Ethos
We believe that all members of the Netherwood community have the right to feel safe, secure and
respected to enable everyone to flourish. One of the main aims of the school is to bring out the best in
everyone: to discover the best in everyone, to expect the best from everyone, and to support everyone to
achieve their personal best. To achieve this aim we need to create an ethos where good discipline and
respect for others is what we expect as the norm and where students accept that good discipline is an
expression of what society sees as acceptable behaviour. Student compliance is imperative in creating
and maintaining an effective and efficient learning environment.
Co-operation and trust between parents, students and school is the best method of dealing with any
problems which may arise; coupled with a pastoral care system where early intervention is the key to
success.
School uniform policy and our individual expectations system play a vital role in creating a well organised
and disciplined community. The former creates a unity of spirit where there is no distinction between
students in terms of wealth or background and supports our belief that personal appearance does affect
standards of behaviour and therefore academic performance. The latter is designed to encourage
students to take responsibility. The framework ensures students meeting expectations receive regular
praise and reward, whilst poor behaviour choices result in consistent sanctions being applied across the
curriculum.
Regular attendance and punctuality are also seen as an important facet of school discipline. Students
who do not attend without authorisation put themselves at risk and truancy is often a major indicator of
disaffection or other problems. Parents have the primary responsibility to ensure their children attend
school but we treat unauthorised absence very seriously and we are particularly concerned about the
rare incidents of parentally condoned absence.
Specifically students have the right:
•
•
•
•
To access high quality teaching in stimulating learning environments
To achieve to the very best of their abilities in all subject areas
To develop their Social and Emotional aspects of learning as well as their academic skills
To be best equipped to move onto the next stage in their career, be that further education,
employment or training
It is therefore intended the Behaviour for Learning Policy will:
Ensure teaching and learning comes first
Provide a consistent whole school approach to behaviour management
To ensure we are able to deliver the best quality of teaching and learning in every area of school we will
endeavour to maintain an ethos of respect - respect for our space, our feelings, our time and our
property. We also understand all of us have rights but everyone in the Netherwood community also has
responsibilities (outlined in the home-school agreement).
Home -School Agreement
Student promise – I, ____________________________________, agree that I will:












attend regularly and arrive at registration on time;
wear the uniform correctly and bring the correct equipment each day;
work hard to achieve targets set with teachers;
help other students by allowing every teacher to teach and every learner to learn;
behave well on the journey to and from school;
behave well in and out of class, follow the code of conduct and meet the school’s expectations;
respect and care for others and their property (including school property);
care for my planner and record all homework details;
give my best effort on all tasks and meet deadlines;
find out what opportunities are available to me and participate where possible;
pass all letters, notes, messages in planners and reports to parents on the day they are issued;
talk with parents and teachers about any concerns in school.
Signature: ___________________________________ (Student)
Date: ___________________
With a focus on support and communication, parents agree that they will:








take an active interest in all aspects of their child’s school life;
see that their child attends school regularly, on time and properly equipped;
communicate to school all relevant information which may affect their child’s work or behaviour;
notify the school if, for any reason, their child cannot attend*;
encourage their child to follow the school’s behaviour for learning policy and support any associated action
taken by the school*;
support their child in responding positively to the general expectations and regulations of the school;
support the school’s policy on homework, provide suitable facilities at home, and encourage their child to
make the required effort;
do their best to attend parents’ evenings and other meetings at which their presence is requested.
*See Netherwood – Parents’ ‘What If’ Guide for further information
Signature: ___________________________________ (Parent/Guardian) Date: __________________
On behalf of the school, Form tutors make a commitment that the school will:








provide a safe and stimulating environment for your child;
do our best to ensure that your child fulfils his/her potential as a learner and as a member of the school
community;
offer a broad and balanced curriculum to students of all abilities;
encourage all students to take responsibility for their own actions, feel proud of their achievements and
enjoy being a student at Netherwood;
keep you informed about your child’s progress and general school matters;
insist that all students observe the school’s behaviour and anti-bullying policies;
set regular homework and provide suitable facilities for homework to be done at school;
assess students’ work and provide regular targets/guidance on how to improve.
Signature: _____________________________________ (Form tutor)
2
Date: ___________________
Uniform Expectations at Netherwood
Netherwood ALC is committed to the highest standards of teaching and learning. We work in a
supportive, professional community. Students are asked to contribute to this positive climate for
learning by following the school’s classroom, community and individual expectations and by
wearing the correct uniform as follows;
Outdoor coats
Outdoor coats must be removed as students enter the building. They must not be worn inside school.
Outdoor coats should be waterproof coats and not hoodie tops. Hoodie tops are not allowed at school.
School blazers
School blazers must be worn at all times when inside the school building. Permission may be requested in
lesson times to remove blazers, but at other times, blazers must be worn. Blazers must have the
Netherwood logo on them and sleeves must not be rolled up.
School ties
School ties must be worn at all times, except during PE or practical subject lessons where the teacher has
given permission. Clip on ties must be clipped to the top of school shirts at the top of the neck. Full ties
must be tied with a neat knot at the top and the top button fastened. 5 stripes must be showing on the
front of the tie.
School shoes
School shoes must be black, waterproof shoes with no logo/flashing/markings. A catalogue is available to
view on the school website which illustrates appropriate footwear. Footwear not allowed:

Boots or shoes which are not waterproof

Heeled shoes/boots

Boots worn over trousers

Boots with tongues outside trousers

Trainers with visible logos

Canvas/cotton pumps

Wellington boots (if the weather is extreme, students should bring school shoes to change into in a
bag and change before entering the main body of the school).
Shirts
A white cotton shirt must be worn for lessons and this must be kept tucked in at all times. This may be
long or short sleeved. Fitted shirts or shirts too short to tuck into skirts or trousers are not allowed.
Jumpers
Plain black V-neck jumpers with the Netherwood logo on may be worn in cold weather under blazers,
but cardigans and round-necked jumpers are not allowed. Jumpers without the Netherwood logo are
not allowed.
Skirts
Skirts may be worn with or without pleats, but must be plain black and be knee length with no
inappropriate splits. Skirts must have the Netherwood logo on. Alternative skirts are not allowed.
Tights
If a skirt is worn, then plain black or flesh colour tights must be worn. Over knee socks or alternative tights
are not allowed, nor are patterned tights or tights of an alternate colour.
3
School Bag
Students must bring a suitable bag to school.
Other School Rules
Make-up and nail varnish
Make-up and nail varnish are not school uniform. Please ensure your child has any nail varnish removed
and make-up, before they leave the house for school, or this will be removed in school and consequences
may be given.
Jewellery and Piercings
One pair of earrings is allowed for both boys and girls. The earrings must be small gold or silver studs, no
larger than 5mm. Students attending school with earrings not fitting these criteria or more than one pair,
will be asked to remove them in the first instance, but if this happens again, the jewellery will be held for
safekeeping until parents collect the jewellery in person. Notes will not be an acceptable alternative, so
please ensure you discuss this with your child and support school by checking them.
Any other piercings – facial, tongue or otherwise are not allowed in school.
Students can wear a wrist watch. Necklaces, bracelets/bangles and wristbands are not allowed.
Hair
Bright hair colours are not allowed in school, nor are extreme hairstyles such as hair which is shaven very
close to the head or shaven in patterns. If your child wishes a hair style such as these in the school
holidays, please ensure the style or colour will have grown out or be coloured over in time for school.
Hats
Baseball caps are not allowed on school premises at all. Please do not allow your child to leave for school
with a baseball cap.
Mobile phones
Mobile phones are important to some parents/carers to ensure a child’s safety when walking to and from
school. At all other times, phones must be switched off and in school bags or lockers. Students found to
have mobile phones on in lessons will be asked to hand over their phone until the end of the lesson and a
behaviour record will be logged on the School’s monitoring system. If this happens again, another
behaviour record will be logged on the school’s system, your child will be given a behaviour consequence
and the phone will be held until the end of the week, when parents/carers will be asked to collect it. Notes
will not be an acceptable alternative, so please ensure you discuss this with your child and support school
by checking them.
Smoking
Smoking is both illegal under the age of 16 and banned on any school premises, indoor and outdoor.
Students found smoking, or standing with smokers whilst they smoke, will receive consequences in line
with school’s policy. E-cigarettes are also banned; if students want to seek advice regarding stooping
smoking they can do so via the School Nurse.
Tattoos
Tattoos are illegal for minors below the age of 18, with or without parents or carers permission. Students
who do have tattoos illegally must keep them covered up at all times.
4
Behaviour for Learning Expectations
At Netherwood teaching and learning comes first. We firmly believe that no learner should prevent an
adult from being able to teach, or prevent other students from being able to learn. We expect that all
learners will be respectful, responsible and resourceful. Individual and classroom expectations are very
clear.
Individual Expectations
Every learner starts each half term with 100 conduct points because we expect the students to take
responsibility for their own behaviour by:





Arriving to school and lessons on time.
Engaging in learning immediately when entering the classroom.
Wearing the appropriate uniform.
Bringing equipment so they are ready to learn (pen, pencil, planner, ruler and purple pen).
Adhering to food and drink rules.
If students do not meet individual expectations, staff will mark registers with a K. Each K equates to one
behaviour point, which in turn deducts one conduct point. Conduct points are recorded in students’
planners each week along with their attendance.
Classroom Expectations
Respectful learners at Netherwood agree to give everyone a FAIR chance to learn by:
F
A
I
R
Following instructions first time
Actively listening to staff and students
Involving and engaging fully to help ourselves and others learn
Respecting other people and our environment
To enhance consistency the school has three BfL teaching strategies that are used in all learning
spaces.
The Activate Activity
Staff will meet and greet students into the learning space. An activate activity ensures the students
engage in learning immediately. Students are expected to:

Place all equipment on the desk

Turn their planner to the merit page

Start the activate task immediately
The Netherwood Wheel
The wheel informs students how they are expected to work. Staff will vary and differentiate activities
accordingly using the wheel. As with the Netherwood language the wheel is intended to provide clarity
and consistency for students, in terms of expectations and behaviour choices (particularly noise levels).
5
The Netherwood Leaves
The leaves indicate that silence is required. Staff will use the leaves to gain the attention of learners.
When the leaves are held aloft or displayed on the board, students are expected to finish the task
immediately and focus on the teacher.
Community Expectations (break, lunchtime, moving to lessons and open spaces)
1.
2.
3.
Respectful – of yourself, others and the environment
Responsible – for your own achievement, behaviour, attitude, punctuality and attendance
Resourceful – create your own opportunities, use time well, interact with others in a purposeful way
and never give up
Assertive Discipline
Netherwood operates an Assertive Discipline (AD) policy. AD provides the school with a shared and
consistent language that promotes a supportive, non-confrontational, yet direct approach to managing
student behaviour. AD is not just used by teachers; it is a whole school approach used by everyone who
comes into contact with students. The Netherwood AD language is intended to provide clarity and
consistency for students, in terms of expectations and behaviour choices.
Our AD policy is very simple. We will:
1.
2.
3.
4.
5.
Praise the students meeting expectations
Give/repeat the assertive instruction
Relate to the school expectations (individual, classroom and community)
Instigate the consequences pathway when required explaining the sanction, rule and reminder.
Recognise positive response with praise
Staff are expected to use the Netherwood language when students are not meeting expectations. This
provides a rule and reminder by asserting a direct instruction. Behaviour is a choice. Students will
always be reminded of what they should be doing even when a consequence has been issued.
The Netherwood Language:





What should you be doing?
I need you to...
‘Thank you for…’ rather than ‘please can you…’
‘James, the instruction is to...’ Follow up with ‘James, you have been given a direct instruction…’
State ‘I want you to…’ Refrain from asking ‘why’ or ‘are you’.
Any consequences that result in a loss of social time due to students disturbing learning should always
be initially restorative in nature. Staff are encouraged to ask students to reflect upon their actions to try
to prevent issues from escalating and relationships deteriorating. To ensure every lesson is a fresh start,
staff should ask:






What happened?
What were you thinking about at the time?
What have your thoughts been since?
Who has been affected by what you did?
In what way have they been affected?
What do you think needs to happen to make things right?
To remind and encourage staff to use a common language, all staff have been provided with a laminated
BfL card to attach to their security lanyard.
6
Praise and Reward
The BfL policy aims first and foremost to catch students being good. Whole school reward activities are
based on conduct points; conduct points are achievement points minus behaviour points. Every learner
starts each half term with 100 conduct points. Students need to maintain the 100 points to qualify for the
reward/s at the end of each half term. The system is very fair. All students start with a reward, which in
effect is theirs to either keep, add to or lose. The system requires students to take responsibility and
make informed choices. In Key Stage 4, categories also link to prom points.
Students are informed of rewards on a half termly basis,
but an example is listed below. It should be noted that
rewards are accumulative, so Diamond learners have
the opportunity to access all the rewards below:
Diamond – Run the school for a day
Platinum – 4 week fast track lunch pass
Gold – 2 week fast track lunch pass
Silver – Inflatables party
Bronze – Film or 5 a-side football
In addition to being rewarded points for meeting Individual Expectations, students can also add to their
conduct points by being awarded achievement points. A recent whole school student voice activity
deduced the following categories and weightings – staff should award points through SIMS.
Achievement
Full page of merits
Outstanding homework
Positive contact home
Extra-Curricular club or revision
Representing the school e.g. school team/open evening
Outstanding classwork
Outstanding literacy
Respectful – of others and the environment
Responsible – solve it yourself
Resourceful – take a risk
Number of points
5
3
3
2
2
1
1
1
1
1
Achievements are also acknowledged and celebrated through:







Daily verbal praise
Weekly Fantastic Friday
Weekly Progress Leader year group pages on the school website
The news feed on the school website
Departmental postcards, stickers, letters home etc
Departmental ‘Performer of the Month’
Achievement assemblies each half term
Consequences Pathway
If behaviour is having a negative effect on the teaching and learning or is infringing on the school’s
inclusion philosophy, students can expect the following consequences and processes to take place. All
staff will follow the consequences pathway; this is a consistent system that enables staff and students to
understand the process of behaviour management and take ownership of the escalation of situations
from minor incidents to more serious situations.
7
Students are told the rule and consequences reminder before being issued with the first consequence
– see rules underpinning assertive discipline. All of the following are deemed as inappropriate behaviour
that disturbs learning and will result in a consequence being issued: talking out of turn, wandering
around the learning space, playing with objects, making noises, defacing work, ignoring a reasonable
request, refusing to undertake a task, answering back, swearing at peers or failing to comply with the
Netherwood Wheel.
The Consequences Pathway
Verbal and visual warning system based on rule and reminder
Consequence Action
Conduct points
C1
Verbal warning
C2
Stamp in planner ‘You have disturbed
learning’
Recorded on SIMS – too many
could trigger a FT report
C3
C3 circled in planner
10 restorative conversation with subject
teacher
1 behaviour point
recorded on SIMS
C4
C4 circled in planner
20 minute subject detention
Phone call/email home if a persistent problem
Curriculum withdrawal to work in another
classroom in the same department.
Subject teacher to contact home and hold
restorative conversation
20 minute lunchtime detention with the
wider leadership team (same or following
day)
2 behaviour points recorded on
SIMS
C5
3 behaviour points recorded on
SIMS
Departmental or pastoral report
initiated
Staff will use the stamp below to indicate when a student has disturbed learning. Form tutors and
parents should regularly check planners to monitor any early intervention required to eradicate persistent
low level disruption. Staff will remind students ‘Teaching and learning comes first. The instruction is
to ……. You have been given a direct instruction.’
C2: You have disturbed learning
Subject:
Teacher:
You have continued to disrupt learning despite warnings
A C5 will result inC3
the immediate loss of social time.C4Such disruption to learning will not C5
be tolerated.
Students refusing or forgetting to attend a C5 detention will automatically jump to the next stage of the
consequences pathway. It should be reinforced to students throughout that behaviour is a choice – their
choice. The students control the actions initiated.
8
Student Behaviour
Consequence
Failing to attend a C5 detention
C6
C5 x 3 on successive days
3 x 20 min lunchtime detentions
C7
C5 x 5 successive days (restarted)
5 x 20 min lunchtime detentions
C8
Internal exclusion added to the school day in addition to
initial C7 detentions
7.30 start – school day – 4pm finish
C9
As above x 3 days plus a meeting with parents
3 x 7.30 start – school day – 4pm finish
C10
Fixed Term Exclusion, plus initial C5 on return.
Failing to attend a C6
Failing to attend a C7
Failing to attend a C8
Failing to attend a C9
It is intended for the vast majority of the time the consequences pathway should be accumulative.
However, there will be occasions when it is necessary for staff to escalate straight to a C5. The following
behaviours are known as serious incidents. Serious incidents are managed by senior members of staff
on serious incident response (SIR) duty.
Student behaviour
Direct verbal abuse towards a member
of staff
Threats of violence towards staff
Physical assault of any nature
Refusal to move to removal/truancy
following removal
Internal truancy
SERIOUS INCIDENT
Action/Consequence
Student placed in seclusion for remainder of the lesson (all
day if appropriate – at the discretion of SLT duty person)
After school detention with the subject teacher – restorative
approach arranged and facilitated by SM
Further seclusion/parental meetings at the discretion of PL
Student placed in seclusion for remainder of the lesson (all
day if appropriate – at the discretion of SLT duty person)
After school detention with the subject teacher – restorative
approach arranged and facilitated by SM
Further seclusion/parental meetings at the discretion of PL
Student placed in seclusion for the remainder of the day
Placed in seclusion or with SM/SLT for remainder of the
lesson
Immediate C6 initiated for all refusals
After school detention with the class teacher
SM to liaise with classroom teacher
(restorative and catch up)
Plus C6 sanction
(punitive deterrent)
The respective Student Manager is the first point of contact for all incidents should a student need
withdrawing from a curriculum area. Radio contact should be made through the Curriculum Leader/Lead
Teacher. Curriculum Leaders should also contact Behaviour Administration to ensure C5 detentions are
recorded.
Structured Withdrawal
If behaviour continues to disrupt the teaching and learning or there is an isolated incident requiring an
immediate response the respective Student Manager will attend the lesson to assess the situation and
make one of three decisions.
1. Talk to the student and return them to their original lessons to continue learning.
9
2. Move the student to a different lesson in the same subject area – curriculum withdrawal (C5)
3. Remove the student from circulation for a set period of time into the seclusion unit.
Daily Report
Students involved in persistent low level disruption will be placed on daily report. This is monitored
through the K code/individual expectations report and the C2 report which is circulated to Progress
Leaders daily.
The daily report system is aimed at targeted students from whom we expect particular standards to be
upheld throughout the school day. This is achieved by setting individual targets. The daily report system
also gives students concerned the opportunity to break the cycle of disruption by giving them an ‘excuse’
to change in light of peer pressure or peer expectation. Parents are also kept informed on a daily basis
and, as a result, can play a major role in modifying patterns of behaviour. Daily reports are a great
means of catching students being good, and therefore, can be a very positive form of early intervention.
Students placed on daily report will be expected to continue for a minimum of two weeks. To ensure
consistency across all year groups, the pastoral team use an intervention report pathway that highlights
success criteria and sanctions should a student fail to respond. The pathway starts with a Form Tutor
report before progressing through to the respective Student Manager and then Progress Leader
monitoring.
In some instances if there is an issue in a particular curriculum area, subject leaders will initiate a similar
report prior to the intervention from the pastoral team.
Detention
Government Circular 10/99 Annex C.
Detention is one of the sanctions schools can use against bad behaviour. The Education Act 1997 gives
schools the legal backing to detain students after the end of the school session on disciplinary grounds.
The law safeguards children’s and parents’ legitimate rights and ensures reasonable limits on detention
for children who misbehave. Detentions must be reasonable and proportionate to the offence and only
be imposed by a teacher or member of support staff authorised to do so. Staff should take account of:



Any special educational needs
Any religious requirements
Whether the parent can reasonably arrange for a child to get home from college after the
detention.
After school detentions are used as a last resort. The school can detain students without parental
consent, but we will always endeavour to provide 24 hours’ notice of all after school detentions or
seclusions.
Staff may also record detentions in the planner or on a daily report as a means of parental notification.
Electronic records will also be kept on individual student files. Students required for school teams or
activities can have their detention delayed to other days if permission is obtained by the student or
activity organiser from the appropriate Progress Leader (PL), but the ultimate decision is the
responsibility of PL.
Exclusions
Internal Exclusion
Internal exclusion seeks to avoid a fixed term exclusion by creating an in-school deterrent.
Netherwood, three different types of internal exclusions are used.
10
At
Seclusion
Students are isolated from the mainstream environment for the day in seclusion. Students complete
mainstream work during the course of the normal school day.
7.30 – 4.00
Internal exclusion is used when students fail to respond to seclusion, or persistently fail to attend C5
detentions. Students start the school day at 7.30 in seclusion, complete a normal school day in
mainstream, then return to seclusion after school until 4pm.
Morning and afternoon twilight
This option is only used in rare situations as a one off when students are either awaiting a move through
the local authority fair access panel or via a managed move to another school. The provision 7.30 –
9am and 2.30 – 4pm seeks to completely isolate students from their peers due to serious behaviour for
learning or safeguarding issues.
Fixed term exclusion
A decision to exclude a student from school is only taken in response to:
 Serious breaches of the school’s policies.
 The probability that allowing a student to remain in school would seriously harm the education or
welfare of the student concerned, or the education and welfare of others in the college.
Exclusion can be for a fixed period or permanent. The decision to exclude rests with the Principal, or
in the Principal’s absence members of the Senior Leadership Team.
Parents have a duty to ensure their children are not in a public place during the first five days of any
exclusion. In the rare instance of a student being excluded for a fixed period of more than five days the
student will receive educational provision in the seclusion unit from day 6 of their exclusion.
Students may only be excluded on a fixed basis for 45 school days during the academic year. Most
fixed term exclusions will be from one to five days. Exclusions can allow time to address the student’s
problems and, in some cases, consider other arrangements for his/her education
Following a fixed term exclusion a re-admission meeting involving the student, parent/carer and a
member of the Leadership Team will usually take place on the day preceding re-admission. The
meeting will review the reasons for the exclusion and consider the need for intervention to support the
student’s behaviour. A report/behaviour contract will generally be initiated to allow the student to be
supported by the school’s pastoral and inclusion teams for a sustained period. The consequences of
further exclusions will be explained.
Permanent Exclusion
Where a student is permanently excluded the arrangement for the student to receive full time education
from day 6 of the exclusion is the responsibility of the local authority. However, the school works proactively with other secondary schools in the authority (through monthly attendance at the Fair Access
Panel) to make alternative provision for students at risk of permanent exclusion. Permanent exclusion is
only used as a last resort and is usually the final step in the process of dealing with disciplinary offences.
Permanent exclusion is an acknowledgement that the student has taken themselves beyond the care
and control of the school. However, the Principal does have the right to permanently exclude for a ‘one
off’ offence where a serious breach of discipline has been committed. The ultimate decision to
permanent exclude a student rests with the school’s governing body.
11
Managed Moves
In an attempt to avoid a succession of fixed term exclusions and potential permanent exclusion, the
school works closely with neighbouring schools to implement 6 week SWAPP provision. The Principal is
entitled to direct students to alternative provision should it be deemed appropriate. The school works
pro-actively with colleagues across the borough to seek this provision when options at Netherwood have
been exhausted. A managed move may be arranged for one of the following reasons:




Respite to prevent FTE whilst external support is sought
Pre FAP move prior to a full referral to try to re-engage student in mainstream provision
Contemplation period – time out to reflect away from primary placement
A fresh start to prevent a FAP referral
Behaviour around school
 The same high standards of behaviour are expected from students around school. In particular,
movement around the corridors and stairs should be conducted in an orderly and quiet manner.
 Students are expected to refrain from entering any ‘out of bounds’ areas.
 Students must be polite to all staff, each other and any visitors to the school.
Students who do not conform to expectations will be subject to the same consequences that apply to
classroom behaviour.
Behaviour Outside of School (including outside the school day)
The behaviour of students outside college on Netherwood business (for example on school trips, sports
fixtures or work experience) is subject to the school’s behaviour policy. Any students whose behaviour is
deemed inappropriate whilst on a trip/educational visit will be banned from further visits in the future (the
length of which will be decided by the school). Likewise students on pastoral reports or with excessive
behaviour points will not be permitted on visits outside of school. Students will be made aware of this at
the start each term. For behaviour outside school, but not on school business (e.g. outside the school
gates) the school may apply its behaviour policy where there is a clear link between the behaviour and
maintaining good behaviour and discipline among the student body as a whole. When students are
wearing uniform they are ambassadors for the school.
Behaviour on School Buses
Poor behaviour on school buses has become a problem for the majority of secondary schools. At
Netherwood, we are determined to minimise this problem. We have prefects monitoring behaviour on
the buses and are constantly striving to develop an anti-bullying community where students embrace a
‘telling’ culture (please refer to Anti-Bullying Policy). All school sanctions will apply to poor behaviour on
the buses, including exclusion. Severe or persistent poor behaviour is likely to result in the student being
banned from school buses for a period determined by the school. Should this situation arise,
parents/carers will be contacted by the appropriate Progress Leader.
Litter
We work hard to make sure our school is clean and safe. We expect students to respect the school
environment and make sure all litter is put in a bin. Students seen dropping litter will be face
consequences. Any student, over the age of 14, who persistently offends may be referred to the local
Environmental Enforcement Officer.
Under legislation introduced in 2005 under the ‘Clean
Neighbourhood and Environment Act’ people guilty of dropping litter could be issued with a fine or a
stipulated time of community service. The school are working closely with the environmental protection
team to reduce litter in the local community.
12
Misuse of Drugs
The misuse of drugs by school age children has become an increasing problem, both locally and
nationally. A ‘Drug Awareness’ module is part of our science programme and curriculum drop down
days and the school believes that drug-awareness education and a firm and consistent policy for dealing
with students involved in drug related incidents have become a necessity. The school works proactively
with external agencies to seek support for students when required.
Drugs and the Law






The Misuse of Drugs Act (1971) governs the manufacture and supply of controlled drugs for
legitimate medical use. It, therefore, creates offences of unlawful manufacture, possession and
supply.
Drugs controlled under the Act are classified according to toxic effect i.e. hard drugs (heroin,
cocaine etc), soft drugs (cannabis).
Possession of hard drugs can lead to a prison sentence – maximum penalties are severe.
It is an offence to knowingly allow anyone on your premises to produce, sell or give illegal drugs,
even if they only offer to supply the drug.
If anyone is found in possession, on your premises, of what you think is an illegal drug you should
inform the police and hand it in without delay.
The Act allows you to take possession of an illegal drug to prevent someone else committing an
offence provided you hand it to the police.
Signs of taking drugs










Sudden mood changes
Unusual outbreaks of temper
Lack of appetite
Bouts of drowsiness
Unusual smells on clothes etc.
Disregard for physical appearance
Unusually dilated or constricted pupils
Sores around mouth or nose
Suddenly losing interests in educations, friends, sport etc.
Possession of unusual powders, tablets, capsules, hand rolled cigarettes etc.
School Procedures





Staff must always refer and suspicions concerning misuse of drugs to a senior member of staff. All
such reports will be investigated by the Assistant Principal (Behaviour and Safety) or the Vice
Principal (Ethos and Community).
All students found in possession of illegal drugs or what is thought could be an illegal drug must be
reported to a senior member of staff.
In any cases where misuse of drugs is suspected parental involvement will be necessary.
The police will be involved in all cases of misuse of drugs.
All students involved in drug related incidents (including supplying) will be subject to exclusion,
which could be permanent.
Smoking
Netherwood has a no smoking policy.
It is widely accepted that smoking is a major cause of several potentially fatal diseases. It is also widely
accepted that the large majority of smokers begin the smoking habit while of school age. At Netherwood
we believe that we must take a positive stance against smoking and this will be highlighted in
assemblies, form tutor time and lessons across the curriculum. We will make all students and parents
aware of this stance and the importance we attach to our non-smoking policy and the sanctions that will
apply.
13
School Procedures






All students caught smoking in and around the school premises or on the school buses will be seen
by the appropriate Student Manager and counselled about the dangers of smoking.
All parents/carers will be notified by letter and offenders will be subject to school disciplinary
measures – this will begin with a day in seclusion.
Persistent offenders will be subject to internal exclusions if the previous measures fail. All
parents/carers of repeat offenders will be asked to visit school for a meeting.
All incidents will be recorded in individual student files.
The school also treats smoking by association very seriously. Students caught with students who
are smoking will also be subject to school sanctions.
The school will also involve outside agencies in order to support the young person in giving up
smoking. Students must agree to this intervention.
Bullying
Netherwood is committed to working with students and parents to provide a learning environment that is
secure and supportive so that all individuals can develop academically and socially free from fear of
ridicule, harassment or physical threat. We aim to create an environment where all members of the
school community feel safe, respected and valued. All children have an absolute right to be protected
from others who may wish to harm, degrade or abuse them. Bullying of any kind is unacceptable at our
school. Bullying may be verbal, physical or psychological. In fact any action which makes a child feel
uncomfortable, insecure or threatened may be defined as bullying. The college disapproves of bullying
in all its forms and considers it a most serious offence. As such, we have a separate policy that explains
our approach and sanctions in greater detail (this can be viewed on the school website or be made
available to parents/carers in school upon request).
Assault
Sexual Assault
The school will not tolerate any acts of sexual abuse or sexual assault. Parents/carers will be involved in
all such cases, which may also be referred to the police and other outside agencies, for example Social
Services (Child Protection). The exclusion procedures will be initiated in all such cases. Consideration
will be given for permanently excluding any student responsible for carrying out such an assault.
Sexual Harassment
Any cases of sexual harassment or alleged sexual harassment will be investigated thoroughly. All
students involved in sexual harassment will be subject to serious sanctions including exclusion and all
proven incidents will necessitate parental involvement.
Physical Assault
Netherwood will not condone any form of physical assault for any reason and when assaults occur the
students concerned will always be subject to serious sanctions. Parents/carers will be involved in all
such cases, which may also be referred to the police. Pastoral and senior members of staff will use
CCTV footage to investigate incidents occurring within the school grounds and on the school buses.
Abuse of Staff
Any abuse of staff will not be tolerated. All students who verbally abuse and/or threaten staff will be
subject to serious sanctions and all reported incidents will necessitate parental/carer involvement.
School procedures for dealing with assault, harassment and abuse
 All cases of harassment, assault or abuse will be recorded on the student(s) individual file(s) and
the college’s bullying tracker.
 The victim(s) and perpetrators will be asked to record events in writing.
14




All cases of sexual harassment, assault or abuse will be dealt with by a senior member of staff.
Support will be provided for the victims of sexual harassment, assault or verbal abuse.
Parental complaints will always be investigated and in-college interviews arranged whenever
possible, involving the Safer Schools Police Officer.
Perpetrators will be subject to serious sanctions, ranging from an internal exclusion to a permanent
exclusion dependent upon the severity of the offence.
Racism
The school is determined to eliminate racial discrimination, racial harassment or any other form of racial
behaviour from the institution. In the case of all forms of racist behaviour where students are victims the
formal procedures of the school will be strictly adhered to and all cases of racist behaviour or alleged
racist behaviour will be investigated thoroughly. All students involved in any form of racist behaviour will
be subject to serious sanctions and all proven incidents will necessitate parental involvement.
School Procedures
Where a student is subject to racist behaviour from a fellow student(s):








All cases of racist behaviour reported to the appropriate Progress Leader.
PL to officially record the incident in the ‘racist incidents’ spread sheet located in the pastoral folder
on the shared drive and in the perpetrators personal file on SIMS.
All racist incidents will be reported to the LA
The victim will be asked to record events in writing
All proven cases of racist behaviour will be dealt with by the Assistant Principal (Behaviour and
Safety) via a formal interview.
Support will be provided for all victims of racist behaviour
Parental complaints will always be investigated
Perpetrators of any form of racist behaviour will be subject to some form of exclusion. Repeat
offenders of serious racist incidents (assault, abuse, damage to property etc) are likely to be
permanently excluded.
Where a member of staff is racially abused by a student:



The student concerned will be formally interviewed by the Assistant Principal (B&S) and Principal
with parents/carers present.
The incident will be recorded as above and exclusion of the perpetrator will be the likely outcome.
The pastoral team will organise a restorative justice meeting/programme with the perpetrator and
the member of staff.
Theft
Theft of property, either belonging to Netherwood or to other students or staff will not be tolerated. In
any proven cases of theft serious sanctions will apply, with a form of exclusion the probable outcome.
All incidences of theft will be recorded and all cases of reported theft will be investigated thoroughly by
Progress Leaders. Parents/carers of both the perpetrator and the victim will be informed. Outside
agencies (such as the police) will be involved if appropriate and in instances where the victims of theft or
parents of victims involve the police, the college will co-operate fully in any investigation.
Vandalism/Damage
Students and staff at the school are fortunate to work and learn in state of the art facilities that are
second to none. Vandalism or causing damage to property will not be tolerated and acts of wilful
damage to property in college will be subject to serious sanctions. All acts of damage/vandalism will be
recorded and all reported cases will be investigated and parents involved. The school will seek
reparation where serious and/or deliberate damage occurs.
15
Offensive Weapons
Students must not bring into school, or carry on the way to and from school, any dangerous and/or
offensive weapon. This includes knives, guns of any description (for example air pistols) or any item that
the school considers its purpose being to threaten or cause injury to a student or adult, including
fireworks. Any student caught in possession of any such item (whether used or not) will be excluded and
in most instances permanently. Students will only be searched where there is reasonable justification or
concern for the safety/well-being of the individual and/or other students and staff. The school may also
refer the incident to the police.
16