BEHAVIOUR FOR LEARNING POLICY (YEARS 7 - 11)

This policy is called: Behaviour for Learning (Years 7 – 11)

It applies to: Lordswood Boys’ School
Person responsible for its revision: Headteacher
Status: Statutory
Website? Must be on public website
Approval by: Headteacher
Review frequency: Every year
Date of approval: March 2019
Date of next approval: March 2022

INTRODUCTION

A high standard of behaviour is an essential strand of an effective and high achieving school
and this needs to be supported by high quality teaching, high expectations, positive
relationships and a set of values which is clearly understood and shared by all stakeholders.
Section 89 (1) (a-e) of the Education and Inspections Act 2006, the Education Act 2011 and
the Equality Act 2010 provide the legal basis for this policy. This policy sets out the
guidelines for managing behaviour and the use of rewards and sanctions.

Teachers have statutory authority to discipline pupils for misbehaviour and the power to
discipline also applies to all paid staff with responsibility for pupils. Teachers’ powers to
discipline include the power to discipline pupils even when they are not at school or in the
charge of a member of staff.

Headteachers and governing bodies must ensure they have a strong behaviour policy
to support staff in managing behaviour, including the use of rewards and sanctions.

Governing bodies have a duty under section 175 of the Education Act 2002 requiring them
to make arrangements to ensure that their functions are carried out with a view to
safeguarding and promoting the welfare of children.

The school recognises that the following are key aspects of effective behaviour
management:

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 • A consistent approach to behaviour management;
• Strong school leadership;
• Classroom management;
• Rewards and sanctions;
• Behaviour strategies and the teaching of good behaviour;
• Staff development and support;
• Pupil support systems;
• Liaison with parents and other agencies;
• The management of pupil transition;
• Organisation and facilities.

The school also recognises its legal duties under the Equality Act 2010, in respect of
safeguarding and in respect of pupils with special educational needs (SEN).

Aims: To bring CLARITY and CONSISTENCY to managing

behaviour FAIRLY and with CERTAINTY.
Features:

• Based on the principle that most disciplinary issues can be avoided

through the creation of WINNING CLASSROOMS.
• Intended to significantly reduce the administrative burden on all staff.
• Eliminates any REFERRAL CULTURE and practice.
• A model of whole-school behaviour management based upon
OWNERSHIP, FAIRNESS AND RESOLUTION.
• Utilises the notion of GATEWAY management where objective
information is channelled logically and quickly to appropriate decision-
making staff.
• Aims to significantly reduce both the frequency and length of time
involved with both internal (IEU) and fixed-term exclusions (FTEs).

IMPLEMENTATION

The school’s home-school agreement outlines the standard of behaviour expected of all
pupils and parents are required to sign this agreement prior to their child’s admission to the
school.

1. Roles & Responsibilities

All members of staff, support staff and volunteers

have

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responsibility
• for promoting a supportive and high quality learning environment, and for modelling
high levels of behaviour.
• for adhering to this policy and ensuring that all pupils do too.
• Members of staff, as authorised by the headteacher, are responsible for punishing
pupils who display poor levels of behaviour. This responsibility includes the power to
discipline pupils even when they are not in school or in the charge of a member of
staff.

Teachers:
• Teachers have statutory authority to discipline pupils whose behaviour is
unacceptable, who break the school rules or who fail to follow a reasonable
instruction (Section 91 of the Education and Inspections Act 2006).
• The power also applies to all paid staff with responsibility for pupils
• Teachers can discipline pupils at any time the student is in school or elsewhere
under the charge of teacher, including on school visits.
• Teachers can also discipline pupils for misbehaviour outside school.
• Teachers have a specific legal power to impose detention outside school hours.
• Teachers can confiscate pupils’ property.

Subject Leaders
have responsibility
• for the day to day management of behaviour in their subject area.

Associate Leaders and Pastoral Managers

have responsibility
• for the implementation of the behaviour policy

Director of Intervention and Inclusion

has responsibility
• for supporting pupils on the SEN list and pupils whose issues and behaviour concerns
arise from an inability to cope with their current curriculum.

Assistant Headteacher
has responsibility
• for overseeing all aspects of behaviour and sanctions.

Headteacher
has responsibility
• for decisions relating to more serious issues and behaviour which may lead to
internal exclusion and fixed term or permanent exclusion.

2. Rewards
The school recognises that pupils should be rewarded for their display of good behaviour.

The school will use the following rewards for displaying good behaviour:
● Verbal praise

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 ● Merit points
● Certificates
● Postcards home
● Headteacher awards
● End of term prizes
● End of term whole-school reward trip

3. Sanctions

To be lawful, any sanction, including detentions, must satisfy the following three conditions:
1. The decision to punish a pupil must be made by a paid member of school staff
or a member of staff authorised by the Headteacher.
2. The decision to punish the pupil and the punishment itself must be made on the
school premises or while the pupil is under the charge of the member of staff; and
3. It must not breach any other legislation, e.g. in respect of disability, special
educational needs, race and other equalities and human rights, and it must be
reasonable in all the circumstances.

The sanction must be proportionate. In determining whether a punishment is

reasonable, section 91 of the Education and Inspections Act 2006 says the penalty must
be reasonable in all the circumstances and that account must be taken of the student’s age,
any special educational needs or disability they may have, and any religious requirements
affecting them.

In accordance with Section 89(5) of the Education and Inspections Act 2, pupils can be
disciplined for any misbehaviour when they are:
• taking part in any school-organised or school-related activity or
• travelling to or from school or
• wearing the school uniform or
• in some other way identifiable as a pupil at the school.

Pupils can be disciplined for misbehaviour at any time that:

• could have repercussions for the orderly running of the school or
• poses a threat to another pupil or member of the public or
• could adversely affect the reputation of the school.

Any bullying witnessed outside of the school premises and reported to a member of staff,
will be dealt with in accordance with the school’s Anti-bullying Policy.

The school will impose the same behaviour sanctions for bullying incidents and non-criminal
bad behaviour which is witnessed outside of the school premises, as would be imposed for
the same behaviour conducted on school premises.
In all cases of misbehaviour outside of the school premises, teachers will only impose any
behaviour sanctions once the pupil has returned to the school premises or when under the
supervision of a member of staff.

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At Lordswood Boys’ School there is no corporal punishment.

Where pupils display aggressive and/or threatening behaviour, or illegal activity discovered,
the school will not hesitate to contact the police.
Any pupil, staff member or visitor displaying aggressive and/or threatening behaviour will be
removed from the premises.

Teachers have the freedom to impose sanctions as they see fit depending on the behaviour,
and age, of the pupil:
● In the first instance, the teacher will tell the pupil to stop the behaviour, explaining
to the pupil why their behaviour is unacceptable.
● A subsequent warning will be given and, if the pupil continues the behaviour
following this warning, the teacher may issue a sanction.
● Sanctions will be dependent on the seriousness of the misdemeanour.
● In serious cases, an incident report form will be completed, where the student will
give a report of the incident to one of the progress leaders. Other reports will then
be collated as required.
● If a pupil is sent to another classroom/isolation, misses break/lunchtime or receives
a detention, the relevant teacher may contact the pupil’s parent/carer to advise
them of this, and may invite them to discuss their child’s behaviour.
● If a pupil misbehaves on the playground, the member of staff on duty will decide
upon the sanction to be given.
● The school has a range of disciplinary measures which can be used, including, but
not limited to, the following:
· Giving a verbal warning
· Providing extra work or repeating unsatisfactory work until it meets the required
standard
· Setting additional work as punishment, e.g. writing tasks
· Taking away privileges, e.g. not being able to participate in non-uniform days, or
losing extra responsibility.
· Missing break/lunchtime, or detentions during lunchtime and/or after school
· Engaging in school-based community service, e.g. picking up litter
· Placing the pupil on report for constant monitoring or other consistent behaviour
checks
· Excluding the pupil either temporarily or permanently, in extreme cases.

● Teachers will use their judgement when issuing sanctions, taking into account
whether they believe the pupil’s behaviour was intentional, especially if it is the first
time the pupil has displayed this behaviour.
● At all times, teachers will discuss the behaviour with the pupil to ensure the pupil
understands why it is inappropriate and to prevent any reoccurring behaviour.
● Records are kept of all reported incidents.
● Following an allegation of serious unacceptable behaviour, the pupil will be placed in
isolation in another classroom whilst an investigation by the appropriate member of
staff takes place. Pupils may then be placed in supervision whilst the investigation
takes place.

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 ● Any decision made to exclude a pupil will only be done so by the headteacher in
accordance with the school’s Exclusion Policy.
● Any allegations made against a member of staff’s behaviour and misconduct will be
dealt with in accordance with the school’s Allegations Against Staff Policy.
● The school will consider whether the behaviour displayed by the pupil gives reason
to suspect that the pupil is suffering, or is likely to suffer, significant harm. In these
instances, the procedures outlined in the school’s Child Protection and Safeguarding
Policy will be followed.
● The school will also consider whether the displayed behaviour is an indicator that
the pupil’s educational, or other, needs are not being met. In this instance, the
school will consider whether a multi-agency assessment of the pupil’s behaviour
would be beneficial.

Detentions

Withdrawal of privileges and detentions are the main sanctions given by the School for poor
behaviour. Teachers have a legal power to put pupils in detention. The times outside
normal school hours when detention can be given (the ‘permitted day of detention’)
include:
• any school day where the student does not have permission to be absent;
• weekends - except the weekend preceding or following the half term break; and
non- teaching days - usually referred to as ‘training days’, ‘INSET days’ or ‘non-
contact days’.
• in the case of lunchtime detentions, pupils will always be given reasonable time to
eat, drink and use the toilet.

Parental consent is not required for detentions and therefore, the school is able to issue
detention as a sanction without first notifying the parents/carers of the pupil. However, the
school will provide at least 24 hours notice of an after–school detention of 30 minutes or
more through the use of detention stickers in student diaries, unless parental agreement
can be secured on the same day, in which case detentions may be discharged immediately.

When issuing detentions which are set to be outside of school hours, the member of staff
doing so will consider:
● Whether the detention is likely to put the pupil at risk.
● Whether the pupil has identified caring responsibilities which would make the
detention unreasonable.
● Whether the parents/carers ought to be informed of the detention, e.g. it may not
be necessary to do so if the detention is for short period after school and the pupil is
able to return home safely.
● Whether suitable transport arrangements are in place between the parents/carers
and the pupil. NB. It does not matter whether these transport arrangements are
inconvenient to the parents/carers.

Behavioural Report

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Where there is continued poor behaviour in school, early intervention is considered vital.
The parents of any student whose son is persistently disrupting his own and other’s
education will be contacted by the relevant Progress Leader and the student will be placed
on behaviour report. Whilst on report, teachers comment on the student’s work and
behaviour in every lesson and parents are required to support the School by signing the
report and discussing comments with their son on a daily basis.

At the end of the three week ‘on report’ period, parents are contacted again by the Progress
Leader and pupils are taken off report, if progress has been both satisfactory and sustained.
If the student’s behaviour is still unacceptable, pupils are placed on report to the relevant
Associate Leader report for a further two weeks. During this period, a further range of
sanctions will be used including withdrawal from lessons. An additional two weeks on
report will be necessary for a very small number of pupils only. At the end of this
extended period further sanctions will be applied such as reporting to senior staff, a period
of internal exclusion, fixed term exclusion, referral to Sharing Panel for a passport
placement, a review of the student’s curriculum, if this is felt to be appropriate, or an
appearance before the Governors’ Disciplinary Panel. Ultimately, pupils may be referred to
sharing panel where they may be allocated an alternative school. Where a student has been
excluded, a reintegration meeting with their parent/guardian, will be arranged to discuss
the incident and to, hopefully, prevent any recurrence of future events. Upon their return
from exclusion, the student will complete a period of time in the Internal Exclusion Unit.
Any student who has been excluded are usually placed on report for two weeks to the
Assistant Headteacher to support their reintegration. In extreme cases, this may be the
Deputy Headteacher instead.

Supervision

Some behaviour may merit a sanction more directly managed by teachers, departments or
other staff. In these cases, the member of staff managing the sanction will inform all staff of
the intention to supervise the student or pupils within their classroom and/or department
area. This should normally include social times and the managing staff must ensure food and
toilet breaks are permitted and planned for. Supervision is normally for a maximum of one
full school day though may include a period of after-school detention. Teachers may ask to
extend supervision into a further additional day, but beyond this, a member of SLT will
determine an extension or modification of the sanction. Students in Supervision will be
expected to complete work.

Internal Exclusion

The school operates a policy of Internal Exclusion for serious incidents. The Headteacher
makes the final decision on whether a student should be placed in Internal Exclusion,
although the investigation will be overseen by another member of SLT.

Exclusion

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The Headteacher may take the decision to exclude a student having regard to the
Department of Education guidelines on exclusions. Incidents of serious physical assault
will automatically result in a fixed term exclusion. This applies to both pupils if physical
contact has been made. Exclusions may be fixed term or permanent and are overseen by
the Governors’ Student Disciplinary Committee and advised upon by the Birmingham
exclusions team. Exclusions are the ultimate sanction and are always imposed as a last
resort.

3. Confiscation of inappropriate items

There are two sets of legal provisions which enable school staff to confiscate items from
pupils:

1. The general power to discipline enables a member of staff to confiscate, retain

or dispose of a student’s property as a punishment and protects them from liability
for damage to, or loss of, any confiscated items.
2. Power to search without consent for “prohibited items” including:
● knives and weapons
● alcohol
● solvents
● any form of illegal drugs
● stolen items
● cigarettes, tobacco and cigarette papers, this includes electronic cigarettes (e-
cigs)
● fireworks
● offensive materials (i.e. pornographic, homophobic, racist etc)
● any article that has been or is likely to be used to commit an offence, cause
personal injury or damage to property, such as, but not limited to, razors,
catapults, guns (including replica and BB guns), laser pens, knuckle dusters and
studded arm bands;
● any item banned by the school rules which has been identified in the rules as
an item which may be searched for, such as, but not limited to, chewing gum,
caffeinated energy drinks.

3. Power to use reasonable force

● The legal provisions on school 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.
● The Headteacher and authorised school staff may also use such force as
is reasonable given the circumstances when conducting a search without
consent for knives or weapons, alcohol, illegal drugs, stolen items, tobacco
and cigarette papers, fireworks, pornographic images or articles that have

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 been or could be used to commit an offence or cause harm. Force cannot be
used to search for items banned under the school rules.

4. Confiscation of inappropriate items

● All members of staff are able to use their power to search without consent for
any of the items mentioned in the section above.
● Searches will be conducted by a same-sex member of staff, with another same-
sex staff member as a witness, unless there is a risk that serious harm will be
caused to any person(s) if the search is not done immediately, and it is not
practicable to summon another member of staff.
● Staff members may instruct a pupil to remove outer clothing, including hats,
scarves, boots and coats.
● A pupil’s possessions will only be searched in the presence of the pupil and
another member of staff, unless there is a risk that serious harm will be caused
to any person(s) if the search is not done immediately, and it is not practicable
to summon another member of staff.
● A staff member carrying out a search can confiscate anything upon which they
have reasonable grounds to suspect is a prohibited item.
● The school is not liable for any damage to, or loss of, any confiscated item.
● The police will be contacted if any weapons, knives, illegal substances and
extreme or child pornography are discovered by a member of staff.
● For all other items, it is at the discretion of the member of staff to decide if, and
when, an item will be returned to a pupil.
● Parents/carers will be informed of any confiscated item and may be required to
collect the item (unless the item relates to alcohol, illegal drugs or tobacco),
from the school office.
● The headteacher will always be notified when any item is confiscated.

5. Additional strategies and support

Additional Learning Support

It is often the case that a behavioural difficulty is the result of a learning difficulty and some
require additional support with their learning and the acquisition of basic skills.

Sharing Panel

Some pupils benefit from being given the opportunity of a fresh start in a different school.
The school is able to make referrals to the Oaks sharing panel, which meets approx every 4
weeks, in order to support those pupils for whom a ‘fresh start’ is the appropriate next
course of action or as a supportive measure to prevent permanent exclusion. Parental
consent is always sought and agreed prior to making the referral and the decision of the
panel is final.

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4. School and Classroom expectations:
Start and end of lessons:

● There should always be a formal start to lessons where pupils are quiet and ready to
engage.
● Pupils are expected to stand behind seats where appropriate. Classes must line up
quietly and enter the room at the request of the member of staff.
● Pupils may be seated when invited to do so, whereupon outside coats are to be
removed. At the end of the lesson the room should be tidied and students should
stand and wait to be dismissed in an orderly manner.
● Bags should be placed in rack or under tables and equipment placed on desk.

During lessons:
● The school operates a preferred no call out policy and pupils are requested to wait
until prompted by staff rather than calling out or indeed raising hands.
● In addition this, pupils are expected to respond to the ‘first time, every time’ ethos
of the school, meaning that no pupil should be asked more than once to address
their conduct.

Movement around the school:

● Pupils should walk in single file and in a calm manner.
● When walking to an assembly or escorting a group around the site, members of staff
should walk alongside the group and sit with pupils and supervise student
behaviour.

MONITORING AND EVALUATION

● The Junior Leadership Team (JLT), parent forums and staff working groups will be
consulted on this policy.
● The Governing Body has a responsibility for overseeing these behaviour
management guidelines and for ensuring that the procedures outlined are carried
out correctly and effectively. The effectiveness of the policy is also monitored by
feedback from staff, parent and student questionnaires.
● The policy will be reviewed annually.

LINKS TO OTHER POLICIES

● Home-school agreement.
● Managing drugs related incidents policy.
● Health and safety policy.
● Anti-bullying policy.
● Inclusion policy.
● Teaching & Learning policy.

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Section 1: Key guidance
1.1 The Pastoral Support Team (PST) facilitates the collection of evidence and
information for the Gateway.

1.2 Pastoral Managers (PMs) control the process of collecting information,

statements and other relevant paperwork as well as ensuring all
stakeholders (staff, students, parents and carers) are familiar with the
decision-making mechanisms.

1.3 PST meets daily and operates a system of live open case rolling review.

1.4 PMs operate and oversee the IEU entry and exit processes. Students may
not be admitted to the IEU without the knowledge and acceptance of PMs.
This ensures numbers and group management to be as smooth as possible.

1.5 The Internal Exclusion Unit (IEU) maintains a live count of remaining hours
for all students completing sanctions.

1.6 The IEU operates to support students in quickly reducing the number of
hours they spend isolated from normal school. PMs actively encourage the
highest standards of behaviour and compliance whilst students are in the
IEU, reducing required hours in recognition of the improvement.

1.7 FTEs may not be sanctioned by anyone other than the Head of School
(HOS).

1.8 IEU sanctions may not be signed off by anyone other than the HOS.

1.9 Any sanction up to but not including IEUs may be signed off by members of
the LT.

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1.10 All sanctions, therefore all incidents meeting Gateway criteria, must
include an element of reconciliation. This includes a student accepting fully
their role in the breakdown as well as an appropriate apology. PMs
facilitate the meeting of stakeholders to ensure that fresh starts and
openness are restored.
1.11 Staff must complete a brief staff statement proforma if incidents are
likely to require sanctions of more than a DT.

Section 2: Sanctions
2.1 FTEs will not exceed THREE DAYS.

2.2 IEU sanctions may not exceed TWO DAYS and should ordinarily be ONE
DAY or a part thereof. Sanctions should be expressed in hours.

2.3 Students completing IEU sanctions receive an hour-by-hour grading of

attitudes to learning. Students may reduce their overall sanction with excellent
behaviour; the aim is to return students to normal classes as soon as possible.

2.4 All after school detentions, by any member of staff, must be for a minimum
of one hour and must be completed by the member of staff awarding the
sanction. Departments may use a group detention in agreement with LT line
management.

2.5 Whole class detentions are not normal practice and should be avoided
unless agreed with LT.

2.6 Any sanction from after school detentions and above must be recorded on
SIMS by the awarding member of staff.

2.7 All sanctions from DT and above are recorded by a designated member of
the PST on the central data collection file, Attepunciourdation, located for
whole-school consumption in the monitoring folder.

2.8 Supervision sanctions are delivered within departments or, where

appropriate, line management teams. Supervision cannot extend beyond 5
hours (1 school day).

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2.9 All departments must design and implement a buddying system whereby
hot spot classes are identified from the timetable and outlet support is
identified from department staff or line management teams.

Section 3: Winning Classrooms

3.1 The school requires all staff to abide by and adhere to the tacit agreement
secured between colleagues through collective and shared working groups,
CPD and line management. Specifically, that all staff will ensure:

• Calling out is not encouraged or permitted in any classroom.

• Students are not required to put hands up to respond to teacher
questions, instead they must expect to be challenged through direct
and supplementary questioning.
• Classrooms must be left very tidy, organised and ordered
after each lesson.
• All classrooms must maintain an ENABLE TABLE and staff must
encourage and require all students to make use of LITERACY
resources in every lesson.

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 BEHAVIOUR MANAGEMENT & THE GATEWAY: EXAMPLE INCIDENTS
Incident Immediacy Gateway Actions and SIMS Sanctions
Severe • Teaching stops • LT activate asap via • PST facilitate sanction FTE, IEU.
• Alarm raised PST • Readmission and Supervision
• Evidence gathered reconciliation
and processed • Apology
• 1 hour PST decision • Report to PST
CLASSROOM INCIDENTS

• HoS ratification • Resolved (on SIMS)

once DT is complete
Non-severe • Teaching stops • No Gateway • DT DT, Supervision,
but disruptive • Alarm not raised • Department • Phone call home IEU
• Clear warning of impending action decision • Resolved (on SIMS)
once DT is complete
• Report to ACO or PM
Non-severe, • PST flag a pattern based on • PST activate • PST decision
non- department logs and intelligence Gateway to collect • Report to LT
evidence eg student
disruptive,
statement
cumulative
behaviours
Non-severe, • Teacher intervention and • No Gateway • DT DT
non- instruction…eg gives firm o Break, NR
instruction to students o Lunch, NR
disruptive
o After-school, R
• No action, NR

1
 Incident Immediacy Gateway Actions and SIMS Sanctions
Severe, non- • Duty staff intervene • PST activate • PST facilitate sanction FTE, IEU,
classroom eg • Alarm raised Gateway to collect • Readmission and Supervision, DT
•
NON-CLASSROOM INCIDENTS

PST informed evidence reconciliation

fight on
• • •
INCIDENTSINCIDENTS
Remove danger to IEU eg student, witness Apology
playground and staff statements • Report to PST
• PST process • Resolved (on SIMS)
evidence within 1 once DT is complete
hour
• PST decision
• HoS ratification
Outside • Report and intelligence gathered • PST activate • PST facilitate sanction FTE, IEU,
school, all • Candidate separation where Gateway to collect • Readmission and Supervision, DT
appropriate evidence reconciliation
incidents
• eg student, witness • Apology
and staff statements • Report to PST
• PST process • Resolved (on SIMS)
evidence within 1 once DT is complete
hour
• PST decision
• HoS ratification