THE SNAITH SCHOOL
PUPIL DISCIPLINE (POSITIVE BEHAVIOUR MANAGEMENT)
SECTION I: INTRODUCTION
This document sets out the framework of the school’s approach to encouraging good behaviour known as
‘Positive Behaviour’.
It is genuinely hoped that our Positive Behaviour framework for both sanctions and rewards improve
behaviour and enable pupils to achieve their potential.
The system is fair, transparent and must be applied consistently. Without doubt, the essential prerequisite for
the policies success is a consistent commitment from all staff to operating within the agreed framework.
The framework is neither draconian nor rigid. It is hoped that the organised and widespread use of praise
and rewards will promote the working practices of all students in a positive manner.
All teachers in all subject areas must look to recognise, praise and reward all pupils as a matter of agreed
policy. Support Staff will also be expected to formally praise pupils whenever it is appropriate to do so.
Staff must also understand the importance of operating within the recognised framework for sanctions. The
eleven phases must be worked through in a logical manner. Departmental approaches to Phase Four should
be planned and documented by each subject area on SIMS. All staff should know who their designated
‘Phase 4 Manager’ is, in order for this system to work.
If the system is to be successful, the following must be understood by all. When a particular misdemeanour
takes place an identified sanction or range of sanctions must follow. The identified sanction is not open to
negotiation or debate. This is the key area of consistency.
Once the sanction has taken place it is up to the member(s) of staff concerned to decide upon an appropriate
‘follow-up’ strategy with each student’s case being viewed in an individual sense.
This is a key area of our policy.
Members of staff who do not apply the Positive Behaviour system will be spoken to by their line manager
and further training given as required.
Members of the Leadership Team must also look to operate within the framework at all times.
The system must not be allowed to break down as this will inevitably lead to deterioration in standards of
behaviour and student progress.
With enthusiasm, commitment and team-work there is no doubt that we will benefit all of the Snaith School
Community.
1.1 Aims
The aims of The Snaith School’s Behaviour Policy are:
1.
2.
3.
4.
5.
6.
To create an orderly and educationally stimulating environment both inside and outside the classroom.
To encourage positive attitudes in pupils towards fellow pupils and staff.
To develop in all pupils a sense of self-discipline and responsibility for their actions.
To develop in pupils respect for the environment of the school and property within it.
To develop a praise culture as opposed to a blame culture – to reward good behaviour and effort.
To ensure that pupils understand that it is poor behaviour and not the individual this is not acceptable.
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7.
8.
To develop systems of recording to ensure that detailed information on pupil behaviour (positive and
negative) is available to all staff as appropriate.
To identify problems at an early stage and to put appropriate support into place for pupils at risk of poor
attendance, exclusion and disaffection at school.
1.2 Purpose
Pupils learn better and behave better when they know what to do and understand what is expected of them.
They need to be positively encouraged to behave well and those who fail to respond should be able to see
that they are consistently, fairly and appropriately treated. Pupils , staff, parents/carers and Governors should
work together to create a positive climate within the school and thus contribute to its effectiveness.
Members of staff seek to deliver the curriculum in a way which will stimulate and engage students thereby
helping to maintain an orderly learning environment and staff need to share expectations of behaviour and
be aware of the sanctions and rewards in place to encourage positive behaviour.
A consistent approach by all is key to the success of promoting positive behaviour.(see Consistent
classroom routines for outstanding learning Appendix )
1.3 Expectations of behaviour for staff and Pupils:
We expect all members of the school to:
1.
2.
3.
4.
5.
Be honest, have respect and consideration for others be polite, well-mannered and tolerant towards
peers and adults.
Respect the school environment and keep it tidy.
Be punctual to lessons, bring all necessary equipment and make it as easy as possible for teachers
to teach and students to learn.
Strive towards the achievement of their full potential.
Respect the rights and property of others.
1.4 Key Documents
The following documents inform student behaviour management
Procedures within The Snaith School.
1.
2.
3.
4.
Anti-bullying Policy
Punctuality Policy
Restrain pupils
Uniform policy
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SECTION 2: The Snaith School Expectations
The Snaith School’s Expectations’ for pupils are outlined below:
As a member of staff, I will expect you, at all times, to:
 arrive on time ready to start work
 Walk around the building sensibly and quietly adhering to the systems
 Wear your uniform correctly at all times
 Be fully equipped for each lesson
 Place your planner on the desk at the start of each lesson and registration
 Be polite and respectful to others.
 produce your best work
 put your hand up and wait if you wish to speak
 allow other pupils to learn- avoid distracting others
 complete your homework and hand it in on time
 Eat and drink at the right time in the right place
 Look after your school environment
Remember – If your teacher believes your work/behaviour is outstanding you will be rewarded.
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SECTION 3: REWARDS
The aim of the reward system is to recognise effort and success in lessons and in all areas of school life.
Rewards are an essential part of the system; indeed they are more important than the sanctions. They should
motivate and promote good behaviour on an individual level and thereby build a positive atmosphere in
which any misbehaviour by a minority is marginalised. Regular recognition of effort, performance and
behaviour is important in developing a pupils’ confidence and self-esteem. There are many opportunities to
praise which need not be fulsome; should not be laboured and should be a natural part of our response.
Always try the positive approach before applying sanctions.
Positive Strategies
 Achievement points – these should be awarded every lesson to pupils who have met the classroom
expectations
 Verbal praise
 A quiet word
 Written comments on a pupil’s book/pupil planners
 Postcards sent to pupils each week
 Public praise e.g. by reading out or displaying a piece of work, or praise from the Form Tutor or Subject
Leader.
 Recognising success of differing kinds in assemblies and form time – appropriate positive comments
during the assembly to whole year group
 Being as positive as possible when interviewing/talking pupils and when writing reports
 Sending letters of encouragement and praise to parents
 Ensuring that the Headteacher, Deputy Heads, Heads of Year and Subject Leader are actively given
opportunities to praise individuals for good work and/or effort.
The Snaith School Achievement Point System
Achievement points can be awarded for a number of different activities as outlined below. The classroom
teacher must award Achievement points for meeting the classroom expectations in each lesson, to ensure
fairness and a consistency of approach. Other Achievement point may be awarded in line with the following
tariff.
Rewards/Additional Points
100% Attendance in a half term
Events/Additional points for
work/behavior/representing the school
Extracurricular activities
ATL grade of G or more
Outstanding piece of work
Representing the school
Winning a competition
Number of points
150
350
600
900
975
50 points
Maximum 10 points at the discretion of the
member of staff
2 points per attendance
1 points
5 points
5 points
5 points
Reward
Bronze
Silver
Gold
Ruby
Diamond
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1200
1500
Platinum
Governors
In addition, the top 20 Pupils at The Snaith School who achieve the highest number of points within each
half-term will be referred to the Headteacher in order to receive praise for their achievement.
850 points MUST be achieved (in addition to criteria which will be published annually) to enable a student
to receive an invitation to Rewards Day which is held towards the end of each academic year.
Govern
ors
Lunch
Platinum
CertificateHeadteachers
Breakfast
Diamond Certificate -HOY - Tea
and Biscuit
Ruby Certificate- Rewards day Ticket
Gold Certificate -Voucher
Silver Certificate- £1 Chartity Donation
Bronze Certificate
Verbal Praise Postcards, Positive Phone Call Home - All stafff
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Section 4 – Classroom Management Strategies (Consistent Classroom Practice)
It is vitally important to establish positive relationships with pupils based on mutual respect. These
guidelines should be used as a basis for consistent and reasonable dealings with pupils. The priority is that
all staff should encourage and maintain the highest standards of work and behaviour. Staff should always
speak reasonably to pupils and the pupils in turn should also adopt a well-mannered and considerate attitude
towards the staff – addressing them by names Sir or Miss, giving way in congested areas and opening doors
etc, hands are not to be in pockets when talking.
In the classroom – the aim is to provide a stable, supportive learning environment. Staff should: follow the consistent classroom practice procedures to the letter
 model the standards of courtesy they expect from pupils
 emphasise the positive, including praise for good behaviour as well as good work
 ensure pupils are aware of and meet the basic classroom expectations
 make clear expectations and consistent use of reprimands. this means being firm rather than aggressive,
targeting the right pupil, criticising the behaviour not the person, using private rather than public
reprimands where possible, being fair and consistent and avoiding sarcasm and idle threats
 make spare and consistent use of sanctions
 keep pupils occupied and interested
 maintain an attractive, clean, tidy room
 take attention away from the disruptive child by tactically ignoring the behaviour
 plan their approach carefully before taking action; always aiming to be consistent, showing the pupil
they are not going to give in to the misbehaviour
 split lessons into smaller time segments to measure success, or set smaller targets for which the pupils
can be rewarded, always acknowledge the pupils positive efforts
 use the rewards system
 not threaten sanctions and then do not carry them out, or else overreact and suddenly and severely
impose them, always apply an appropriate sanction.
 stay positive and calm in the face of provocation
 use the support system
Staff should feel confident that they are supported by senior management when they are facing difficulties in
the classroom. Senior staff should be visible and strategically placed during mass circulation periods
between lessons and at the end of breaks. The Head and other senior staff will visit lessons taught by
colleagues to provide support and ensure staff and pupils are aware that we are interested in and value their
work. See Appendix 3- Consistent Classroom Practice
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SECTION 5: SANCTIONS FOR UNACCEPTABLE BEHAVIOUR
The aims of all sanctions used at The Snaith School are threefold:



Corrective – ensuring pupils understand that poor behaviour is unacceptable
Preventative – ensuring pupils understand the expectations and how they can be easily met
Supportive – ensuring pupils are supported to modify their behaviour
Stage 1 (all staff) - VERBAL WARNING (AFTER SETTLING TO WORK IN CLASS)
It is anticipated that many pupils will receive the occasional VERBAL WARNING in their time with us.
Hopefully as pupils mature and become more self-disciplined the great majority of pupil / teacher contact
will be positive and enthusiastic. Pupils should become accustomed to operating within the confines of our
learning framework. This will include settling to work quickly, listening properly to the ideas of others and
participating constructively in discussion.
The VERBAL WARNING, though not recorded, has two clear purposes:
(i) to indicate to pupils that they have done or are doing something which is unacceptable;
(ii) to form a link to the more serious Stage TWO – “Written Comment” if it is required.
It goes without saying that Pupils must clearly understand the fact that they have received a verbal warning
and that the words ‘VERBAL WARNING’ must be used by the member of staff.
The VERBAL WARNING should not be given as a blanket warning to the full class. Positive Behaviour is
about the individual.
Types of Behaviour that will activate this stage:

Minor infringement of The Snaith School Expectations in a lesson.
Stage 2 (all staff) WRITTEN COMMENT- WRITTEN COMMENTS must be recorded in the
appropriate page of the Pupils Planner with a brief comment followed by staff initials.
Form Tutors, through the monitoring of Planners each week, will monitor WRITTEN COMMENTS for
each student in their form group. A student who receives THREE such comments will automatically move
into Stage 5, Whole School Detention, though it is hoped that appropriate counselling at an earlier stage will
reduce the chances of this happening. Form tutors will set the Whole School Detention.
In the classroom
A student who continues to behave unacceptably despite being given a VERBAL WARNING will move
into Stage 3 and receive a WRITTEN COMMENT.
Types of Behaviour that will activate this stage:
 Continuation of after stage 1- not heeding warning.
 Insufficient classwork at the time of checking.
Stage 3 (all staff) – SENT OUT OF THE ROOM – Classroom Teachers must direct the incident to
Subject Leaders using SIMS
On very few occasions pupils will continue to behave in an unsatisfactory manner despite been given a
VERBAL WARNING, WRITTEN WARNING and MOVED WITHIN CLASS. This behavior will result in
the pupil been SENT OUT OF THE ROOM for a few minutes to cool off. Pupils will be re-admitted to the
classroom when the member of staff has been given assurances about their conduct. Again, the onus here is
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on the class teacher trying to retain control of his / her own teaching groups. This should be recorded on
SIMS and a sanction needs to be issued in line with the Appendix 2 – Sanctions (guidance only), this will
result in the pupil losing their reward point.
Stage 4 -(all staff) -STAFF ON CALL - THIS WILL AUTOMATICALLY TRIGGER Stage 5 –
MAIN SCHOOL DETENTION.
At this point the classroom teacher would come to the decision that a student is persisting in undermining
the work of everyone in the room. This is despite receiving three clear chances to get back on track by this
stage.
Alternatively, it may be that a student behaves in such a dangerous way that the teacher chooses to move
straight to STAGE FOUR. The importance of working through the phases in a cumulative manner whenever
possible must be recognised.
A pupil who has entered STAGE FOUR is likely to have caused considerable disruption and inconvenience.
Consequently, they should be received in an appropriately severe manner. The referred pupil will bring work
with them and will work in silence in the isolation room; they will need to complete the incident reflection
sheet first. When a pupil is taken away on Staff on Call by a senior leader it is the original teacher’s
responsibility to ensure that the pupil has sufficient work to do.
Ideally, the pupil will be debriefed immediately after the lesson though, if this is not possible, the debriefing
should take place at the earliest practical opportunity. The member of staff will be present at the debriefing
and the subject leader. The behaviour will be discussed and a positive way forward agreed for next lesson.
The member of staff, from whose lesson the pupil was removed, will set a detention on SIMS and write the
date and reason in the relevant box in the MSD folder located in the Pastoral Hub.
Any student refusing to comply with Stage 4 will move straight to Stage 7: ISOLATION.
If a pupil is “Staff on Call” more than once in a week the following additional sanctions will be triggered:
2- ASD
3- ASD and Isolation ½ day
4- ASD and full day Isolation
Stage 5: MAIN SCHOOL DETENTION
Detentions will be set for misdemeanours as outlined in the ‘Sanction Guidance’. (Appendix 2).
Main School Detentions are held for 30 minutes at lunchtime. If a pupil is placed in MSD it should be
served the next day. If the pupil is already in detention for another member of staff, the detention should be
served the next available day. They will begin at 12.30pm and finish at 1.00pm. Students who fail to comply
with the rules of Whole School Detention or who fail to attend without a valid reason will move to Stage 7:
After School Detention.
Pupils need to be informed by the member of staff, that they are placing them in MSD for the following day.
Pupils will be reminded that they have a MSD by their Form Tutor as they will appear in red on the registrar
with a (D) next to their name the day of the detention.
If the Main School Detention is not recorded in SIMS, then the detention will not take place.
Wherever possible, the school will provide a minimum of 24 hours’ notice before a Main School Detention
is to be done.
When a fifth Main School Detention is given to any student, that student will automatically move into
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STAGE 7: ASD.
Stage 6: AFTER SCHOOL DETENTION
Should a student fail to comply with the rules of MAIN SCHOOL DETENTION or fail to attend a MAIN
SCHOOL DETENTION without good reason, she / he will receive an AFTER SCHOOL DETENTION
with parents / carers being notified via telephone.
Wherever possible, the school will endeavour to provide a minimum of 24 hours’ notice before the detention
is to be done.
AFTER SCHOOL DETENTION is held on each night of the week, when needed. These will last one hour
and 35 minutes. They will begin at 3.35pm and finish at 5.00pm. Pupils who fail to comply with the rules of
AFTER SCHOOL DETENTION or who fail to attend without a valid reason will move to Stage 8: Isolation.
Stage 7: ISOLATION
Isolation is an extremely serious sanction. Isolation takes place in the Pastoral Hub. The Isolation room has a
functional and purposeful environment with pupils working with materials relevant to their school timetable.
The work an individual student completes is chosen and organised by the various subject teachers the pupils
has that day. The Isolation room is staffed by the Pastoral Officer.
Occasionally, a student will spend lunch or break time in Isolation due to anti-social behaviour around
school or for negative report grades. Lunch isolation will start at 12.30p.m and end at 1:25 p.m. an
opportunity for pupils to have lunch will be given; this is led by the HOY on Main School Detention duty.
Staff must not set individual Lunch Time Detentions.
The decision to isolate will be taken by the HOY, work will be provided by the subject teachers. Parents
will be normally be informed if a child has been isolated in school.
Rules whilst in Isolation are as follows:
•
You should complete all work set in silence.
•
You should not communicate with anybody else in the room.
•
Communicate only with the member of staff by raising your hand.
If a pupil fails to follow these rules the following sanctions will apply:
1st warning – reminder of the rules
2nd warning – After school detention additional to ASD and Isolation
3rd warning – removal by SLT – parents will be contacted immediately and a day in supervised exclusion
will take place 1to 1.
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Stage 1 (all staff) - VERBAL WARNING (AFTER SETTLING TO WORK IN CLASS
Stage 2 (all staff) WRITTEN COMMENT
Stage 3 (all staff) – SENT OUT OF THE ROOM – Classroom Teachers must
direct the incident to Subject Leaders using SIMS
Stage 4 -(all staff) -STAFF ON CALL - THIS WILL
AUTOMATICALLY TRIGGER Stage 5 – MAIN SCHOOL
DETENTION.
Stage 5: MAIN SCHOOL DETENTION
Stage 6: AFTER
SCHOOL
DETENTION
Stage 7:
ISOLATIO
N
Stage 9, 10, 11,12- Exclusion- see appendix 3
Pupils who persistently choose not to follow The Snaith Schools Expectations, or who commit a particularly
serious misdemeanour can expect to find themselves in Stages 8, 9 or 10.
Stage 8, 9 and 10 consist of: Internal Exclusion (On school site); Supervised Isolation (one on one); Fixed
Term Exclusion (home exclusion).
Should a pupil be at risk of exclusion, or behave in such a way that an exclusion is considered, procedures
detailed in the school’s Exclusion Policy will be followed. Exclusion can be a response to a single, serious
incident or a response to a number of incidents over a longer period of time. The type and length of any
exclusion will vary according to individual circumstances, but will be as short as possible, commensurate
with the misdemeanour. The decision to exclude will be made by Headteacher.
By this stage, it is probable that the school will be in more formal contact with parents / carers. External
Agencies may well be working with the student and/or family to improve behaviour and provide extra
support.
In each case, the reasons for the exclusion period served and subsequent actions to support the student will
be recorded on the student’s record.
Exclusions can be served in one of three ways:
Stage 9 – HUB (ON-SITE EXCLUSION)
With the agreement of parent / carers, an exclusion may be served in The Pastoral Hub, with students
spending a longer day (8.00 a.m. to 4.00 p.m.), isolated from all other students, working with materials
relevant to their individual timetable. A parent / career will bring the student to ‘The HUB’ for 8.00 a.m. and
collect the student at 3.50 p.m., when a review meeting will be held with the student, parent / career and a
member of the Pastoral Team before the student is permitted to re-join mainstream education. This meeting
will provide an opportunity for future monitoring / support strategies to be agreed and implemented.
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Stage 10 – Supervised Exclusion (one on one)
This stages aim is to prevent Stage 11 – FIXED TERM EXCLUSION (HOME). Students at this stage will
be isolated in schools in agreement with parent / career. They will be supervised on a one to one basis. An
extended school day, may be appropriate.
It is the responsibility of parents / careers to ensure that the student attends the school on the day when they
are in supervised exclusion.
A review meeting will be held with the student, parent / career and the relevant Pastoral Leader before the
student is permitted to re-join mainstream education at The Snaith School. This meeting will provide an
opportunity for future monitoring / support strategies to be agreed and implemented.
Stage 11 – FIXED-TERM EXCLUSION (HOME)
The decision to issue a Fixed-Term Exclusion may be taken for:
•
a serious one-off incident
•
a situation where there is significant risk of further incidents
•
a situation where previous significant sanctions have not been successful in modifying the student’s
behaviour
Following a period of fixed-term exclusion, a review meeting will be held with the student, parent / carer
and a member of the Senior Leadership Team before the student is permitted to re-join mainstream
education. This meeting will provide an opportunity for future monitoring / support strategies to be agreed
and implemented.
If a student receives a fixed-term exclusion of 6 days or more, they will serve day 6 onwards in the isolation
unit at one of the Partner secondary schools.
Stage 12 – PERMANENT EXCLUSION
The control of permanent exclusion is entirely in the hands of the Headteacher and Governing Body. A
decision to exclude a student permanently is serious and should only be taken where the basic facts have
been clearly established on the balance of probabilities. Usually it will be a final step after the failure of
other strategies.
Permanent exclusion may be used for a single extremely serious instance, such as:
• A serious actual or threatened violence against another student/member of staff
• Sexual abuse/assault
• Supplying an illegal drug
• Carrying an offensive weapon
The Police may be informed as appropriate.
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SECTION 6 – ROLES AND RESPONSIBILITY FOR MONITORING OF PUPILS
The success of Positive Behaviour as an initiative depends upon the effective monitoring of pupils and this
policy been consistently applied by all staff in school. Central to this success is the need to provide pupils
with the opportunity to reflect upon their own school performance; in other words to ensure that Pupils selfmonitoring is central to the weekly operation during registration both AM and PM.
Form Tutor Monitoring – All incidents outside of lessons (unless SOC or serious) and after the Subject
leaders have added their actions – must be directed here first, using CPOMS.
In addition to weekly Form Time activities (set by the HOY), Form Tutors need to check for any incidents
they have been alerted to via email in SIMS.
On receipt of the an incident through SIMS the FT should decide whether any further action in addition to
the sanction imposed at Stage 3 should be imposed. It is good practice for FT to, at the very least speak to
the pupil about their behaviour, giving them an opportunity to reflect on this during form time.
Additional sanctions could include:
•
Verbal reprimand
•
Break time detention, this maybe additional
•
Main school detention (MSD)
•
Green Form Tutor Report (in consultation with HOY)
Within school, Pupil Planners will be monitored and signed each week by the Form Tutor.
When monitoring Pupil’s planner’s Form Tutors are looking to identify or confirm a number of points;
•
That the Planner is free from graffiti and is being kept in a tidy manner;
•
That homework details are being recorded in sufficient detail using the prescribed system (i.e. set
homework subjects written down at the beginning of the week, and the ‘ticking’ of homework upon
completion).
Subject Leaders Monitoring - All incidents relating to a subject lessons (unless SOC or serious) must be
directed to the relevant Subject leader first, using SIMS.
On receipt of the an incident through SIMS the SL should decide whether any further action in addition to
the sanction imposed at Stage 3 should be imposed. A note should be made in SIMS under action taken and
then the SL should alert the FT. It is good practice for SL to, at the very least speak to the pupil about their
behaviour, giving them an opportunity to reflect on this. This may take place during break/lunch time.
Subject Leaders should be seen to support all staff within their department with behavior issues, in the first
instance.
Additional sanctions could include:
•
Verbal reprimand
•
Behaviour task
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•
break time detention, this maybe additional
•
Main school detention (MSD)
•
Subject lesson Report (in consultation with HOY)
Heads of Year Monitoring- All incidents are directed to the HOY (unless SOC or serious) must come
from either the FT or SL, using SIMS.
Pupils who have caused problems over several lessons (or outside of lessons) in the same subject or over a
short period of time (monitored by information sent from FT/SL) or who are involved in a number of
incidents of poor behaviour outside the classroom should be dealt with by the HOY with support from the
Pastoral Managers.
Sanction/Action could include:
•
Parents should be informed of concerns and asked to meet with the Form Tutor/HOY/SL to discuss
future conduct
•
After school detention to catch up on work missed because of being removed from class.
•
Isolation
•
Subject (green), FT (green) or HOY (yellow) report depending on the nature and severity of the
problem. Monitored by Subject Leader/Form Tutor/Head of Year. The use of the report should be reviewed
after no longer than a 4 week period.
•
Fixed term exclusion (see grid). Governors and LA must be informed and parents must be
informed of their right to appeal. Parents should attend a re-integration meeting – a decision should be made
as to whether to progress to Stage 8, 9, and 10
•
Reprimand by SLT.
•
Involvement of external agencies, EBPST, Educational Psychologist etc
•
Individual Behaviour Plan (IBP)- When a pupil is increasingly causing concern, possibly in several
areas of school life and when strategies used to date have been unsuccessful in modifying work and/or
behaviour, then a meeting will be called to agree an Individual Behaviour Plan (IBP). The pupil and parents
will be invited to the meeting to draw up the plan which will have 3 or 4 targets. Strategies to further
support the pupil in meeting the targets will be discussed and actioned. The IBP will be written by the HOY
and a copy sent to the parents. The pupil will be placed on IBP report focusing on the targets for
improvement. A review will be held after 4 weeks (or sooner if the situation deteriorates)
If at the end of the IBP the pupil has met their targets or have made significant progress towards them a
decision will be made to reduce the report tariff (to a Yellow report) or to progress to a PSP.
SLT Monitoring- SLT will become involved at Stages 9,10 and 11. Please note SLT will only be alerted
to incidents by the SOC process using SIMS. SLT will be informed about all other incidents by the
Assistant Headteacher (Pastoral) during SLT morning briefings/meetings.
In extreme cases, where the behaviour of a pupil has not improved and the IBP targets have not been met,
despite the interventions/support, or there has been a serious incident resulting in a long fixed term exclusion
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(over 5 days), or the child is at risk of permanent exclusion (i.e. having served several fixed term exclusions
of less than 5 days, then a meeting will be held to draw up a Pastoral Support Plan (PSP).
Roles and responsibilities:
•
The Assistant Headteacher (Pastoral) will chair the meeting
•
The HOY will arrange the meeting and will present information/concerns- outlining the
support/intervention already in place. The HOY will write up the PSP and ensure copies are sent to all
involved.
•
The Form Tutor may act as support for the child (if appropriate)
•
The pupil and their parents/carers
•
Other professionals/external agencies involved
Thorough preparation for this meeting is essential and should include a discussion of roles and
responsibilities of members, and expected outcomes. The aim of the meeting is to set targets for
improvement/ behaviour modification and to identify areas where the child may need support to reach the
agreed targets. The targets will be formally reviewed after approximately four weeks. Targets will be
distributed to all relevant staff. The PSP monitoring report will clearly indicate progress made towards the
targets. Targets should be realistic, measureable and achievable, with the aim of giving the pupils the
support and close monitoring that will enable them to settle back into normal school routines and meet the
school expectations. The involvement of appropriate external agencies is a requirement at this stage. In
school support will be provided if necessary and the pupil may be placed on the Special Needs Register.
The targets will be reviewed after four weeks.
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Appendix 1 – Sanctions (guidance only)- relating to stages 1-7
Glossary
ALL- All staff who see pupils throughout the day
ST- Subject Teacher
FT- Form Tutor
SL- Subject Leader
HOY- Head of Year
SLT- Assistant Head of Pastoral
SIMS- Recording tool for behaviour incidents
MSD - Main School Detention (Room 1)
ASD - After School Detention
BT - Behaviour Task
Type of Behaviour
Minor disruption –
behaviour does not
meet expectations
Sanction
Sanction 1
 Formal verbal warning
 Written warning
 Move the child within the classroom
 Time out- Sent Out
 Pupil may lose achievement point
Who
All
Chewing Gum

Behaviour task (BT)
All
Eating in Class

BT
All
Record in SIMS- send
to SL if lesson
Send to HOY if
Registration
Dangerous
behaviour

Main School Detention (MSD)
All
Record in SIMS- send
to SL if lesson
Send to HOY if
Registration
Defiance

Minor – BT
Major – MSD
All
Record in SIMS- send
to SL if lesson
Send to HOY if
Registration


All
Record in SIMS- send
to SL if lesson
Send to HOY if

Disruptive
behaviour
Minor – BT
Major – MSD
The Snaith School Behaviour Policy
September 16 RWI
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15
Follow up
Record in SIMS- send
to SL if lesson
Send to HOY if
Registration
Persistent disruption
move to Stage 2
Record in SIMS- send
to SL if lesson
Send to HOY if
Registration

Failure to report

Equipment



If persistent send for “Staff on
call” after stages 1-4 have been
applied.
MSD
Registration
All
Record in SIMS- send
to SL if lesson
Send to HOY if
Registration
First offence – verbal warning
Second offence- written warning
in Planner
Repeat offenders (two/three
warning) – MSD
All
All
Record in SIMS- send
to SL if lesson
Send to HOY if
Registration
FT’s check equipment
each morning in
Registration to support
pupils.
Record in SIMS- send
to SL if lesson
Send to HOY if
Registration
Lack of
classwork/
coursework


Repeat offenders (two/three
warning) – MSD
Persistent offender - ASD (After
School Detention)
Insolence


Minor – MSD
Major – ‘ Staff On call’
All
Record in SIMS- send
to SL if lesson
Send to HOY if
Registration
Lateness

Pupils who are delayed by a
member of staff should be given a
note to that effect
3 lates to lesson without a note
MSD
Minor BT
Major MSD
All
Record in SIMS- send
to SL if lesson
Send to HOY if
Registration
All
Record in SIMS- send
to SL if lesson
Send to HOY if
Registration
Pupils should be issued with an out of
lesson card:
Red- out of lesson/registration with
permission. (two pupils per card)
Yellow-Senior member of staff
attends the lesson asap. (Only one
pupil per card)
Green- Printing (two pupils maximum
per card)
All
Record in SIMS- send
to SL if lesson



Misuse of equipment
Out of
lessons/registration
without permission




The Snaith School Behaviour Policy
September 16 RWI
Page
16
Send to HOY if
Registration
Call for “Staff on call”
if you are not aware of
the pupils whereabouts.
Poor
attitude/behviour


Minor – BT
Major – ‘oncall’
All
Poor lesson report





HOY Subject teacher records
incidents in SIMS and
refers to FT. Awards
the grade on the report.
Talking in detention
2 RI’s or 1 P = Break DT
3 RI’s or 2 P’s = Lunch DT
4 RI or 3 P’s = Break and Lunch DT
5 RI or 4 P’s = ASD
5RI’s or P’s = Break and Lunch DT
and ASD
 ASD
Missing detention

Uniform/jewellery
makeup
ASD (unless absent)
Confiscation (staff should send pupil to
the office with items)
Persistent – more than 2 treat as
Defiance - MSD
Record in SIMS- send
to SL if lesson
Send to HOY if
Registration
HOY Record in SIMS
ASD arranged
HOY Record in SIMS
ASD arranged
All
Record in SIMS- send
to SL if lesson
Send to HOY if
Registration
Use of a mobile
phone/ipod etc

Confiscation – ASD and phone
call to parent asking them to pick
up the phone/ipod from school
HOY Record in SIMS- send
to HOY
Verbal Abuse - pupil


Minor – BT
Major –‘on call’
All
Record in SIMS- send
to SL if lesson
Send to HOY if
Registration
Senior staff ‘on call’ – removal from
lesson
All
Record in SIMS- send
to SL if lesson
Send to HOY if
Registration
Place pupil in MSD
After school detention
Daily report(FT, HOY)
FT/
Record all incidents
HOY Meeting with parents
Monitoring of
behaviour/work
ST/S Record all incidents in
L
SIMS
Meeting with Parents
Meeting with Pupil
with SL and ST
HOY Record in SIMS
/SLT Letter to parents
Continuation of
disruption following
classroom sanctions
Serious behaviour

Problems in several 
lessons/same subject 
over a period of time
Persistent poor
behaviour in a
subject over a period
of time



Subject report
Change of group to be considered
Department detentions
Examples of
extreme behaviour


Removal from lesson
Daily report (HOY)
The Snaith School Behaviour Policy
September 16 RWI
Page
17


Internal isolation
Fixed term exclusion
Increasing concern
in areas of school
life
Failure to respond to
previous reports or
interventions.




IBP- Daily Report
Internal isolation
Fixed Term Exclusion considered
Supportive strategies
Targets from IBP
not met
Serious incidents
which have resulted
in an exclusion




PSP- daily Report
Internal isolation
Fixed Term Exclusion
Supportive strategies
The Snaith School Behaviour Policy
September 16 RWI
Page
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Parents seen
Exclusion
documentation
completed
HOY IBP sent to parents (see
roles and
responsibilities)
Targets set
Supportive strategies
put in place
SLT
Targets set
Supportive strategies in
place
Pursuit of strategies
with the social
inclusion agenda –
including involvement
of external
agencies/Special Need
Department etc
Appendix 2- applies to stages 8-12
Tariff arrangements – these are only guidelines aimed at providing a degree of
consistency – as always the use of exclusion will be a matter for detailed discussion
between the relevant staff.
Length/type of
Exclusion
Break and lunchtime
Decision made by
Offence
Head of Year
Internal exclusion- over
a half term period½ day – 1st time
1 day – 2nd time
2 days – 3rd time
3 days- 4th time
4 days – 5th time
Full day external
exclusion
Head of Year
Causing a nuisance at lunchtime/break
Poor report
Disruptive behaviour/several detentions
Play fighting
First offence for minor misdemeanors
Three day exclusion
Head/Deputy/
Assistant
Headteacher in
consultation with
Head of Year
5 day or more exclusion
Provision must be made
for continuing education
after the 6 day – see
section on use of
exclusion
Head/Deputy
/Assistant
Headteacher in
consultation with
Head of Year
Maximum 44 days
Minimum 10 days
Permanent
Head
Head/Deputy/
Assistant
Headteacher in
consultation with
Head of Year
Head
The Snaith School Behaviour Policy
September 16 RWI
Fighting
Abusive (verbal, swearing) behaviour towards a member of staff
Continual disruption in lessons (in an attempt to cool off/calm
situation down)
Damage to property/vandalism
Incidents of racism or sexism (Equal Opportunities Policy)
Theft – minor
Bullying (STOP) – Verbal
Fighting/assault for second offence within a year
Abusive behaviour towards a member of staff – second offence –
(first offence if thought necessary)
Bullying – verbal/physical
Theft – major (involve the police)
Bringing alcohol into school
Fire Alarm (malicious)
Sexual intimidation
Threatening behaviour
Continued defiance and disruptive behaviour
Violence/aggressive behaviour towards a member of staff
Planned assault on another pupil
Theft (second offence) – involve the police
Persistent bullying
Under the influence of alcohol
Selling of alcohol in school
Illegal substances/possession
Depending on nature of substance (at Headteacher’s discretion)
Possession, supplying, trading of illegal substances (at
Headteacher’s discretion)
Second offence of possession
Arson
Unprovoked attack causing serious injury
Sexual assault
Carrying/Use of offensive weapon
Repeated and persistent misbehaviour where fixed term exclusion
have been ineffective.
Page
19
Appendix 1 Consistent Classroom Practice
CONSISTENT CLASSROOM ROUTINES FOR OUTSTANDING LEARNING
Appendix 3 Consistent Classroom Practice
CONSISTENT CLASSROOM ROUTINES FOR OUTSTANDING LEARNING
Formal end to
lesson
Formal start to Lesson
Meet & Greet / Line up outside
Equipment/
Stand Behind Chairs
Planners out
Homework
Formal uniform check
Written on board and in Planners
None Set
Seating Plan- Mint Class
Consistent Sanctions
4 Steps
1.
2.
3.
4.
The Snaith School Behaviour Policy
September 16 RWI
Warning
Written Warning
Time Out
SOC
Page
20
Record on
Sims
MSD
Positive Behaviour Strategies
Positive Praise
Classroom Expectations applied
consistently
4:1 Rule