DISCIPLINE POLICY
POLICY AND VISION:
The Education Reform Order 1989 requires all grant aided schools to prepare and
make available a written statement describing a school's policy on discipline. Within
the context of Dromore High School this discipline policy seeks to emphasise:
(a)
the development of a sense of self-discipline and the acceptance of
responsibility by pupils for their own actions.
and
(b)
the creation of conditions for an orderly community in which effective
learning can take place, in which there is mutual respect between all
members and where there is concern for the environment.
Self Discipline
Dromore High School has always held the belief that the pupils must be allowed the
opportunity to exercise responsibility for their own actions. This is based on the belief
that giving pupils responsibility will in turn promote discipline. Consequently a
variety of structures and procedures are intrinsic in the way in which the curriculum is
delivered in order to praise and encourage rather than to criticise and punish.
Mutual Respect
Mutual respect for the needs of the individual, the school and the home are vital in
the maintenance and development of good discipline. The staff need the continued
support of the parents if effective and efficient learning is to take place and so
enable the pupils to fulfil their potential. The High School has long valued its strong
parental support and recognises that such support is vital.
School Rules
Our school rules describe the ethos of the school to which all parents and pupils must subscribe
when enrolling. Each pupil is issued with a conduct card in September and this card is used by
staff to record incidents where school rules have not been adhered to.
What are we trying to achieve in maintaining discipline?
We are trying to promote "good behaviour" i.e. behaviour which conforms to the reasonable
expectations and requirements of the school and is based upon the mutual respect for the needs
and aspirations of all in the school and upon care for its environment. We seek to reward good
behaviour as much as punish poor behaviour. Differing views between home and school over
what is acceptable behaviour can often lead to ambiguity and conflict. To avoid this, some basic
rules must be set out.
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School Rules
Over the past 50 years we have enjoyed a tradition of being a well disciplined school where pupils can learn in a safe
environment. The school booklet highlights the underlying disposition from which all the other school rules and procedures
flow – ie showing respect for self, others and property. If this disposition is cultivated, nourished and valued then we
believe the individual, the school, the home and the wider community will benefit.
It is to this end that the school rules and procedures have been agreed:

To create harmony between pupils, parents/carers/school;

To encourage learning for life and work;

To guide pupils as they strive for independent living in a shared world;

To promote self discipline.
School Rules
From the basic school rule ie showing respect, 6 other rules flow:
1
be respectful to yourself, others and school property
2
be punctual and attend regularly.
3
adhere to the school dress code.
4
work to the best of your ability, complete your homework on time and meet deadlines.
5
take responsibility for your own learning, organisation and discipline.
6
follow school procedures.
A number of school procedures have also been agreed to enable our large community of individuals to function in an
harmonious manner and to foster a productive learning environment.
Procedures fostering Good Manners and Behaviour
Pupils will:

use good manners and behaviour at all times;

stand, under the direction of the teacher, when a visitor or the Principal enters the room;

use greetings and address adults appropriately;

address all staff and each other respectfully;

eat at break and lunchtime and avoid chewing gum at all times;

hold doors open for others;

Not smoke or be in the company of other pupils who smoke.
Procedures fostering orderly movement
Pupils will:

be punctual to school and class. When the bell rings at 8.50 am pupils must move promptly to the assembly hall
or registration classes. Pupils arriving after 9.10 am must report to the General Office and then to the Form Tutor;

walk quietly through the school on the left hand side of the corridor;

enter the classroom in an orderly way on the direction of the teacher, sit down and have books out ready to begin
lessons;

leave school bags in Period 3 classroom and collect them promptly at the end of break. Leave school bags in
Period 5/6 classroom and collect promptly at the end of lunchtime;

obey fire drills;

avoid congregating on flights of stairs;

enter and leave the school using appropriate entrances and exits.
Procedures fostering safe play
Pupils will:

Avoid any action which could cause injury or harm to oneself, another person or their property;

Play games within a year group at break/lunch-time and not engage in any contact sports.
Procedures helping pupil supervision
Pupils will:

Avoid using the following areas before school, breaktime, lunchtime and after school until the last bus leaves
o
the gym and assembly hall;
o
the path to the rear of the school;
o
the lane to the rugby pitches;
o
the town park opposite the school;
o
any other areas specified by staff from time to time;

obtain permission to be out of school from parents and Year head.
Procedures for Lunchtime
Pupils will:

Obtain a lunchtime pass from the teacher in charge and carry it at all times. This procedure applies only to Years
11 and 12;

Eat packed lunches in designated areas;

Put litter in the appropriate bins;

Queue in an orderly fashion for the cafeteria;

Follow the instruction given by lunchtime supervisors.
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Procedures assisting Child Protection
Pupils will:

Use the toilet at break/lunchtime or with a teachers’ permission between classes;

Avoid any form of aggression/bullying behaviour;

Not bring mobile phones to school;

Comply with the internet access policy.
Procedures to be used after Absence
Pupils will:

Bring a note from their parents explaining their absence. Notes should be given to the Form Tutor on the day of
return;

Make dental/doctors appointments for after school hours;

Avoid taking holidays during term time.
Procedures regarding school uniform and appearance

Pupils will wear full school uniform;

Girls are permitted to wear one stud in the lobe of each ear/boys are not permitted to wear earrings;

A watch and one plain ring are the only other jewellery permitted;

Make-up is not permitted;

Nail varnish must not be worn;

Hair must be of conventional style and colour – as determined by the school;

Girls’ skirts are not to be worn shorter than 10cm above the knee;

Girls must wear flat heeled black shoes;

Outdoor coats should be navy in colour and not worn inside school;

All items of uniform and other possessions must be clearly labelled;

The school has no personal insurance for loss or damage of uniform or personal property;

During non uniform days or attendance at school organised trips, the school prohibits clothing which depicts
alcohol or drugs, which has sexual or obscene connotations which advocates violence, which uses offensive
language or symbols or which states ethnic, racial, political or religious superiority.
Procedures relating to Possessions
Pupils must:

Carry a suitable school bag;

Label all items of clothing and other possessions;

Not leave valuables in cloakrooms or classrooms;

Not use slogans or graffiti on possessions;

Not bring dangerous objects or illegal substances into school;

Not bring personal electronic equipment into school such as MP3 players, ipods, mobile phones;

Not bring cigarettes, matches or lighters to school.
Procedures relating to homeworks
Pupils should:

Keep an accurate record of homework in their homework diaries;

Complete homeworks on time;

Present diaries to parents for signature.
Procedures for Educational Visits
Pupils must:

Follow the instructions of the teachers organising the visit and be good ambassadors for the school;

Remain seated, use seat belts if provided, and be well behaved when travelling by minibus or coach;

Never distract the driver.
Procedures for travelling by Ulsterbus
Pupils must:

Observe the Code of Conduct as detailed by Ulsterbus;

Sit on seats at all times;

Not smoke on the bus;

Take care not to harm other pupils or adults travelling on bus.
Senior Management Reserves the right to revise these procedures when appropriate
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Policy into Practice:
Discipline Procedure and Framework
The following referral system is in operation:
School
Counsellor
may be
called in at
any stage
Subject Teacher
responsible for discipline in his/her own classroom and
adjacent corridor.
Head of
Department
Class Teacher
responsible for discipline within his/her subject area.
Year Teacher
Monitors behaviour of the Year Group. Liaises with parents.
Vice-Principals
Monitor behaviour of all pupils, and liaise with staff in the
referral system.
Principal
Overall responsibility for discipline in the school. He can
recommend suspension and exclusion to the Board of
Governors.
Monitors behaviour of his/her class throughout the school.
The referral system is not a simple linear structure. Throughout the line many people and levels
may be involved in a decision.
Pastoral Advice
Pastoral advice forms an important part of the school's disciplinary framework and involves
every teacher. However, the key teacher in all of this is the pupil's form tutor who has a
specific pastoral role and to whom each pupil can relate. This teacher will spend time dealing
with behaviour and disciplinary problems raised by other colleagues in order to help them with
their understanding of the pupil.
Although the school commends positive self-discipline and has set in place a general framework
of discipline within the school, there are occasions when there is a need to have recourse to
sanctions.
Sanctions
The intentional use of force and other physical chastisement is not permitted in school.
Where behaviour does not conform to that which is acceptable, then the following sanctions can
come into operation:
(a)
Immediate checking of misbehaviour, including verbal and non-verbal individual
and public indications of disapproval. A signing would be given on conduct card.
(b)
A minor penalty, where possible, relevant to the offence, such as picking up litter
for those who drop it.
(c)
Repeated or extra work where the presentation or content of work is clearly below
the pupil's potential.
(d)
Detention (i)
at lunch time where pupils will be allowed a reasonable time to take lunch
or
(ii)
after school where parents will receive at least 24 hours written notice.
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(e)
Loss of privilege, eg membership of clubs and teams, right to go on visits,
attendance at evening activities run by the school.
(f)
Community service, eg removal of graffiti.
(g)
Restitution/repair of wilful damage and/or payment for it.
(h)
Referral to Form Tutor/Year Teacher/Vice-Principal/Principal.
(i)
Referral to Head of Department or appropriate teacher where the problems arise
from syllabus content.
(j)
Parental consultation. (Parents may be consulted at any stage of the sanction
procedure).
(k)
Placed on Daily/Weekly Report.
(l)
Withdrawal from class for a set time.
(m)
*(n)
*(o)
Discipline Withdrawal Unit for Disruptive Pupils.
Transfer to a Unit for Disruptive Pupils.
Suspension and exclusion, fixed term or permanent.
Reason for Suspension:
 Substance or alcohol abuse: possessing, using or dealing in illegal drugs, solvents or
alcohol on school premises
 Bullying of pupil: all forms whether physical, verbal, threats or other
 Physical attack on pupil: with or without a weapon, sexually motivated, fighting with
another pupil
 Verbal abuse of pupil: of a personal nature including swearing and sexually explicit
language
 Disruptive behaviour in class: persistently occupies teacher time and/or distracts other
pupils
 Persistent infringements of school rules: smoking, non co-operation with sanctions,
disobedience of school rules and procedures
 Significant damage to property: of school, staff or other pupils in school or outside
school
 Stealing: from school, pupils, staff in school or outside school while in uniform
 Verbal abuse of staff: of a personal nature including swearing and sexually explicit
language
 Physical attack on staff: with or without weapon, sexually motivated
* These sanctions are dependent upon decisions reached by the Southern Education and Library
Board and will only be put into operation in extreme circumstances.
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Rewards
Rewards are a very powerful tool for teachers to use in order to maintain wanted behaviour.
The general practice of classroom management involves many rewards being given to pupils on
a daily basis.
The following are examples of methods to secure positive discipline:

Praise a quiet word,
an encouraging smile,
written comment on pupil’s work - general or specific,
public praise - in front of group/class/year/junior or senior assembly.

Merit award - certificates of merit for conduct presented on Speech Night to those pupils
with no signings on their conduct card.
Presentation at Assembly - eg school badges, certificates, prizes.
House points.
Progress file to give pupils a sense of achievement and a chance to celebrate their
successes.
Use of school reports to comment favourably on good work, academic achievement,
involvement in extra-curricular activities and general attitude.
Visit - to a senior member of staff for praise/commendation.
Letter to parents.






The Role of Prefects in the Disciplinary System
School Prefects have an ancillary role to play in the disciplinary system. Under the supervision of
the Principal, they have limited authority to discipline pupils. The Principal will ensure that such
authority conforms to the school's disciplinary code.
The Use of Reasonable Force
In a recent press release Mr David Hart, General Secretary of NAHT stated that “For far too long
teachers have been kept in a state of limbo by uncertainty over when they can use reasonable
force to control or restrain pupil.” He went on to argue that teachers have been “afraid of
malicious or unfounded accusations of child abuse. Teachers do not expect to be given special
protection if they use unreasonable force but they are entitled to be safe from prosecution
where they use reasonable force in justifiable circumstances.”
Reasonable force can be used in circumstances: where a criminal offence is being committed;
 where pupils may injure themselves or others;
 where the behaviour is prejudicial to maintaining good order and discipline at the
school or among pupils;
 when the action occurs on the school premises or during an authorised activity off the
premises.
Three broad categories are described where reasonable force might be used:
1. in self defence, where risk is imminent;
2. where there is a developing risk of injury or significant damage to property;
3. where good order and discipline are compromised.
Examples of situations that fall into categories 1 or 2 are: a pupil attacks a member of staff or other pupil;
 pupils are fighting;
 a pupil is engaged in, or is on the verge of committing deliberate damage or
vandalism to property;
 a pupil is causing, or at risk of causing injury or damage by accident, by rough play or
by misuse of dangerous material or objects;
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 a pupil is running in a corridor or on a stairway in a way in which he or she might
have or cause an accident likely to injure him or herself or others;
 a pupil attempts to abscond from a class or tries to leave who would be at risk out of
the classroom or school.
Examples that would fall into category 3: a pupil persistently refuses to obey an order to leave a classroom;
 a pupil is behaving in a way that is seriously disrupting a lesson.
There is no legal definition of reasonable force, but three criteria are established for guidance: if the circumstances of the incident warrant it;
 the degree of force must be proportionate to the circumstances;
 the age, understanding and sex of the pupil.
Minimum force should only be used and it should never be used as a punishment.
Physical intervention can take a number of forms, for example:




physically interposing between pupils;
standing in the way of a pupil;
holding, pushing or pulling;
leading a pupil away from an incident by the hand or by gentle pressure on the centre
of the back.
Force that should not be used include:





holding round the neck or any other hold that might restrict breathing;
kicking, slapping or punching;
forcing limbs against joints, eg arm locks;
tripping or holding by the hair or ear;
holding face down on the floor.
Restraint should not be used as a disciplinary action or punishment.
Each and every incident where restraint is used will have to be examined on its merits. Staff
and other unauthorised people should be extremely cautious about using restraint and must be
aware of the school policy on discipline. Everyone has the right to defend themselves against
attack provided that they do not use a disproportionate degree of force to do so.
Damage to Property
Where a pupil damages the fabric of the school building or items such as books are defaced or
damaged sanctions may be imposed on the pupil accompanying a request for payment for repair or
replacement.
Incidents Outside of School
When pupils are travelling to and from school and are not in the direct supervision of staff, incidents
may occur which reflect badly upon the school. This is particularly the case where pupils travel by
bus. The school therefore reserves the right to impose sanctions upon such pupils whose behaviour
does not conform to the accepted standard.
Where misbehaviour on buses has caused the removal of bus passes, this is out of the immediate
control of the school. In such cases the parents should consult Ulsterbus directly and negotiate the
return of the bus pass.
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Complaints Procedure
If a parent wishes to seek clarification about any sanction, he/she should telephone the school and
seek the advice of the principal or vice-principals. They in turn will deal with the problem and aim
to resolve it by setting up an interview with the parties concerned.
Conclusion
As a school we do not have many serious discipline problems. This is mainly due to a strong parentschool link. We welcomed the support of parents in this area in the past and rely on their continued
involvement for the benefit of all pupils.
Further information on disciplinary procedures etc., can be obtained from the school on request.
Policy Review and Evaluation
The overall discipline policy will be monitored and evaluated at regular intervals to ensure its
effectiveness. An annual review will take place.
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