North Bromsgrove High School
Behaviour Policy
Date of Policy:
Monitored by:
November 2014
Mr A Smith
1. Introduction/Rationale
North Bromsgrove High School makes clear the purpose and intent to promote the well-being and
achievements of everyone in our community. Outstanding schools have created a positive atmosphere
based on a sense of community and shared values. We aim to provide an orderly, caring learning
environment where: ALL students have the right to learn and ALL teachers have the right to teach.
Education is not only concerned with academic values but also social, moral and emotional
development of children. We aim to develop in each child a capacity for self-discipline, good personal
relationships and a tolerance and understanding of other people’s rights and points of view.
There are links between content and delivery of the curriculum and the motivation and behaviour of
students. These are directly related to the school action strands of Professional Learning, Engagement,
Learning, and Well Being. Therefore the curriculum of North Bromsgrove strives to offer stimulating
and suitably differentiated programmes for the full ability range.
The most effective schools tend to be those with the best relationships with parents and North
Bromsgrove High School will endeavour to keep parents well informed, not just when behavioural
issues arise but also to celebrate successes and positive behaviour.
Consistent
Approach to
Behaviour
Organisation
and Faciltiies
Strong School
Leadership
Managing
Student
Transition
Praise and
Recognition
Responsible
Student
Behaviour
Liaising with
Other
Agencies
Teaching
Good
Behaviour
Staff
Development
and Support
Liaising with
Parents
Student
Support
Systems
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2. Head teacher and Governor Statement of Principles
This policy represents the views of the Governing Body and Head Teacher in the management of
student behaviour at North Bromsgrove High School, and as such should be interpreted as the
Governors and Head Teachers Statement of Intent
3. School Code
Our aim is to enable all to become responsible, fulfilled adults, who have the skills and confidence to
be able to shape the future. Excellence, trust and tolerance are fundamental values expected from
all involved with this process.
 Respect and accept each other
 Respect each other’s property
 Help each other
 Be safe and sensible
 Maximise your own potential to learn
 Be on time and consistently present to learn
 Do your best
 Keep the school free from graffiti, litter and vandalism
 Look smart within the uniform expectations
 Contribute positively to the school community
4. Praise and Recognition
The practice of ‘Praise and Recognition’ is designed to help the school promote achievement, good
behaviour and initiative. The school benefits from these systems by adopting effective strategies to
gain the student’s interest and commitment to improve their studies, behaviour and attendance. This
should engage students to become active members of the school community. The system helps to give
teachers a tool in the classroom for increasing motivation in their students by rewarding them for good
effort, good work, and good behaviour. By giving students, in partnership with teachers, an incentive
to take part, and positively contribute, it is intended to make the school a richer environment for
learning, education, teamwork and community.
The achievements and celebrations will be communicated with students, the school population and
parents/carers via letters, postcards, assemblies, phone calls, email, LCD display screens and the NBHS
YouTube channel.
The most important aspects of praise and recognition are the conversations and personal interactions
which take place between students and teachers every day. Praise is a personal thing, and is at its
most effective when it is immediate and sincere. The formal systems which are used in school are;
 Well Done Postcards
 Praise phone calls/email
 Faculty Commendations
 Celebration events
The College Deans will develop praise and recognition events as the year develops. The curtailment of
the administration of “rewards” enables staff to praise the children verbally and recognise what they
are achieving. Public praise will be encouraged to develop a culture of achievement.
Other ways students’ achievements may be recognised:
 Good marks
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Constructive marking and assessment comments
Departmental awards
Special certificates
Having work on display
Informing HoY/HoF about good work or behaviour
Given responsibilities or privileges
College Dean to see students
Head teacher to see students
5. Sanctions
North Bromsgrove High School will try to be positive and reward whenever possible. However
sanctions will need to be applied if students behave in an unacceptable manner, either in class or
in a social setting during the school day. The school will respond to incidents of unacceptable
conduct or behaviour in a proportionate manner based on fairness and consistency. The more
serious the incident, the more serious the response.
The responsibility, in the first instant, for sanctions rest with the individual member of staff. This
also includes detentions which should follow the school policy (see APPENDIX). The key factor
should be that ownership of the incident with the individual member of staff should effect an
improvement in student behaviour, motivation and relationship with that staff member.
Sanctions will follow a 5 step process:
Classroom
Sanctions
Teacher Sanctions
School Leaders
Sanctions
Governors Panel
Exclusions
e.g
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

e.g
A verbal warning
Repeat of any unacceptable work
Moving seat or task groups

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
e.g
Tutor Support Plan
Class teacher detention
Contact home

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e.g
After school detention
Effort Support Plan
Internal Isolation
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e.g
Head of Year Support Plan
Pastoral Support Plan
Restriction of movements/access
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Exclusion from site at lunchtimes
Fixed Term Exclusion
Permanent Exclusion
Teachers have a legal power to place pupils (aged under 18) in detention. Schools are required to
make clear to pupils and parents that they use detention (including detention outside of school hours)
3
as a sanction. Where a detention is outside school hours, schools are recommended to give parents 24
hours notice. The school does not have to give 24 hours notice for a lunch time or break time detention.
Parental consent is not required for detentions. With lunchtime detentions, schools should allow
reasonable time for the pupil to eat, drink and use the toilet.
The school must act reasonably when imposing a detention as with any disciplinary penalty. In
addition, when deciding the timing, the teacher should consider whether suitable travel arrangements
can be made by the parent for the pupil. It does not matter if making these arrangements is
inconvenient. Staff will make use of the allowed 10 minutes at the end of the school day where during
this time staff are permitted to request students to remain behind. Examples may be for discussion
about behaviour, progress or work as well as for poor punctuality.
Subject teacher detentions
 Break time
 Lunchtime
 After school
– up to 10 minutes in length
– up to 20 minutes in length
– up to 30 minutes in length
School detentions
 After School detentions
 Senior Leadership Team detention
– 45 minutes in length (Tuesday and Wednesday)
– 60 minutes in length (Monday)
6. Exclusions Process
Internal Exclusion
Students may be excluded from part or all of the school day or for a series of days. In this event the
following will occur;
 Parents may be informed.
 Appropriate work will be set for completion during the exclusion.
 Students will be under the supervision of an appropriate member of staff.
 Students will have entitlement to eating time and access to toilets.
 Students will be in isolation from other members of the student community.
Internal exclusion will be issued when lower scale responses have failed and there is a series of
behaviours to consider. It may also be brought into play for an issue considered too significant for a
detention.
Fixed Term Exclusion
Exclusion from school is avoided wherever possible and a variety of other sanctions will be used. In
the event of a Fixed Term Exclusion the following will occur;
 Parents will be informed in writing
 The school will follow the Local Authority guidelines regarding the different lengths of
exclusion.
 The student should not enter the school premises unless permission given by a member of the
Senior Leadership Team
 Work will be set by the school for exclusions over 1 day in length for the student to complete
under the supervision of the parents.
 When work is returned to school it will be marked and more will be set if required.
 At the end of the fixed term exclusion there will be a meeting between the parents and the
excluded student and a member of the pastoral staff at the school.
 The Local Education Authority and the Chair of Governors will be informed of the exclusion.
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If the incident leading to exclusion requires an investigation then it is possible that a series of fixed
term exclusions will be applied until the investigation is completed and the school can make its final
decision.
Fixed term exclusions will be used as part of the progressive sanctions. They will be considered when
lower scale sanctions have not had the impact of correcting unacceptable behaviour or as a considered
response to significant issues considered too serious for lesser responses.
Permanent Exclusion
Permanent exclusions from school are used as a last resort unless the offence committed compromises
the entitlement of the rest of the school community to exist and be educated in a healthy and safe
environment. It is the final option available to the school when other approaches have been exhausted
(e.g behaviour support plans, counselling, mentoring, etc) or no other option is considered appropriate.
If this course of action is taken then the following will occur;
 Parents will be informed in writing of the exclusion and their right to appeal against the school’s
decision.
 The school will recommend to the Governing Body that a student should be permanently
excluded.
 A hearing to discuss the case will be arranged.
 Arrangements for the hearing are made by the Clerk to the Governors.
 The student will remain on the school roll until the process is completed, including any appeal.
 During this process the student must continue to receive education.
 For the first 6 days, work will be set by the school for the student to complete off-site under
the supervision of the parents.
 When work is returned to school it will be marked and more will be set if required.
 After 6 days appropriate full-time education will be provided by the Local Authority.
 The student should not enter the school premises unless permission is given by a member of
the Senior Leadership Team
 A student may be given a fixed term exclusion at the outset to allow the school opportunity to
complete all necessary investigations prior to a final decision.
Under the Education Act 2011, the decision to exclude a student permanently should only be taken:
In response to a serious breach, or persistent breaches, of the school’s behaviour policy; and where
allowing the student to remain in school would seriously harm the education and welfare of the
student or others.
7. Behaviour Outside School
Teachers have a statutory power to discipline pupils for misbehaving outside of the school premises.
Section 89(5) of the Education and Inspections Act 2006 gives head teachers a specific statutory power
to regulate pupils’ behaviour in these circumstances “to such extent as is reasonable.”
The school may discipline a student for:
 Any misbehaviour when the child is:
o Taking part in any school-organised or school-related activity
o Travelling to or from school
o Wearing school uniform
o Is someway identifiable as a student at the school

Misbehaviour at any time, whether or not the conditions above apply, that:
o Could have repercussions for the orderly running of the school
o Poses a threat to another student or member of the public
o Could adversely affect the reputation of the school
5
The police may be contacted to investigate any incidents where children are suspected of breaking the
law.
8. Allegations Against Staff
Any allegation against a member of staff will be reported to the Head teacher. Investigations will be
carried out immediately in order for a quick resolution. If after full and thorough investigation, it is the
considered view that the allegation against the member of staff was unfounded and malicious then the
student/s will be in breach of the schools’ behaviour policy. The head teacher of staff member
undertaking the investigation, may in this instance, consider any or all of the following sanctions;
 Fixed Term Exclusion
 Permanent Exclusion
 Informing the Police authorities
9. Working with Parents
Parents/carers play a crucial role in shaping the attitudes which produce good behaviour in schools.
We therefore endeavour to keep parents ‘informed’ at every opportunity and encourage them to take
full advantage of all formal and informal means of communicating with the school.
It is assumed that all parents/carers whose children enter North Bromsgrove High School are prepared
to accept these sanctions and support the staff in maintaining high standards of discipline and respect
for others. Where problems arise we want to involve parents in finding the right solution. Parents are
encouraged to contact the Form Tutor or Head of Year if they have concerns about their son or
daughter.
10. Student Support
All students have access to the Student Support Team in school. Students with concerns can speak to
any member of staff and can see their Head of Year, Form Tutor or member of the Student Support
Team before school, at break, at lunch time or after school. Students can also see the school nurse or
Attendance Leader for further support.
Students with behavioural issues are identified and are given extra support to help them manage their
behaviour in school through an internal behaviour refocus programme.
The Student Support Team will be part of student statement collection, student interviews, search and
confiscation and isolation supervision.
11. Use of Reasonable Force
The legal provisions on school discipline also provide members of staff with the power to use
reasonable force to prevent students committing an offence, injuring themselves or others, or
damaging property, and to maintain good order and discipline in the classroom.
Control refers to passive contact, such as standing between students or blocking a student’s path to
actively leading a student by the arm away from a classroom or difficult situation.
Restraint means to hold back physically or to bring students under control, such as where two
students are refusing to separate without physical intervention.
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Reasonable force may be used to enforce a search for knives, weapons, alcohol, illegal drugs, stolen
items, tobacco and cigarette papers, fireworks, pornographic images or any articles that have been or
could be used to commit an offence or cause harm.
For more information on the use of reasonable force please see the f ollowing guidance from the DfE:
Use of reasonable force in schools.GOV.UK
12. Search and Confiscation
There are two sets of legal provisions which enable school staff to search for and confiscate items
from pupils:
 The general power to discipline enables a member of school staff to confiscate, retain or
dispose of a student’s property as a punishment.
 The power to search without consent for weapons, knives, alcohol, illegal drugs and stolen
items and any item prohibited by the school which has been identified in the rules.
Prohibited items that may be searched for and confiscated include:
 Knives or weapons
 Alcohol
 Illegal drugs
 Stolen items
 Tobacco or cigarette papers
 Fireworks
 Pornographic images or material
 Laser Pen
 Shisha pen
 Cigarettes
 Cigarette lighters
 Matches
 E-cigarettes
The school can also seize any item found which is considered to be harmful or detrimental to school
discipline: this includes deleting electronic images.
In unusual circumstances confiscated items may be available for students to take home at the end of
the day, unless:
 Returning the confiscated item is deemed inappropriate or dangerous
 When the confiscation is not a students’ first offence.
In these circumstances it may be necessary to contact parents, for their support and to arrange an
appropriate time for them to collect any items that can returned.
Confiscated knives, weapons, items believed to be stolen and illegal drugs will be passed on to the
police or disposed of by the school.
13. Liaison with other Agencies
Where school capacity is stretched or unable to fulfil the specific student’s individual needs then the
school actively seeks to work with other agencies which may include;
 The Forge Short Stay School
 LA Behaviour Support Team
 Foundation Learning providers
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Worcestershire Early Help Hub
Worcestershire Stronger Families team
Worcestershire Children’s Services
CAMHS (Child and Adolescent Mental Health Service.
14. Child Protection
The Designated Safeguarding Lead, or their deputy, should be consulted in all cases involving child
protection. Please see North Bromsgrove High School Safeguarding Children Policy for further details.
15. Anti-Bullying
The school believes firmly that every student has the right to enjoy school life and is committed to
ensuring that students are able to learn, work and socialise in a supportive, caring and safe
environment without the fear of being bullied. Bullying is never accepted or tolerated. Bullying is
behaviour by an individual or group, usually repeated over time, that intentionally hurts another
individual or group either physically or emotionally. This can take place in a number of ways:
 Physical violence.
 Name calling or teasing.
 Extortion.
 Intimidation.
 Pressure by a person to do something that an individual feels is wrong.
 Isolating a person by deliberately excluding him/her from a group of friends.
 Homophobic names calling or actions.
 Racism
 Cyberbullying (mobile phone, social networking sites, etc)
 Disablist comments or actions.
Please see North Bromsgrove High School Anti-Bullying Policy for further details.
16. Electronic Devices
At North Bromsgrove, one of our aims is to inspire success and confidence in each student. As leaders
in the use of technology, we encourage creative and innovative learning. Today’s students are
already technology leaders. They want to take the technology they use in their daily lives and make it
a normal part of their classroom experience. Research tells us that if we reflect this in their learning
experiences, we will increase engagement which leads to improved student success.
However, some rules and guidelines are required for the safe use of electronic devices within school.
North Bromsgrove High School Code for the use of handheld devices
The following rules must be followed by all students;
 Devices should remain on silent and put away during lessons, tutor time and assemblies
unless a member of staff wishes for them to be used as a part of a learning activity.
 Devices must never be used either to photograph a student, a member of staff or visitor to
the school without their express permission -Incidences of devices being used in school to
bully, intimidate or harass anyone will be dealt with severely – including confiscation.
 Students should never carry material on their device which they would be unhappy about an
adult or parent viewing. Teachers may request to look at a student’s device and content at
any time
8
Failure to keep to the ‘North Bromsgrove High School’ code for the use of handheld devices’ is likely
to result in sanctions which may include confiscation, restricted access to the device or internal
isolation. As an extreme resort if appropriate the school may exercise the use of fixed term exclusion
and a meeting between the student, parent and a senior member of staff to discuss the student’s
future conduct at the school.
Good Digital Citizenship
Students are going to live and work in a world where people use their devices regularly. They need to
learn to use technology safely, effectively, ethically and respectfully. We embrace the responsible
use of personal devices. In our school environment, devices are out in the open so students are more
aware of their devices. The school will help advise students to keep their devices secured. Ultimately,
though, students are responsible for lost, stolen and/or damaged personal electronic devices, just as
they are for any other personal items they bring to school.
If you plan to send your student to school with a device, please consider purchasing a protective case.
Also, some devices have a built-in locator that you should enable.
17. Complaints Procedure
Students
If a student has a complaint about the way he or she has been disciplined or treated then he or she
must firstly discuss the matter with the form tutor.
If the matter remains unresolved or concerned the form tutor then it should be referred to the
appropriate Head of Year.
It is envisaged that the majority of students concerns can be dealt with at this level. However, if the
matter remains unresolved then a member of the Senior Leadership Team (Head of Lower School or
Director of Care & Guidance) will review the matter
Parents
The school has a published complaints procedure which can be obtained from the PA to the Head
Teacher or the Clerk to the Governors of the school
9
Class Teacher and Subject Sanctions
Inappropriate behaviour or conduct within lesson
Class teacher behaviour management strategies
Informal (not
recorded) class teacher
intervention used at
end of lesson, break
time, lunchtime or end
of day
SIMS Alert Button – On
Call attend
Formal (recorded) Subject
Detention issued for
lunchtime or end of
day/after school
On Call Mediation to
return pupil to lesson
where appropriate
with teacher approval
Subject detention
recorded on SIMS and
issued for lunchtime
(discretionary length no
more than 20 minutes) or
after school (discretionary
length no more than 30
minutes)
YES
Subject Leader
Student attends
detention
NO
Resolve
dd
Unresolve
jjjjjjjjjjjjjjjj
ddd
Subject Leader informs
HoY of non-attender




Terminology
Informal class teacher
intervention – unrecorded at
end of lesson, break time,
lunchtime or end of day
Departmental Detention –
recorded for lunchtime or
end of day/after school
After School detention – as
current, but only HoY can
authorise for a student
SLT detention - as current for
ASD non-attenders or
significant issue
HoY authorises ASD to
be allocated by Student
Support
Student attends
detention
YES
Resolve
d
NO
Unresolve
d
NO
YES
Faculty
Parking
system
used for
student
SIMS
referral by
class
teacher to
record
behaviour
and
sanction
where
required
e.g Dept
Detention
NO
SIMS
referral by
class
teacher to
record
behaviour
and action
of On Call
YES
Student
refusal,
defiance
or
escalation
SLT
Support
Students
removed
and parked
with SLT
support
SLT
detention
10
Restorative Justice Forms
11
RESTORATIVE JUSTICE SHEET
18.
Student Name
Tutor Group
…………………………………………………………………………...
…………………………………………………………………………...
(try wherever
…………………………………………………………………………...
possible to be
…………………………………………………………………………...
specific and include …………………………………………………………………………...
times, dates,
…………………………………………………………………………...
locations,
…………………………………………………………………………...
witnesses, teachers
…………………………………………………………………………...
or other adults
…………………………………………………………………………...
present)
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
Continue over page
…………………………………………………………………………...
if required
What happened?
How did it make you
feel?
How do you think
others think/feel?
What will you do
differently so that it
doesn’t happen
again?
How can you put it
right?
Student Signature
Date
THESE PARTS
MUST BE
COMPLETED
12
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
(try wherever
…………………………………………………………………………...
possible to be
…………………………………………………………………………...
specific and include
…………………………………………………………………………...
times, dates,
…………………………………………………………………………...
locations,
witnesses, teachers …………………………………………………………………………...
…………………………………………………………………………...
or other adults
…………………………………………………………………………...
present)
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
What happened?
CONTINUED
Statement Processed by (staff initials PRINT)
Date
THESE PARTS
MUST BE
COMPLETED
ACTIONS TAKEN
THESE PARTS
MUST BE
COMPLETED
Please
tick:
Resolved:
For File
Unresolved
: For HoY
Unresolved
: For F.T
Unresolved
: For F.L
ACTIONS TAKEN
Unresolved
: For ASM
SAFEGUARDI
NG
CONCERN:
For SDP
(ASM)
Res:
For
file
Unres: Unres:
For
For
HoY
ASM
THESE PARTS
MUST BE
COMPLETED
Returned to HoY office for file
13
a. Pastoral Intervention Strategies
b.
Reasons for being on a Support Plan:
19.
Effort, Monitoring, Underachievement, Behaviour, Homework, Following a Progress Review, Following an Exclusion.
a.
Tutor request, Head of Year request, Parent/carer request or Voluntary.
Tutor Support Plan
x2 Weeks minimum:
Head of Year Support Plan
x2 Weeks minimum:
Academic Mentoring Support Plan
x4 Weeks minimum:
On Monday the pupil and tutor set
three targets for improvement.
On Monday the Pupil collects a HOY
support plan from their HOY.
Pupil is given an academic report by
their KAS.
Tutor adds name to tutor list and
notifies parent/carer that the pupil is on
a support plan.
Pupil and HOY set three targets for
improvement.
Pupil and KAS set targets for
improvement in the subject areas
where there is underachievement.
Parent/carer signs the support
plan every evening.
Tutor signs the support plan every
morning to discuss the previous day.
HOY adds name to HOY list and
notifies parent/carer that the pupil is
on a support plan.
Parent/carer signs the support plan
every evening.
HOY signs the support plan at the end
of every day to discuss the day.
KAS adds name to Academic Mentor
list and notifies parent/carer that the
pupil is on a support plan.
Parent/carer signs the support
plan each week.
KAS reviews the support plan
weekly to discuss progress.
completed the
support plan for
at least 2 weeks?
Has the pupil
SUCCESSFULLY
completed the
support plan for
at least 2 weeks?
No
Has the pupil
SUCCESSFULLY
Has the pupil
SUCCESSFULLY
completed the
support plan for at
least 4 weeks?
Yes
Pupil finishes the support plan at the
end of the day on Friday.
Pupil posts the support plan into the
drop box outside the HOY office.
On Friday the tutor informs
parent/carer that the pupil has
successfully completed the tutor
support plan for at least 2 weeks.
Tutor takes name off list.
OR
The support plan has escalated to a
Head of Year support plan.
Tutor adds name to HOY list.
Yes
Pupil hands the support plan to the
HOY at the end of the day on
Friday.
On Friday the HOY informs
parent/carer that the pupil has
successfully completed the HOY
support plan report for at least 2
weeks OR the process is repeated
OR
The support plan has escalated to
a Pastoral Support Plan (PSP).
HOY adds name to PSP list.
Yes
Pupil hands each support plan
report to the KAS at the end of the
day on Friday.
The KAS informs parent/carer
that the pupil has successfully
completed the support plan report
for at least 4 weeks.
Pupil starts a Pastoral Support Plan
for 16 weeks. Meetings to take
place every 2 weeks with
parent/career.
14
b. Type of Recorded Incidents
15
c. Exclusions Flow Chart
Incident Reported
Investigate Incident –
ensuring that written accounts are taken from all directly involved
(staff + students + people who were there) and these are signed
and dated.
Decide action –
The incident and evidence may be discussed with another senior
colleague. It is useful to establish (e.g HoY) whether this is a first
offence/background picture.
Only the Head teacher, Director of Care & Guidance and Head of
Lower School have the authority to exclude a student.
If the decision is taken to
exclude
The following actions may be undertaken by
the HoY/Director of Care & Guidance or a
member of the Student Support Team
 Prepare exclusion letter
 Inform parents of the decision and
reason for exclusion. Request student
to be collected or notify of intention
to send home/or to other requested
location from parent.
 Place exclusion letter in post. Where
possible the school may choose to
send a copy of the letter with the
student also.
If the decision is taken to
NOT exclude
Allocation of fair and
consistent alternative
sanction
Completion of Restorative
Justice Sheet ‘action taken’
process
This should all ideally be done on the day of
the incident or as soon as possible
thereafter.
Reintegration Meeting
Time and date arranged, collection of
reports, suggested action points prepared.
Telephone reintegration meeting completed
a. timetabled lessons.
if above action not possible.
16
d. School Uniform and Expectations
We expect ALL our students to wear full uniform with pride at all times.
Our uniform standards are detailed as follows;
GIRLS




Sky blue short-sleeved open neck blouse – with North Bromsgrove High School logo.
Black V-necked jumper or tank top - with North Bromsgrove High School logo – no cardigans.
Black formal trousers or formal skirt.
Black formal shoes that can be polished.
BOYS




Sky blue short-sleeved open neck shirt – with North Bromsgrove High School logo.
Black V-necked jumper or tank top - with North Bromsgrove High School logo.
Black trousers
Black formal shoes that can be polished.
PE kit. All students require;
 Navy shorts embroidered with North Bromsgrove High School logo.
 White polo shirt embroidered with North Bromsgrove High School logo.
 Navy socks with sky trim with North Bromsgrove High School logo.
 Navy/sky reversible rugby shirt (for outdoor lessons).
 Trainers.
 Boys also require football boots.
Students who arrive at school inappropriately dressed may be provided with suitable loan
replacement items or be sent home to change the inappropriate items.
The final decision on appropriateness of uniform items is at the discretion of Mr. Rogers and Mr. Smith.
Please be encouraged to consult with Mr. Rogers and Mr. Smith at the earliest opportunity prior to
purchase for advice or guidance.
20.School Rules and Expectations
Our rules are kept simple to promote learning, reduce unnecessary conflict and produce a calm
working environment.
We expect ALL our students to comply with the following:

Students to arrive on time at 8.45am and students will be marked late at 8.55am.

Students are to be prompt for lessons with the correct equipment to include pen, pencil, ruler
and eraser.
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
Trainers are not permitted and the expectation is that all students will wear black shoes.
At any one given time there maybe students wearing trainers for legitimate reasons that we
are made aware of (e.g injuries)

Students are to wear appropriate school uniform at all times. No hoodies, outdoor coats,
scarves or gloves are not to be worn inside the building.

Only white T shirts may be worn visibly under the shirt

Jewellery as follows will not be permitted for health and safety reasons; hooped earrings,
spacers, spikes, plugs, facial piercings necklaces, bracelets and rings. (However, there is not a
limit on the number of ear piercings.) No jewellery is allowed in PE.

No smoking is allowed on school site, when travelling to and from school, or when wearing
school uniform.

MP3 players/iPods not to be seen or used while in school building.

Students are only allowed to have clear water drinks (no other drinks allowed in lessons).

No eating or drinking in corridors. All food and drinks purchased from the school canteen to
be consumed within the school canteen. Food and drinks brought into school by pupils may
be consumed either in the school canteen or outside.

Due to the chargeable damage it causes to equipment and property, chewing gum will not be
permitted.

The use of abusive or inappropriate language will not be tolerated.

Students must adhere to the policy which supports acceptable use of ICT.
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