damage (include graffiti and vandalism)  Drugs (possession and supply)  Assault (peers/adults)  Sexual abuse/harassment  Misuse of technology

Informing the Police This means ‘in writing’ or at ‘a meeting called to discuss the specific event’.

PROTOCOL FOR INTERVIEWING STUDENTS 1. At initial contact in an investigation, it is acceptable for one member of staff to conduct the interview. 2. If during the course of the interview there is a possibility of permanent exclusion two members of staff should be present (one of whom should be SLT, SL, YL or Assistant Director of Sixth Form). 3. During the investigation with two members of staff present, only one will question and the other take notes. 4. Notes taken at the interview should include:  The date, start and finish times of all interviews (times of breaks should be noted)  when refreshments and toilet breaks are offered/taken should also be noted  those present in the interview and  the venue

5. Any investigation leading to internal or external exclusion should have a student written signed statement. 6. The statement can be a free prose or a written response in reply to specific questions. 7. When statements are provided as a reply to specific questions then the student should have an opportunity to add further information.

Student Statements All witness statements would normally remain anonymous. This is in order to protect the witnesses from internal and also external acts of violence or threats of intimidation. The investigators and Headteacher may consider an exception to this where the witness statement makes a serious allegation regarding the student under investigation.


1. Parents must be informed verbally if the investigations suggest internal or external exclusion will be the suitable punishment. They will be informed on the same day of the investigation once a potential exclusion has been established.

2. If the investigation is leading to the involvement of police (separate protocol) or other agencies then parents will be informed if appropriate.

3. For permanent exclusion, fixed term exclusions more than five days or if the police are to be informed then parents are invited into the school when the evidence gathered is shared with the parent with the student present. Notes will be taken at this interview and will form part of the school’s evidence. Any further interviews of the student will be conducted with the parent present.

4. Parents will be informed in writing regarding all exclusions. (Exclusion Policy)


1. A series of Fixed Term Exclusions can be used whilst investigations proceed.

2. A member of SLT, not involved in the investigation, will consider the evidence gathered by the investigators and will consult relevant school policies before making recommendations to the Headteacher regarding punishment. 3. If the incident involves drugs then the school’s Police Liaison Officer will review the documentation and make a recommendation to the Headteacher. 4. The Headteacher will consider the following before making a decision:  recommendations from investigators  evidence gathered by the investigators including student statements  views of SENCO, if appropriate  evidence of mitigating circumstances and/or provocation  consistency with punishments for similar events  previous behavioural or other record of student  previous behavioural or other record of student outside school, if relevant  consideration to be given to all aspects of equality, disabled issues and looked-after

children  information from all relevant school policies  best practice with reference to DFE guidelines  health and safety of members of the whole community


Use of Reasonable Force Reasonable force can be used to prevent students from hurting themselves of others, from damaging property, or from causing disorder. The decision on whether or not to physically intervene is down to the professional judgement of the staff member concerned and should always depend on the individual circumstances. Staff cannot use force as a punishment – it is always unlawful to use force as a punishment. School staff have a legal power to use force and lawful use of the power will provide a defence to any related criminal prosecution or other legal action. Staff should not therefore hesitate to act in an emergency, provided they follow these guidelines. Staff have a legal obligation to safeguard the welfare of students in their care. Specific details, including risk evaluation, methods of handling and recording of incidents, are in the full document. Teachers are made aware to those staff in school who are Team Teach trained in the use of physical restraint. Power to search without consent Search without consent can take place without consent where there are reasonable grounds to suspect the possession of a prohibited item. Prohibited items include:  knives or weapons  alcohol  illegal drugs  stolen items Members of staff who are authorised to search for offensive weapons include:  SLT  Year Leaders As well as the searcher, one other member of staff must be present at a search of a student. The search can take place on school premises or on a school visit. The searcher can require the student to remove outer clothing. Where the student refuses to do so, the searcher can use reasonable force to remove, for example, an overcoat.

CONFISCATION PROTOCOL Certain items which a student brings to school may result in confiscation by:  A member of teaching staff  Learning Support Assistant  A member of support staff  Exams Officer Items which will be confiscated include:  Mobile phones in use at prohibited times. See section below.  iPods/MP3 players used inappropriately and at prohibited times.  Jewellery Procedure for confiscation:  Member of staff takes item from student  Item is taken to Visitors’ Reception and placed in an envelope  Envelope is clearly marked with student’s name and Tutor Group  Item is logged in Student Confiscation Register with details of date/time taken and brief description of object  When an item is confiscated it will be handed back once the parent has come in to school and signed for the item not before 24 hours after confiscation  If a parent is unable to come in to school, the item will be returned to the student on receipt of a letter from the parent requesting this In the event of a mobile phone being confiscated for a second time, the privilege of bringing a mobile phone into school will be withdrawn. Parents will be warned of this by letter after the first instance of confiscation. The general power to discipline enables a member of staff to confiscate, retain or dispose of a student’s property as a punishment and protects them from liability for damage to, or loss of, any confiscated items.

Mobile Phones and iPods/MP3 Players/Gaming Devices  Mobile phones may be used to make appropriate calls or texts before and after the end of school only.  Mobile phones/ iPods/MP3 Players/Gaming Devices must be invisible and inaudible at all other times during the school day, including transitions unless students have the specific permission of the teacher.  Mobile phones must never be used for videoing, photographing or sound recording at any time unless students have the specific permission of the teacher.  Communication devices must not be used for cyber bullying.