NORTH KESTEVEN
SCHOOL
POLICY DOCUMENT
BEHAVIOUR
Review date
March 2012
Next review due
Page 1
March 2013
Sections:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
School Aims
Behaviour Policy
Principles of the Policy
Roles and Responsibilities
The Code of Conduct, Lesson Code, Merits and Points
Code of Conduct
The Lesson Code
Positive Achievement Merits & Points
Support Systems for Parents
Strategies and Sanctions
11.
Behaviour Management Support
12.
13.
14.
15.
16.
Confiscation of inappropriate Items
Use of reasonable force
Allegations of abuse against staff
Fixed Term Exclusions
List of supporting Documents.
a.
b.
c.
d.
e.
Classroom Behaviour Management – Class Teacher Strategies
Classroom Behaviour Management – Departmental Strategies
Student Behaviour Management – Head of Department
Serious Incident
Detentions
a.
b.
c.
d.
e.
Personal Tutors
Transition / Student Support Officers
Progress Managers
Student Referral Meetings
Senior Leadership Team Meetings
Page 2
1. School Aims
North Kesteven School aims to develop its students into successful and enthusiastic learners during
their time at “NK”, providing a range of opportunities both in and out of school for students to gain
the knowledge and skills necessary to become a successful citizen in the twenty -first century. The
School has very clear aims for its students; however it is essential that parents /carers are actively
involved in order to also support their child.
We will aim to develop students’:
 abilities to achieve academic and personal success
 sense of responsibility for their work, actions and future as members of society
 potential for analytical, creative and flexible thinking
 appreciation of, and enthusiasm for, learning
By:
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being optimistic, having high expectations and looking to praise and acknowledge success
offering appropriate guidance throughout their time at school and in preparation for their later
working life
providing an appropriate, varied high quality curriculum and effective teaching and learning
maintaining a well disciplined and ordered community, which everyone is proud of and in
which all feel safe
providing opportunities for students to develop their extracurricular interests
the regular monitoring of whether the above is being achieved.
Because we believe in:
 everyone’s right to respect
 an active partnership with parents to provide mutual support for their children’s progress
 good manners, good humour and self-discipline
 equal opportunities and access to the curriculum
 caring for the environment
 life-long learning.
Page 3
2. Behaviour Policy
The Behaviour Policy at North Kesteven School is set against a background of long established
systems and structures, which reflect our ethos and enable our students to develop.
Its purpose is to:
 Promote good behaviour, self discipline and respect.
 To regulate the conduct of all of its students to ensure that they are engaged in the teaching
& learning process.
 To ensure that students complete their assigned work.
 To prevent bullying.
In May 2011 the School received the following noteworthy comments from OFSTED:
“North Kesteven is a good school. … This is evident in the vibrant learning environment,
highly respectful and harmonious relationships, and the shared focus on learning. Staff
have created an exceptionally safe learning environment, which is highly praised by
students, parents and carers. …Strong relationships, good behaviour and positive
attitudes to learning make a strong contribution to progress.
As part of the inspection process Parents / carers also have an opportunity to share their views on
the school:
…The school is highly regarded by parents and carers who value the well-rounded
education their children receive. They appreciate and value the wide range of
opportunities and experiences provided for their children, and the extent to which the
school keeps them safe.
Page 4
3. Principles of the policy
a. The Behaviour Policy is based on the recommendations and guidance from The Department for
Education (DfE), which incorporates the following legislation:
•
•
•
•
•
•
Education Act 1996
School Standards and Framework Act 1998
Education Act 2002
Education and Inspections Act 2006
Equality Act 2010
Education Act 2011
b. The DfE states that Staff have the statutory authority to discipline students whose behaviour is not
appropriate when they are in school, out on school trips and visits and outside of school when their
behaviour could:
 Have an impact on the running of the school day to day both in and out of lessons
 Pose a threat to another member of the school community, such as student, member of staff,
member of the public.
 Have an adverse effect on the reputation of the school
This includes circumstances such as:
 Taking part in any school organised or school related activity
 Travelling to or from school
 When wearing school uniform
 In some other way are identifiable as students at the school.
c. Staff in this document includes all adults supervising students with authority from the Governing
Body. It includes Teachers, Teaching Assistants, Student Support Officers, Support staff, Office staff,
Lunchtime Supervisors, Site staff.
d. North Kesteven School acknowledges that a student’s social, emotional and behavioural
development is integral to their academic progress. This is supported by the allocation of a Personal
Tutor who oversees a year-based group of students on a daily basis.
e. North Kesteven is committed to inclusion and the promotion of equality regardless of gender, race
or special educational need.
f. North Kesteven is committed in doing all it can to safeguard students and staff by creating a
positive learning environment.
Page 5
4. Roles and responsibilities
The Governing Body defines the principles, which underpin every aspect of school life, including
those associated with this policy. It is the Governors’ Pupil Discipline Committee that will be the
arbiter of decisions to permanently exclude students and must be satisfied that every reasonable step
has been taken to support any student at risk of permanent exclusion.
The Headteacher is responsible for the formulation of the Behaviour Policy so that it promotes
positive behaviour, regular attendance, discourages bullying and promotes equality. The Behaviour
policy does not work alone but works in tandem with numerous other school policies and documents.
A number of these are referenced on page 19.
All school staff are responsible for ensuring that the Behaviour Policy is fairly and constantly applied
to all groups, at all times. Staff are responsible for responding appropriately to unacceptable
behaviour. Staff are also expected to support each other in achieving the aims of the Policy.
Parents / Carers are responsible for their child’s attendance, standard of dress and behaviour,
working in partnership with the School to maintain the highest standards. This is supported by their
acceptance of a place for their child at North Kesteven School and as outlined in the Home / School
Agreement in the Student Diary.
Students are also responsible for shaping and promoting the Behaviour Policy, supporting staff and
other students. Students should report bullying, other misbehaviour or truancy. This is supported by
their acceptance of their place at North Kesteven School and as outlined in the Home / School
Agreement in the Student Diary.
Page 6
5. The Code of Conduct, Lesson Code, Merits and Points
North Kesteven School expects that that its students will behave in way that will not impact on others
within the school and the local community. All of its staff have the right to keep order in their
classroom and to provide a safe environment at all times. It has, in place; a Code of Conduct and a
Lesson Code, which it believes, are reasonable in terms of those expectations and the behaviours its
students should demonstrate.
Should this not be the case the School will respond appropriately to unacceptable behaviour,
especially as there is a close correlation between good behaviour, positive learning and good
progress.
As a school we also wish to acknowledge, reward and celebrate achievement that is supported by
good behaviour.
Learning Diary
All students are issued with a learning diary at the beginning of the academic year.
The learning diary is an essential piece of basic equipment for all students and must be brought to
school every day. It contains copies of the following information
Code of Conduct
Uniform policy
Lesson Code
Home School Agreement
It is also essential for communication between home and school. Teachers will use the diary to
record any problems in lessons. Personal tutors will monitor diaries closely to ensure it is signed by
parents weekly.
The learning diary will also be used to record merits and points.
Page 7
6. CODE OF CONDUCT
North Kesteven School has a Code of Conduct, which it expects all students to adhere to. These rules
are reasonable and they are designed to provide a controlled, safe and happy working atmosphere
where everyone will be able to achieve their best, regardless of year group but are imperative for
those taking their public examinations each year.
Students should:

Take care when coming to, and leaving the School premises;
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Arrive at School and at lessons punctually wearing correct School uniform;

Speak politely to all Staff, teaching and support, visitors, fellow students, bus drivers etc.

Do not do anything to cause hurt or damage;

Move quietly, i.e. not shouting, and reasonably around the School site, keeping to the left and
carrying their bags safely. Students leaving a classroom or entrance have priority, students
entering should wait;

Eat only at break and lunchtime – chewing gum is NOT allowed;

Look after their belongings, leaving valuables and inappropriate items at home;

Observe the Lesson Code;
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Take off their outside coat at the start of all lessons;
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Respect their environment by not dropping litter or damaging furniture;
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Remember that the School is a no-smoking site;

Work to the best of their ability and allow others to do the same.
These are summarised and displayed around the School site under the following headings:
o Punctuality
o Behaviour
o Dress Code
o Work Ethic
o Mutual Respect
o Respect for the Environment
Page 8
7. THE LESSON CODE
The School always aims to ensure that lessons are:
 Well planned and differentiated to match the students’ needs
 Delivered with quality teaching
 With high expectations in terms of learning outcomes and behaviour
Students at North Kesteven must follow the Lesson Code in order to support these aims and to
ensure that they make the most of the teaching and learning opportunities and achieve their best.
Students must:
1.
Enter and exit the teaching area calmly and quietly, as instructed.
2.
Have all the basic equipment ready.
3.
Listen in silence when the teacher is speaking to the class.
4.
Start work as soon as the teacher says.
5.
Keep on task throughout the lesson.
6.
To complete the work set beyond the classroom as instructed by the teacher in
preparation for the next lesson. This might take the form of research, extension studies,
projects or coursework.
These expectations are made clear to them and are revisited at regular intervals e.g.:
In lessons
Assemblies
Personal Tutor Time
}
Either as a discrete item or within the general ways in
which teaching and learning is carried out
Page 9
8. POSITIVE ACHIEVEMENT MERITS and POINTS
The majority of our students work within this framework and as a result receive praise,
encouragement and rewards for their effort and performance.
The reward system in Key Stage 3: Merit System and in Key Stage 4: Points system allows all
students to receive praise for:  Consistent good work and effort over time. All departments have a consistent departmental
system of awarding merits/points so that all students feel they are treated fairly and with
equanimity.
 “Good Practice” = well presented, clear, easy to follow work, where headings,
diagrams, pens, rules, pencils have been used properly and to good effort either
written or word processes
 “Work” = class work and extension work, both should be of same high standard
 “Effort” = Trying hard at all times, not giving up when work seems too hard
 Involvement in a Whole School event or performance
 Positive and sustained contribution to tutor group over time
 Positive and sustained commitment to an extra-curricular activity over time
 Behaving as expected by following all aspects of the Lesson Code.
In Key Stage 3, Merits lead to Bronze, Silver, Gold, Platinum & Diamond Certificates which
Tutors and Student Progress Manager’s award.
At Key Stage 4, Points leads to prizes awarded by the Student Progress Manager.
At the Summer Commendation Assemblies, end of year awards for the number of merits/points are
awarded to: - individuals and tutor groups who have sustained the highest number of Merits/Points.
In addition students may also receive a Headteacher’s commendation when they have excelled
academically or reached the highest standards in other aspects of school life.
North Kesteven School Positive Achievement Items:
 The Merit Systems for KS3 (recorded in Student Diary and on notice board)
 The Points System for KS4
 Commendation Certificates
 Departmental /Year Commendations
 Headteacher’s Commendation
 Commendation Assemblies
 Awards/Certificates/End of Year Awards
 Tutor Group Merit/Points winners
Page 10
9. Support Systems for Parents
As already indicated at the outset it is ultimately the responsibility of Parents / Carers to ensure that
their child’s attendance, standard of dress and behaviour is of the highest standards.
However North Kesteven School will aim to work in partnership with Parents in order to support them
in this task. We will in particular:

Encourage an open dialogue with Parents

If the School has received no contact from Parents, School will make contact on the third
consecutive day of absence

Contact Parents if there appears to be a pattern developing of poor behaviour.

Facilitate the support of other agencies if required
There are also a number of opportunities for Parents to come into School for positive reasons. The
opportunities currently include events such as:

Tutor / Parent Meetings

Parents Consultation Evening

Parental Engagement Evenings

School Concerts

School Performances
Page 11
10. Strategies and Sanctions
Within the various staffing structures at North Kesteven School there are a number of specific roles,
which are in place to motivate students and overcome any barriers to their learning and progress,
including their attendance and behaviour. Staff are authorised to deal with poor punctuality, poor
attendance and poor behaviour.
At North Kesteven School this will involve staff who will have a specific focus of a student within a
specific subject or across some or all their subjects such as:
 Class teacher
 Head of Department
 Personal Tutor
 Transition / Student Services Team
 Progress Manager
In addition students may need additional support and / or intervention from other specific members
of staff such as

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
Gifted and Talented Coordinator
NK school Intervention Team
SENCo (Special Educational Needs co-coordinator)
Member of the Senior Leadership Team
Headteacher
Should students at North Kesteven not adhere to any of the expectations the appropriate member of
staff will implement strategies in order to address these behaviours. These strategies and sanctions
are intended to be progressive and students need to be aware of the stages and consequences within
the Behaviour Procedure. See Appendix A
C1 Classroom Behaviour Management - Class Teacher Strategies
In a classroom situation the Class teacher will implement appropriate strategies from the list below:
 Verbal instruction to class
 Verbal instruction to individual
 Reiterating of what is required
 Referral to School expectations e.g. Code of Conduct / Lesson Code etc
 Note in Learning Diary note and consequence/action taken by the classroom teacher
 Further note in Learning Diary plus a behaviour stamp* and consequence / action taken by
classroom teacher.
 Isolate individuals within the classroom/Department
 Detention – break/lunch
* Behaviour Stamp is the member of staff’s initia ls inside a circle.
Page 12
C2 Classroom Behaviour Management - Departmental Strategies
If these do not result in behaviour becoming appropriate, Departmental Strategies will then be
implemented. The list below indicates the type of strategies will be used:
 Check student’s work/diary more regularly
 Departmental detention
 Temporarily move student to another class
 Recording formally the Actions and Outcomes within the School’s Information Management
System (SIMS)
 Head of Department speaking to the class/individual
If behaviour still fails to meet NK standards then the Head of Department will implement further
strategies from the list below:
 Contact with home
 Meeting with Parents
 Departmental Detention implemented by Head of Department
 A formal temporary / permanent move to another class, accompanied by letter home.
C3 Failure to follow basic expectations - lunchtime detention
Where students fail to meet the schools basic expectations they will be placed in a lunchtime
detention. C3 detentions will be given for the following reasons :
 Incorrect uniform/ jewellery
 Not having learning diary
 Issues with mobile phone
 Arriving to school late
C4 After School detention
Failure to engage with departmental strategies (C2) or failure to attend a C3 detention will result in
after school detention on a Friday. Parents will always be informed via letter which will be sent no
later than Wednesday to allow parents to organise collecting their child from school
C5 Internal Exclusion/Isolation
A period of Internal Exclusion/Isolation in ‘The Hub’ will be used for the following:
 Failure to attend a C4 detention
 Unacceptable behaviour in a C3 or C4 detention
 Truancy
 Smoking
 Use of inappropriate language
 Serious lesson incident resulting in emergency call out (ECO)
 Serious out of lesson incident resulting in ECO
Parents will be informed if their child is placed in C5 either by telephone, letter or note in learning
diary.
Page 13
C6 Fixed Term Exclusion (FTE)
FTE is always a last resort but can be used as a consequence for the following:
 Persistent non-compliance and failure to meet targets on SA+ card
 Failure to complete or engage in C5
 Verbal abuse towards a member of staff
 Other serious incident – please see point 16 of this policy for further information
Parents will be informed of a FTE as soon as possible via telephone and a letter confirming the FTE
will follow. Parent/carer and student must attend reintegration meeting before student can return to
school.
Emergency Call Out
If a SERIOUS incident occurs in a lesson staff may activate support from a senior member of staff
on the Emergency Call Out. The list below indicates the type of situation that is deemed to be a
serious incident:
 Injury/accident to students/staff
 Medical emergency
 Risk to student / staff welfare which will result in the complete and total breakdown
of the lesson
 Direct Verbal Abuse to a member of staff
 Student has left the lesson without permission
Should this occur the “on call” member of staff will take appropriate action.
The activation of the Emergency is deemed as significant and results in the required completion of
a yellow Incident Report Sheet by the member of staff.
See Appendix B for ECO procedure
Detentions
Detentions are a sanction used by staff at North Kesteven School. They are put in place for:
 Poor punctuality
 Issues related to uniform
 Behaviour that is consistently below that expected
 Failure to complete the work set whether this be, during a lesson or as part of the work that
should be completed outside of lesson time.
The majority of these will take place at either morning break or during lunchtime. Should a detention
be put in place at lunchtime, staff will allow time for the student to eat, drink and use the toilet.
Should a student’s behaviour not be remedied by this sanction this can be escalated to a further
Departmental Detention.
Detentions can be escalated even further to an afterschool detention with a Head of Department,
Progress Manager, Senior Leader or Headteacher; Parents will be given notice in writing of this.
However it is the Parents’ responsibility to ensure that, should their child be required to attend an
after school detention, that they make suitable travel arrangements should this be required.
The Senior Leader Detention takes place on a Friday after school and is put in place for a student
whose behaviour continues to be below that expected or who persistently fails to complete their work
or meet basic expectations.
Page 14
11. Behaviour Management Support
a. Personal Tutors are responsible for monitoring a group of students on a daily basis in terms of:
 Communication
 Attendance
 Punctuality
 Uniform
 Progress
This monitoring supports both the Class Teacher and the Student. This support is delivered in a
number of ways but includes the Learning Diary and they are therefore in a position to see notes
made, behaviour stamps along with any further information added to or referred to within SIMs.
If the Tutor has received comments from one subject area then there may be further discussion with
the Class teacher and / or Head of Department.
If there are concerns raised from a number of subject areas then this will involve discussion with
Transition / Student Services Team, Progress Manager or other appropriate staff,
depending on the concerns raised.
b. Transition / Student Services Team are involved in resolving issues that often fall outside of
the learning context such as attendance and punctuality, personal organisation, issues on the way to
and from school. They also work with the Student Progress Managers to ensure all students achieve
and succeed and consequently play a part in the School’s Behaviour Management Strategies,
including:
 Conversations with students
 Contact with home
 Meetings with Parents
 Monitoring of Learning Diaries
 Detention
 Discussion at Student Referral Meeting (SRM)
 Monitoring of Student Report Cards
 Liaison with Outside Agencies
Page 15
c. Progress Managers engage in constant dialogue with Students, Personal Tutors, Class teachers,
Heads of Department, Student Services Team and Parents in order to motivate students and
overcome any barriers to learning and progress. This will extend further, to other staff, for those
students who need specific input, intervention / support in order to make the required progress.
This will involve:
 Conversations with students
 Contact with home
 Meetings with Parents
 Monitoring of Learning Diaries
 Detention
 Discussion at SRM
 Monitoring of Student Report Cards
 Isolation of students: lesson, part day / full day
 Internal exclusion of students
 Liaison with Outside Agencies
d. Student Referral Meetings
A team of staff meet weekly as a year group/key stage to discuss individua ls who staff are concerned
about. This includes Attendance, safeguarding and C2 referrals.
This will alert the team to any students whose welfare and / or progress is a concern.
The following members of staff attend Student Referral Meetings
 Transition / Student Services Team
 Progress Manager
 SENCo
 Assistant Headteacher
For each student discussed at SRM a lead professional is appointed to ensure that the agreed action
is carried out. The agreed action is reviewed at the meeting the following week. This enables the
students to be monitored at the pre-stage of the SEN Code of Practice. Should intervention not be
successful in resolving initial areas of concern, the student will move to the next stage of the staged
procedure within the SEN Code of Practice. See Appendix C
The following are the types of further interventions that can be implemented depending on the
individual student need. They include:
 Internal intervention packages: one off session / piece of work
 Internal intervention packages: over a number of sessions
 Formal monitoring on a Report Card as part of the SEN Code of Practice staged procedure
 Reduced timetable*
 Referral / Involvement of an outside agency, as appropriate e.g.
o Careers advisory service
o Health Services
o Children’s Services
o Police
o CAMHS
o Out of School Team
o Specific SEN support specialists
Reduced timetable* in discussion with other agency involvement
Page 16
e. Senior Leadership Team Meetings
As part of their role in monitoring and reviewing the progress of students at North Kesteven School
the Senior Leadership Team will review, on a regular basis, a number of issues that may be barriers
to this progress such as:
 Attendance figures
 Students whose behaviour is high profile within their respective year groups
 Students who have been isolated
 Emergency Timetable “callouts”
 Students who have been excluded either internally or one of a fixed term.
12. Confiscation of inappropriate items
The DfE states that Staff have, within their general power to discipline students, the right to
confiscate items. Students at North Kesteven School who fail to follow instructions regarding
inappropriate items will have those items confiscated and retained. Such items include:
 Inappropriate items which are not part of the School’s uniform, including jewellery
 Items that affect / interrupt teaching and leaning such as mobile phones and mp 3 players
 Banned items such as smoking paraphernalia, weapons, alcohol, illegal drugs
Confiscated items that are not banned will be kept in a secure place and can be collected from the
general office after 3pm.
13. Use of reasonable force*
The Behaviour Policy is graduated and it is expected that the use of any physical intervention is a
last resort following support and de-escalation strategies.
All school staff have the power to use reasonable force to prevent students:
 Committing an offence
 Injuring themselves or others
 Damaging property
 To maintain good order and discipline in the classroom.
This is extended to occasions when searching a pupil without consent.
Staff should have respect for and acknowledge the age, cultural background, gender and personal
history when handling students.
* See North Kesteven School Restraint Policy.
Page 17
14. Allegations of abuse against staff
Allegations of abuse will be taken seriously at North Kesteven School. The School will deal with
allegations quickly in a fair and consistent way, providing effective protection for the student and
supporting the member of staff, who is the subject of the allegation.
Every effort will be made to maintain confidentiality and guard against unwanted publicity while an
allegation is being investigated.
However should the allegation be found to be malicious, the School will take this matter seriously and
discipline the student accordingly.
15. Anti-Bullying
Bullying will not be tolerated at North Kesteven School.
Bullying is defined as “behaviour by an individual or group, repeated over time, that intentionally
hurts another individual or group either physically or emotionally” (DfES)
The school has a separate Anti-Bullying policy and will take firm action against proven bullying of any
kind but it is important for students to let staff know as soon as possible.
Students are
 Encouraged to report any incidents to their personal tutor, the student services team or any
other member of staff
School will:
 Listen and act appropriately
 Follow up all reported cases of bullying as soon as possible
 Aske students to write a statement explaining what has happened
 Inform staff and parents
 Take appropriate action against those bullying in consultation with all parties concerned
 Take steps to monitor the students involved over the coming weeks
See the Anti-bullying policy for more information
Page 18
16. Fixed Term Exclusions
North Kesteven School will, as a final sanction to address misbehaviour, impose fixed term exclusion
on those occasions, when the behaviour cannot be remedied by any other sanction.
A fixed Term exclusion will be imposed by the Headteacher in person, or by an Assistant Headteacher
with delegated responsibility.
The main reasons for an exclusion from North Kesteven School are:
 Physical assault against another student
 Physical assault against an adult
 Verbal abuse / threatening behaviour against another student
 Verbal abuse / threatening behaviour against an adult
 Bullying
 Racist abuse
 Sexual Misconduct
 Drug and alcohol related incident
 Damage
 Theft
 Persistent disruptive behaviour
 Or any other incident which brings the high standards / good name of the school into
disrepute or presents an unmanageable risk.
Parents, by law must take responsibility for their child, if excluded, and ensure that they are not in a
public place without good reason during school hours within the first five school days of any
exclusion.
Following a fixed term exclusion from school, a formal reintegration meeting with Parents will be
conducted, before the student can return to normal lessons. Any work set for the period of the
exclusion must be completed and returned at the reintegration meeting.
Students who re-offend will be liable to further periods of exclusion or one that is permanent.
A permanent exclusion will be considered if a student continues to:
 Present an unmanageable risk to the health & safety of any member of the school community
 Persistently undermines the ethos of the school
 The support required for that student is disproportionate to the needs of others.
However there may also be an occasion where the Headteacher decides to exclude a student
permanently for a first or one-off offence. This might be:
 Sexual abuse
 Carrying an offensive weapon
 Supplying an illegal drug
 Serious threatened or actual violence against another student or member of staff
 Or any other incident which brings the high standards / good name of the school into
disrepute or presents an unmanageable risk.
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17. Related Policies/information
There are a number of other documents/policies which link to the Behaviour Policy.
They are:  Aims of the School (Learning Diary)
 Code of Conduct (Learning Diary and Personal Tutor notice boards)
 Lesson Code (Learning Diary and Personal Tutor notice boards )
 Home School Agreement and ICT policy (Learning Diary and school website)
 Induction Pack:
Bus Code of Conduct
Computer Network policy
Medical policy
 Attendance Policy
 Bullying Policy
 Drugs Policy
 Restraint Policy
 Special Educational Needs Policy
 Safeguarding Policy
 School Lost Property & Theft of Items Policy
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Appendix A
NK Behaviour procedure and SIMs log
C1 – Classroom Teacher
C2 – Head of Department
C3 – Lunchtime Detention
C4 – After school SLT Detention
C5 – Serious Incident (IRS) or persistent failure to meet targets
C6 – Fixed Term Exclusion
C1 will be used for persistent failure to follow the lesson code over a number of lessons despite strategies
used in/out of classroom by classroom teacher.
The following actions must be taken by the classroom teacher BEFORE A C1 referral is made to HOD
o Reminder of expectations to individual student
o Repositioning student in the classroom
o Verbal warning/Comment/stamp in student diary
o 1:1 discussion with student
o Communication with parents - Phone call or letter home (SIMs log information only)
o Departmental detention – break/lunch (SIMs log information only)
Only when all of these strategies have been used should this be logged on SIMs as C1
When logging C1 this should be referred to HOD only but sent as message to tutor.
HODs can log actions following a C1 referral but these must be added as follow up in original behaviour
entry.
C2 will be used for failure to improve behaviour/meet expectations despite strategies used by teacher and
HOD
The following actions must be taken by the HOD BEFORE C2 referral is made on SIMs
o 1:1 discussion with student
o Note in student diary
o Departmental detention – lunch/after school (SIMS log)
o Communication with parents – phone call or letter (SIMS log)
o Departmental isolation (SIMS log)
Only when all these sanctions have been used should this be referred on SIMs as C2.
When logging C2 this should be referred to PM & SSO but also sent as message to tutor.
A C2 should be logged as a new behaviour entry.
All C2 referrals will be discussed at weekly Student Referral Meeting
SSO to run report and bring to weekly SRM
1) Issues across a number of subjects
Pre-stage warning letter and card See SEN COP.
Meeting with parents (normal consequences for failure to meet targets including C4, C5 and C6)
2) Issues in 1/2 areas only
Meeting arranged - Student/Teacher/Parents/HOD/PM
Departmental monitoring (departments can have own variation)
C4 and C5 can be agreed if persistent failure to comply and period of departmental
monitoring/strategies completed.
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C3 will be logged by any member of staff for any of the following issues
o Incorrect uniform
o Jewellery
o No diary
o Issues with mobile phone
o Lateness
When logging C3 staff should select the relevant C3 type, click on detention and add student to C3 lunch
detention. No further action is required.
Students receiving a C3 will be placed in a lunchtime detention the following day staffed by Progress
Managers/SLT. Students will complete restorative tasks
C3 detentions will take priority over teachers keeping students in at lunchtime and students will have a
sticker placed in their diary on the morning of the detention so that teachers are aware
C3 must be logged on SIMs by 3.15pm to allow lists and stickers to be generated for the follow ing day.
C4 will be used for failure to improve following departmental strategies in C2 or failure to attend a C3
detention.
C4 can be logged by the following people
o PMs
o SSOs
o SLT
Students receiving a C4 will be placed in an after school detention on a Friday staffed by SLT.
HODs placing students in C4 due to lack of work will be expected to supply work for the detention.
Students placed in C4 due to behaviour will complete restorative tasks.
C5 will be used for the following
o Failure to attend a C4 detention
o Unacceptable behaviour in a C3 or C4 detention
o Truancy
o Smoking
o Inappropriate language
o Serious lesson incident (IRS required)
o Serious out of lesson incident (IRS required)
C5 will result in a period of internal isolation/exclusion in The Hub (length of time and intervention required
to be decided by PM/SLT)
Parent will be informed of C5 by telephone or sticker in diary if this is not possible
Teacher/staff reporting serious lesson/out of lesson incident to be informed of outcome
C6 FTE will be used for the following - number of days will be decided in discussion with PM/SLT and include
taking advice from Out of School Team.
o Persistent non-compliance and failure to meet targets on SA/SA+ card
o Failure to complete or engage in C5 sanction
o Verbal abuse towards a member of staff
o Other serious incident
Parents will be informed as soon as possible via telephone and letter to follow.
It is essential that staff set work as requested
Students return to school dependent on successful reintegration meeting
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Appendix B
Emergency Call Out (EC0)




Emergency call out should be used in the following circumstances
Accident/medical emergency
Direct verbal abuse to a member of staff or persistent challenging behaviour which prevents the
teaching of the lesson
Physical altercation between students
Student has left a lesson without permission
If you need to use ECO please take the following action
Medical Emergency
Any of other reasons above
Contact reception by dialling 10 or
contact Judy directly on 440
If this is not possible send a
student to reception to request
immediate assistance. Reception
will contact Judy Turuta on 440
Contact reception by dialling 10 or
send a reliable student to
reception. The following info will
need to be given
 Name of Teacher
 Nature of incident
 Room/location
All requests for ECO will be logged and monitored
A member of the Emergency Call Out Team (ECOT) will respond as quickly as possible
On arrival to the lesson ECOT will ensure students are calm and seated and make a judgement whether
there is any immediate danger to staff or students.
Where there is no immediate danger ECOT will if possible speak to the member of staff outside the
classroom or quietly where the class can be seen
Teachers will be asked the following questions
 What has happened?
 Who has been affected?
 What needs to happen next?
Reason for ECO
Direct verbal abuse to a member of staff or
persistent challenging behaviour which prevents
the teaching of the lesson
Physical altercation between students
Student has left lesson without permission
Not one of the circumstances listed above
Outcome
ECOT to remove student and take to SSO who will
complete necessary paperwork and place student
appropriately
ECOT to remove students and take to SSO who will
place students appropriately
ECOT to alert SSO –ECOT and SSO to locate
student. If student not located within 20 mins
parents/carers to be informed by AO
ECOT to stay with the class whilst teacher resolves
conflict outside of the classroom. Normal
departmental procedures can follow
Incident Report Slip (IRS) must be completed following any ECO and handed to SSO or EC
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A ppendix C
NORTH KESTEVEN SCHOOL SEN CODE OF PRACTICE
Person(s)
responsible
PT
Triggers and actions to be taken
PRE-STAGE
(ensure information is recorded on SIMS, letter home and in correct stage of COP)
SCHOOL ACTION
Teacher/Personal Tutor concern as a result of differentiated learning opportunities
showing that a student

Makes little or no progress despite differentiation and teaching targeted in a
students area of weakness

Shows difficulty developing literacy and Maths skills resulting in poor
attainment

Presents persistent emotional and/or behavioural difficulties despite using the
sanctions/referral system used in school

Has sensory or physical problems and continues to make little or no progress
despite the use of specialist equipment

Has communication and or interaction difficulties and continues to make little
or no progress despite provision of a differentiated curriculum
Class teachers/Depts responsible for delivering interventions additional to or
different from those provided as part of schools usual differentiated curriculum.
Students may also have some/all of the following:

Parental meeting – personal Tutor/SSO/PM/SENCo

Close monitoring/tracking of progress – PM/SENCo

Close monitoring of diary/diary check with Personal Tutor or SSO

Daily (blue) monitor card, copy to go home daily (review at 20 days (2 x 20
only)– SSO

(ensure information is recorded in SIMS, letter home and on correct stage of COP)
CT/PT
CT/HOD
PT/SSO/PM/SENCo
PM/SENCo
PT/SSO
SSO
SCHOOL ACTION PLUS
Teacher/Personal Tutor concern as a result of differentiated learning opportunities
showing that a student continues to make little or no progress despite individual
‘additional to’ or ‘different from’ action at School Action.

SENCo responsibility to have an Individual Education plan in place
including relevant targets

Class Teacher/Personal Tutor responsibility to make sure that the targets
are followed and delivered

Meeting with parents required – PM/SENCo.
Students may have further targeted support within school

Lexion

Anger Management

CBT

FOBs group work

Self Esteem/Friends group work

Allocated Key Worker – Parents aware/open communication

Daily Monitor Card, copy to go home daily (review at 20 days) – Progress
Manager (pink daily card) or SENCo/Assistant Headteacher (purple daily card)
Students may also have support from some of the following external services

Ed Psych

EBSS

CAMHS

EWS

Specialist Teacher input – e.g. Autism Outreach

Students must be on SA+ if any outside agency support is in place

(ensure information is recorded in SIMS, letter home and on correct stage of COP)
CT/PT
SENCO
CT/PT
PM/SENCo
Key Worker
PM/SENCo/AHt
SENCo
SSO
PM/SENCo/AHt
Consideration of Statement application/formal assessment
Statutory Assessment
Where a students needs are still not being met by provision in place at School Action+ and
adequate progress is not being made it may be necessary to initiate a statutory assessment.
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SENCo
Fixed Term Exclusion at any stage – Instigate or Review of Individual Education Plan and instigate student/home/school contract following exclusion
Discussion / Interview with Assistant Headteacher/Headteacher at any stage
The School must be able to evidence actions taken, and that parents are fully aware
of the situation (correspondence/meetings), prior to consideration of the student
being placed on the COP. Discussion with SENCo required at this stage.

Weekly (buff) monitor card for two weeks – to replace student diary check
Exclusion
Checklist
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