Calderdale Pupil Referral Unit
Policy Name:
Behaviour and Discipline
Policy
Policy Number:
002
Links to:
 Anti-Bullying Policy (2)
 Drugs Policy (20)
 The Use of Positive Handling
for Pupils with Severe
Behavioural Difficulties
guidance.
 Home School Agreement (27)
Date of Approval:
Jan 2013
Effective Date:
Nov 2010
Review Date:
June 2014
Person Responsible:
Head Teacher
Approved By:
PRU Management Committee
For Action By
All Staff
For Information to:
All Staff
Parents / Carers
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Calderdale Pupil Referral Unit
Behaviour and Discipline Policy
Our behaviour policy helps us to create a caring, stimulating and secure environment in
which staff and pupils can work and learn safely and encourages involvement of parent /
carers in the development of their child.
The PRU aims to raise the attainment and maximise the inclusive learning
opportunities of all children and young people within its care. This will be achieved
by:
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Developing a set of preferred practices based on shared values which promote
positive relationships;
Enabling pupils to achieve through appropriate expectations of work and
behaviour with praise, reward and celebration and explicit and consistent
consequences;
Supporting and encouraging young people to develop standards of self-discipline
and to take responsibility for their own behaviour in a wide range of social and
educational settings;
Valuing and appreciating individuals and their rights regardless of racial origin,
ethnic background, gender, age or creed;
Ensuring effective monitoring and review processes which inform future planning,
acknowledge individual progress and celebrate achievement;
Forming and sustaining effective partnerships with schools, young people, their
families and other agencies.
The principals of the Behaviour Policy aim to:
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Raise pupils’ self esteem.
Promote / develop empathy and respect for self and others.
Develop in pupils a sense of self discipline and an acceptance of responsibility for
their own actions.
Ensure regular attendance.
Develop an awareness of and adherence to appropriate behaviour.
Encourage pupils to value the school environment and its routines.
Ensure that pupils are confident of their right to be treated fairly.
Empower staff to determine and request appropriate behaviour from everyone.
Acknowledge that the maintaining of good behaviour within the school is a shared
responsibility.
Ensure that positive behaviour is always recognised.
Work within a positive, proactive reflective approach to behaviour management.
To ensure the policy is fully understood and is consistently implemented
throughout the school.
Ensure effective mechanisms are in place for the monitoring and evaluation of this
policy.
Ensure the rights and responsibilities of all members of the school community.
In order to achieve these aims and principals the PRU intends to:
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Develop clear expectations in terms of standards of teaching, learning and
behaviour, which are shared with all staff, young people, parents/carers and the
wider community.
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Promote appropriate behaviour through the consistent application of agreed
preventative, corrective and supportive strategies.
Promote appropriate behaviour by using effective incentives.
Manage inappropriate behaviour by using a range of positive intervention
strategies and a clear, consistent and fair range of graded and relevant sanctions.
Ensure the effective involvement of all staff in the promotion of appropriate
behaviour and the management of unacceptable behaviour.
Develop strategies to foster increasing parental involvement in the promotion of
appropriate behaviour and the management of unacceptable behaviour.
Devise systems to motivate and encourage young people to participate in
learning.
Expectations
Staff and Management
Committee members
Pupils
Parents / carers
Lead by example, be good
role models for promoting
positive attitudes and
behaviour.
Be consistent in dealing with
pupils.
Respect, support and care for
each other both in school and
the wider community.
Create a safe and pleasant
environment, physically and
emotionally.
Attend school regularly, on
time, ready and equipped to
learn and take part in school
activities.
Take responsibility for your
own actions and behaviour.
Be aware of and support the
school in terms of teaching,
learning and behaviour
expectations.
Ensure that pupils come to
school regularly, on time with
the appropriate equipment.
Take an active and
supportive interest in your
child’s work and progress.
Have high expectations of the
pupils.
Meet the educational, social
and behavioural needs of
pupils through an appropriate
curriculum and individual
support.
Form good relationships with
colleagues, pupils and
parents / carers and respond
to any concerns.
Give specific performance
feedback on learning and
behaviour to pupils on a
regular basis.
Listen to others and respect
their opinions.
Do as instructed by all
members of staff (teaching
and non-teaching) throughout
the school day.
Provide the school with an
emergency contact number.
Attend open events and
review meeting wherever
possible.
Be tolerant of others,
irrespective of race, gender,
religion and age.
Be where you should be when
you should be throughout the
school day.
In circumstances of loss of control by a pupil, and significant threat of harm to themselves,
others or damage to property it may be necessary to positively handle a pupil. These
situations are rare and positive handling is used as a last resort. All incidents requiring the
use of positive handling are documented and monitored.
Curriculum
At this school, through our curriculum, we teach pupils the aforementioned principles. We
believe that an appropriately structured curriculum and effective learning contribute to good
behaviour. Thorough planning for the needs of individual pupils, the active involvement of
pupils in their own learning and structured feedback all help to avoid the alienation and
disaffection which can lie at the root of poor behaviour. It follows that lessons should have
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clear objectives which are understood by the pupils and differentiated to meet the needs of a
range of abilities. Marking and record keeping can be used both as a supportive activity,
providing feed-back to the pupils on their progress and achievements and as a signal that the
pupil’s efforts are valued and progress matters.
Rewards
The school rewards good behaviour, social skills and work throughout the school day, as it
believes that this will develop an ethos of kindness and cooperation. This policy is designed
to promote and acknowledge good behaviour rather than merely to deter anti-social
behaviour. Incentive schemes are in place to recognise attendance and achievements.
Pupils who work hard and behave appropriately will receive positive recognition from staff.
Staff will ensure that positive actions and behaviour are communicated back to parents that
day by letter, certificate or phone call.
Refer to Appendix 1 for Key Stage Rewards.
Sanctions:
Inappropriate behaviour will be challenged by staff using an assertive but non confrontational
approach. Pupils will be given responsibility for their own behaviour through a series of
behavioural choices and will be helped and encouraged to think about alternatives for dealing
with problems.
The use of sanctions should be characterised by certain features:
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It must be clear why the sanction is being applied.
It must be made clear what changes in behaviour are required to avoid future
sanctions.
Group sanctions should be avoided as this breeds resentment.
There should be a clear distinction between minor and major offences.
It should be the behaviour rather than the person that is sanctioned.
We divide unacceptable behaviour into three broad levels:
Level 1:
misbehaviour that can be effectively managed within a classroom or
unstructured environment by the teacher, youth workers and SISWs.
Level 2:
more serious misbehaviour that is not so easily managed within the classroom
or unstructured environment, or persistent Level 1 behaviour. Notification of and involvement
from Teachers in Charge would be required.
Level 3:
very serious misbehaviour or persistent Level 2 behaviour. Formal
involvement with the Head or Deputy Head would be required.
Refer to Appendix 2 for agreed Behaviours and Sanctions at the PRU
The application of any sanction will be recorded on the Pupil Assessment and Review Profile
and pupil daily log. An incident form will be triggered by any Level 2 or higher behaviour.
Information recorded on an incident form will be transferred to the school’s SIMS system for
termly analysis.
If there is a persistent problem the Teacher in Charge will undertake a Pupil Focus meeting,
drawing up an Individual Improvement Programme which may include an alternative
curriculum and or timetable. All staff working with the child will be informed of this. If the
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problem continues the school will undertake a Common Assessment Framework (CAF), if not
in place, involving outside agencies to seek solutions to support the pupil.
Care and Control
Most pupils attending the PRU are settled and engage in the rules and routines laid down
with little difficulty. However, there are times when their behaviour requires staff intervention
to ensure the pupil’s own safety, the safety of other pupils, staff and protection of property.
This can require the use of physical interventions. Team Teach is the approach adopted by
the PRU to manage challenging and aggressive behaviour. Both the DfE and Department for
Health issue clear guidelines for the use of physical intervention and the use of restraint and
reasonable force. All incidents requiring the use of physical intervention are monitored by the
PRU Head Teacher. PRU staff will always seek to help pupils find ways to make amends
and move on positively following an incident.
Exclusion
The PRU is committed to maintaining in education pupils who have experienced extreme
problems. Although every effort will be made to prevent exclusion from the PRU, in order to
bring continuity to pupils’ education there is a mechanism in place should it be required, in
line with DfE guidance. Once the PRU Head Teacher makes a decision to exclude a pupil,
the parent / carer will be informed immediately or as soon as possible, ideally by telephone,
of the decision followed up by a letter sent within 24 hours of the decision. A copy of the
parent guidance “Fixed Period Exclusion” will be circulated with the letter.
Where a pupil is excluded at the end the afternoon session and the exclusion takes effect
from the next day, notice must be given before the start of that day. Where a pupil is
excluded in the morning session and the exclusion takes effect from that afternoon, notice
must be given before the start of the afternoon session.
Reasons for exclusion:
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Unprovoked assault of staff member or pupil
Persistent bullying (see Anti-Bullying Policy)
Extreme and persistent abuse towards staff member or pupil
Major damage or vandalism within PRU premises / site or damage to staff property
Drugs related incidents and supply of illegal substances (see Drugs and
Substances Policy)
Carrying an offensive weapon
Sexual misconduct
Consultation
Staff, parents and pupils via the pupil voice were consulted in the review of this policy and will
be asked to contribute to subsequent reviews.
Monitoring and Evaluation
Behaviour management will be under constant review throughout the school and reported to
the PRU Management Committee Sub Committee SI & Curriculum.
This policy document will be monitored and evaluated by PRU SLT and entire school
community on an annual basis.
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This document is freely available to the entire school community. It will also be made
available through the school newsletter, Parent Information Pack and VLE
Pupil Discipline Policy
Appendix 1
Key Stage Rewards
Rewards in the KS2 provision consist of:
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Golden Time “Pay or Play”
Certificates and stickers – given for good work, kindness and achievement e.g. a
successful day in mainstream school.
Postcard sent home.
Telephone call to parents (by child or staff member) to celebrate success.
Dip in the choosing box for reaching landmarks or for outstanding behaviour.
Visit to school Head / Deputy Teacher with good work to receive Head sticker /
reward.
Star of the week, commended by Head Teacher and / or named in newsletter.
Rewards in the KS3 provision consist of:
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Pupils are nominated for the Fame Tree by staff if they have performed at a very
high standard both in and out of the classroom. Pupils receive a Certificate in
Assembly, their name on the Fame Tree and a record in the “Good News Book”.
Pupils are recognised in Assembly for positive behaviour and exceptional work.
Pupils receive merits for exceeding required standards in lessons. When merits
have been achieved the pupil will receive a small reward from the Teacher in
Charge. There are three levels of agreed numbers of merits for rewards.
Group trip – pupils are allowed to go on the end of term reward trip if they achieve a
minimum number of Fame Tree nominations. Allowances are made for pupils
admitted part way through a term.
Class reward system (Top Team Award) is presented during Assembly, for a team
nominated by staff, for performance throughout the week higher than expectation.
Additional rewards may be given on an individual basis (as agreed at staff focus
meetings).
Telephone call / letters home to parents by staff member to celebrate success.
Rewards in the KS4 provision consist of:
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Merits are awarded to pupils for exceeding required standards in lessons. Pupils
will receive a series of graded rewards.
Group trip – pupils are allowed to go on the group trip if they achieve a minimum
number of merits. Allowances are made for pupil admitted part way through a term.
Pupils may be rewarded by staff on an individual basis for exceptional work e.g.
extra break time, healthy snacks, etc.
Telephone call / letters home to parents by staff member to celebrate success.
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Behaviour and Discipline Policy
Appendix 2
BEHAVIOUR & CONSEQUENCES
Internal truancy:
Leaving without permission unless it is an agreed strategy for whole/part of a lesson – work
of a satisfactory standard to be made up at break (½) lunch (½) after school (up to 1 hr).
Time is not the sanction but completion of work.
External/internal truancy, duration longer than one lesson:
1 x in a week – make up work at break, lunch and after school as above
2 x or more in a week - Level 2 - incident form and make up work at break, lunch and after school as
above.
Persistent – External/Internal truancy week on week: (where over a period of 2/3 weeks
a pupil on at least one occasion each week had truanted or 3 or more occurrences
have been recorded)
Undertake a pupil focus meeting with EWO and staff to identify barriers to engagement and
strategies forward which might include a change of curriculum, change in time, ie half day or
1-5.
Swearing:
The use of inappropriate language should be challenged and students should be reminded of
the PARP’s descriptors and marked accordingly. If a student has a difficulty in this area it
should be prioritised as a PARP target.
General abuse – repeated non personal offensive language which is more than the
occasional use of inappropriate language:
One reminder and then next occasion is 15 minutes after school. If repeated in another part
of the day then Level 2 and 45 minutes after school Marked as 1 on Class conformity.
If general abuse continues during sanction time then time to be extended.
Verbal abuse (personal to staff or student):
One reminder then Level 2 incident and 45 minutes after school. Marked as 1 on Class
conformity. If repeated in another part of the day then student needs to be isolated for rest of
day or given inclusion for whole or part of following day.
Low level unprovoked assault:
Throwing missiles towards, grabbing hold of, running into, pushing staff or pupils (which is
deemed to be unprovoked and an assault by the victim).
Level 2 incident and appropriate sanction implemented by TiC.
Repeated incidence of Level 2 assault, i.e. more than twice within a 4 week period becomes
a Level 3 and discussion takes place with TiC and Head or DH if Head absent.
Assaults as a result of pupils lashing out and making contact during a crisis or
physical intervention are not deemed to be unprovoked.
Under the influence of drugs / and / or alcohol:
If we suspect that a pupil is under the influence then the TiC needs to assess the health and
safety risk to the pupil and others. They will make a decision as to whether the pupil should
be left in the classroom or needs to be somewhere away from other pupils under observation.
Behaviour should be measured using the PARP’s descriptors, eg not participating in a lesson
or not completing a satisfactory amount of work should be marked as 1 for non conformity
and work should be completed in break/lunch/after school.
Sanctions should be around the behaviour not the suspected or known drugs use and
parents should always be informed. Pupils should be searched if staff suspect drug
use. Possession is a Level 2 sanction in its own right.
TiCs, SISWs and Key Workers need to be monitoring all of the above and if a pupil is
having a repeat pattern of any of these behaviours there needs to be a pupil focus
meeting to identify strategies and appropriate consequences.
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Level 3
Incident form
Sustained or extreme
direct verbal abuse to
staff or pupils
Discussion with
Head/DH/Lead
Possible fixed term
/permanent exclusion
Unprovoked Assault:
Repeated L2 twice within
4 weeks, or one-off
serious incident including
sexual misconduct,
weapons, spitting
Discussion with
Head/DH/TiC
Persistent truancy:
Pupil focus meeting
involving EWO to
identify and remove
barriers to learning.
Discussion with
Head/DH/Tic to agree
change to curriculum or
times ie ½ days or 1-5
Major damage/ Fire
Discussion with
Head/DH/Tic
Possible fixed term
/permanent exclusion
Persistent and ongoing
disruption
Discussion with
Head/DH/Tic
Possible fixed term
/permanent exclusion
Smoking: referral to
smoking cessation where
appropriate
Dealing substances:
Discussion with
Head/DH/Tic
Possible fixed term
/permanent exclusion
Level 2
Incident form
Verbal abuse directed to
staff or pupils
One reminder then 45
mins after school, 1 on
class conformity
Sexual/homophobic/racist
abuse/ repeated bullying
or intimidation
Unprovoked Assault:
Throwing missiles
towards, grabbing hold of,
running into, pushing staff
or pupils. Making threats
including sexual threats
L2 sanction from Grid
agreed with TIC
Internal/External
truancy twice or more in
a week
Level 2 incident. L2
sanction from Grid agreed
with TIC
Make work up as before
Damage/Vandalism:
Bill home for damage,
possible police
involvement
L2 sanction from Grid
agreed with TIC
Aggressive disruption
Level 2 incident. Make
work up as before
Smoking in building
Level 2 incident. L2
sanction from Grid agreed
with TIC
Make work up as before
Disclosures:
Follow procedures,
Safeguarding form
Possession of illegal
substances:
Level 2 incident. L2
sanction from Grid agreed
with TIC
Lead/SISW
General non-personal
abuse
One reminder then 15
mins after school
Repeat offence moves to
L2
Pupils making
verbal/non-verbal
threats of physical abuse
to staff or pupils
PARPs
Internal/External
truancy no longer than
one lesson
1 times in a week make up
the work at break, lunch
and after school
Minor damage to work,
property, non-permanent
graffiti
PARPS
Cost of damages
recorded, bill sent at £20,
Grafitti to be removed,
work made up
General Disruption
refusal to comply, refusal
to go to lesson
PARPS, work made up
Smoking on site
20 mins end of day
Under influence of
alcohol/drugs
Follow procedure,
PARPs, Make work up
Behaviour and
Sanctions at
Calderdale Pupil
Referral Unit
Verbal abuse: Racism,
Sexism, verbal bullying
Physical Abuse
aggression, threatening
behaviour, bullying
Truancy:
Internal and external
Damage and theft
General Disruption
Safeguarding
disclosures and substance
misuse
Parents informed
Head/DH/TIC
Parents informed
Lead/SISW/Tic
Level 1
PARPS
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