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Behaviour Policy & Disciplinary Statement

 

1. Aims

This policy aims to:

  • Develop in pupils good habits of character, namely prudence, fortitude, justice and temperance (1 ), supporting growth from poor self-regulation to greater openness to moral development
  • Provide a consistent approach to behaviour management
  • Enable proportionate escalation and de-escalation of issues
  • Establish and underwrite the authority of the teacher in and out of the classroom as assertive, but co-operative
  • Define what we consider to be unacceptable behaviour, including bullying
  • Outline how pupils are expected to behave
  • Summarise the roles and responsibilities of different people in the school community with regards to behaviour management
  • Outline our system of rewards and sanctions

(1) N.B. Refer to Appendix 2 to understand how pupils shift from poor self-regulation to increased amenability to moral development – the essential task of this policy and its attendant procedures.

2. Legislation and statutory requirements

This policy is based on advice from the Department for Education (DfE) on:

Behaviour and discipline in schools

  Searching, screening and confiscation at school

The Equality Act 2010

Use of reasonable force in schools

  Supporting pupils with medical conditions at school

It is also based on the special educational needs and disability (SEND) code of practice.

In addition, this policy is based on:

  - Schedule 1 of the  Education (Independent School Standards) Regulations 2014; 
     paragraph 7 outlines a school’s duty to safeguard and promote the welfare of children,
     paragraph 9 requires the school to have a written behaviour policy and paragraph 10
     requires the school to have an anti-bullying strategy.

   - DfE guidance explaining that academies should publish their behaviour policy and anti-
      bullying strategy online.

- This policy complies with our funding agreement and articles of association.

3. Disciplinary Framework and Scheme of Escalation

We may withdraw pupils from class and relocate in response to persistently disruptive, or destructive and dangerous behaviours.

Teachers making Urgent Referrals during lesson time must complete and distribute an Urgent Referral Form, issued by Reception, to their Line Manager and the Senior Master for Discipline.

4. Bullying and peer on peer abuse

Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power.

Bullying is, therefore:

  •  Deliberately hurtful
  •  Repeated, often over a period of time
  •  Difficult to defend against

Bullying can include:

 

  • The School has a separate policy and clear strategy for preventing, identifying and
  • appropriately managing peer on peer abuse.
  • Peer on peer abuse is any form of physical, sexual, emotional and financial abuse, and coercive control, exercised between children and within children’s relationships (both intimate and non-intimate). Peer on peer abuse can take various forms including: serious bullying, (including cyber bullying), relationship abuse, domestic violence, child sexual exploitation, youth and serious youth violence, harmful sexual behaviour, and/or gender-based violence
  • Pupils, parents and staff can report incidents of bullying and/or peer on peer abuse to the Housemaster, or DSL
  • The Housemaster will investigate all allegations along the following lines:

         - Listening to victim’s account (to establish who, what, where, when, how etc.)

         - Statement taken from victims and witnesses (if present) using bullying report
            form/incident report form

         - Cross checking facts

         - Housemaster talks to perpetrator, obtains statement

  • All established facts will be evaluated according to the relevant elements of ‘Hackett’s continuum’, which assesses, variously, the extent to which such alleged isconduct is:

          a. Erroneously perceived as socially acceptable
          b. Involves a single incident or has occurred over a period of time
          c. Is socially acceptable within the peer group
          d. Is problematic and concerning
          e. Involves any overt elements of victimisation or discrimination, e.g. related to race,
              gender, sexual orientation, physical, emotional, or intellectual vulnerability
          f. Involves an element of coercion or pre-planning
         g. Involves a power imbalance between the child/children allegedly responsible for
             the behaviour and the child/children allegedly the subject of that power
         h. Involves a misuse of power

  • During/after which:

          - Parents will be informed
          - Appropriate sanctions applied (in line with ‘destructive and dangerous behaviour’
            set out above – but proportionate to the nature, degree and frequency of the
            bullying)
         - Apology made to victim, with a clear emphasis on restorative justice, including
           reflective practice for the perpetrator

  • The School supports pupils who have been bullied, and those vulnerable to bullying through: close personal attention of the Housemaster; information sharing – sensitively – with all teachers and support staff; investigating all allegations of bullying thoroughly and swiftly and taking such allegations seriously; moving pupils to alternative classes/Houses; retaining vigilance through staff at non-contact times; ensuring that bullies are tackled constructively and robustly, nipping any issues in the bud early on; involving multi-agency work, where necessary.
  • Whole-school proactive strategies to prevent bullying include through:

          - Educating governors, the senior staff, staff and volunteers on the nature,
             prevalence and effect of peer on peer abuse, and how to prevent, identify and
             respond to it through: (a). contextual safeguarding; (b) the identification and 
             classification of specific behaviours; and (c) the importance of taking seriously all
             forms of peer on peer abuse (no matter how low level they may appear) and
             ensuring that no form of peer on peer abuse is never dismissed as horseplay or
             teasing; (d) the tracking and monitoring of substantiated incidences of bullying.

         - Training includes case studies which the staff design themselves; assemblies, one-
            off and sustained interventions from specialist external parties, year group
            intervention exercises, revising the School’s RSE and PSHE programme, discussion
            around whether anything is happening within the wider community that might be 
            affecting the pupils’ behaviour, targeting character formation programmes;

         - Educating children about the nature and prevalence of bullying and peer-on-peer
            abuse via PSHE and the wider curriculum;

         - Engaging with parents on the issue by: talking about it with parents, both in groups
            and one to one; asking parents what they perceive to be the risks facing their child
            and how they would like to see the School address those risks; encouraging
            parents to hold the school to account on this issue;

          - Ensuring that all bullying and peer-on-peer abuse issues are fed back to the
            School’s DSL so that they can spot and address any concerning trends and identify
            pupils who may be in need of additional support, e.g. through the Pastoral and  
            Safeguarding List, weekly briefings and Housemasters’ meetings

         - Challenging the attitudes that underlie such bullying and abuse (both inside and
            outside the classroom)

         - Working with Governors, senior staff and all staff and volunteers to promote
            positive, Catholic virtues, and to encourage a culture of compassion and respect
            amongst all members of the School community

         - Creating a culture in which our pupils feel able to share their concerns openly, in a 
            non-judgemental environment, and have them listened to;

         - Responding to cases of peer-on-peer abuse promptly and appropriately

        - The School actively engages with its local partners in relation to bullying and peer-
           on-peer abuse, and works closely with the MASH. The School actively refers
           concerns and substantiated allegations of peer-on-peer abuse where necessary to
           the MASH, children’s social care, and/or other relevant agencies.

        - Tailoring and monitoring individual risk and needs assessment and risk reduction
           plans, in liaison with parents

  • The DSL and Housemaster Team lead on staff development in relation to the prevention and handling of bullying.

5. Punctuality

A pupil who is late for school without good reason must:

  •  Report at 8.20 on the next day he or she attends school.
  •  Failure to do so requires the pupil to report at 8.10 on the next school morning.
  •  If the pupil fails to meet the 8.10 report, then a Late Detention will be issued.

 Persistent lateness – including poor punctuality to lessons - will lead to more serious
     sanctions including:

      - Saturday detention

      - Withdrawal of privileges

6. roles & responsibilities

6.1 The Governing Body

The Governing Board is responsible for monitoring this behaviour policy’s effectiveness and holding the Headmaster to account for its implementation.

6.2 The Headmaster

The Headmaster is responsible for reviewing and approving this behaviour policy.

The Headmaster will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.

6.3 Staff

Staff are responsible for:

  •  Implementing the behaviour policy consistently and proportionately
  •  Modelling positive behaviour
  •  Adopting an assertive, but co-operative stance at all times
  •  Providing a personalised approach to the specific behavioural needs of particular
         pupils
  •  Recording behaviour incidents in the Pupil Diary and on Progresso

The senior staff will support staff in responding to behaviour incidents.

6.4 Parents

Parents are expected to:

  •  Support their child in adhering to the pupil code of conduct
  •  Inform the school of any changes in circumstances that may affect their child’s
         behaviour

 Discuss any behavioural concerns with the class teacher promptly

7. Pupil code of conduct

The Rules and Regulations Handbook, available here, sets out in full the behavioural expectations of pupils. In sum, they are expected to:

  •  Behave in an orderly and self-controlled way
  •  Show respect to members of staff and each other
  •  In class, make it possible for all pupils to learn
  •  Move quietly around the school
  •  Treat the school buildings and school property with respect
  •  Wear the correct uniform at all times
  •  Accept sanctions when given
  •  Refrain from behaving in a way that brings the school into disrepute, including
         when outside school

8. rewards and Sanctions

8.1 List of rewards and sanctions

Positive behaviour will be rewarded with:

  •  Praise
  •  Commendations
  •  Certificates of Merit and of Excellence
  •  Letters or phone calls home to parents
  •  Special responsibilities/privileges

The School may use one or more of the following sanctions in response to unacceptable behaviour:

  •  A verbal reprimand
  •  A written punishment exercise
  •  Withdrawal of privileges
  •  Sending the pupil to a Head of Department
  •  Expecting work to be completed at home
  •  Detention after school, on a Saturday or in the holidays
  •  Referring the pupil to a senior member of staff
  •  Letters or phone calls home to parents
  •  Agreeing a behaviour contract, or Housemaster’s Report
  •  Putting a pupil on a Senior Master Support Plan for more focused, high level   support.

8.2 Off-site behaviour

Sanctions may be applied where a pupil has misbehaved off-site when representing the school, such as on a school Journey, at the train station on the way to and from the school or at school fixtures.

8.3 Malicious allegations 

Where a pupil makes an accusation against a member of staff and that accusation is shown to have been malicious, the Headmaster will discipline the pupil in accordance with this policy.

Please refer to our safeguarding policy for dealing with allegations of abuse against staff for more information on responding to allegations of abuse.

The Headmaster will also consider the pastoral needs of staff accused of misconduct.

9. behaviour management

9.1 Classroom management

Teaching and support staff are responsible for setting the tone and context of assertive, but co-operative behaviour within the classroom.

They will:

  •  Create and maintain a stimulating environment that encourages pupils to be
         engaged
  •  Display the pupil code of conduct or their own classroom rules
  •  Develop a positive relationship with pupils, which may include:

               o Greeting pupils in the morning/at the start of lessons

               o Establishing clear routines

               o Communicating expectations of behaviour in ways other than verbally

               o Highlighting and promoting good behaviour

               o Concluding the day positively and starting the next day afresh

               o Having a plan for dealing with low-level disruption

               o Using positive reinforcement

In terms of their classroom strategies for managing behaviour, staff should adopt the approaches that reflect the following stages of escalation:

Strategy

Basic stance/approach:

STAGE1:
Diagnosis

Know the pupils, understand the presenting and underlying issues, and plan appropriately.

STAGE 2:

Prevention

Plan ways in which to handle foreseeable problems – especially those associated with persistently bad behaviour.

STAGE 3:
De-escalation

Defuse and de-escalate, as much as possible, always keeping a sense of proportion.

STAGE 4:
Containment

Isolate the issues/negative behaviours to prevent them from spreading, or turning into ultimatums.

STAGE 5:
Sanctions

Be sure to inform Housemasters/Heads of Department and record any sanctions on the Behaviour Log.

STAGE 6:
Reflection and Reform

Take time to review with the pupil the issues and to identify the ‘learning points’ and ways forward.

 

9.2 Physical restraint

In some circumstances, staff may use reasonable force to restrain a pupil to prevent them:

  •  Causing disorder
  •  Hurting themselves or others
  •  Damaging property

Incidents of physical restraint must:

Always be used as a last resort

  •  Be applied using the minimum amount of force and for the minimum amount of
         time possible
  •  Be used in a way that maintains the safety and dignity of all concerned
  •  Never be used as a form of punishment
  •  Be recorded and reported to parents by the Senior Master

9.3 Confiscation

Any prohibited items (listed in the Disciplinary Framework) found in pupils’ possession will be confiscated. These items will not be returned to pupils.

We will also confiscate any item which is harmful or detrimental to school discipline. These items will be returned to pupils after discussion with senior leaders and parents, if appropriate.

Searching and screening pupils is conducted in line with the DfE’s latest guidance on searching, screening and confiscation.

9.4 Pupil support

The school recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the pupil.

The school’s special educational needs co-ordinator will evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.

Where necessary, support and advice will also be sought from specialist teachers, our in-house counselling team, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.

When acute needs are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.

10. pupil transition

To ensure a smooth transition to the next year, pupils have transition sessions with their new teacher(s). In addition, staff members hold transition meetings.

To ensure behaviour is continually monitored and the right support is in place, information related to pupil behaviour issues may be transferred to relevant staff at the start of the term or year. Information on behaviour issues may also be shared with new settings for those pupils transferring to other schools.

 11. Training

Our staff are provided with training on managing behaviour, including classroom management, the escalation process and the proper use of restraint, as part of their induction and on-boarding process.

Behaviour management also forms part of continuing professional development.

12. monitoring arrangements

This behaviour policy will be reviewed by the Headmaster and Academic and Pastoral Committee every 2 years. At each review, the policy will be approved by the Headmaster.

13. links with other policies

This behaviour policy is linked to the following policies:

  •  Exclusions policy
  •  Safeguarding policy
  •  Anti-bullying policy
  •  Peer on Peer Abuse Policy

appendix 1 : discipline statement

PREFACE

This Discipline Statement is a statement of the core values of the School as required by the Governing Body. It forms an over-arching document, setting out the principles upon which discipline within the School is founded. The Governing Body delegates to the Headmaster the power to draw up detailed Rules and Regulations prescribing further or more detailed rules of conduct for all pupils at the School. Those Rules and Regulations are usually published and distributed at the beginning of the School Year. The Governing Body expects and requires of all pupils at the School compliance at all times with the Rules and Regulations.

AIMS OF THE DISCIPLINE STATEMENT

The School, its pupils and their parents should feel confident that the aims, attitudes, expectations and values of the School and the home are in harmony and that there is a covenant of obligation and respect between all three parties. Trust and responsibility are central to the relationship.

Pupils are expected to meet the expectations under which they are admitted to the School, keep the rules and regulations, show a proper regard at all times for the high standards and reputation of the School, maintain a smart appearance and in general to behave decently and with good sense. They are expected to behave in an orderly, civilised and well-mannered way at all times, both in and out of School, showing proper courtesy and respect for others and not to behave in a way that might cause inconvenience or put at risk the health and safety of others, or cause damage to property.

By maintaining the rules and regulations and meeting the expectations of the Governors, teachers and of the wider School community, pupils will maximise their opportunities to enjoy the widest possible education at the School and to attain the respect of their fellow pupils.

BULLYING

Bullying, physical, verbal or through electronic, telephonic or other means, or the encouraging or supporting of bullying will not be tolerated and will be regarded as serious misconduct.

Anyone who knows, or has good reason to suspect, that a pupil is being, or has been, bullied, or otherwise threatened or intimidated, has a responsibility to report the matter immediately. Any pupil who is the victim of bullying can be assured that the matter will be dealt with sensitively but firmly.

The use of the internet, mobile telephones or any other electronic means by a pupil of the School to undermine or in any other way cause harm or damage to the name or reputation of any current or former member of staff or employee of the School will be regarded as serious misconduct.

The Headmaster is required regularly to review this section of the Policy in the light of experience of the conduct of pupils both at the School and elsewhere in order to ensure that it takes account of up-to-date technologies.

CIGARETTES, ALCOHOL AND ILLEGAL SUBSTANCES

The possession of cigarettes or smoking and the possession or consumption of alcohol by pupils while they are under the jurisdiction of or representing the School, will be regarded as serious misconduct for which a pupil might expect to be excluded from School. 14

The possession or use of drugs (other than those prescribed by a medical practitioner or non-prescription drugs being used for proper medical purposes) or other illegal, or mood- or behaviour-altering substances will be regarded as very serious offences, for which a pupil might expect to be excluded permanently.

The buying, selling or distribution of drugs or other illegal, or mood- or behaviour-altering substances will be regarded as very serious disciplinary offences which will merit permanent exclusion from the School.

The Governors delegate to the Headmaster full discretion as to which substances reasonably fall within the definition of "drugs", "illegal substances" and "mood- or behaviour-altering substances".

PUBLICITY

No pupil may give information or contribute photographs, articles, letters etc concerning the School to any journalist or publication, whether electronic or by hard copy, other than an official School publication, or to any person who does not have a legitimate right to the information or items, without the specific permission of the Headmaster.

RESPONSIBILITIES OF THE HEADMASTER

The Headmaster shall determine measures including the making of rules and regulations and provision for enforcing them, with a view to:

  •  giving effect to the discipline policy statement of the Governing Body and any
         guidance which may be given from time to time by the Governing Body;
  •  securing good order and a high standard of behaviour;
  •  promoting self-discipline and a proper regard for authority;
  •  encouraging good behaviour, proper respect for others and a sense of
         responsibility;
  •  preventing all forms of bullying and improper discrimination; and
  •  otherwise regulating the conduct of pupils.

The measures determined by the Headmaster shall be publicised by him in the form of a written document, which he shall make known within the School and to parents of pupils at the School and which, at least once a year, he will take steps to bring to the attention of all pupils at the School, their parents and all persons employed, or otherwise engaged to provide their services, at the School.

Nothing in this statement or in any document published by the Headmaster, or the absence of any particular provision therein, should be read or taken as fettering or in any way prejudicing the proper exercise of discretion by the Headmaster in taking action which he may deem as necessary in meeting particular circumstances which may not be covered explicitly in this statement or in any document published by him in accordance with the provisions of this statement.

Paul Thimont
Chairman of Governors

______________________________________________________________________________________

This statement is made in accordance with the provisions of the School Standards and Framework Act 1998, section 

Appendix 2 : Neo-aristotelian model of moral development

appendix 3 : letters to parents about pupil behaviour - templates

First behaviour letter

Dear parent,

Recently, your child, _____________________________, has not been behaving as well in school as they could.

It is important that your child understands the need to follow our pupil code of conduct, and I would appreciate it if you could discuss their behaviour with them.

If your child’s behaviour does not improve, I will contact you again and suggest that we meet to discuss how we can work together. However, at this stage I am confident that a reminder of how to behave appropriately will be sufficient.

Yours sincerely,
 

Class teacher name: ______________________________________________________________

Class teacher signature: ___________________________________________________________

Date: ________________________
 

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Behaviour letter – return slip

Please return this slip to school to confirm you have received this letter. Thank you.

Name of child: __________________________________________________________________________

Parent name: ___________________________________________________________________________

Parent signature: ________________________________________________________________________

Date: ________________________

 



Second behaviour letter

Dear parent,

Following my previous letter regarding the behaviour of ________________________, I am sorry to say that they are still struggling to adhere to our pupil code of conduct.

I would appreciate it if you could arrange to meet me after school so we can discuss a way forward.

Yours sincerely,

Class teacher name: _____________________________________________________________________

Class teacher signature: __________________________________________________________________

Date: ______________________

 



Third behaviour letter

Dear parent,

I am sorry to report that, despite meeting and creating a behaviour contract, _______________________, has continued to misbehave.

_________________________ would now benefit from a structured approach to help improve their behaviour in school.

I would be grateful if you could attend a meeting with the Headmaster, the special educational needs co-ordinator and myself, to discuss how we can best support your child in improving their behaviour.

Insert details of the meeting time, date and location, as necessary, or how to contact the school to arrange the meeting.

Yours sincerely,
 

Class teacher name: ______________________________________________________________

Class teacher signature: ___________________________________________________________

Date: _______________________ 

 



Detention letter

Dear parent,

I am writing to inform you that _________________________, has been given a detention on this date ___________________ at this time ___________________.

The reason(s) for this detention are set out below.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

If you need to see me about this matter, please call the school to make an appointment.

Yours sincerely,
 

Class teacher name: ______________________________________________________________

Class teacher signature: ___________________________________________________________

Date: _______________________

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Detention letter – return slip

Please return this slip to school to confirm you have received this letter. Thank you.

Name of child: ___________________________________________________________________

Parent name: ____________________________________________________________________

Parent signature: _________________________________________________________________

Date: ____________________