Behaviour Policy and Statement of Behaviour Principles

This policy aims to:

• Create a positive culture that promotes excellent behaviour, ensuring that all pupils have the opportunity to learn in a calm, safe and supportive environment
• Establish a whole-school approach to maintaining high standards of behaviour that reflect the values of the school
• Outline the expectations and consequences of behaviour
• Provide a consistent approach to behaviour management that is applied equally to all pupils
• Define what we consider to be unacceptable behaviour, including bullying and discrimination

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

• Behaviour in schools: advice for headteachers and school staff 2024
• Searching, screening and confiscation: advice for schools 2022
• The Equality Act 2010
• Keeping Children Safe in Education 2023
• Suspension and permanent exclusion from maintained schools, academies and pupil referral units in England, including pupil movement 2023
• Use of reasonable force in schools
• Supporting pupils with medical conditions at school
• 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

Misbehaviour is defined as:

• Disruption in lessons, in corridors between lessons, and at break and lunchtimes
• Non-completion of classwork
• Poor attitude
• Incorrect uniform

Serious misbehaviour is defined as:

• Repeated breaches of the school rules
• Any form of bullying
• Sexual violence, such as rape, assault by penetration, or sexual assault (intentional sexual touching without consent)
• Sexual harassment, meaning unwanted conduct of a sexual nature, such as:
  • Sexual comments
  • Sexual jokes or taunting
  • Physical behaviour such as interfering with clothes
  • Online sexual harassment (e.g. unwanted sexual comments, messages, sharing explicit content)
• Vandalism
• Theft
• Fighting
• Smoking or vaping
• Racist, sexist, homophobic or discriminatory behaviour
• Possession of any prohibited/banned items including:
  • Knives or weapons
  • Alcohol
  • Illegal drugs
  • Stolen items
  • Tobacco and cigarette papers
  • E-cigarettes or vapes
  • Fireworks
  • Pornographic images
  • Any article suspected to be used to commit an offence or cause harm
  • Mobile phones

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

It is:

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

Bullying can include:

Details of our school’s approach to preventing and addressing bullying are set out in our anti-bullying policy available on our website.

5.1 The headteacher

• Reviewing and approving this behaviour policy
• Ensuring a positive school environment
• Ensuring effective staff responses to poor behaviour
• Monitoring policy implementation and fairness
• Providing clear induction for new staff
• Offering appropriate training in behaviour management and SEND/mental health
• Co-ordinating with safeguarding policy
• Reviewing behaviour log data regularly

5.3 Staff

• Creating a calm and safe environment for pupils
• Setting and maintaining clear behaviour boundaries
• Implementing the behaviour policy consistently
• Communicating school expectations and values
• Modelling positive relationships
• Recording incidents promptly
• Challenging pupils to meet expectations

5.4 Parents and carers

• Familiarising themselves with the behaviour policy
• Reinforcing the policy at home
• Informing the school of any relevant changes
• Discussing concerns with class teachers
• Participating in pastoral reviews
• Collaborating with the school on behaviour management

5.5 Pupils

• Understanding the expected standard of behaviour
• Following the behaviour policy
• Adhering to school rules and routines
• Recognising rewards and consequences
• Providing feedback on the behaviour culture
• Receiving support during induction and transition

The Changing Lives Behaviour Policy supports staff, volunteers, and pupils to work together in a positive way. It promotes an environment where everyone is valued and respected, and ensures fair treatment for all.

Pupils are expected to:

• Behave in an orderly and self-controlled way
• Show respect to staff and each other
• Contribute to a conducive learning environment
• Move quietly around the school
• Treat school property with respect
• Wear the correct uniform at all times
• Accept sanctions when necessary
• Avoid actions that bring disrepute to the school

6.1 Mobile phones

All students may bring their mobile phone into school provided it is handed in at the carpark and returned at the end of the day. Sixth form students may keep their phones on site during breaks and lunch times, under a signed agreement. The headteacher reserves the right to revoke this privilege if agreements are breached.

7.1 Classroom management

• Creating and maintaining an engaging, positive classroom environment
• Displaying the behaviour curriculum or classroom rules
• Developing positive relationships with pupils (e.g. greeting them, establishing routines, using positive reinforcement)

7.2 Safeguarding

The school recognises that changes in behaviour may signal a need for help or protection. In such cases, the child protection and safeguarding policy will be followed to determine whether pastoral support, an early help intervention, or a referral to children’s social care is required.

7.3 Responding to good behaviour

When a pupil’s behaviour exceeds expectations, staff provide positive recognition and rewards, including verbal praise, direct communication with parents/carers, certificates, special assemblies, kindness rewards, and reward trips.

7.4 Responding to misbehaviour

For behaviour below expected standards, staff respond to restore a calm, safe learning environment using consistent and fair strategies. Sanctions may include:

• Verbal reprimands
• Removing a pupil from the classroom
• Assigning written tasks
• Loss of privileges
• Community service (e.g. tidying)
• Referrals to senior staff
• Contacting parents/carers
• Behaviour contracts
• Placing a pupil ‘on report’
• Suspension or, in serious cases, permanent exclusion

7.5 Reasonable force

Reasonable force may be used as a last resort to prevent disorder, harm, property damage, or an offence. It must be minimal, brief, and used in a manner that preserves the dignity and safety of all involved. Incidents must be recorded and reported.

7.6 Searching, screening and confiscation

Searches are conducted per DfE guidance. This section covers:

• Confiscation: Prohibited items found will be confiscated and, if appropriate, returned after discussion with senior leaders and parents/carers.
• Searching a pupil: Only authorised staff may conduct searches—with a witness when required—after assessing urgency and safeguarding risks, and explaining the process to the pupil.
• Use of reasonable force: May be applied when necessary to conduct the search, following strict guidelines.
• Additional measures: Use of metal detectors, and rules regarding outer clothing, are described in detail.

Further procedures cover searching of possessions, informing the designated safeguarding lead (DSL), notifying parents/carers, support after a search, and specific guidelines on strip searches, including who must be present, record-keeping, and post-search support.

Screening is also implemented using a hand-held metal detector, with refusal treated as unauthorised absence.

Sanctions may be applied when a pupil misbehaves off-site (e.g. during school trips, while travelling, or when identifiable as a pupil). Misbehaviour off-site may include actions that disrupt the orderly running of the school, threaten others, or damage the school’s reputation. Such sanctions are only administered when the pupil is under the lawful control of a staff member.

The school may issue sanctions for online misbehaviour when it poses a threat, causes harm, disrupts school order, adversely affects the school’s reputation, or when the pupil is identifiable as a member of the school. Sanctions are only applied when the pupil is under staff supervision.

If a pupil is suspected of criminal behaviour, an initial assessment is made to determine if police involvement is required. The school will preserve relevant evidence and, if necessary, report the incident while continuing its internal investigation without interfering with police action. The DSL will also liaise with children’s social care if needed.

The school ensures that any incidents of sexual harassment or violence are met with a proportionate, considered, and supportive response on a case-by-case basis. Pupils are encouraged to report concerns, and the school follows clear processes for responding to reports, risk assessments, and possible referrals to early help, children’s social care, or the police.

If a pupil makes an allegation against a staff member or another pupil that is determined to be deliberately invented or malicious, the school will consider disciplinary action. In cases where allegations are unsubstantiated, the school (in collaboration with the relevant local authority officer) will assess whether the pupil requires further help or if the allegation was a cry for help, and take appropriate action.

8.1 Removal from classrooms

For serious or persistent breaches, a pupil may be removed temporarily from the classroom. Such removal is used to restore order, ensure safety, and allow the pupil to regain calm in a managed environment. Pupils remain supervised during removal, and re-integration is planned as soon as it is safe. Parents/carers are informed on the same day and incidents recorded.

8.2 Suspension and permanent exclusion

Suspension or permanent exclusion is used as a last resort for serious incidents or persistent poor behaviour that does not improve with other sanctions. The headteacher makes these decisions, with further details available in the exclusions policy on the school website.

9.1 Recognising the impact of SEND on behaviour

The school recognises that pupils’ behaviour may be affected by special educational needs or disabilities (SEND). Decisions on whether SEND has contributed to misbehaviour are made on a case-by-case basis, and the school follows its legal duties under the Equality Act 2010 and the Children and Families Act 2014.

9.2 Adapting sanctions for pupils with SEND

When applying sanctions, the school considers if a pupil’s SEND prevented them from understanding or acting differently. If so, it assesses the need for reasonable adjustments before imposing any sanction.

9.3 Considering whether a pupil displaying challenging behaviour may have unidentified SEND

The SENCO may evaluate a pupil exhibiting challenging behaviour to determine if there are underlying needs that are not currently met, with support sought from specialists if necessary.

9.4 Pupils with an education, health and care (EHC) plan

The school will cooperate with the local authority regarding pupils with an EHC plan, and if concerns arise about their behaviour, an emergency review of the plan may be requested.

After a sanction, the school will employ strategies to help pupils understand how to improve their behaviour. This may include reintegration meetings, adjusted timetables, regular contact with a support person, targeted interventions, and additional pastoral support.

11.1 Inducting incoming pupils

The school offers an induction process to familiarise incoming pupils with the behaviour policy and wider school culture.

11.2 Preparing outgoing pupils for transition

Pupils have transition sessions with their new teachers and participate in meetings to ensure a smooth handover of information regarding behaviour expectations and support measures.

Staff receive regular training on managing behaviour, including:

• The proper use of restraint
• Communication with parents and students
• Addressing the individual needs of pupils
• Understanding the impact of SEND and mental health needs
• Trauma-informed practice

Behaviour management training is also part of continuing professional development, with records held by the Headteacher and DSL.

13.1 Monitoring and evaluating behaviour

The school collects data on:

• Behavioural incidents
• Attendance, exclusions, and suspensions
• Use of pupil support units and off-site directions
• Searches, screenings and confiscations
• Perceptions of the behaviour culture (via surveys)

Data is analysed daily and weekly from multiple perspectives (school level, age group, individual staff, time periods, and protected characteristics) to ensure compliance with the Equality Act 2010. Trends are reviewed to adjust policies as needed.

13.2 Monitoring this policy

This behaviour policy is reviewed at least annually (or more frequently if needed) by the headteacher, with approval at each review.

This behaviour policy is linked to the following policies:

• Exclusions policy
• Child protection and safeguarding policy
• Anti-bullying policy

• Every pupil has the right to feel safe, valued, and respected, and to learn free from disruption
• All pupils, staff, and visitors are free from any form of discrimination
• Staff and volunteers set an excellent example at all times
• Rewards, sanctions, and reasonable force are applied consistently
• The behaviour policy is well understood by pupils and staff
• The exclusions policy details that exclusions are a last resort and outlines the process
• Pupils are supported to take responsibility for their actions
• Families and carers are involved in managing behaviour incidents

Level 1

• Not listening or answering back
• Inappropriate voice tone, body language, or language
• Work avoidance
• Off task
• Any other poor behaviour

Level 2

• Repeated engagement in Level 1 behaviours
• Offensive behaviour, harassment, or threatening behaviour
• Rude gestures
• Throwing non-threatening items
• Dishonesty
• Name calling and teasing
• Interfering or annoying
• Unintentional discriminatory incidents or language

Level 3

• Repeated engagement in Levels 1 and 2 behaviours
• Offensive or threatening behaviour
• Endangering self or others
• Deliberate damage
• Hiding or running away
• Throwing threatening items
• Intentional discriminatory incidents or language

Level 4

• Repeated engagement in Levels 1, 2, and 3 behaviours
• Physical violence (punching, kicking, etc.)
• Possession or use of prohibited items
• Vandalism or theft