Stone Soup Academy
Behaviour Policy
Behaviour Policy
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Updated by: MSW
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Contents
Stone Soup Academy .............................................................................................................................................. 1
Behaviour Policy ..................................................................................................................................................... 1
Foreword....................................................................................................................4
What does the new guidance cover? ...................................................................................4
Availability of the Behaviour Policy.....................................................................................5
1 .............................................................................................. Introduction and Principles
5
Reinforcing and Rewarding the Positive ......................................................................................................... 6
Responding to Challenging Behaviour ‘The 5 Step’ rule................................................................................. 6
2 ...................................................................................................... The Policy in Practice
7
Class Dojo System ............................................................................................ Error! Bookmark not defined.
Responding to Challenging Behaviour in Class ............................................................................................... 7
Calling for Assistance ...................................................................................................................................... 8
Recording information .................................................................................................................................... 9
Support for Students - Contact with Home .................................................................................................... 9
3 ................................................................................................... Other Behaviour Issues
9
4 ......................................................................................................... Personal Property
9
5 .............................................................................. Some Key Points to Help with Behaviour
9
6 ..................................................................................... Monitoring, evaluation and review
10
Appendix 1
...............................................................................................................11
ENSURING GOOD BEHAVIOUR IN ACADEMYS .............................................................................................. 11
Appendix 2
...............................................................................................................14
BEHAVIOUR AND DISCIPLINE IN ACADEMYS ................................................................................................ 14
Guidance for Principals and academy staff (consultation document 2011) ................................................ 14
Appendix 3
Behaviour Policy
...............................................................................................................18
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STONE SOUP ACADEMY – POSITIVE HANDLING POLICY............................................................................... 18
Appendix 4 – Physical Intervention Form ............................................................................ 24
Behaviour Policy
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Foreword
The education white paper The Importance of Teaching, published in 2010, set out the government's plans
for the future of education and included many proposals for managing behaviour. It follows that easily
accessible guidance for academies must be available to reflect changes to existing legislation and best
practice.
What does the new guidance cover?
The government has published the following five separate pieces of guidance, each of which covers different
issues related to pupil behaviour.
Ensuring good behaviour in academies - Advice for Principals, governing bodies, teachers, parents and
pupils on good behaviour in academies (29th July 2011)
Screening, searching and confiscation - Advice on academies’ powers to screen and search pupils (31st
August 2011)
Guide for heads and academy staff on behaviour and discipline - A guide for Principals and academy staff
on developing a academy behaviour policy and the powers members of staff have to discipline pupils (23rd
August 2011)
Guidance for Governing bodies on behaviour and discipline - This statutory guidance explains why
maintained academys must have a behaviour policy, what it must cover and the role of the governing body
and Principals in shaping their academy’s behaviour policy (23rd August 2011)
Use of reasonable force -This is non-statutory advice to clarify the use of force in academies for governing
bodies, Principals and academy staff (23rd August 2011)
Copies of all this advice and guidance can be found at the following web address;
http://www.education.gov.uk/academys/pupilsupport/behaviour/behaviourpolicies
However, in addition to this guidance, Use of Reasonable Force addresses allegations in a use of force
context. Use of Reasonable Force states that if a pupil complains about force used by a member of staff,
the burden of proof rests with the complainant to show that the staff member acted unreasonably. Staff
should therefore no longer be suspended on a pupil's word. The guidance warns that academies should
not automatically suspend teachers accused of using force. These points reflect the government's drive to
support teachers in enforcing discipline.
The behaviour guidance also prescribes elsewhere that academy behaviour policies should set out the
disciplinary action that will be taken against pupils who have made malicious allegations against staff.
Certain staff members, including Principals, have an existing statutory power to search pupils without
consent if they suspect pupils of having ‘prohibited items'. These currently include knives and alcohol, but
ministers intend to bring into force regulations that include mobile phones and cigarettes as ‘prohibited
items'. Appendices 1 and 2 contain the main points of the proposed changes to behaviour guidance.
Behaviour Policy
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Availability of the Behaviour Policy
This policy is available on request to pupils, the parents of pupils and prospective pupils of the academy.
While pupils may, themselves, raise concerns and complaints under this policy and procedure, the academy
will involve parents should this occur. Copies are available from the following;
The Principal
Stone Soup Academy
14 High Pavement , Nottingham, NG1 1HN.
Tel: 0115 822 1834
A copy of the academy policy is available on the academy website
1
Introduction and Principles
Stone Soup recognise that the best way of achieving positive behaviour from their students is by keeping
students busy, engaged and interested.
The Stone Soup Academy Behaviour Policy is central to our aim of creating a purposeful working atmosphere
for staff and students. It rests on the following principles:
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Positive behaviour is fundamental to successful learning, but it extends further than the workroom.
We see ‘behavioural literacy’ as a key skill that is as important as reading or writing
If we want students to behave well, we need to create a positive, caring and fair environment to
teach, model and manage the behaviours we want
Behaviour is therefore the responsibility of all delivery and non-delivery staff
Positive reinforcement – recognising and rewarding student’s good behaviours – is more effective
than sanctions and punishments
Our Behaviour Policy is therefore a positive, rewards-based system, with regular opportunities to
recognise and celebrate success
We also want to make clear which behaviours we consider unacceptable, and therefore lead to
sanctions
The policy makes a distinction between low level disruption and challenging, offensive behaviour
that we label as ‘anti-social’
Just as there are some students who will find some subjects harder than others, so there are some
students who will find learning and displaying positive behaviour more difficult
All staff who work at the Academy will need to try and understand the causes of poor behaviour as
well as respond to the behaviours themselves
Some students may exhibit persistent, challenging behaviours and do not respond to some
mainstream education systems approach to managing behaviour (e.g. exclusion, detention). Serious
behavioural issues like these will take time to resolve. We will provide support and guidance for
tutors through Continual Professional Development (CPD) and alternative provision/support as
appropriate for our students
However, all students need to learn that actions carry consequences, and they therefore have a
choice how to behave. Their choices can lead to rewards or sanctions
Regular, ongoing training is part of the Stone Soup Academy’s (SSA) responsibility to support staff and
we have a training programme which includes workroom management, working with dyslexic
students and de-escalation strategies
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We will know this policy is successful if we can demonstrate:
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An ethos of respect and tolerance for all
Positive encouragement, praise and recognition for good behaviour and effort
Support for Academy staff through CPD (e.g. Class/workroom management)
Appropriate support systems for students with emotional, social and behavioural needs (video
reflections, ‘time out’ spaces, counselling, mentoring, 1-1 tutorials, Class Dojo points and
percentages)
Rules which are clear and define the limits of acceptable and non-acceptable behaviours
A range of consequences and rewards which aim to respond to and diminish, behavioural problems
That students understand appropriate behaviours for different situations
Referrers, parents and families are confident that the SSA offers consistency, safety and structure
A positive image of SSA in the local community
Reinforcing and Rewarding the Positive
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Every member of staff should aim to praise in every session at least three times more frequently than
they reprimand
Weekly meetings and tutorials can be used to reward students who have met individual and/or group
targets or have shown themselves to have excelled or made improvements in behaviour
Class dojo points and weekly percentages highlight students who have shown positive behaviour or
achieved certificates
Tutors/Key workers use daily running records to note positive, helpful behaviour as well as
challenging behaviour
Students earn a financial incentive, based on the amount of points they accumulate,. This incentive is
based around preparing them for work, to understand that they have to ‘earn their way’ to allow
them avenues to show social care and for them to communicate with the Engagement Team through
repeat and clear communications, which prepare them for the working world.
Responding to Challenging Behaviour ‘The 5 Step’ rule
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The response to low-level disruption (verbal abuse, deliberate, persistent disruption) is controlled by
the teaching staff by using the ‘The 5 step’ rule (see below), teaching staff are responsible for the
first three steps, the later two are enacted and enforced by the engagement team and SMT.
Behaviours such as physical violence or deliberate vandalism lead to removal from SSA for the day,
attending a re-integration meeting with the parent/carer, referrer and either one of the Engagement
Team or the Principal
In exceptional circumstances, although very rare, exclusion from a programme will be considered
All incidents involving situations where a student, tutor or member of the public has been at risk of
harm should be noted on an Incident Report Form and referred to in running records. This matter
should also be brought to the attention of the Principal who will decide if the matter requires
reporting to the Governing Body.
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2
The Policy in Practice
Two Ways of Rewarding Good Behaviour in Sessions
1. Descriptive Praise (All students)
Saying ‘thank you for [picking up your rubbish] it [helps to keep the class tidy]’ and ‘well done for
[the task] it [positive description]’ keeps the focus on what the positive behaviour is, why it’s positive
and re-inforces expectations, building the students’ self esteem. Using the list of refrains for positive
praise that is in the shared drive, attached to lesson outlines and plans, will allow staff to have a
uniform response across the building as well as offering individual praise where merited.
2. Reward Points
*Reward points are awarded specifically to students for being polite, excellent work, hard work,
being helpful, helping others, being on task, being on time, participating fully, being persistent,
demonstrating team work and tidying the school.
Students are given up to 6 reward points in each lesson and 10 points for being at school before
9.15am. Additional points can be given for exemplary work or behaviour that occurs outside of
lessons.
The points are tallied up daily and if there are no warnings earned by the student they are inline for a
financial incentive for the day. The financial incentive is dictated by the amount of points a student
earns. Over 20 points earns £3, over 25 earns £4, over 30 earns £5.
The financial incentive is stored with the school in order for the student to accumulate an amount
that allows them a measure of independence later on, such as being able to pay for driving lessons,
earning rent for later life and other such instances.
The points that the students earn are also tallied to encourage best behaviour to access enrichment
activities at the end of term.
Class Dojo Comments
All positive behaviour that is worth commenting on should be written down in the Class Dojo comments
section which is accessible online and access is provided to all teaching and delivery staff.
Responding to Challenging Behaviour in Class (5 step rule)
The sanctions system is a series of steps. At each step, remind the students that they have a choice. It is also
the delivery staff’s decision to know when to implement this formal system:
A Reminder - Remind the student of the Code of Conduct or Behaviour Code, (depending on the programme)
and that they have a choice to be in the school and abide by rules and that their current behaviour is not
conforming to that agreement.
Negative points - The Class Dojo negative points should be given, to give an audible deterrent and remind
them of the wider impact the behaviour has as it will effect the students chances of earning and potential
trip / activity participation.
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A Warning - If the reminder and negative points do not work, remove the student from the session through
the use of the engagement team. They are sent a warning notice from the tutor and will come to analyse the
situation and remove the student in a safe and clear method. One out of the class the engagement team
manager will ask the student to analyse the effect of their actions (e.g. what do you think will happen if you
do knock him out?”)
Isolation - If the reminder and warnings don’t work, tell the student s/he is being sent to an internal
‘Isolation’ facility under supervision. If parents can be contacted then on occasions the student (with
agreement by all parties) may be sent home for the session/day, and they will be back in tomorrow. It is
important that the student is aware it is not an insurmountable negative but they need to think about their
actions and reflect on whether they can curb their actions in order to reengage with their education goals .
It is always useful to offer some discussion time outside of the session with a student who is displaying
challenging behaviour; however if staff are alone with a student and if a colleague is not available to attend
the discussion, tutors must remain visible to other staff or CCTV cameras.
Calling for Assistance
If the student is still being disruptive, or if s/he is very abusive and there is a high possibility that the student,
tutor or others may be harmed, an Engagement Team member or other colleague should be called to assist.
(N.B. This policy should be read in line with Positive Handling Policy – see Appendix 3 at the end of this
document and the Physical Intervention Form (if necessary) – See Appendix 4))
The decision to return the student to the same session should be carefully considered between the tutor and
the Engagement Team. It is the student’s responsibility to be in class, learning, and it is the delivery staff’s
responsibility to assist them to achieve this. If staff are aware that a student is causing serious disruption
which is interfering with the work of other students, preventing the session from taking place or is behaving
in a way which is likely to lead to a major confrontation, then the standard practice is to remove them from
the teaching/activity area. Staff should not send a student out of the room to wander around the building.
The Engagement Team should be made aware and track the student on camera and inform the relevant
stakeholders if a student leaves site.
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Recording information
If staff witness any negative or challenging behaviour which needs comment, it should be written down,
giving the student’s name and a brief description of the behaviour in an incident report form. For more
serious incidents, an incident report should be completed at the earliest possible time, using notes and
discussion with staff involved. All information and recordings should be passed to the Engagement Team.
The outcome of the incident will be fedback to tutors through team briefings.
Support for Students - Contact with Home
Where tutors are concerned about behaviour, the Principal, Engagement Team Manager may schedule a
meeting with the parent/guardian.
Working in partnership with home is our most effective way of monitoring behaviour. Most parents are
supportive and understand we are acting in the student’s best interest. However, we also recognise the need
for sensitivity in these conversations as some home situations may be particularly difficult at times.
Therefore, we discourage individual members of staff from calling home directly, and contact with home
should not be made without first speaking with the Principal or Engagement Team Manager. No phone calls
should be made using personal phones.
3
Other Behaviour Issues
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Lateness - This is covered by the Attendance policy
Smoking - This is covered by the Smoke free policy and the Code of Conduct
Graffiti - Students found writing graffiti will be asked to remove it
Litter - Staff should use every opportunity to reinforce to students the unacceptability of litter
around the centres and when using the company vehicles. Any student caught dropping litter or
eating outside designated areas will be asked to pick it up and be reminded of the Code of Conduct. If
the behaviour persists, staff should refer to the consequence system (e.g. ‘3 strikes’)
Personal Property
Expensive items e.g. MP3 players or hand-held computer games are not to be brought to the site. Students
who ignore this rule are fully responsible for any loss or damage to their property.
All students must hand in their mobile phones once they enter the Stone Soup Academy for safe keeping in
their lockers. Students are not allowed to have their phones with them during the school day, on site, failure
to hand in their phone will result in weekly earnings to be wiped.
5
Some Key Points to Help with Behaviour
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When faced with misbehaviour, try not to take it personally
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Understanding that students need to learn appropriate behaviours means accepting they will not
all behave well all of the time
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A key skill is separating the behaviour from the person
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Avoid confrontation. Young people will often try to draw you into confrontation, particularly if this
is the kind of behaviour they are used to
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Avoid sarcasm
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Once a punishment has been completed, it’s important not to keep referring back to it. Our basic
message is, if you don’t get it right today, there is always another chance tomorrow
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Students will expect you to use the system and respond to consistency, so please make sure you
do use it, for both positive and challenging behaviours
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Ask for help and support whenever you feel you need it
Monitoring, evaluation and review
The governing body will review this policy at least every two years and whenever there is a change in
legislation or guidance, and assess its implementation and effectiveness.
The policy will be promoted and implemented throughout the academy.
Adopted by the governing body: ..............................................................
Principal: ..............................................................
Review Date: ..............................................................
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Appendix 1
ENSURING GOOD BEHAVIOUR IN ACADEMYS
A DfE summary for Principals, governing bodies, teachers, parents and pupils
Introduction
The role of the government is to give academy’s the powers they need to provide a safe and
structured environment in which teachers can teach and children can learn.
The government expects the following
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All pupils to show respect and courtesy towards teachers and other staff, and towards each
other
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Parents to encourage their children to show that respect, and to support the academy’s
authority to discipline its pupils
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Principals to help to create that culture of respect by supporting their staff's authority to
discipline pupils and ensuring that this happens consistently across the academy
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Governing bodies and Principals to deal with allegations against teachers and other academy
staff quickly, fairly and consistently in a way that protects the pupil and at the same time
supports the person who is the subject of the allegation
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That every teacher will be good at managing and improving children’s behaviour
This document summarises the legal powers and duties that govern behaviour and attendance in
academy and explains how they apply to teachers, governing bodies, pupils and parents.
The behaviour policy
Every academy must have a behaviour policy. The Governing Body is responsible for setting general
principles that inform the behaviour policy. The Governing body must consult the Principal,
academy staff, parents and pupils when developing these principles.
Principals are responsible for developing the behaviour policy in the context of this framework.
They must decide the standard of behaviour expected of pupils at the academy and how that
standard will be achieved, the academy rules, any disciplinary penalties for breaking the rules and
rewards for good behaviour. The behaviour policy must include measures to prevent all forms of
bullying among pupils. Principals must publicise the academy behaviour policy, in writing, to staff,
parents and pupils at least once a year.
Powers to discipline
Teachers, teaching assistants and other paid staff with responsibility for pupils have the power to
discipline pupils whose behaviour is unacceptable, who break the academy rules or who fail to
follow a reasonable instruction.
Their power to discipline applies to pupil behaviour in academy and outside academy, in certain
circumstances.
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Punishment
Teachers, teaching assistants and other paid staff with responsibility for pupils can impose any
reasonable disciplinary penalty in response to poor behaviour. Reasonable penalties can include:
confiscation, retention or disposal of a pupil’s property; and detention. Principals can also decide to
suspend or permanently exclude a pupil.
Searching pupils
Academy staff can search pupils with their consent for any item that is banned by the academy
rules.
Principals and staff authorised by the Principal have the power to search pupils or their
possessions, without consent, where they suspect the pupil has weapons, alcohol, illegal drugs or
stolen items.
Use of reasonable force
All academy staff members have the power to use reasonable force to prevent pupils committing
an offence, injuring themselves or others, or damaging property, and to maintain good order and
discipline in the classroom.
Allegations of abuse against staff
Allegations of abuse must be taken seriously, but academys should ensure they deal with allegations
quickly in a fair and consistent way that provides effective protection for the child and supports the
person who is the subject of the allegation. Every effort must be made to maintain confidentiality
and guard against unwanted publicity while an allegation is being investigated. Suspension must not
be used as an automatic response when an allegation has been reported.
The academy’s behaviour policy should set out the disciplinary action that will be taken against
pupils who are found to have made malicious accusations against academy staff.
Exclusion
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The Principal decides whether to exclude a pupil, for a fixed term or permanently, taking into
account all the circumstances, the evidence available and the need to balance the interests of
the pupil against those of the whole academy community.
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Depending on the type of exclusion, in most cases parents have the right to make
representations to the Governing Body (or discipline committee). In all cases of permanent
exclusion, parents have the additional right to appeal to an independent appeal panel.
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Academies are under a duty to provide suitable full-time education for the excluded pupil from
the sixth academy day of any fixed period exclusion of more than five consecutive academy
days.
Parents
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Academies are required to have, and to ask parents to sign, a Home Academy Agreement that
outlines the responsibilities of the parent and the academy, including those around behaviour
and attendance.
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Parents are under a legal duty to ensure that their child (aged 5-16) receives a suitable full-time
education, either at a academy or by making other suitable arrangements.
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Where a child is not a registered pupil and other suitable arrangements are not made, the
parent may receive a academy attendance order from the local authority requiring them to
register their child at a academy.
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For academy registered pupils, parents must ensure that their child attends punctually and
regularly. If they do not, the academy or local authority may ask them to sign a parenting
contract or may issue a £50 penalty. The local authority may also prosecute a parent who fails
to ensure their child’s regular academy attendance or apply to the courts for an education
supervision order in respect of the pupil them self.
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Parents have a clear role in making sure their child is well-behaved at academy. If they do not,
the academy or local authority may ask them to sign a parenting contract or may apply for a
court imposed parenting order.
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Parents must take responsibility for their child, if excluded, and ensure that they are not in a
public place without good reason during academy hours within the first five academy days of
any exclusion. If they do not, the academy or local authority may issue a £50 penalty.
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Parents must also ensure that their child attends the suitable full-time education provided by
the local authority from the sixth day of exclusion.
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Appendix 2
BEHAVIOUR AND DISCIPLINE IN ACADEMYS
Guidance for Principals and academy staff
(consultation document 2011)
About this guidance
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This guidance is from the Department for Education. It provides advice for Principals and
academy staff on developing the academy behaviour policy and explains the powers members
of staff have to discipline pupils.
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We use the term ‘must’ when the person in question is legally required to do something and
‘should’ when advice is being offered.
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The purpose of the document is to provide an overview of the powers and duties for academy
staff so that they can develop their own best practice for managing behaviour in their academy.
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This guidance replaces the ‘Academy discipline and pupil behaviour policies – guidance for
academies’.
The academy behaviour policy
The law says the following
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The Principal must set out measures in the behaviour policy which aim to do the following
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promote good behaviour, self-discipline and respect
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prevent bullying
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ensure that pupils complete assigned work
regulate the conduct of pupils1
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When deciding what these measures should be, the Principal must take account of the
governing body’s statement of behaviour principles. The Principal must also take account of any
guidance or notification provided by the governing body, including in relation to screening and
searching pupils, the power to use reasonable force, the power to discipline beyond the
academy gate and pastoral care for academy staff
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The Principal must decide the standard of behaviour expected of pupils at the academy. They
must also determine the academy rules and any disciplinary penalties for breaking the rules
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Teachers’ powers to discipline include the power to discipline pupils even when they are not at
academy or in the charge of a member of staff
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The Principal must publicise the academy behaviour policy, in writing, to staff, parents and
pupils at least once a year
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The standard of behaviour expected of all pupils must be included in the academy’s
home-academy agreement,2 which parents must be asked to sign following their child’s
admission to a academy. Further advice on home-academy agreements is available
1
Section 89(1) (a-e) of the Education and Inspections Act 2006
Sections 110 and 111 of the School Standards and Framework Act 1998
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Developing the behaviour policy
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It is vital that the behaviour policy is clear, that it is well understood by staff, parents and pupils,
and that it is consistently applied. In developing the behaviour policies, the Principal should
reflect on the following ten key aspects of academy practice that, when effective, contribute to
improving the quality of pupil behaviour3
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a consistent approach to behaviour management
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strong academy leadership
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classroom management
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rewards and sanctions
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behaviour strategies and the teaching of good behaviour
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staff development and support
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pupil support systems
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liaison with parents and other agencies
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managing pupil transition
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organisation and facilities.
The academy’s behaviour policy should set out the disciplinary action that will be taken against
pupils who are found to have made malicious accusations against academy staff
Discipline in academies: Teachers’ powers
Key points

Teachers have statutory authority to discipline pupils whose behaviour is unacceptable, who
break the academy rules or who fail to follow a reasonable instruction (Section 91 of the
Education and Inspections Act 2006).
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The power also applies to all paid staff (unless the Principal says otherwise) with responsibility
for pupils, such as teaching assistants.
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Teachers can discipline pupils at any time the pupil is in academy or elsewhere under the charge
of a teacher, including on academy visits.
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Teachers can also discipline pupils for misbehaviour outside academy.
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Teachers have a specific legal power to impose detention outside academy hours.
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Teachers can confiscate pupils’ property.
Punishing poor behaviour
The law allows the following

Teachers can discipline pupils whose conduct falls below the standard which could reasonably
be expected of them. This means that if a pupil misbehaves, breaks a academy rule or fails to
follow a reasonable instruction the teacher can impose a punishment on that pupil

To be lawful, the punishment (including detentions) must satisfy the following three conditions
Learning Behavior – the Report of the Practitioners’ Group on School Behaviour and Discipline (2005)
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the decision to punish a pupil must be made by a paid member of academy staff or a
member of staff authorised by the Principal

the decision to punish the pupil and the punishment itself must be made on the
academy premises or while the pupil is under the charge of the member of staff

it must not breach any other legislation (for example in respect of disability, special
educational needs, race and other equalities and human rights) and it must be
reasonable in all the circumstances

A punishment must be reasonable. In determining whether a punishment is reasonable, Section
91 of the Education and Inspections Act 2006 says the penalty must be proportionate in the
circumstances, and that account must be taken of the pupil’s age, any special educational needs
or disability they may have, and any religious requirements affecting them

The Principal may limit the power to apply particular punishments to certain staff and/or
extend the power to discipline to adult volunteers, for example to parents who have
volunteered to help on a academy trip

Corporal punishment is illegal in all circumstances

Academies should consider whether the behaviour under review gives cause to suspect that a
child is suffering, or is likely to suffer, significant harm. Where this may be the case, academy
staff should follow the academys’ safeguarding policy
Pupils’ conduct outside the academy gates: Teachers’ powers
The law allows the following

Teachers have a statutory power to discipline pupils for misbehaving outside of the academy
premises. Section 89(5) of the Education and Inspections Act 2006 gives Principals a specific
statutory power to regulate pupils’ behaviour in these circumstances ‘to such extent as is
reasonable’

The academy’s behaviour policy should set out what the academy will do in response to all
non-criminal bad behaviour and bullying, which occurs anywhere off the academy premises and
which is witnessed by a staff member or reported to the academy, including the punishments
that will be imposed on pupils

Subject to the academy’s behaviour policy, the teacher may discipline a pupil for the following

any misbehaviour when the child is doing any one of the following
o taking part in any academy organised or academy related activity
o travelling to or from academy
o wearing academy uniform
o in some other way identifiable as a pupil at the academy

or misbehaviour at any time, whether or not the conditions above apply, that is as
follows
o could have repercussions for the orderly running of the academy
o poses a threat to another pupil or member of the public
o could adversely affect the reputation of the academy
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Detention
The law allows the following

Teachers have a legal power to put pupils (aged under 18) in detention

Academies must make clear to pupils and parents that they use detention (including detention
outside of academy hours) as a sanction. Where detention is outside academy hours, they must
give parents 24 hours of notice, in writing.4 They do not have to give 24 hours’ notice for a
lunchtime detention

The times outside normal academy hours when detention can be given (the ‘permitted day of
detention’) include the following


any academy day where the pupil does not have permission to be absent

weekends - except the weekend preceding or following the half-term break

non-teaching days – usually referred to as ‘training days’, ‘INSET days’ or ‘non-contact
days’
The Principal can decide which members of staff can put pupils in detention. For example, they
can limit the power to heads of year or heads of department, only or they can decide that all
members of staff, including support staff, can impose detentions
Matters academys should consider when imposing detentions

Parental consent is not required for detentions.

The academy 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.

With lunchtime detentions, academies should allow reasonable time for the pupil to eat, drink
and use the toilet.
Confiscation of inappropriate items
The law allows the following

The following are the two sets of legal provisions that enable academy staff to confiscate items
from pupils

the general power to discipline (as described in the bullets above) enables a member of
staff to confiscate, retain or dispose of a pupil’s property as a punishment and protects
them from liability for damage to, or loss of, any confiscated items. The legislation does
not describe what must be done with the confiscated item and the academy behaviour
policy may set this out

power to search without consent for weapons, knives, alcohol, illegal drugs and stolen
items (‘prohibited items’)5. The legislation sets out what must be done with prohibited
4
A clause in the education bill currently before parliament proposes to remove the requirement in England to
give parents 24 hours notice of a detention. If parliament approves the change, we will update this guidance
accordingly
5 The government announced their intention to make regulations to add pornography, fireworks, cigarettes and
other tobacco products to the list of prohibited items.
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items found as a result of a search and this is described in more detail in separate
guidance in ‘Screening, Searching and Confiscation – guidance for academy leaders, staff
and governing bodies’.

Weapons and knives must always be handed over to the police; otherwise, it is for the teacher
to decide when and if to return a confiscated item

More detailed advice on confiscation is provided in ‘Screening, Searching and Confiscation –
guidance for academy leaders, staff and governing bodies’
Power to use reasonable force

The legal provisions on academy discipline also provide members of staff with the power to use
reasonable force to prevent pupils committing an offence, injuring themselves or others, or
damaging property, and to maintain good order and discipline in the classroom. Separate advice
is available in ‘Use of Reasonable Force – guidance for academy leaders, staff and governing
bodies’.
Appendix 3
STONE SOUP ACADEMY – POSITIVE HANDLING POLICY
1.0 Introduction
1.0
This policy is based upon Govt. Advice above on Use of Force – See Appendices 1 and 2)
1.1
Stone Soup recognises that there is a need, reflected in common law, to intervene when there is an
obvious risk to safety to its students, staff and property.
1.2
Stone Soup is committed to ensuring that all staff and adults with responsibility for young people’s
safety and welfare will deal professionally with all incidents involving aggressive or reckless
behaviour, and only use positive handling as a last resort in line with DfES and Stone Soup behaviour
guidelines. If used at all, it will be in the context of a respectful, supportive relationship with the
students. We will always aim to ensure minimal risk of injury to students and staff.
1.3
This policy must be read and implemented in conjunction with the academys Behaviour Policy (see
above main policy) and approach to behaviour management, together with student’s individual
learning plans.
1.4
The Education Act 1996 (Section 550A) states that it is lawful for teachers and other authorized staff
to use reasonable force to prevent a student from committing an offence, causing injury or damage
or disrupting the good order and discipline of the academy. Tutors at Stone Soup are not
contractually obliged to carry out restraint procedures and they are not contractually obliged to
undertake training in any restraint procedures. However, the Principal, Senior Managers and
Engagement Team Manager at Stone Soup are trained in appropriate techniques. This policy applies
to all staff who are authorized to use positive handling (see Section 7)
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1.5
All staff authorized to positively handle students and young people must be aware that they MUST
NOT:





Use corporal punishment
Use pain to gain compliance
Deprive the person of food or drink
Require the person to wear inappropriate clothes
Humiliate/degrade the child or young person
2.0
Our approach to best practice
2.0
The best practice regarding positive handling outlined below should be considered alongside other
relevant policies in Stone Soup, specifically those policies involving behaviour, anti-bullying, child
protection and health and safety.
2.1
In line with Education Act 1996 (Section 550A) in the following situations, staff must judge whether or
not positive handling would be reasonable or appropriate:




Risk to the safety of staff, students or visitors, or
Where there is a risk of serious damage to property, or
Where a student’s behaviour is seriously prejudicial to good order and discipline, or
Where a student is committing a criminal offence
This judgement will take into account the circumstances of the incident. All staff should be aware
that the use of positive handling in response to a clear or developing danger of injury will always be
used to manage behaviour positively to prevent a deterioration of the situation
2.2
Staff will view positive handling of students as a last resort for the purposes of maintaining a safe
environment. If students are behaving disruptively or anti-socially, every strategy to de-escalate the
situation will be used to manage behaviour positively to prevent a deterioration of the situation.
2.3
Staff will understand the importance of listening to and respecting young people to create an
environment that is calm and supportive, especially when dealing with students who may have
emotional and behavioural needs, which may increase their aggression.
2.4
All staff will understand the importance of responding to the feelings of the young person, which lie
beneath the behaviour as well as to the behaviour itself.
3.0
Practice regarding specific incidents:
3.0
All policies and practice regarding the supervision of students at Stone Soup will be appropriate to
the identified needs and behaviours of the students, this combined with Stone Soup’s approach to
behaviour should minimize the likelihood of requiring positive handling to an absolute minimum
3.2
The physical action taken will take into consideration the age and competence of the
young person and will be the least detrimental alternative
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3.1
Staff intervening with young people will seek assistance from other members of staff as early as
possible, since single-handed intervention increases the risk of injury to both parties and does not
provide a witness.
3.2
A member of staff recognizing that a situation is escalating to a point demanding positive handling
yet feeling unable to carry this out must, as part of their duty of care, clearly tell the student(s) to
stop the behaviour and seek help by any means available, also be clear about strategies to deescalate the situation.
3.3
Staff who become aware that another member of staff is intervening physically with a student will
have a responsibility to provide a presence and to offer support and assistance should this be
required.
3.4
Where possible, staff who have not been involved in the initial confrontation leading up to an
incident may be in a better position to intervene or restrain the student if this proves necessary
3.5
A student’s behaviour may be adversely affected by the presence of an audience. Wherever
possible, the audience will be removed, or if this is not possible, the student and member(s) of staff
will withdraw to a quiet but not completely private, place (eg two members of staff should be
present or a door left open so that others are aware of the situation.
3.6
Staff will be aware of the need to tell the student being restrained, in a calm and gentle manner, that
the reason for the intervention is to keep the student and others safe. Staff will explain that as soon
as the student calms down, she/he will be released.
3.7
The force used will be commensurate with the risk presented.
3.8
All staff are aware that we operate a back-up system to enable staff to call for help in emergencies
(eg a member of staff will contact the Engagement Team Manager or Principal either by telephone
or by sending a student).
4.0
Positive Handling
4.0
Examples of situations where positive handling may be appropriate include:




4.1
Student attacks member of staff or another student
Students are fighting
Students are engaging in, or on the verge of, committing deliberate damage or vandalism to
property
Student is causing, or at risk of causing injury or damage by accident, by rough play, or by misuse
of dangerous materials or objects
The following approaches are regarded as reasonable in appropriate circumstances:

Holding for security and to reduce anxiety where there is potential risk, even if the student is not
yet out of control. This is best used when the student is anxious or confused. Its purpose is to
defuse or prevent escalation. Staff should take care that their actions should in no way be
capable of being interpreted by the student as aggression
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



Physically interposing between students
Blocking a student’s path
Pushing if restricted to situations where reasonable force is used to resist a student’s movement,
rather than a forceful push that might cause the student to fall over
Escorting a student by the hand or arm
5.0
Holds to be avoided
5.0
The following holds should NOT be used:

6.0
Holding a student around the neck, or by the collar, or in any other way that might restrict a
student’s ability to breathe
 Slapping, punching or kicking a student
 Twisting or forcing limbs against a joint
 Tripping a student
 Holding a student by the hair or ear
 Holding a student face down on the ground
Recording an incident
6.0
All incidents that result in non-routine interventions will be recorded in detail in an incident report –
Please see Appendix 4 below).
6.1
Contemporaneous record (i.e. written within twenty four hours of the incident’s occurrence) will be
made by the staff member involved in the incident.
6.2
Similarly, contemporaneous notes will also be made by any other members of Staff involved (ie as
witnesses or additional providers of support).
6.3
The record will contain the following information:

















The name(s) and the job title(s) of the member(s) of staff who used reasonable force
The name(s) of the student(s) involved
When and where the incident took place
Names of staff and students who witnessed the incident
The reason that force was necessary
Behaviour of the student which led up to the incident
Any attempts to resolve and de-escalate the situation
The degree of force used
How it was applied
How long it was used for
The student’s response and the eventual outcome
Details of any injuries suffered by either staff or students (if able, photograph)
Details of any damage to property (if able, photograph damage)
Details of any medical treatment required (the accident book will be completed, where medical
treatment is needed)
Details of follow-up, including contact with the parents/carers of the student(s) involved
Details of follow up involvement of other agencies - police, Social Services
Post incident discussion with young person
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6.4
Student witnesses may also be asked to provide a written account if appropriate
6.5
Copy of this entry will be kept on the student’s file and retained
6.6
Stone Soup will report any injuries to students or staff in accordance with RIDDOR (HSE Regulations
1995)
6.7
Students who are identified as likely to require positive handling as part of their Behaviour
management will require an Individual Behaviour Plan alongside their Individual Education Plan. This
is drawn up in response to the risk posed by the student’s behaviour and is shared with all staff,
parents/carers and the student if appropriate.
7.0
Debriefing Arrangements
7.0
The student and the member of staff will be checked for any sign of injury after an incident. First aid
will be administered to anyone who requires it, or medical treatment obtained.
7.1
The student will be given time to become calm while staff continue to supervise Him/her. When the
student regains complete composure, a senior member of staff (or her/his nominee) will discuss the
incident with the student and try to ascertain the reason for its occurrence. The student will be
given the opportunity to explain things from her/his point of view. All necessary steps will be taken
to re-establish the relationship between the student and the member(s) of staff involved in the
incident.
In cases where it is not possible to speak to the student on the same day as the Incident occurred,
the debrief will take place as soon as possible after the student returns to Stone Soup
7.2
All members of staff involved will be allowed a period of debrief and recovery from the incident.
This may involve access to external support. A senior member of staff (or her/his nominee) will
provide support to the member(s) of staff involved.
7.3
The Principal will be informed at the earliest possible opportunity of any incidents where positive
handling was used. The Principal (or her/his nominee) will initiate the recording process if not
already underway. (See 6.0) and review each incident to ensure that any necessary lessons are
learned.
7.4
See paragraph 10.1 about informing parents.
8.0
Training Needs of Staff
8.0
In cases where it is known that a student will require positive handling on occasions, Stone Soup will
ensure that appropriate training is provided. Staff involved will identify their training needs in this
area.
8.1
Where Stone Soup anticipates that positive handling may be required on occasions, Stone Soup will
review approach and techniques with its consultant/trainer
8.2
Staff trained in positive handling techniques need to update their training on a yearly basis and
ensure that their training record is kept up to date.
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9.0
Authorisation of staff to use positive handling
9.0
We recognize that positive handling will be seldom used and it is a last resort to maintaining a safe
environment
9.1
All teaching staff are, by the nature of their roles, authorized to use positive handling as appropriate.
Support staff will require specific authorization, either temporarily or permanently. The Principal
can only give this authorization. Authorised staff will be notified formally. A pro forma for
authorizing staff is in Appendix 3.
9.2
Best practice will be monitored. Frequent sessions to practice the use of techniques, as well as to
disseminate any revised information will be included as part of the Stone Soup’s normal schedule or
pastoral meetings.
9.3
These meetings will be open to all staff, including non-teaching staff, who have been authorized to
use positive handling techniques
9.4
In the event of a complaint being received by Stone Soup in relation to the use of physical force by
staff, the matter will be investigated in accordance with Stone Soup’s complaints procedure.
10.0
Arrangements for Informing Parents
10.1
Parents will be informed of Stone Soup’s policy regarding positive handling in the following ways:

At the outset of the introduction of this policy, all parents/carers will be sent a letter outlining its
introduction with information about obtaining a copy for their own information

Thereafter, a section about the Stone Soup’s legal obligations to maintain a safe environment
and the possible use of positive handling (as a very last resort) with students will be included in
Stone Soup’s brochure

All parents will be informed after a non-planned incident where positive handling is used with a
young person
This section represents Best Practice. Stone Soup will need to include the relevant portions of
the section, which fit their own practice
The Governing Body of Stone Soup Academy will be informed of the number of incidents where positive
handling has been used, on an annual basis
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Incident No:-
Appendix 4 – Physical Intervention Form
FOSTERING AGENCY
PHYSICAL INTERVENTION INCIDENT REPORT
PART 1
Child’s Name:-
D.O.B:-
Day of Incident:-
Date
of
Incident:-
Age:Time
Incident:-
of
Location:Adult(s) involved:Adult(s) observing:-
Details of Behaviours leading up to Physical Intervention
Verbal conflict with peer
Physical attack on peer
Verbal conflict with adult
Physical attack on adult
Not stopping behaviour on repeated request
Child placing self at risk of harm
Child placing other child at risk of harm
Child placing adult at risk of harm
Attempt to abscond/absent
Other, please specify (full details to be included in main body of report):-
Actions Adults took prior to Intervention:- Where you have used more than one technique number the boxes in
the order of the techniques you use
Request to Stop Behaviour (Boundary Setting)
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Redirection/Diversion
Directing/Directive Statement
Acceptance/Interpretation
Humour
Offering Time Out
Consequences or Punishment
Past Strengths/Appeal
Removal of Person/Audience
Prompting/Signaling
Proximity/Touch Control
Planned Ignoring
Rights and Responsibilities talk
Other, please specify:-
Reason for Intervention:-
Duration of Intervention:-
Harm to self
Less than 30 seconds
Harm to others
30 seconds to 1 minute
Destruction of property
Between 1 and 2 minutes
Removal of person from trigger
Between 2 and 5 minutes
Prevention of good order in
Between 5 and 10 minutes
the classroom
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Longer than 10 minutes
Please specify
Intention to absent
Technique used:- Where you have used more than one technique number the boxes in the order of the techniques you use
Phase 1
Small Person Shepherd
Embrace
Adapted Embrace
Side Hug
Cross Arm Hold
Seated Cross Arm Hold
(Lower Basket)
(specify on floor or bench/seat)
Figure of Four
Cupped Fist
Standing Double Embrace
Safe Location to the Knees
Straight Arm
Leg Support used
Seated Cupped Fist
Scoop from Front
ERT Used (see additional report)
Phase 2
Was the technique effective? (Please circle)
YES
NO
Resolution reached:-
Child account taken
Medical attention provided
Body Map completed
Life space interview/debrief
Amend behaviour support strategies
Risk assessments review
Social Worker informed
CP Coordinator informed
Ofsted notified
Therapy Team consulted
Consultation with PMCB Trainer
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Incident No:-
PART 2
Details of Incident
Events leading up to the Physical Intervention (antecedents/trigger)

Give clear description of the events/behaviour leading up to the restraint. (activity/lesson)

Give outline of de-escalation strategies used (identified on behaviour support plan/risk assessment).

Identify any possible triggers which may have sparked a reaction. Consider the events occurring immediately prior
to the event.
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Details of Intervention (to include):-

Details of “Approved Holds” that were used.

Length of time each technique was used, outline any difficulties encountered and action taken to resolve this.
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Is there a need to consult with a PRICE Trainer?
YES
NO
Do the risk assessment/behaviour support strategies need to be amended?
YES
NO
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Incident No:PART 3
Outcome and Actions



Details of how the incident ended.
How resolution was reached.
Details of discussion with child/life space interview.
Has child account been completed? (Please circle)
YES
NO
If “no”, state why
Further Action to be Taken
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Date Actions
Person Responsible
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Risk Assessment amended
Behaviour Support Strategies amended
Refer to Supervising Social Worker for Child Protection
Ofsted notification
Refer to Therapy Team for immediate consultation
Consultation with Management Team
Consultation with PRICE Trainer
Other:-
Supervising Social Worker Comments:-
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Does practice recorded meet with organisational policy/guidelines? (Please circle)
If “no” why not, what action to be taken?
YES
NO
Does practice recorded support child’s current Care/Education Plan? (Please circle)
YES
NO
Does practice recorded support child’s Behaviour Support Strategies/Risk Assessment? (Please YES
circle)
If “no” why not, what action to be taken?
NO
If “no” why not, what action to be taken?
Signed by Supervising Social Worker:Date:Comments/Actions:-
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Signed by Registered Manager/Head of
Department:Date:-
Cross Referencing
Log No.
Date Completed
Person Responsible
Day Notes
Accident Book
Body Map
Abscond Log
Complaints Log
Sanctions Log
Child Protection Log
Date Completed
Copies Sent To
Person Responsible
Social Worker
Supervising Social Worker
Therapist(s)
Academy/House
Parent/Guardian (if appropriate)
Names of all adults involved (print name):-
Signature:-
Date:-
……………………………………………………….
………………..……………..…………
………….…………………
……………………………………………………….
………………………..………………..
…………………………….
……………………………………………………….
………………………..………………..
…………………………….
Signed by:Supervising
Worker
Social Signed:- ……………………………………………...
Date:-
Name:- ……………………………………………...
Registered Manager/
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Incident No:Head of Department
Signed:- ……………………………………………...
Date:-
Name:- ……………………………………………...
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