Colston’s Girls’ School
Behaviour Policy
Reviewed and approved by:
Date Approved:
Date of Next Review:
Responsibility:
Local Governing Body
12 November 2014
1. Policy Formation and Consultation Process
1.1. This policy has been prepared in consultation with the students, parents, governors
and staff (teaching and non-teaching) of the school and those partners within the
Trust.
1.2. The process has been coordinated by Rachel Edwards Assistant Principal, Pastoral,
who is also the school’s “Lead Behaviour Professional” together with the members of
the SLT, Pastoral & Academic leaders and Student Council. It is line with the DfE
guidance “School Discipline & Pupil Behavior Policies” (2007) and the Education &
Inspections Act 2006 which came into force in April 2007 and the “Legal Framework
for School Discipline and the Education Act 2011, Equalities Act 2010 and the
Education Act 2011 (latest update).
2. Policy Context
2.1.
This policy should be read in conjunction with the following school documents and
policies:
2.1.1. Special Educational Needs policy
2.1.2. Anti-bullying policy
2.1.3. Drugs policy
2.1.4. Safeguarding policy
2.1.5. Equal Opportunities policy
2.1.6. School Improvement Plan
See appendices for documents below
2.1.7. Consistency guidelines
2.1.8. Behaviour for learning rewards, consequences and inclusion phases
2.2.
The wider search powers included in the Education Act 2011 give teachers stronger
powers to tackle behaviour issues by providing a specific power to search for and, if
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necessary, delete inappropriate images (or files) on electronic devices, including mobile
phones. Staff can also search and remove any items that the school deems as
inappropriate or dangerous or is likely to cause offence or damage to person or property
as outlined in the Education Act 2011 Part 2 Discipline.
3. The Purpose of the Policy
3.1.
The school believes that positive behaviour and attendance are an essential
foundation for creating an effective teaching and learning environment in which all
members of the school community can thrive, and feel respected, safe and secure in
line with the original five “Every Child Matters” outcomes.
3.2.
The purpose of the policy is therefore:
3.2.1. To set out the clearest possible statement of what constitutes the agreed,
appropriate and high standards of behavior expected of all members of the
school community.
3.2.2. To explain how these are to be promoted, achieved and maintained.
3.2.3. To suggest measures by which the success of the policy can be judged.
3.3.
Ethos
3.4.
Colston’s Girls’ School holds dear the principle that self-discipline, motivation, care
for others and pride in one's own and other people's achievements are central to
successful education and everyday life. We believe that it is right to instill these
values into all members of the school community and to encourage a widespread
understanding of the balance between rights and responsibilities. We believe that
encouragement and reward are always preferable, but that a balance with
appropriate sanctions is also essential. Our rules are kept to a minimum and are
concerned with fostering an atmosphere of care, cooperation-operation and safety
in all aspects of school life. These rules are, in turn, based upon a set of Rights and
Responsibilities which apply to all members of the school community and were
discussed and consulted with students at a School Council meeting 2014. They are:
3.5.
Rights and responsibilities
RIGHTS
To be able to learn and teach
without distraction
To be safe and feel, both physically
& emotionally
To be values, treated with respect
and politeness and to be listened
to
To work in a clean and pleasant
environment
RESPONSIBILITIES
To allow others to learn and teach and do nothing
to distract them
To be aware of other people’s feelings, look after
each other and put a stop to all physical and verbal
bullying
To listen to others, be polite, respect their points of
view and value their contribution
To respect and look after our school environment
and make sure it remains free from litter and
damage
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3.6.
Core Values – Respect, Responsibility, Resilience, Curiosity
3.6.1.
i.
ii.
iii.
iv.
v.
vi.
vii.
We Believe that these school values are underpinned by:
Honesty and truthfulness
Trustworthiness
Fairness and consistency
Respect for other people’s rights and property
Consideration for others
Valuing other people’s abilities, opinions and contributions
Caring for those less fortunate or weaker than ourselves and the
environment
viii. Accountability – taking personal responsibility for one’s own learning and
behaviour
ix. Responsibility for the atmosphere and behaviour of the groups in which
we operate
3.6.2.
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
We believe that school values should reject:
Bullying
Theft
Dishonesty or deceit
Interference with the progress or happiness of others
Unkindness
Cheating
Damage to the school or neighbouring environment
Any activity or behaviour which prevents others from learning or teaching
3.6.3. The school may discipline a student for any misbehaviour when the child
is:
i. Taking part in any school-organised or school-related activity
ii. Travelling to or from school
iii. Wearing the school uniform
iv. In some other way identifiable as a student at the school
v. Behaving in such a way, regardless of the above conditions that:
a) Could have repercussions on the orderly running of the school
b) Poses a threat to another student or member of the public
c) could adversely affect the reputation of the school
3.7.
These expectations, and the sanctions which are described later, apply equally to
behaviour off the school site, including work experience visits, school trips,
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sporting and musical events, the journey to and from school and whenever a
student is wearing school uniform in a public place.
4. Expectations
4.1.
In view of the aims, ethos and values stated above, it follows that the vast
majority of school rules should apply equally to all members of the school
community, students, staff, parents, governors and visitors. Those which apply
only to students are marked thus*.
4.1.1.
i.
ii.
iii.
Be punctual and attend regularly
Arrive on time for registration and for all lessons
Get equipment out, sit quietly, listen and be ready to learn.*
Ensure your attendance is as near to 100% as possible and certainly above
the school’s minimum target of 96%
4.1.2.
i.
ii.
iii.
Be equipped and well organised
Make sure you have all the equipment you need for your lessons
Sit in the agreed seating plan without having to be asked to do so.*
Keep to deadlines (for homework and coursework, and use your
homework diary/planner).*
4.1.3. Be polite and sensible
i. Move around the site in a considerate manner without running, pushing
or disturbing others who may be working in offices or classrooms.
ii. Line up outside rooms.*
iii. Use the one way system.
iv. Stand aside in doorways to allow others to pass
v. Obey health and safety rules in labs and workshops
4.1.4. Be helpful to other students, staff and visitors
4.1.5. Follow staff requests and instructions immediately and without question
4.1.6. Be considerate and unselfish to others
i. Listen to them, value their contribution and respect their point of view
even if you do not agree with them
ii. Never put people down or behave in a way which would cause another
person’s unhappiness or interfere with their learning
iii. Everyone has a right to a fair share of teacher time and attention. If you
disrupt or dominate a lesson you will be denying other people in the
group their rightful education.*
4.1.7. Respect and look after your school and community environment and
make sure it remains free from litter or damage
i. Keep the school tidy
ii. Don’t drop litter. If you see any, pick it up and put it in a bin
iii. Look after the buildings, furniture and equipment, Never deface or cause
damage
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iv.
v.
vi.
vii.
viii.
ix.
Look after rooms and always leave them in a tidy state
Respect displays – remember, they are other people’s work of which they
are proud
Take care of the grounds – keep to paths, avoid trampling grassed areas,
and respect the agreed no-go areas
Do not bring Tippex (or similar correction fluid into school – it damages
clothes and furniture and is banned in public examinations
Don’t waste paper
Recycle any waste using the bins provided
4.1.8. Adhere to the dress code
i. Be in the correct uniform * and look tidy and presentable at all times
ii. Adhere to the guidelines on uniform */dress, jewellery, hairstyles and
makeup
4.1.9. Remain on the school site at all times unless you have specific permission
to leave the school site and have signed out at reception for an
appointment supported by a note.*
4.1.10. This is a non-smoking site
5. Achieving and maintaining high standards of behavior
5.1.
Creating a positive school ethos and maintaining high standards of behaviour are
important responsibilities for all us within our school community.
5.2.
Key Roles
5.2.1. The Governing Body should define the underlying principles of the policy,
ensuring that it promotes equal opportunities (Equality Act 2010) and is
regularly and carefully monitored and evaluated.
5.2.2. The Head of School, with other members of the Senior Leadership Team,
should frame the policy and, by providing appropriate training, support
and devolved authority, ensure that the staff are able to implement it.
5.2.3. Students help to shape the school’s code of conduct and support staff and
other students.
5.2.4. Staff contribute to the framing of the policy and ensure it is fairly and
consistently applied. Staff model high standards of behaviour.
5.2.5. Parents and carers contribute to the policy – taking responsibility for their
children’s behaviour in and out of school and working in partnership with
the school to implement the policy.
5.3. Right Ethos
5.3.1. We believe that creating the right ethos depends upon the integrity of a
number of vital factors. We believe they are:
i. A curriculum which is stimulating, relevant, appropriate and differentiated,
which engages all students and allows them to achieve to the best of their
abilities.
ii. Teaching and learning styles which are appropriate, varied and stimulating.
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iii.
iv.
v.
vi.
vii.
viii.
A programme of personal, social, health education and citizenship which
deals with a wide range of issues relevant to the individual and the wider
school community. Young people should be given the information and skills
to enable them to debate contentious issues, consider a range of opinions,
weigh evidence and make decisions about their own well-being.
Promoting SMSC skills & experience – Spiritual, Moral, Social & Cultural
awareness. These are based on the following key aspects – self-awareness,
empathy, managing one’s own feelings, motivation and social skills – which
are taught within the PSHE curriculum and through off-timetable themed
days, assemblies, embedded within the learning , and modeled by staff.
A sensitive pastoral system which ensures a smooth transition from primary
school, promotes continuity and links between home and school, monitors
individuals' progress both academically and socially, and provides challenge,
guidance and support whenever necessary. It is important that robust
support is provided for students whose behaviour reflects significant
learning or personal problems. In addition to tutors, the school has a
number of experienced specialist staff who are able to provide students with
a range of support and advice. These include Pastoral Leaders, Academic
Leaders, Head of Department, Heads of 6th Form, SENCO, the Pastoral
Assistant Principal and Attendance Officer. In addition we work closely with
and draw advice from a range of outside agencies including the Behaviour
Support Team (BST), First Response, Education Welfare Service, Social Care,
CAMHS (Child and Adolescent Mental Health Services), Police & Community
Support Officers and many others.
A wide range of extra-curricular and extended school activities which
provide young people with access to new interests, a positive use of their
free time and the opportunity to develop success, leadership and selfesteem in a non-academic context.
Involvement of all relevant members of the school community in debating
and agreeing policy. Common ownership and consent is more likely to be
successful than imposed decisions. The School Council, together with regular
“student voice” questionnaires (led by Pastoral & Academic Leaders/ tutors)
and consultations on a range of issues are important in establishing a clear
sense of joint ownership.
An emphasis on rewards and acknowledgment for both academic effort
and success and positive behaviour. We believe that, rather than constantly
directing students, staff should take every opportunity to acknowledge and
reinforce positive behaviour and express approval. Effective praise helps
young people to understand how their achievement is helped by their own
attitude, it acknowledges effort, focuses attention on relevant behaviour
and fosters motivation. The structure of rewards and praise is detailed in
the appendices “Behaviour for Learning – Rewards and Consequences and
Inclusion Phases” and in the student planner and a copy is to be posted on
the CGS Moodle system (in meantime information has been sent to
parents/carers
5.3.2. Positive praise is given through:
i.
Approving looks, smiles etc.
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ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
Verbal praise, both privately to individuals and publicly in class, assemblies and
other presentation events. We believe that an active attempt to show that we
recognise and value effort, achievement and verbal contributions at all levels
pays enormous dividends.
Written praise; each term a list of positive referrals is sent home to parents.
Positive comments and target setting in marked work is vital. Formative and
summative assessment of students’ work should be given by teachers at least
once a term on how to improve work further.
Displaying students’ work in and around the school
Merits, Commendations & Positive referrals (through SIMs behavior
management system) are awarded for the production of work or contribution to
the school which shows exemplary effort or attainment, relative to the ability of
the individual child. Bronze, Silver & Gold Certificates which reward consistent
positive behaviour or work.
Departmental postcards.
PL awards for subject achievement, behaviour and attendance.
Head of School letters of Commendation for outstanding achievement, progress
or contribution to school life.
Direct contact (text / e-mail etc) with parents to pass on praise and
congratulations.
5.3.3. We believe that in a healthy school rewards should greatly outnumber
punishments. Our aim must always be to celebrate positive achievement
whenever possible and minimise the need for punishment. In order to do
this we will monitor the frequency with which praise is given, observe
patterns and changes over time and remind staff regularly about the
importance of celebrating student success whenever possible.
5.3.4. Awards
Award
Number of Points Given
Positive referral
1 point
Post card home
2 points
Headteacher’s Letter of Commendation
3 points
Bronze Certificate
Once 25 net points attained
Silver Certificate
Once 50 net points attained
Gold Certificate
Once 75 net points attained
Platinum Certificate
Once 100 net points attained
All students will be invited to participate in a end of academic year, year group activity
/ event (self -funded) unless they have a significant & persistently high number of
negative referral points (AL /PL discretion)
Attendance: those who have 100% attendance (by 1st July) will have names entered for
a prize draw
6. A fair and structured system of sanctions/consequences
6.1. A fair and structured system of sanctions/consequences in line with the statutory
power to discipline as contained in Section D of the Education Act 2011 and
Equality Act 2010.
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6.2. A student who misbehaves should always be given the opportunity to make
amends. The opportunity to make reparation can go a long way to stimulating the
motivation for change. The ingredients of the reparation/restorative processes are:
6.2.1. Understanding what was wrong and the effects the action had.
6.2.2. Feeling remorseful.
6.2.3. Problem solving to put it right.
6.2.4. Acting effectively to carry out the solution.
6.2.5. Learning for the future
6.3. Wherever possible we encourage the use of sanctions which match the offence. All
students are expected to follow teachers’ instructions immediately in lessons, but if
misbehaviour occurs the teacher will, wherever possible, discuss the issue with the
student in the following ways:
6.3.1. Check that the child understands what s/he is in trouble for.
6.3.2. Establish that s/he knows the behaviour was unacceptable.
6.3.3. Explore the effect the behaviour has on others.
6.3.4. Examine ways of avoiding the same situation in the future.
6.3.5. Get the child to offer some alternative strategies and appropriate
sanctions.
6.4. If students genuinely understand what they have done wrong and its effect on
others, feel genuine remorse and are helped to acquire the skills to deal with a
similar situation differently next time, they are far less likely to misbehave again.
6.5. We believe that providing students with excellent, motivating and enjoyable
teaching and learning is the single most effective means of encouraging good
behaviour, but staff are also trained in classroom behaviour management
techniques to deal with any incidents which may arise.
6.6. In the event of disruptive or unacceptable behaviour occurring, a clear scale of
triggers, consequences and teacher actions is set out in appendices “Behaviour for
Learning – Consequences and Inclusion Stages”. These sanctions include:
6.6.1. Formal first and second verbal warnings.
6.6.2. Removal from class to another teacher’s room (buddy system) to “cool
off”.
6.6.3. Confiscation of offending items where appropriate.
6.6.4. Isolation for the remainder of the lesson.
6.6.5. Internal exclusion for 1 day or more.
6.6.6. Placing on report.
6.6.7. Referral to Exclusion stages.
6.7. These actions are staged and carefully linked to levels of unacceptable behaviour.
They are often accompanied by 20/30/45 minute detentions. Parents receive
notification via detention letters, negative referrals or direct contact from the
member of staff/Head of Department/Academic Leader/Pastoral Leader. All
incidents are carefully logged on SIMS. However members of staff have the right to
keep students after school without notice, if the risk of them staying is negligible.
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This is following the update to the guidance issued relating to behaviour and
discipline was issued by the DfE on 14 July 2011.
6.8. We regard exclusion from school as a last resort and use it only when a student has
failed to respond to other sanctions and support, when other students’ learning or
happiness is being severely affected, or where an individual incident is very serious.
Parents have the right to appeal the exclusion and they can appeal to the governors
in the first instance and then to the independent panel.
6.9. The stages are explained in detail in the staff document referred to above and
summarised below in Appendix F. The main stages are:
6.9.1. Internal Exclusion – student remains in school but is not in general
circulation of the rest of the school (supervised by a member of staff –
including break lunchtimes) or Fixed Term Head of School’s Exclusion –
student is excluded for a period of one day or more.
6.9.2. Stage A – A formal warning that a student is at risk of external exclusion.
(Possible Internal Exclusion or FTE 1 day).
6.9.3. Stage B – Second formal warning. Student remains in school (possible
Internal Exclusion or FTE 1 day).
6.9.4. Stage C – Fixed term exclusion out of school of up to 5 day.
6.9.5. Stage D – Fixed term exclusion out of school for 5 days or 6+ at which
point the student attends the Pupil Referral Unit.
6.9.6. ‘Negotiated Transfer’/Managed Move – are possible options to be
considered on a case-by-case basis.
6.10. The school’s detention system (see Appendix A) and confiscation policy (see
Appendix B) are in line with the Education & Inspections Act 2006 and the 2007
guidance.
6.11. In all cases sanctions/consequences should be aimed at correcting the
unacceptable behaviour and helping the student concerned to avoid further
offences by trying to understand the underlying causes and by providing the
student with enhanced skills and strategies. They should include:
6.11.1. Impress on the perpetrator that what she has done is unacceptable.
6.11.2. Deter her from repeating the behaviour.
6.11.3. Signal to others that the behaviour is unacceptable and to deter them
from doing it.
6.12. Disability and Behaviour and the Equality Act 2010
6.12.1. The school will make a reasonable adjustment to the school behaviour
code if a student is classified as Disabled and will follow the Equality Act of
2010.
6.12.2. The Act defines disability as when a person has a ‘physical or mental
impairment which has a substantial and long term adverse effect on that
person’s ability to carry out normal day to day activities’. Some specified
medical conditions, HIV, multiple sclerosis and cancer are all considered as
disabilities regardless of their effect.
6.12.3. Direct Discrimination: The school will not treat a disabled student less
favourably simply because that student is disabled.
6.12.4. Indirect Discrimination: The school will not do something which applies to
all students but which is more likely to have an adverse effect on disabled
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students only – unless they can show that it is done for a legitimate
reason, and is a proportionate way of achieving that legitimate aim.
6.12.5. Discrimination arising from disability: The school will not discriminate
against a disabled student because of something that is a consequence of
their disability – for example by not allowing a disabled student on
crutches outside at break time because it would take too long for him/her
to get out and back. Like indirect discrimination, discrimination arising
from disability can potentially be justified.
6.12.6. Harassment: The school will not harass a student because of his/her
disability 0 for example a teacher shouting at the student because the
disability means that she is constantly struggling with class-work or unable
to concentrate.
6.13. Reasonable adjustments
6.13.1. The school will make reasonable adjustment for disabled students, e.g.
being prepared to produce large font papers for students with a visual
impairment, make allowances for ticks or Tourette’s. The sanctions will
be reasonable and proportionate to the circumstances of the case and
that account will be taken of a range of individual student’s needs in
determining the appropriate use of sanctions in accordance with the
Equality Act 2010. Staff will try to make reasonable adjustments for
students with behaviour conditions such as ADHD, however they will take
into account the Health and Safety of other students and staff when doing
so.
7. Carefully planned early identification and intervention
7.1.
7.2.
7.3.
Students who misbehave usually do so for a reason. Some may have learning
difficulties which make it hard for them to access the curriculum; others may have
experienced domestic, social or emotional difficulties or trauma. Every individual
is unique and it is vital that the school does everything possible to identify the
causes of their disaffection and provide appropriate interventions to help them
overcome their difficulties.
Identification is through a variety of routes including:
7.2.1. Primary school liaison leading up to the Year 6 into Year 7 transition. This
includes visits to schools where possible and analysis of attainment data.
7.2.2. Attainment data gathered three times in each school year and compared
with individual student targets.
7.2.3. Data relating to attendance patterns, achievements and negative
incidents, all of which is recorded electronically on the school’s SIMS data
system.
7.2.4. Monitoring of vulnerable groups.
7.2.5. Monitoring by tutors and subject staff.
Intervention includes:
7.3.1. Action planning through the formal levels of the Special Needs Code of
Conduct and involvement of outside support agencies (refer to Special
Needs policy for full details).
7.3.2. Drawing up: Individual Education Plans (IEPs); Medical Action Plans
(MAPs); School Attendance Meetings (SAMs); Attendance Panel Meetings
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7.3.3.
7.3.4.
7.3.5.
7.3.6.
7.3.7.
7.4.
7.5.
7.6.
(APMs) and Attendance Panel Review Meetings (APRs); and Single
Assessment Framework meetings (SAFs) in consultation with
parents/carers and other professionals and then reviewing these every
full term.
The use of the Single Assessment Framework (SAF) and the associated
“Team around the child” planning process to work closely with parents to
identify needs and plan appropriate actions. This can include:
Provision of appropriate support from outside agencies. These can
include the Behaviour Support Team, Community Police Team, Social
Care, Health, CAMHS, etc.
Provision of academic support through 1:2 support, small group
intervention, peer mentoring, staff mentoring, Work2Learn etc.
Provision of social skills support through anger management sessions,
resilience assertiveness training, self-esteem work, counselling, etc
Pastoral Leader/Academic Leader/Subject report cards to allow
personalised targets to be set and give students the opportunity to reflect
on their actions.
Consistency
7.4.1. Although clear procedures exist for referring incidents of difficult
behaviour to Heads of Department, Pastoral and Academic Leaders and
senior staff, all staff are responsible for encouraging and maintaining a
well-ordered and productive atmosphere and should not pass incidents to
a higher level too quickly. It is expected that all staff will follow the policy
and associated guidelines and provide each other with mutual support, as
failure to do so would disadvantage the young people in their care, and
create problems and extra work for colleagues. In addition, it is vital that
staff lead by example and model high standards of emotionally literate
behaviour in their dealings with students and parents.
7.4.2. The staff at Colston’s Girls’ School place a high priority on maintaining a
high standard of behaviour for learning. In-service training will be
provided for newly-qualified teachers and other staff requiring support in
applying the policy.
Partnership with Parents/Carers
We believe it to be self-evident that young people are happiest, most successful
and secure at a school when they are aware that a positive and co-operative
relationship exists between their parents/carers and the school. This policy makes
it clear the standards we wish to maintain and how we intend to do so. We will
do our utmost to support this endeavour and ask all parents/carers to do likewise
by working in close partnership with us and acknowledging their responsibility to:
7.6.1. Contribute to policy formation through consultation processes and
making constructive suggestions at any time.
7.6.2. Show support for this and other agreed school policies, all of which are
posted on the school website.
7.6.3. Take an active interest in their children’s standard of work, and progress.
7.6.4. Review home learning, ensuring that it is completed on time and that the
standard of work is acceptable.
7.6.5. Ensure that their children attend school regularly, punctually, dressed in
school uniform, properly equipped and ready to work.
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7.6.6. Insist on the highest standards of behaviour, courtesy and caring and to
support the school in its endeavours to develop self-disciplined and
mature young people.
7.6.7. Attempt to encourage the development of the SMSC skills described
above.
7.6.8. Keep the staff informed of any out-of-school problems which may affect a
student’s performance in school.
7.6.9. Work with the school to resolve any behaviour problems that their child
may have.
7.7.
The school will refer a child to Social Care or to another body if they have
safeguarding concerns; where behavioural issues give cause to suspect that a child
is suffering or is likely to suffer significant harm.
8. Review and evaluation
8.1.
The school will seek to monitor the use and distribution of rewards and sanctions
together with patterns of behaviour through the use of SIMS data, audits and
student surveys. The results of this monitoring will be used to ensure that this
policy is working effectively and fairly, and to review it as appropriate.
Signed………………………………………………………
Dated ………………………………………………………
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APPENDIX A - DETENTION
The Education Act 2011 provides significant new scope for schools to apply the disciplinary
penalty of detention more flexibly and without parental consent. While strengthening the
school’s authority, the Act also emphasises the need for the powers to be exercised
responsibly, taking into account the welfare and rights of staff, students and parents.
The Law:
Teachers have a legal power to put students (aged under 18) in detention.
 Schools must make clear to students and parents that they use detention (including
detention outside of school hours) as a sanction.
 The times outside normal school hours when detention can be given (the ‘permitted
day of detention’) include:
 any school day where the student does not have permission to be absent;

weekends – except the weekend preceding or following the half term break; and

non-teaching days – usually referred to as ‘training days’, ‘INSET days’ or ‘noncontact days’.
The head of school supports members of staff to put students in detention. However, the
more serious sanction of SLT detention, can only be permitted by SLT.
Matters schools should consider when imposing detentions
 Parental consent is not required for detentions.
 As with any disciplinary penalty a member of staff must act reasonably when
imposing a detention.
 With break & lunchtime detentions, staff should allow reasonable time for the
student to eat, drink and use the toilet.
Detention out of School hours
School staff should not issue a detention where they know that doing so would compromise
a child's safety. When ensuring that a detention outside school hours is reasonable, staff
issuing the detention should consider the following points:
 Whether the detention is likely to put the student at risk.

Whether the student has known caring responsibilities which mean that the
detention is unreasonable.

Whether the parents ought to be informed of the detention. In many cases it will be
necessary to do so, but this will depend on the circumstances. For instance, notice
may not be necessary for a short after school detention where the student can get
home safely.

Whether suitable travel arrangements can be made by the parent for the student. It
does not matter if making these arrangements is inconvenient for the parent.
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Detentions can be set by any member of staff, teaching or non-teaching, to whom the Head
Teacher has given authority.
Note: The right to keep students without warning after school is mentioned in the updated
guidance on issues relating to behaviour and discipline was issued by the DfE on 14 July
2011. It can be used as a sanction if deemed appropriate by the member of staff and the
Head of Pastoral care is informed. In this event student’s parents should be informed ASAP
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APPENDIX B - CONFISCATION
The Education Act 2011 makes it clear:
What the law allows:
There are two sets of legal provisions which enable school staff to confiscate items from
students:
1)The general power to discipline (as described in the bullets under the heading “Discipline
in Schools – Teachers’ Powers” on pages 3 and 4 of The Education Act) 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.
2) Power to search without consent for “prohibited items” including:

knives and weapons

alcohol

illegal drugs

stolen items

tobacco and cigarette papers

fireworks

pornographic images

any article that has been or is likely to be used to commit an offence, cause personal
injury or damage to property

any item banned by the school rules which has been identified in the rules as an
item which may be searched for.
Disposal of items
Weapons and knives and extreme or child pornography must always be handed over to the
police otherwise it is for the teacher to decide whether to:



return the item to its owner,
retain the item, or
dispose of the item ( in the case of alcohol, cigarettes etc)
If possible an appropriate same sex member of staff will carry out the search; and a member
of the school’s Senior Leadership Team must be present.
Removal of Data or files
The person who seized the item may examine any data or files on a device; if the person
thinks there is a good reason to do so. Following an examination, if the person has decided
to return the item to its owner, retain it or dispose of it, the person may erase any data or
files from the device if the person thinks there is a good reason to do so.
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Any electronic equipment that is confiscated or looked at will be recorded – information will
be sent to the designated teacher.
In practical terms this means:
1. What items may be confiscated?
 An item which poses a threat to others. e.g. a laser pen or sharp object used to
distract or harm others;
 An item which disturbs or prevents calm and orderly teaching & learning. e.g.
inappropriate use of a phone or personal music player used in class;
 An item which is against school uniform rules e.g. jewellery which a student refuses
to take off or wears persistently after warnings;
 An item which poses a health & safety threat e.g. jewellery worn in a PE or DT
lesson;
 An item which is counter to the ethos and rules of the school e.g. material which
might cause tension between one group and another;
 An item which it is illegal for the student to have e.g. racist or pornographic material,
weapons, controlled drugs (protocols for dealing with such materials will be agreed
with the local police);
 Photographs or videos on mobile phone or other personal electronic devices;
 Alcohol or cigarette/smoking equipment (including electronic cigarettes / vapour
pens etc.)
This is not an exhaustible list and staff can remove items that contravene School rules or
the ethos and values of the school
2. Risks to bear in mind
 Staff should give appropriate regard to whether items of clothing or jewellery might
be of religious or cultural significance.
 Staff should avoid physical contact or interference with a student’s clothing of a kind
which might give rise to child abuse or assault allegations.
 In cases of difficulty, confiscation should be done by a teacher of the same gender
and ideally with another member of staff present.
3. What to do with confiscated items.
 Students have a right to expect that confiscated items will be stored safely until they
are returned – unless they are of a potentially dangerous or an illegal nature.
 Staff should make a written record of confiscated items and the ground for action in
the appropriate year group book in the main office secure store. Confiscated items
should be placed in labeled envelopes and stored in the boxes provided.
 Students should countersign the book when the item is returned to them.
 For illegal items (e.g. drugs or weapons) specialist advice will be sought by SLT from
the local police.
4. How long should items be confiscated for?
 In most cases confiscation is a sufficient sanction in itself and the return of the item
at the end of the lesson or school day will be adequate to reinforce the school rules.
However, there may be reasons why the school chooses not to return an item to a
student:
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



Items of no value, such as a message scrawled on a piece of paper, may simply be
disposed of. However, staff are advised to check for emotional or other value before
doing so.
Items of value which should not have been in school or have been misused, can be
stored safely until a parent / carer can come to retrieve them e.g. there is no reason
why a student should have a cigarette lighter in school. It would be reasonable to
retain the item both to protect property and to enable a discussion with the parent /
carer about whether the student is smoking and how this is to be addressed.
Items of an illegal or hazardous nature should be retained until handed over to the
police or other appropriate agency.
If a student has been warned repeatedly or ignored short confiscations, then an item
may be retained while the parent is contacted and asked to collect it. Items which
do not affect a student’s safety may be retained until the end of the school week or
until the parent/ carers comes into school to discuss the problem.
5. Mobile Communication Technologies (including mobile phones, personal music
players, and all combinations / variations thereof)
 The confiscation of mobile phones is a particularly sensitive issue. The safety of a
student on the way home from school and a range of vital family communications
may depend on access to a mobile phone.
 Confiscated phones should therefore usually be returned before the student leaves
the site at the end of the school day.
Exceptions could include:
 Misuse of a phone in a public or school examination. Since disqualification would be
a likely outcome, parents should be contacted immediately to discuss the situation.
 If the phone has been used for cyber-bullying, “happy slapping” or other
inappropriate recording or transmission of images or voice. In this case other school
rules will have been breached and serious sanction could be involved. The parent
should be contacted and asked to come into school to collect the phone and discuss
the situation.
 Note: Although staff can confiscate a phone, they do now have the right to look at
images and items if they deem it appropriate as stated in the 2011 Education Act,
however this must only be done by the SLT and not by teaching staff. In cases of
cyber-bullying the student should be asked to reveal such items. If they refuse the
local police can be involved.
6. Weapons
 The 2011 Education Act allows members of staff to search, remove and confiscate
any items that the school deem as a weapon. This is to be done if possible by a
member of the Senior Leadership Team.
 This power extends to other items; please see Education Act 2011 for the exact list.
 If a student needs to be searched against their will for illegal drugs or stolen
property, that should be done by the police and not the school staff.
 Since searching for weapons could be dangerous, designated staff should exercise
both caution and professional judgment. A second colleague should always be
present and the gender of the student taken into account. If there is any risk of
either personal injury or child protection allegations, the police and/or parents
should be asked to attend.
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APPENDIX C – MOBILE PHONE & DIGITAL TECHNOLOGY
Context
Colston’s Girls’ School recognises that mobile telephones are now an accepted part of
everyday life; almost every student now owns one, and many parents regard them as a
sensible or even essential means of ensuring their children’s safety on the way to and from
school and outside school hours.
Technology is developing so fast that many phones can now be used as still and video
cameras, personal music players and for internet access. While this has many advantages, it
can also create serious problems in schools.
The aim of this policy is therefore to lay down a sensible and realistic set of rules which will
allow the benefits to be enjoyed, whilst avoiding the problems. The policy applies to
phones, I-Pods, cameras and all other combinations and variations of personal, digital
communication systems.
The Policy
1. Students may carry mobile phones in school, provided they are switched off and put
away in their bags during lessons.
2. Any telephone communication between students and parents during the school day
should be via the school reception. This avoids a range of difficulties which can
otherwise arise; without knowledge of what is happening the school cannot
maintain proper disciplinary or health and safety procedures.
3. Phones must never be used for photographing, videoing or audio recording on the
school site, unless with the express permission and supervision of the class teacher.
(The rise of “happy slapping” and other forms of cyber-bullying make this essential.
Both students and staff have the right to learn and teach without fear of being
filmed or recorded without their express permission.)
4. Students carrying phones do so at their own risk. The school cannot be held
responsible for loss, theft or damage to phones brought into school. (Although in
case of theft or wilful damage our usual investigations and disciplinary sanctions
would, of course, apply. If students must carry mobiles, we strongly recommend
that they buy cheap ones. )
5. If a student is seen using a phone inappropriately on the school site, they will
normally be reminded of the policy and asked to put it away. If they are
argumentative or reluctant to obey the instruction, then the phone will be
confiscated and returned at the end of the school day.
6. In the case of students who have been warned repeatedly, the phone may be
confiscated until the end of the week or until a parent / carer can come into school
to collect it.
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7. If a phone is used for photography, video or audio recording, or any form of cyber
bullying, it will automatically be confiscated and retained until the parent / carer is
able to come in to school, collect it and discuss the situation. School staff may ask
the student concerned to play back the relevant recording or do this themselves. In
extreme cases, the school may hand the phone to the police for examination. Such
a situation would normally result in a more severe sanction under the school’s
disciplinary policy.
8. If a student refuses to hand a phone to a member of staff when requested, then a
more severe sanction will also follow.
9. Phones are banned, by examination regulations, from all public examinations and
must always be switched off and left outside the exam room. A breach of these
regulations could result in the student being disqualified from that exam and
possibly all other exams administered by that examination board. We apply the
same policy to our internal school mock examinations.
Conclusion
We believe that this simple policy, if followed and supported by all members of the school
community, will allow us all to enjoy the benefits of a wonderful piece of modern technology
and maintain student safety, while avoiding the problems of inappropriate communications,
improper filming / recording, cyber-bullying and distraction in class.
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APPENDIX D – CONSISTENCY GUIDELINES
Consistency guidelines No 1 Jewellery
The Rule:
No jewellery should be worn except one plain stud in each ear.
The Rationale:
1. Health & Safety. Rings, earrings, necklaces etc can get caught in machinery or in a crowd
causing injury to the wearer. Rings can also cause injuries to other people.
2. Fairness. A single, simple rule avoids staff having to make subjective judgements about
what is or is not an acceptable quantity or style of jewellery.
3. Training for life. Most employers have very clear guidelines about dress codes and
jewellery. School has a responsibility to prepare students for the realities of the outside
world.
Action:
1. Tutors should ensure that all students are clear about the rule and remind them regularly.
They should check their tutor group as a matter of course at each registration session.
2. All staff should monitor their classes. If you see someone breaking the rule, begin by
having a quiet word, reminding the student of the rule and asking them to remove the
offending items.
3. If the offence is repeated, confiscate the items. Be certain to place
them in an envelope (these are available from reception), label it
clearly, and it is vital that you do this, as items may otherwise get lost
(please note that the school is not liable for items lost) .
4. Confiscation is normally until the end of the day in the first instance.
5. If a student persistently breaks the rule, be certain that the tutor is
informed via a negative referral. For repeat offenders, items can be
confiscated until the end of the week. In this case it is best to let
parents know and seek their support, or invite them in collect the
items and speak to the tutor / HoY at the same time.
6. In extreme cases (these are often related to eyebrow or other
piercings) the tutor will need to involve the HOY who will contact the
parents. If we fail to obtain co-operation, SLT will become involved.
Please note.....It is vital that we ALL follow these guidelines and act consistently. There is no
need to be harsh or hectoring with students. Simply be pleasant, clear and persistent.
Remember, if any one of us chooses to ignore a situation or apply different
standards, we undermine the work of our colleagues.
Consistency guidelines No 2
Makeup & Hair Colour/ Styles
The rule: If it is obvious, then there is too much! For hair, natural colours are acceptable,
but not vivid colours, stripes or extreme hair styles.
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In practice, makeup can be a difficult matter to rule on. We do not wish to harass students
with very discrete or minimal make up, but have to react when heavy or excessive makeup is
used. It is often is usually linked to inappropriate jewellery, hair colour, or other breaches of
the dress code.
The same applies to hair. We are aware that many people choose to change their hair
colour, add highlights, etc. Our view is that colours within the natural range are perfectly
acceptable, but that vivid or unnatural colours are not. The same rationale applies to hair
styles. The fashion in hair styles changes constantly and most are completely acceptable.
Hair (that is long enough to be possible)must be tied back. However, we cannot accept
extreme styles.
The rationale:
1. Heavy makeup / nail varnish /extreme hair styles or colours are a breach of the
school’s dress code as agreed by the governors.
2. They can act as a “badge” for certain groups or sub-cultures and as such can add to
disputes and tensions around the school.
3. Whilst it is positively healthy and good to have strong individual tastes and to
identify with particular groups and styles out of school, it is not appropriate to
“display” these in school by breaking rules. There are more positive and subtle ways
of letting people know.
4. School is a training for everyday life and we need to prepare students for what
would be acceptable in the vast majority of workplaces.
Action
1. Tutors should ensure that all students are aware of the rules and monitor their
tutees on a regular basis.
2. Tutors should have a quiet word with anyone breaching the rule, explain the
rationale and seek their co-operation.
3. If co-operation is not forthcoming, involve the PL and contact the parents to seek
their support. Explain the rationale, and ask them to ensure that their child wears no
make up the following day. Explain that, if the problems continues, we will need to
send the child home to wash the make up off or ask the parent to come into school
with makeup remover, but that we would wish to avoid such inconvenience. Parents
will be asked to co-operate in correcting extreme haircuts and colours.
4. If the problem is still not solved, the HOY should carry out these actions, having
checked that it is safe / agreeable to send the student home.
5. Involve SLT if a resolution cannot be found.
Please remember.....It is vital that we ALL follow these guidelines and act consistently. There
is no need to be harsh or hectoring with students. Simply be pleasant, clear and persistent.
Remember, if any one of us chooses to ignore a situation or apply different standards, we
undermine the work of our colleagues.
Note : Consistency Guidelines No. 2, Detentions; No. 4, Confiscation; and No. 5 , Mobile
Phones and Digital technology are covered above.
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APPENDIX E – REASONABLE FORCE OR RESTRAINT
Whilst the law states reasonable force maybe used, it must be understood that there is NO
expectation that staff should intervene and use reasonable force
Reasonable force definition
The term ‘reasonable force’ covers this broad range of possible actions:




Force can be used either to control or restrain. This can range from guiding a
student to safety by the arm through to more extreme circumstances such as
breaking up a fight or where a student needs to be restrained to prevent violence or
injury.
‘Reasonable in the circumstances’ means using no more force than is needed.
As mentioned above, force can ‘control’ students and ‘restrain’ them. Control means
either passive physical contact, such as standing between students or blocking a
student's path, or active physical contact such as leading a student by the arm out of
a classroom. Restraint means to hold back physically or to bring a student under
control. It is typically used in more extreme circumstances, for example when two
students are fighting and refuse to separate without physical intervention.
School staff should always try to avoid acting in a way that might cause injury, but in
extreme cases it may not always be possible to avoid injuring the student.
Who can use reasonable force?
All members of school staff have a legal power to use reasonable force.

This power applies to any member of staff at the school. It can also apply to people
whom the head teacher has temporarily put in charge of students such as unpaid
volunteers or parents accompanying students on a school organised visit.
When can reasonable force be used?
The legal provisions on school discipline also provide members of staff with the power to use
reasonable force to:
1. Prevent students committing an offence;
2. Injuring themselves or others or damaging property;
3. And to maintain good order and discipline in the classroom.
Reasonable force can be used to prevent students from hurting themselves or 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. The following list is not exhaustive but
provides some examples of situations where reasonable force can and cannot be used.
Schools can use reasonable force to:
 prevent a student behaving in a way that disrupts a school event or a school trip or
visit;
 prevent a student leaving the classroom where allowing the student to leave would
risk their safety or lead to behaviour that disrupts the behaviour of others;
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

prevent a student from attacking a member of staff or another student, or to stop a fight in
the playground; and
restrain a student at risk of harming themselves through physical outbursts.
Schools cannot:
 Use force as a punishment – it is always unlawful to use force as a punishment.
Head teachers and authorised school staff may also use such force as is reasonable given the
circumstances when conducting a search without consent for knives or weapons, alcohol, illegal
drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that
have been or could be used to commit an offence or cause harm.
Force cannot be used to search for items banned under the school rules.
Telling parents when force has been used on their child
The school will inform parents that force has been used on their child and a written account of the
event will be keep with the child protection officer. This would include witness statements and
statements from the parties involved.
In deciding what is a serious incident, teachers should use their professional judgement and consider
the:




student’s behaviour and level of risk presented at the time of the incident;
degree of force used;
effect on the student or member of staff; and
the child’s age.
What about other physical contact with students?
It is not illegal to touch a student. There are occasions when physical contact, other than reasonable
force, with a student is proper and necessary. Examples of where touching a student might be
proper or necessary:




When a student is being congratulated or praised;
To demonstrate how to use a musical instrument;
To demonstrate exercises or techniques during PE lessons or sports coaching;
To give first aid.
What happens if a student complains when force is used on them?




All complaints about the use of force should be thoroughly, speedily and appropriately
investigated.
Where a member of staff has acted within the law – that is, they have used reasonable force
in order to prevent injury, damage to property or disorder – this will provide a defence to
any criminal prosecution or other civil or public law action.
When a complaint is made the onus is on the person making the complaint to prove that her
allegations are true – it is not for the member of staff to show that he/she has acted
reasonably.
Suspension must not be an automatic response when a member of staff has been accused of
using excessive force. Schools should refer to the “Dealing with Allegations of Abuse against
Teachers and Other Staff” guidance (see Associated Resources section below) where an
allegation of using excessive force is made against a teacher. This guidance makes clear that
a person must not be suspended automatically, or without careful thought.
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



Schools must consider carefully whether the circumstances of the case warrant a person
being suspended until the allegation is resolved or whether alternative arrangements are
more appropriate.
If a decision is taken to suspend a teacher, the school should ensure that the teacher has
access to a named contact who can provide support.
Governing bodies should always consider whether a teacher has acted within the law when
reaching a decision on whether or not to take disciplinary action against the teacher.
As employers, schools and local authorities have a duty of care towards their employees. It is
important that schools provide appropriate pastoral care to any member of staff who is
subject to a formal allegation following a use of force incident.
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Appendix F
Behaviour Policy and Structure
Action
A1
“Not Ready
to Work”
Actions of
student
 Low level
disruption
 Shouting out
 Not following
instructions
 Silly or
distracting
behaviour
 Name calling
 Breaking
uniform rules
 H/W not
complete
 Continual
A2
disruption in the
“Disrupting
classroom
others from
 Shouting out
learning”
answers
A3
“Refusal to
Cooperate”
repeatedly
 Repeatedly not
following
instructions
 Breaking
uniform/equipm
ent rules
following
warning
 Continual name
calling or low
level bullying
 Failure to
complete H/W,
E/L or C/A
 Unacceptable
behaviour
continues
 Student is rude
to the teacher
 Silly behaviour
that contravenes
Health and
Safety
 Unwilling to
cooperate or
take part in the
lessons/
 Repeated no
H/W handed in
 Defiant
behaviour
 Bullying/smoking
on site
Action of
teacher
 Formal
warning given
by teacher,
that if the
negative
behaviour
continues the
student will be
moved within
the classroom
and will be
given a
negative
referral
 Moved
location
within the
classroom
 Informed that
they have
been given a
negative
referral and a
detention
 Mobile phone
or item
removed and
given to
receptionist to
collect at the
end of the day
 The student is
removed to
the “buddy
class” within
the
faculty/dept.
 The teacher
gives the
student
negative
referral
 The teacher
gives the
student a
subject
detention on
SIMS for 30 /
45mins
afterschool
Consequences
C1
C2
C3
Follow up
 Incident written in
student planner or
recorded elsewhere

 Student is spoken to at the end
of the lesson by subject teacher
and the quality and quantity of
work is assessed
 Negative behaviourl given
(1point)
 Kept behind at the end of
the lesson or at an
appropriate time break
time for a maximum of
15minutes / after school
20mins
 Homework completed in
detention
 Tutor/HOY will speak to student
following the incident
 Subject teacher ensures that
student attends detention and
marks the appropriate box on
SIMS when they have or have
not attended
 30mins Class teacher /
department detention
 Homework completed in
detention
 Subject teacher informs
parents via phone call
 Tutor detention can be
15min break / 30mins
after school
 HOD/AL/PL will speak to student
following the incident (if
repeated incidents – student can
be placed on Stage A for 6 weeks
& Academic / Behaviour Report
for 1 week)
 Class teacher informs HOD if
detention not attended – HOD
detention issued
 HOD ensures that student
attends detention and marks the
appropriate box on SIMS when
they have or have not attended
 Recorded in planner /
friendship-reparation
work done by tutor
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 ,Unkindness /
disrespectful to
others in tutor
time / assembly
A4B
 Repeated
disruption to
learning
 Failure to attend
dept. detention
and informs
the HOY
and tutor via
email
 Tutor
detention
 HoD detention
AL / PL detention
A4 A
 Failure to attend
department
detentions
 Swearing that is
A5
directed at or
“Anti- social
towards a
Behaviours”
member of staff
A5
“Serious
anti-social
behaviours”
 Fighting with
another student
 Aggression
towards a
member of staff
or other student
 Failure to go to
the “safety net
room”
 Continual
bullying
following
warning
 Assault of
another student/
MoS
 Persistent
smoking on site
 Anti-social
behaviour in &
around site
 Long term
Bullying or
Intimidating
behaviour
towards others
30min/45min after school
with HoD
 Subject report with personalised
targets
 AL/PL detention if HoD
detention not attended
AL / PL detention
Repeated C3 detentions
across 2 or more subjects
Stages of Exclusion A to E
Gross rudeness, or serious
misconduct
Consistent failure to miss
homework deadlines
 Report card issued to monitor
behaviour (personalised targets
 SLT detention given if student
misses the PL/AL detention
 Removal of
student from
the lesson
 Sent to HOD /
a member of
SLT or SSC
team
C4
 Internal Exclusion
(2points) or Fixed Term
Exclusion (3 points)these can only be
sanctioned by RE / VP /
Head
 The Heads PA informed
for FTE
 Both recorded on SIMS
by Head’s PA or by PL /AL
 Placed on Stage A of the
inclusion register
 Placed on behaviour report (1
week)
 Possible IEP written
 Re-admittance meeting with
Head of School
following Fixed term exclusion
 Removal of
the student
from the
lesson
 Sent to a
member of
SLT or HOY
C5
 Fixed term exclusion
(3points)
 ‘Managed Move’ (from
Stage C onwards if
appropriate)
 Negotiated transfer
 PEX
 Placed on appropriate stage of
the inclusion register
 Re-admittance meeting with
Head of School
 IEP written and placed on report
by AL / PL
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Behaviour Stages
Sanction
Internal
Exclusion /
HEAD
TEACHER
FTE
Assess
Needs
(Report/
IEP)
Evidence



Suggested Actions
For one off incidents e.g.
Fighting, rudeness, reckless
behaviour
Refusal to obey instructions

Pattern of behaviour across all
lessons that is causing a child to
underachieve or prevent others from
learning






STAGE A
A one off incident or a pattern of
incidents during 1 term
 1 FTE or one off incident




1 FTE
2 internal isolations
Has not met IEP/ HOY targets
5 or more negative referrals





STAGE B





STAGE C




Persistent patterns of behaviour
Being on Stage A more than twice in
a year.
3 or more internal isolations
10 Negative referrals
2 x Fixed Term Exclusions
Has not met IEP/ HOY targets
Up to 5 days FTE
Verbal abuse towards a mos.
Has not met IEP/ AL/PL targets
Persistent disruptive behaviour or
repeated refusal to do as requested
Significant sexual/racial harassment
or intimidation.






Re-admittance meeting
with parent with the Head
of School for FTEs
Placed on a stage if
required

Tutor report
AL/PL report
Old IEP’s
Put together IEP with
student and parents
Pre-SAF

Contact home and agree
target/s for one off
incidents.
SAF
AL/PL /SENCO meet with
Parental/Carer.
IEP written and signed at
the meeting and reviewed.
Date set for 6 weeks
time.
Targets shared with
teachers.
AL/PL/SENCO meet with
Parental/Carer.
Pre SAF/IEP with action
plan filled out.
Review date set for 6
weeks time.

AL/PL/SENCO meet with
Parental/Carer to write
SAF.
Behaviour Support Team
informed. (copy of letter
sent)
Review date set for 6
weeks time.
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

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


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

School actions to support
student/resolve situation
Placed on a report for one week by
PL/AL.
Report Card/Daily/Tutor or Weekly
(2days = 1positive referrals)
Inform student’s teachers.
Warning is given that if students does
not achieve they go on to next stage.
AL/PL to review previous IEP’s every
term
Placed on Inclusion register &
monitored by PL/AL
Reviewed after 6 weeks
Time
Period
1 Week
2-6
Weeks
No longer
than 6
Week
A School Individual Education Plan
(IEP) is produced
Referral to pastoral internal meeting
with AP to assess needs and support
School IEP reviewed after 6 weeks,
moved to next level if no
improvement.
Alternative provision looked at- W2L,
flexible curriculum.
Placed on report/IEP for 6 weeks to
monitor after 6 weeks, moved to
next level if no improvement.
Single Service referral form if
required.(BST and CAMHS)
Student & parents meet Head of
School Governors to consider
conditions for re-admission.
SAF completed with a 6 weeks action
plan
Placed on report for 6 weeks to
monitor improvement - if no
improvement in 6 weeks moved up to
stage D
Managed Move considered (up to
Easter of Y10)
SAF reviewed and action plan written
Students placed on Partnership
Inclusion Programme (PIP) to turn
behaviour around with BST.
PRU support for 6day+ (effective
from day 1 with LAC)
6 Weeks
6 Weeks
5 or more days FTE
 Student and parents meet

6 Weeks
Illegal activities on the school site.
with Governors’ Panel and

STAGE D
Head to consider
Has not met IEP/ AL/PL targets
conditions for rePossession and use of offensive
admission.

weapons.
 Meeting set up with
 Malicious criminal damage.
student/Family/HOY and
 Continued open defiance and refusal
BST
to conform.
Permanent Exclusion
LA procedures – co-operation with
 Student and parents meet
LA/EWS/PRU to ensure continuity of
6 Weeks
 Serious actual or threatened violence
with Governors’ Panel and
STAGE E
education
against another students or M.o.S.
Headteacher and informed
discuss exclusion.
 Use of a dangerous weapon/s.
 Parents have the right to
 Sexual abuse/Serious malicious
appeal decision with LA.
criminal damage
 BST informed
 Persistent and malicious disruptive
behaviour
 Supplying illegal drugs or possession
of.
Please note the stages and procedures above
Note: *Exclusion stages will ideally be used in a sequence beginning with STAGE A and/or A HEAD
are meant as a guide and can be changed at
OF SCHOOL FIXED TERM EXCLUSION. HOWEVER, a particularly severe incident may result in a
any time by the SLT and Headteacher when
higher stage being used immediately. Students must expect to be excluded for physical violence,
dealing with individual incidents.
verbal abuse or threatening behaviour. *Provided their behaviour is not repeated and targets are
met, students may expect to move back down by one stage each term. * See also Internal
isolation at Stage C5 above. *Students will be expected to complete work set during exclusion as a
condition of readmission.
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Rewards
Award

R1

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
R2
R3
R4
R4
R5
R6
Reason award is given
Praise from
teacher
Subject
department
rewards
Class merits
Assembly
award via
HOY
5 merits =
commendatio
n
Contacting Home
Positive referrals
(1 point on SIMs )



For positive behaviour
throughout a series of
lessons
Good work in lessons
Good group work
Positively contributing


Sustained effort in a
number of lessons
Positive involvement in
school community e.g.
helping at Open Evening

Commendations
letters (3 points)

PL/AL and
Headteacher’s
letter (4)

Exceptional work or
results/ helping out in
the community/parents
or subject evenings

Academic awards
following progress
reports for outstanding
progress or achievement
during the term

Attendance
rewards-

Prize Day
 If an entire class has done well
teachers can award Class merits
and these are displayed in tutor
rooms
 AL/PL to receiving nominations
via for good work or attitude.
Reason for award
Department
postcard (2 points)
Contacting Home
 Pastoral &
Academic
Awards
How they are recorded
Outstanding topic or unit
of excellent work
Doing something above
and beyond the rest of
the class/cohort and
above what is expected.
Reason for award

100% (by 1st July) prize
draw

Awarded yearly by
subject teachers and HOY




How they are recorded
Positive referrals are logged on
SIMs by subject teacher and are
handed out by tutor during tutor
time.
Subject teacher to write post
card and log of SIMs when they
have sent it
Commendation letters subject
teachers / HODs to inform
Head’s PA
Letter to be sent by AL/PL
How they are recorded
 Recorded on SIMS by AL/PL
 Attendance & behaviour statistics
are given by Attendance Officer /
SIMS data manager every to PL/ AL
/HoDs tutor every fortnight
 Subject heads and AL / PL / SLT
nominate students at the end of
the year for specific prizes
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Behaviour for Learning Descriptors (for reporting)
The following descriptors are not an exhaustive list and should be applied as a “best fit” for a particular
pupil
1. Outstanding
Pupil behaviour for learning is outstanding because:
Pupil could not be reasonably expected to do any more
Identified by some of the following behaviours:

Work is consistently completed to the best of your ability

Contribution has a positive impact on whole class discussions

Makes a positive contribution to paired/group work

Makes a positive & proactive contribution to the wider life of the school

Actively uses feedback to improve own learning

Homework is always completed and to a high standard

Attendance and punctuality are consistently good (100% and always on time)

Pupil behaviour in class is excellent (no sanctions necessary)
2. Good
Pupil behaviour for learning is good because:
Pupil is working well and contributing positively to own learning
Identified by some of the following behaviours:

Work is completed to a good standard in relation to pupil ability

Interacts in whole class discussions

Very occasionally off task

Contributes to paired/group work

Contributes to wider life of the school when expected to

Appropriate response to feedback

Homework is usually done but occasionally needs further development

Attendance and punctuality are good (96% & usually on time)

Pupil behaviour in class is good
3. Requires Improvement
Pupil behaviour for learning requires improvement because:
The pupil is passive in many aspects of own learning
Identified by some of the following behaviours:

Work is completed but could be significantly improved

Some interaction in whole class discussion and group work

Off task on a number of occasions

Inconsistent response to feedback

Homework is usually done but occasionally late or needing greater care

Attendance and punctuality are impacting on learning (<96% & late a number of times)

The pupil is not disruptive in class but lacks some engagement
4. Inadequate
Pupil behaviour for learning is inadequate because:
Pupil behaviours prevent learning
Identified by some of the following behaviours:

Work is not completed to a satisfactory standard in relation to pupil ability

Does not engage in whole class discussion

Does not engage/show interest in paired/group work

Minimal response to feedback

Homework is rarely done – on time or to the required standard

Attendance and punctuality are poor (<90% and frequently late)

Pupil is disruptive in class & impacts on the learning of others
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APPENDIX G – E-SAFETY
The development and expansion of the use of ICT, and particularly of the internet, has transformed
learning in schools in recent years. Children and young people will need to develop high level ICT
skills, not only to maximise their potential use as a learning tool, but also to prepare themselves as
lifelong learners and for future employment.
There is a large body of evidence that recognises the benefits that ICT can bring to teaching and
learning. Colston’s Girls’School has made a significant investment both financially and physically to
ensure these technologies are available to all learners. The benefits are perceived to “outweigh the
risks.”
Colston’s Girls’ School School through its e-safety policy, ensures that statutory obligations are met
to ensure that children and young people are safe and are protected from potential harm, both
within and outside school.
All staff should be aware of the contents of the e-safety policy. Queries relating to e-safety should be
addressed to the designated child protection teacher who acts as the e-safety officer.
The responsibilities of the E-Safety Officer (usually Head of ICT) include:
1. Having a leading role in establishing and reviewing the school e-safety policies /
documents with the head of ICT;
2. Ensuring that all staff are aware of the procedures that need to be followed in the event
of an e-safety incident taking place;
3. Providing training and advice for staff;
4. Liaising with the Local Authority;
5. Reviewing the incident log with HOYs;
6. Attending relevant meetings / committee of Governors;
7. Reporting regularly to the Senior Leadership Team.
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APPENDIX H – UNIFORM
Uniform:
Skirts:
Knee-length Colston’s Girls’ school skirt worn with navy tights at all times
No additional visible zips/buttons/fashion accessory belts
Shirt:
White, open neck
Pullover:
Navy with embroidered school logo (hoodies or cardigans not allowed)
Shoes:
Black leather or leather effect (canvas shoes or trainers are not acceptable) – ballet style
‘flats’ must have securing bar across
Tights:
Navy (opaque – min. 60 denier )
Blazer
School crested blazer
Headscarf
These are permitted if worn in support of recognised religious belief
NB: Students need to move quickly and safely on stairs and along corridors.
Shoes with high heels are dangerous.
Parents are urged to support the school in maintaining high standards of appearance by purchasing
the "official" crested garments through the authorised school suppliers /school shop. Alternatives
are not allowed.
All items of school wear should be clearly named.
Personal property of all kinds is the responsibility of each student and is not covered by school
insurance. The school will, of course, do all that it can to recover lost items but students must
recognise their responsibility for their own property.
The governors believe that the great flexibility of the school's colour-based uniform policy gives
families such a wide choice of garments that there should be no necessity for any students to
infringe the guidelines on grounds of either cost or availability. They request, therefore, that parents
ensure that the children dress appropriately and neatly in school uniform at all times.
Dress for physical education:
Students should dress appropriately for sports and physical education.
Items outlined in PE Dept. Policy
All items should be clearly marked.
Sixth form dress
Members of the sixth form are not required to wear formal school uniform but they must maintain a
smart and presentable standard of appearance. They will be expected to show common sense in
their choice. Sixth form students will be expected to respect the considerable freedom which this
code gives them and to remember that their age, maturity and status within the school accords
them responsibilities as well as privileges. Setting a good example to main school students is such a
responsibility.
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APPENDIX I – SMOKING
Smoking
Smoking is not permitted on the school site and students who are caught will have any products
removed and destroyed. Students caught smoking on the school site will be given a FTE for 1 day and
further sanctions will be taken for repeat offenders. The seriousness of this sanction is due to health
problems inflicted on other students and takes into account that smoking in public places was
banned in 2007.
Smoking is also not permitted by students:
 Who are in school uniform who are walking to and from School
 Within sight of the School within 20mins of the start or end of the day
Students who are caught outside of school will be given a Senior Leadership Detention for 1 hour
and will be offered support to quit smoking by members of the School’s pastoral team.
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