Behaviour for Learning Policy and statement of behaviour principles
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Desborough College Academy Trust Behaviour for Learning Policy and statement of behaviour principles “Be safe, respectful & ready to learn” Adopted by Trustees September 2020 Version 1 Review frequency 12 months Date of next review September 2021 Responsible Officer Maggie Callaghan
1. Aims
This policy aims to:
• Provide a consistent approach to behaviour management
• Define what we consider to be unacceptable behaviour, including bullying
• Outline how pupils are expected to behave
• Summarise the roles and responsibilities of different people in the school community with
regards to behaviour management
• Outline our system of rewards and sanctions
2. Legislation and statutory requirements
This policy is based on advice from the Department for Education (DfE) on:
• Behaviour and discipline in schools
• Searching, screening and confiscation at school
• The Equality Act 2010
• Use of reasonable force in schools
• Supporting pupils with medical conditions at school
It is also based on the special educational needs and disability (SEND) code of practice.
In addition, this policy is based on:
• Schedule 1 of the Education (Independent School Standards) Regulations 2014; paragraph 7
outlines a school’s duty to safeguard and promote the welfare of children, paragraph 9
requires the school to have a written behaviour policy and paragraph 10 requires the
school to have an anti-bullying strategy
• DfE guidance explaining that academies should publish their behaviour policy and anti-
bullying strategy online
This policy complies with our funding agreement and articles of association.
3. Definitions
The Desborough College behaviour for learning policy is designed to support our core values
“Enjoy, Compete, Achieve” and enable the College community to work in collaboration and co-
operation towards a community based on mutual respect, where each student upholds the key
virtues to make themselves “safe, respectful and ready to learn.”
Misbehaviour is defined as:
• Disruption in lessons, in corridors, between lessons, and at break and lunchtimes
• Non-completion of classwork or homework
• Poor attitude
• Incorrect uniform
• Being in prohibited areas of the college grounds
Serious misbehaviour is defined as:
2• Repeated breaches of the school rules
• Any form of bullying
• Sexual assault, which is any unwanted sexual behaviour that causes humiliation, pain, fear
or intimidation
• Vandalism
• Theft
• Fighting
• Smoking or vaping
• Racist, sexist, homophobic or discriminatory behaviour
• Possession of any prohibited items. These are:
o Knives or weapons
o Alcohol
o Illegal drugs
o Stolen items
o Tobacco and cigarette papers
o Fireworks
o Pornographic images
o Any article a staff member reasonably suspects has been, or is likely to be, used to
commit an offence, or to cause personal injury to, or damage to the property of,
any person (including the pupil)
Health and Safety
Special safety instructions are posted in each of the specialist rooms and must be strictly
observed.
No articles or substances of any kind, which the College would consider to be dangerous, should
be brought to the College. Students may be searched in accordance to DFE guidance for the
items listed below in the section on Screening, Searching and Confiscation.
Use of College Grounds
The routes to be taken by boys are clearly defined and must be observed. At break and at
lunchtimes, all boys are required to restrict casual games to specific areas of the College, which
have been designated for that purpose. Boys are also required to refrain from entering areas of
the College, which have been designated as ‘out of bounds’. Out of bounds areas include the
area around College House and Maudsley; all car parking areas; around the back of Reynolds and
the Technology Department; the area in front of the English Block; the bushes, the bank and the
hedgerows around the perimeter of the tarmac area and the tennis courts. The Year 7
playground is out of bounds to all boys beyond Year 7.
Cycling, skateboarding or scooting are not permitted in the College grounds. Only Sixth Form
pupils may park vehicles (as defined by the Principal) on the College grounds with the express
permission of the College.
Use of College Buildings
3Boys are only allowed in buildings at times other than lesson times with the express permission
or under the supervision of a member of staff. The Gymnasium, Sports Hall, Technology
Workshops, Learning Resource Centre and Laboratories are open only when a member of staff is
present.
Smoking and Vaping
Smoking and vaping are strictly forbidden on the premises, at any College function, on the way
to and from College and at any time when uniform is worn. Smoking and/or vaping will be
considered grounds for exclusion.
Valuables and personal property
All personal possessions must be clearly labeled with the owner’s name. Mobile phones and
devices will be confiscated if seen as detrimental to the learning environment. Parents will
typically be asked to retrieve confiscated items from College. Expensive items are brought into
College at the personal risk of the owner.
4. Bullying
All bullying (including racist, homophobic) is unacceptable. No one at Desborough College should
ever be made to feel unhappy, undervalued or humiliated. Deliberate unkindness, or any action
that gives hurt, whether verbal, physical or mental, and whether intended or not, constitutes
bullying and will not be tolerated between any members of the Desborough College community.
Bullying is defined as the repetitive, intentional harming of one person or group by another
person or group, where the relationship involves an imbalance of power.
Bullying is, therefore:
• Deliberately hurtful
• Repeated, often over a period of time
• Difficult to defend against
Bullying can include:
Type of bullying Definition
Emotional Being unfriendly, excluding, tormenting
Physical Hitting, kicking, pushing, taking another’s belongings, any use
of violence
Racial Racial taunts, graffiti, gestures
Sexual Explicit sexual remarks, display of sexual material, sexual
gestures, unwanted physical attention, comments about
sexual reputation or performance, or inappropriate touching
4Direct or indirect verbal Name-calling, sarcasm, spreading rumours, teasing
Cyber-bullying Bullying that takes place online, such as through social
networking sites, messaging apps or gaming sites
Details of our school’s approach to preventing and addressing bullying are set out in our anti-
bullying strategy.
If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with
promptly and effectively.
Procedures
1. Report bullying incidents to staff. All staff should direct students to their tutor or The
Hub depending on the nature of the incident.
2. Where bullying is confirmed, this will be recorded on CPOMs (Child Protection Online
Management Systerm) and the bullying log. Follow up action will be taken by The Hub
staff and recorded.
3. Parents should be informed and may be asked to come in to a meeting at school to
discuss the problem. The victim’s views about resolution and punitive action will be
sensitively sought.
4. If necessary and appropriate, police will be consulted.
5. The bullying behaviour or threats of bullying must be investigated and the bullying
stopped immediately. The impact of the action taken by any to resolve the bullying must
be in conjunction with the victim. It is vital that the victim feels protected and
safeguarded.
6. There is no standard response to bullying and the behaviour consequences will be applied
as deemed appropriate for the incident. Attempts will be made to help the bully (bullies)
change their behaviour. In all incidences, the victim’s safeguarding will be of paramount
importance.
7. Repeated bullying will be treated seriously and as identified in the Consequence Ladder
will lead to exclusion from the school community.
Anti-bullying strategies
• Developing, embedding and sustaining an open and supportive culture within the school
community that confronts and challenges all forms of bullying
• PSHE (Personal Social Health Education) curriculum which promotes acceptance and
understanding of difference.
• Staff vigilance
• Assemblies
• Anti-bullying contract
5• Circulation of the Anti-bullying policy
Evaluation
Data from monitoring and feedback will be used to review and update this policy at least once
every school year. The evaluation process will involve Trustees, staff, and parents.
5. Roles and responsibilities
5.1 The governing board
The governing board is responsible for monitoring this behaviour policy’s effectiveness and
holding the Principal to account for its implementation.
5.2 The Principal
The Principal is responsible for reviewing and approving this behaviour policy.
The Principal will ensure that the school environment encourages positive behaviour and that
staff deal effectively with poor behaviour, and will monitor how staff implement this policy to
ensure rewards and sanctions are applied consistently.
5.3 Staff
Staff are responsible for:
• Implementing the behaviour policy consistently
• Modelling positive behaviour
• Providing a personalised approach to the specific behavioural needs of particular pupils
• Recording behaviour incidents
The senior leadership team will support staff in responding to behaviour incidents.
5.4 Parents
Parents are expected to:
• Support their child in adhering to the pupil code of conduct
• Inform the school of any changes in circumstances that may affect their child’s behaviour
• Discuss any behavioural concerns with the class teacher promptly
6. Pupil code of conduct
Pupils are expected to:
• Behave in an orderly and self-controlled way
• Show respect to members of staff and each other
• In class, make it possible for all pupils to learn
• Move quietly around the school
• Treat the school buildings and school property with respect
6• Wear the correct uniform at all times
• Accept sanctions when given
• Refrain from behaving in a way that brings the school into disrepute, including when
outside school
7. Rewards and sanctions
7.1 List of rewards and sanctions
Please see Appendix 1: Behaviour Purple and Red Ladders
We may use isolation in response to serious or persistent breaches of this policy. Pupils may be
‘on-called’ during lessons if they are disruptive; they will be collected and taken to the ‘oncall’
room and they will be expected to complete the same work as they would in class. They will be
expected to attend a restorative meeting with the member of staff at the end of the school day.
Pupils who do not attend the restorative meeting, may be isolated the next day until the
restorative conversation has taken place.
7.2 Off-site behaviour
Sanctions may be applied where a pupil has misbehaved off-site when representing the school,
such as on a school trip or on the bus on the way to or from school. The full behaviour and
exclusions policy may be applied. This also applies to inappropriate online behaviour.
7.3 Malicious allegations
Where a pupil makes an accusation against a member of staff and that accusation is shown to
have been malicious, the Principal will discipline the pupil in accordance with this policy.
Please refer to our Child Protection and Safeguarding policy for more information on responding
to allegations of abuse.
The Principal will also consider the pastoral needs of staff accused of misconduct.
8. Behaviour management
8.1 Classroom management
Teaching and support staff are responsible for setting the tone and context for positive
behaviour within the classroom.
They will:
• Create and maintain a stimulating environment that encourages pupils to be engaged
• Develop a positive relationship with pupils, which may include:
o Greeting pupils in the morning/at the start of lessons
o Establishing clear routines
o Communicating expectations of behaviour in ways other than verbally
o Highlighting and promoting good behaviour
o Concluding the day positively and starting the next day afresh
o Use the College behaviour policy consistently in preventing low level disruption
7o Using positive reinforcement
8.2 Physical restraint
In some circumstances, staff may use reasonable force to restrain a pupil to prevent them:
• Causing disorder
• Hurting themselves or others
• Damaging property
Incidents of physical restraint must:
• Always be used as a last resort
• Be applied using the minimum amount of force and for the minimum amount of time
possible
• Be used in a way that maintains the safety and dignity of all concerned
• Never be used as a form of punishment
• Be recorded and reported to parents
8.3 Confiscation
Any prohibited items (listed in section 3) found in pupils’ possession will be confiscated.
These items will not be returned to pupils.
We will also confiscate any item which is harmful or detrimental to school discipline. These
items will be returned to pupils after discussion with senior leaders and parents, if appropriate.
Searching and screening pupils is conducted in line with the DfE’s latest guidance on searching,
screening and confiscation.
8.4 Pupil support
The school recognises its legal duty under the Equality Act 2010 to prevent pupils with a
protected characteristic from being at a disadvantage. Consequently, our approach to
challenging behaviour may be differentiated to cater to the needs of the pupil.
The school’s special educational needs co-ordinator will evaluate a pupil who exhibits
challenging behaviour to determine whether they have any underlying needs that are not
currently being met.
Where necessary, support and advice will also be sought from specialist teachers, an educational
psychologist, medical practitioners and/or others, to identify or support specific needs.
When acute needs are identified in a pupil, we will liaise with external agencies and plan
support programmes for that child. We will work with parents to create the plan and review it
on a regular basis.
9. Pupil transition
To ensure behaviour is continually monitored and the right support is in place, information
related to pupil behaviour issues may be transferred to relevant staff at the start of the term or
year. Information on behaviour issues may also be shared with new settings for those pupils
transferring to other schools.
810. Training
Our staff are provided with training on managing behaviour, including proper use of restraint, as
part of their induction process. Our training aims to encourage consistent use and application of
our behaviour policy.
Behaviour management will also form part of continuing professional development.
11. Monitoring arrangements
This behaviour policy will be reviewed by the Principal and the Standards Committee every year.
At each review, the policy will be approved by the Principal.
12. Links with other policies
This behaviour policy is linked to the following policies:
• Exclusions policy
• Safeguarding policy
9Appendix 1: Purple Behaviour Ladder
Reward Reason Staff Action Required
House Points For positive behaviours as listed Record on Class Charts and make sure
on classcharts student is aware
Postcards via Classcharts Repeated or significant positives Send a postcard via Class Charts and
behaviours inside or outside of allocate House Points
class.
Positive phone calls To build positive relationships Make phone calls home, record on Class
home (recorded on and to communicate a joy for Charts and allocate House Points
classcharts) teaching the named student
inside or outside the classroom.
Assembly Awards Recognise efforts and HOY to organise recognition through
achievements of students. assemblies
HOY to allocate House Points on Class
Charts
Golden Time Reward those with the most To publicise and remind students of these
House Points or most improved experiences.
Reward Experiences
attitude to learning
Purple Tickets Awarded by SLT around the site SLT to award on the spot rewards
and at social times for behaviours
Tickets taken to form tutors who record 3
that encompass character values.
housepoints for each ticket presented.
The Stag Award Awarded by HOY at the end of Tutors to monitor conduct of tutees
the year.
Principal’s Handshake Spontaneously recognise Nominate names to Headteacher’s PA
exceptional effort and nicolahumphries@desborough-college.net
achievement inside or outside
school
10Red Behaviour Ladder
Type of behaviour Consequence Staff Action Required
Lateness to School, incorrect uniform, Red behaviour points on Tutors will record on Class
failure to complete independent study classcharts Charts.
Will result in a sanction such HOYs will monitor.
as loss of privileges or making
up time.
1st Warning Disrupting the A nudge or verbal warning Record on Class Charts
learning of others using the words “1st Warning”
or “1st opportunity” with a
Failing/refusing to
clear reason why. This is said
follow instructions of
calmly and clearly, without
adults
personalising the behaviour
Final Warning Continuing to disrupt A 2nd and final warning using Record on Class Charts
after 1st Warning or the words “Final Warning” or
opportunity “Final opportunity”with a
clear reason why. This is said
calmly and clearly, without
personalising the behaviour.
Removal Continuing to disrupt Removal of student by On Staff to email On Call (OC)
after Final Warning Call: collect student with
Student to wait in/out of class
/opportunity or for work. Student will work in On
until OC arrives
abusive and/or Call room until the next
aggressive behaviour period and then go to their Staff member to record on
next lesson. A restorative Class Charts
meeting will take place on the Staff member to attend after
same day with the member of school restorative meeting
staff.
Failure to Student will be isolated until The Hub to collect students
attend the restorative meeting takes and day spent with LT
restorative place. member
meeting
Referral Unacceptable verbal Referral for: Staff to email On Call
or physical abuse
Internal Isolation Record on Class Charts
against a member of
staff Fixed Term Exclusion based on
severity
Serious one off or Student collected
persistent breaches Investigation by The Hub and
of rules and/or
11defiance Behaviour Support Plan with LT
clear targets for improvement
Bullying, racist, Recommendation for FTE
and regular review dates with
sexist, homophobic
parents. Next steps if this Referral to Early Help Hub
or other
isn’t working are clearly
discriminatory
identified.
comments
Vandalism
Endangering the
health and safety of
students or
themselves
And if… A serious breach or Permanent Exclusion: a non- The member of staff carrying
persistent breaches exhaustive list of serious out the investigation will
of the school’s breaches that will lead to a collect statements. The
behaviour policy permanent exclusion are Principal will ensure
where remaining in listed in the Exclusion Policy compliance with school policy
the school would be and government guidance.
detrimental to the
educational or
welfare of the pupil
or others.
Appendix 2: written statement of behaviour principles
• Every pupil understands they have the right to feel safe, valued and respected, and learn
free from the disruption of others
• All pupils, staff and visitors are free from any form of discrimination
• Staff and volunteers set an excellent example to pupils at all times
• Rewards, sanctions and reasonable force are used consistently by staff, in line with the
behaviour policy
• The behaviour policy is understood by pupils and staff
• The exclusions policy explains that exclusions will only be used as a last resort, and
outlines the processes involved in permanent and fixed-term exclusions
• Pupils are helped to take responsibility for their actions
• Families are involved in behaviour incidents to foster good relationships between the
school and pupils’ home life
The governing board also emphasises that violence or threatening behaviour will not be
tolerated in any circumstances.
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