Reviewed Sep 2014 Next review Sep 2015
Responsibility: V-P Learning Climate
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BEHAVIOUR POLICY
‘The quality of learning, teaching and behaviour in schools
are inseparable issues.’
Steer Report 2010
VALUES AND PRINCIPLES
Ashington High School Sports College recognises that outstanding behaviour is essential for
students to feel safe, learn at their full potential and be successful.
We understand the impact that behaviour has on learning. Ensuring an outstanding learning
climate requires high standards and relentless consistency from staff in dealing with
behavioural issues inside the classroom, within the school grounds and within the school
community. The structure of the school allows early invention by ensuring an appropriate
curriculum, support from the Care & Guidance Team and a more consistent approach from
staff. Staff and students follow the Behaviour Code (see Appendix 2).
SECTION 1
A consistent approach to behaviour management, teaching and learning
Behaviour is managed by a staged process. We aim to reward good behaviour and have clear sanctions for poor
behaviour. We identify students who are persistent offenders or are beginning to be noticed because of ‘low level’
disruption. Where this occurs we will:
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ensure that staff follow through issues with students indicating what must be done to improve
ensure that staff discuss with parents the school’s concerns and agree a common way of working to
help students make improvements to their behaviour
establish the best way of communicating with parents and provide regular feedback on the progress
being made.
We believe that consistent experience of outstanding teaching and learning engages students and this reduces instances
of poor behaviour. The consistent application of outstanding behaviour management strategies helps students
understand the school’s expectations and allow staff to be mutually supportive.
As a school we will:
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provide CPD opportunities to help support staff needs, working with Faculty Directors and Subject
Leaders to discuss a suitable programme;
identify those students who have learning and behavioural difficulties or are experiencing difficulties
out of school and agree common ways of managing and meeting their needs;
ensure that SLT and Directors have duties built into their timetable so that they are highly visible at
particular times of the day to support staff and maintain a sense of calm and order. Critical times in the
school day are at the beginning, break and lunch times, changes of lessons, and the end of the school
day;
ensure that standard checks, learning walks and observations are carried out by senior leaders going
into classrooms and assessing how well staff are consistently applying the school’s policies on behaviour
improvement.
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SECTION 2
School Leadership
Effective leadership at Ashington High School is central when creating a climate of security and good order that supports
students in managing their behaviour. For the behaviour policy to be effective all staff need to understand and apply it
consistently. The SLT have a responsibility to ‘lead from the front’; however, leadership to support positive behaviour
must be shared across the whole staff, including senior and subject leaders, pastoral staff, classroom teachers and
support staff.
Parents have a responsibility to support the high expectations of Ashington High School and the Governors play a pivotal
role in monitoring and supporting the policies adopted.
As a school we will:
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in partnership with parents, set high expectations for students and staff in all aspects of the school’s life
and show how they are to be met by:
 Displaying the Behaviour Code around school and referring to it regularly;
 Sending home reports three times a year and following up with phone calls from subject
teachers and the Care & Guidance Faculty;
 Ensuring a consistent dress code is followed that includes not allowing hairstyles and
jewellery which are deemed to be extremes of fashion by the Principal;
ensure that Year Managers, the Care & Guidance Faculty Director and SLT use opportunities such as
assemblies to articulate their expectations and reinforce them by their visibility around the building
during the day;
ensure that the SLT model the behaviour and social skills they want all staff and students to use;
ensure that staff are sufficiently trained and supported and know how to exercise their individual
responsibility in the implementation of the school’s behaviour policy;
recognise that leaders at all levels require training if they are to act as mentors to less experienced staff;
clearly identify the responsibilities and roles of senior staff for behaviour improvement;
track the use or rewards and sanctions so that we can assess their effectiveness. We will also have clear
analysis of data so that we can identify vulnerable groups and individuals and design suitable strategies.
SECTION 3
Classroom management, learning and teaching
We will ensure that an appropriate curriculum is offered, which is accessible to students of all abilities. We will develop
a Teaching and Learning policy that identifies the teaching and classroom management strategies to be followed by all
staff. By engaging students more effectively, standards of behaviour will improve.
As a school we will:
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ensure that all staff follow the Teaching and Learning policy and Behaviour Code and apply agreed
procedures;
plan lessons well, using strategies appropriate to the ability of the students;
use commonly agreed classroom management and behaviour strategies such as a formal way to start
lessons, all students being greeted by the door, having a starter task ready, having learning objectives
displayed and the teacher explaining the purpose of the lesson;
offer students the opportunity to take responsibility for aspects of their learning, working together in
pairs, groups and as a whole class when necessary;
use Assessment to Support Learning techniques, such as peer and self-assessment, to increase students’
involvement in their learning and promote good behaviour;
collect data on students’ behaviour and learning and use it, for example, to plan future groupings and to
target support on areas where students have the greatest difficulty;
ensure that all teachers operate a classroom seating plan;
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ensure that teachers build opportunities into their lessons to receive feedback from students on their
progress and their future learning needs;
recognise that students are knowledgeable about their school experience, and have views about what
helps them learn and how others’ poor behaviour stops them from learning;
give opportunities for the Student Leadership Team and school councils to discuss and make
recommendations about behaviour, including bullying, and the effectiveness of rewards and sanctions;
plan homework carefully and set it early in a lesson so that all students have a clear understanding of
what is expected of them.
SECTION 4
Rewards and sanctions
Our aim is to provide a range of opportunities in which students can excel and be rewarded and a practical set of
sanctions that deal appropriately with poor behaviour. We understand the need for the balance between the use of
rewards and sanctions. Praise and LEAP points are used to motivate and encourage whilst at the same time students are
aware of sanctions that will be applied for poor behaviour. The ‘Red Flag system’ allows staff to record occurrences of
poor behaviour which can then be tracked and followed up by C & G staff and senior / subject leaders.
Sanctions will be applied where the students’ conduct falls below that which could reasonably be expected of them.
Sanctions can only be applied by a member of staff, while on the school premises or in the care of the member of staff
e.g. on a school trip, and must be reasonable in accordance with disability, Special Educational Needs, race and other
equalities and human rights.
Detentions will be used and, although parental consent is not required, every effort will be made to contact a
parent/carer.
As a school we will:
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have a wide range of appropriate rewards (LEAP points, reward prizes, trips, positive phone calls home)
and sanctions (detentions, phone calls home, removal from classroom to alternative study room,
internal exclusion, external exclusion) and ensure they are applied fairly and consistently by all staff;
ensure that planning about behaviour improvement is informed by statistical information about the use
of rewards and sanctions (every half term);
ensure that all staff understand their role and issues which require referral to a more senior member of
staff.
SECTION 5
Behaviour strategies and the teaching of outstanding behaviour
Understanding how to behave has to be taught. Our school adopts procedures that help students learn how to behave
appropriately (see Appendix 3). Outstanding behaviour must be modelled by adults in their interactions with students
and we will have high expectations of ourselves and them. We are aware that there are many policies and practices to
develop outstanding behaviour in the early years of education that are applicable to older students. It is important that
we build on the skills students have developed. We recognise that children learn respect by receiving it. How staff speak
to students and praise them helps motivate them to do well. By not taking account of students’ prior learning, we can
inadvertently de-skill and de-motivate our students.
As a school we will:
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ensure that all staff understand, and use consistently, the behaviour management strategies defined by
the Care & Guidance Faculty;
ensure that all staff joining the school (including NQTs, student teachers and supply teachers) are given
clear guidance and use the school’s Behaviour Code;
create a clear guidance programme to develop students’ emotional, social and behavioural skills.
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SECTION 6
Staff development and support
We know that all staff should be equipped with the skills necessary to understand and manage student behaviour
effectively. Training and coaching are both vital elements of a high quality professional development programme.
As a school we will:
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through CPD sessions, CPD twilights, Tutor Team meetings, Department meetings and Faculty meetings,
provide regular opportunities for all staff to share and develop their skills in promoting positive
behaviour;
monitor the effectiveness of the behaviour management techniques used by the school as part of the
school appraisal system;
enable support staff and teachers to be involved in training, using a variety of expertise;
ensure that all staff joining the school (including NQTs, student teachers and supply teachers) are given
high quality training, ongoing support and the opportunity to ask questions about our approach to
behaviour;
create opportunities for staff to learn from the expertise of those with a particular responsibility for
students whose behaviour is challenging;
develop the specialist skills of staff who have particular leadership responsibilities for improving
behaviour.
SECTION 7
Student support systems
We believe it is important for schools to have effective pastoral support systems.
As a school we will:
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recognise that a outstanding pastoral system involves teachers and support staff;
ensure that staff allocated with pastoral responsibilities:
 have appropriate time to carry out their task;
 are appropriately trained;
 have adequate administration support;
 have access to specialist support e.g.
 Educational Psychologists,
 Education Welfare Officers,
 Child and Adolescent Mental Health Services and Speech Language Specialists.
 Locality Inclusion Support Teams
 Targeted Youth Support Teams.
recognise that student support is not just about behaviour. We believe outstanding pastoral support is
also concerned with academic attainment and developing students’ ability to become outstanding
citizens;
ensure that pastoral staff understand and are responsive to the needs of particular groups within the
school and wider community;
ensure that students are helped to identify as belonging to a community by sharing a common dress
code.
We recognise that the Every Child Matters (ECM) agenda identifies that children should feel safe, be healthy, and enjoy
and achieve in school. This cannot take place in a climate that allows bullying, harassment and oppressive behaviour to
thrive.
As a result as a school we will:
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regularly make clear to students, parents and staff, that bullying, harassment and oppressive behaviour
in any form is totally unacceptable and will not be tolerated;
ensure that bullying, harassment and oppressive behaviour is sanctioned;
involve students in creating systems to support each other;
appoint a range of support staff to work with parents, allowing for early intervention and support when
problems arise.
SECTION 8
Liaison with parents and other agencies
We believe that we must work in partnership with parent/carers on all aspects of a young person’s education, including
their behaviour. We accept that good liaison takes time, is demanding and requires resources. We are highly active in
establishing these links and forging positive relationships e.g. through phone calls, meetings, workshops, parents
evenings, letters home and reports. We ensure we evaluate our contact with parents to build upon outstanding practice
identified and amend as appropriate.
As a school we will:
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ensure that reception and other support staff and teachers are welcoming, and have the skills to deal
with difficult parental conversations;
have clear and well understood procedures in place for dealing with distressed and angry parents;
ensure parents and carers hear from the school when their children are doing well so that the first
contact is positive. There is a greater willingness to work with the school when the parent or carer
believes the school has the student’s best interest at heart;
allocate sufficient resources to allow the school to communicate effectively with parents and carers;
be aware our parents too must behave appropriately towards school staff. Although abusive and
intimidating behaviour can come about through frustration, such behaviour is not acceptable and will
not be tolerated;
take advantage of new technology such as Frog and SchoolComms to improve communications with
parents and carers on all pastoral matters;
work closely with other agencies to support families (such as Social Services, the police, EWS, LIST etc).
SECTION 9
Managing student transition
We are aware that students find moves between schools and key stages unsettling and we will provide appropriate
support and guidance whether they start at the beginning of a school year or arrive part way through.
As a school we will:
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ensure that teachers receiving a new class are given appropriate information to help the teacher plan
work and manage the class.
ensure that support staff from the Middle Schools come up to Ashington High School to support Year 8
to Year 9 students with the transition period.
ensure that new students understand our expectations and how rewards and sanctions operate;
ensure that students and parents know who to turn to if they have any concerns.
SECTION 10
Organisation and facilities
We are aware that the school ethos is communicated in actions as well as words. Students’ attitudes can be positively
or negatively influenced by the ambience of the school’s physical elements as well as the personal interactions with
staff.
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As a school we will:
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recognise that outstanding behaviour and learning are improved when students and staff enjoy an
attractive, clean environment and therefore ensure we keep repairs and maintenance up to date;
ensure that when graffiti/mess occurs it is cleaned up immediately;
ensure that the toilets are clean throughout the day and have soap/paper towels/hand dryers;
ensure that social areas in the school are identified and seating provided to encourage students to
interact;
ensure that timetabling arrangements are checked to see whether they cause difficulties for particular
groups of students and teachers, for example:
 Teachers are timetabled so that they can get to their teaching areas quickly;
 At key points of movement, staff are on duty to supervise.
create a welcoming and comfortable area where parents can be received.
SECTION 11
Student behaviour outside the school gate
Teachers have a statutory power to discipline students for misbehaving outside the school premises. They may
discipline a student for:
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any misbehaviour when the child is:
 taking part in any school-organised or school-related activity
 travelling to or from school
 wearing school uniform
 in some other way identifiable as a student at the school.
misbehaviour at any time, whether or not the conditions above apply, that:
 could have repercussions for the orderly running of the school
 poses a threat to another student or member of the public
 could adversely affect the reputation of the school.
Discipline will always be carried out in accordance with the staged sanctions laid out in this policy. On occasions the
school may deem another agency more appropriate to deal with the incident or issue e.g. police.
SECTION 12
The Use of Exclusions and Detentions
We believe that external exclusions are appropriate for serious behaviour problems but that in many cases they are not
an effective deterrent for our students and that little or no learning will take place on a day when a student is at home.
Internal exclusions in our Behaviour Unit are seen by students as a worse punishment and ensure that students are
quiet and working for an extended day. We will therefore use internal exclusion for all but the most serious cases (see
the sanctions information in Appendix 1 for details). Permanent exclusion will only be used as a last resort or in the case
of a very serious incident; we will try alternative methods where possible to ensure that a student’s education
continues.
Detentions are used within our staged sanctions. Detentions in our school can be given by any member of staff and can
be given within the school day e.g. at break times, lunchtimes, or after school.
We are not required to give 24 hours notice for a detention but would always endeavour to do so by telephone where
the detention is to be held outside of school hours. We will:
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consider whether suitable travel arrangements can be made by the parent for the student if the
detention is to be held outside of school hours; inconvenience will not be a consideration.
ensure that students have a reasonable time for having their lunch and using the toilet where lunchtime
or break-times detentions are used.
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SECTION 13
Confiscation of inappropriate items
If a member of staff suspects a student has a banned item in their possession, they can instruct the student to turn out
their pockets or bag/locker and if the student refuses, the member of staff shall apply an appropriate sanction in line
with the stages already described.
Students will be searched where there are reasonable grounds for suspecting that they are in possession of a prohibited
item as set out in the table below. They can be searched on school premises or elsewhere if the member of staff has
lawful control or charge of the student e.g. on a school trip.
If the student refuses to be searched, the Principal or Vice-Principal or Faculty Director of Care & Guidance can still carry
out a search in line with the following guidelines:
1. Prohibited items are knives or weapons, alcohol, tobacco, illegal drugs, stolen items and ‘any article
that the member of staff reasonably suspects has been, or is likely to be, used to commit an offence, or
to cause personal injury to, or damage to the property of, any person’.
2. The member of staff must have reasonable ground for suspicion. For example, they might have heard
other students talking about the item or they might have noticed a student behaving in a way that
causes them to be suspicious.
3. The search should be carried out by a person of the same sex where possible and in the presence of the
student and another member of staff (preferably of the same sex where possible.)
4. The person conducting the search must not require the student to remove any clothing other than outer
clothing such as hats, shoes, boots, gloves, coats, scarves. Jumpers/sweatshirt would also be included
where the student has a t-shirt or shirt beneath it.
5. The person conducting the search may search any of the student’s possessions, including any goods
over which the student has, or appears to have, control e.g. lockers and bags.
The law protects members of staff from liability in any proceedings brought against them for any loss of, or damage to,
any item they have confiscated, provided they have acted lawfully, are compliant with the guidelines above and have
dealt with the confiscated items in line with the procedures set out below:
Items banned in the school rules
Procedure after confiscation
Mobile phones in lessons, registrations, assemblies etc.
Held until the end of the day and then returned to
the student, unless the student initially refuses to
hand it over and then parent or carer must come
to collect the phone.
Cigarettes/tobacco, lighters.
Thrown away.
IPod or headphones / energy drinks in lessons, registrations,
assemblies etc.
Held until the end of the day and then returned to
the student.
Prohibited items
Knives and other weapons.
Reported and handed to the police.
Alcohol.
Poured down a sink or returned to parents.
Controlled drugs.
Handed over to police.
Other substances not believed to be controlled drugs.
Handed over to police or disposed of.
Stolen items.
Handed to police if of high value.
Returned to the owner where of small value.
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Section 14
The use of reasonable force
We have a legal duty of care for all of our students. Where a student is creating a situation where they are threatening
the well-being of other students or staff, reasonable force may need to be used to control or restrain. It will only be
used as a final option. Staff will always try to intervene verbally before using reasonable force. Where staff fear for their
own safety and the student is not responding to a verbal request, help should be sort before intervening.
Reasonable force can be used to prevent students:
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hurting themselves or others
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causing damage to property
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causing disorder within the class or school grounds
In our school we will use reasonable force to prevent students:
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leaving the classroom or school where allowing the student to leave would risk their safety or lead to
behaviour that risks the safety of others or significantly disrupts their learning
attacking a member of staff or another student, or to stop a fight
causing damage to the school or school property
Reasonable adjustments will be made for students with SEND.
Where reasonable force has been used parents will be informed and an incident form completed.
All complaints about the use of force will be thoroughly, speedily and appropriately investigated in line with the school’s
complaints policy. The onus is on the person making the complaint to prove that their allegations are true and not the
member of staff to show they acted reasonably. Suspension is not an automatic response to a complaint being made.
OTHER RELEVANT POLICIES
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Child Protection
Anti-bullying
Attendance
REVIEWING THIS POLICY
This policy will be reviewed by the ALP Governing Body in line with the policy review cycle. Individual school’s
procedures will be reviewed by the SAG or by a nominated Governor.
Designated Governor for Behaviour:
School Lead for Behaviour:
Jenny Trapp
Principal:
Date:
Date:
23rd Sep 2014
Version
3
Author:
Jenny Trapp
Status:
Final
Circulation:
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APPENDIX 1
Sanctions Awarded
Verbal Warning
Examples may include: Being off task
 Disrupting the lesson
 Lack of equipment
 Interrupting the teacher or another student
 Inappropriate behaviour outside of lessons
Red Flag
Examples may include: Continuing with any of the above, after a verbal warning
 Persistent lack of equipment
 No homework
 Disobedience/Defiance
 Wrong Uniform
 Dropping litter
 Truancy (automatic Year Manager Detention – 1 hour)
 Smoking (automatic Year Manager Detention – 1 hour)
 Confiscation of mobile phone/MP3 player in lessons
 Confiscation of jewellery, inappropriate items of clothing
(For Lateness use L and add the number of minutes late)
Move Rooms
(Each Subject or Faculty should have a system of support from colleagues. Removal by C & G staff.)
Examples may include: Continuing with any of the above
 Persistent disruption of lesson after recorded warning
 Preventing learning of fellow students
Behaviour Unit
(Extended day, parents informed)
Examples may include: Failure to attend whole school detention
 Repeated attendance at whole school detention
 Refusal to move rooms or go to Duty Office
 Fighting
 Bullying
 Theft/handling stolen goods
 Severe or persistent defiance of staff
 Inappropriate language
 Deliberate damage to school / personal property (including graffiti)
 Illegal access to internet sites or damage to system/equipment
 Verbal abuse directed at staff (2 days following External Exclusion)
 Setting off the fire alarm
External Fixed Term Exclusion
(Always followed by time in the Behaviour Unit)
Examples may include: Severe bullying
 Severe fighting
 Unprovoked attack (possibly permanent exclusion)
 Verbal abuse directed at staff (normally 1 day and 2 in Behaviour Unit)
 Severe deliberate damage
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Racial/sexual harassment
Theft
Permanent Exclusion
(Alternatives to Permanent Exclusion may be a managed move to another school or alternative provision with EOTAS)
Examples may include: Persistent fixed term exclusions
 Possession of illicit substances, possession of equipment for use with illicit substances or being under the
influence of illicit substances
 Defiance of the Principal
 Physical Assault or threat of assault on any member of staff
 Severe Theft
 Being in possession of an offensive weapon
 An extreme assault on another student
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APPENDIX 2
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APPENDIX 3
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