Castle Donington College Behaviour and Exclusions Policy
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Castle Donington College
Behaviour and Exclusions Policy
Date agreed by the Full Governing Board 4th March 2019
Date for review March 2022
Signed by Chair of Governors
This College follows Guidance and Advice given by the Government when writing policies; in light of this, changes may
need to be made after the adoption of this policy and prior to the review date.
Contents
1 Introduction
2 Equality Impact Statement
3 Aims
4 Responsibilities
5 Managing Behaviour
6 Expectations
7 Rewards
8 Sanctions
9 Detentions
10 Exclusions
11 Students’ conduct outside of the College gate
12 Confiscation of inappropriate items
13 Use reasonable force
14 Monitoring and evaluation student behaviour
15 Complaints
Appendices
Appendix A Behaviour System Flowchart
Appendix B Behaviour Tiers
Appendix C Report Cards
Appendix D Loughborough Inclusion Partnership
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018
1 Introduction
The Castle Donington Behaviour Policy is based on the simple premise that promoting
outstanding behaviour is everyone’s responsibility and that outstanding behaviour is best
promoted through the development of positive relationships between all members of the
College community.
At Castle Donington College, we believe that all students have the right to learn and that staff
should be in an environment that allows them the opportunity to deliver outstanding lessons.
No student or adult should be denied this right because of the actions of those who seek to
prevent this happening.
The Governing Board believes that, in order to enable effective teaching and learning to take
place, good behaviour in all aspects of the life of the College is necessary.
We seek to formulate both a policy and practice which encourages good behaviour and
provides strategies for improving bad behaviour choices. This policy explains the way the
College promotes and celebrates good behaviour, and the powers and duties staff have to
discipline students.
This policy has been written in line with current DfE Guidance and Advice:
Behaviour and Discipline in Schools – Advice for Headteachers, and school staff 2016
Behaviour and Discipline in Schools – Advice for Governors 2013
Exclusion from maintained schools, Academies and student referral units in England 2017
Preventing and tackling bullying - Advice for headteachers, staff and governing bodies 2017
Screening, searching and confiscation - Advice for headteachers, school staff and governing
bodies 2018
Use of reasonable force - Advice for headteachers, staff and governing bodies 2013
This Policy should be read in conjunction with the following College policies and procedures:
Special Educational Needs Policy
Health and Safety Policy
Safeguarding/Child Protection Policy
Acceptable Use Policy
Educational Visits and Activities Policy
2 Equality Impact Statement
This policy will help to ensure that the College fulfils our duty to:
Eliminate discrimination
Advance equality of opportunity between students who share relevant protected
characteristics and those who do not
Foster good relations between students who share relevant protected characteristics
and those who do not
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018
3 Aims
This policy aims:
To ensure the College is a positive learning environment in which all students feel safe
and secure
To ensure all adults employed at the College deal effectively with behaviour problems
which affect learning
To encourage positive attitudes in our students
To provide staff with a clear and consistent set of strategies for dealing with behaviour
problems in which they can be fair and consistent
To give clear guidance regarding rewards and sanctions
Ensure all staff promote self-esteem, self-discipline, proper regard for authority and
positive relationships based on mutual respect in line with British values
Encourage positive relationships with parents/carers so that there is a shared
approach to implementing this policy
4 Responsibilities
The Governing Board
The Governing Board provides clear advice and guidance to the Principal on which the
College’s Behaviour Policy is based. This is particularly important in respect of staff’s powers
to search, to use reasonable force and to discipline students for misbehaviour outside College.
The Senior Leadership Team
The Principal has the ultimate responsibility for deciding the standard of behaviour expected
of students at the College and how the standard will be achieved. The Principal is also
responsible for deciding the College rules and any disciplinary penalties for breaking the rules.
In consultation with or in the absence of the Principal, members of the Senior Leadership
Team will take responsibility for the appropriate response to and any disciplinary penalties
for breaking the College rules.
The Senior Leadership Team are responsible for communicating to all parents, students and
staff the contents of this policy.
Head of Year
The Head of Year has a pivotal role in liaising with teachers, tutors, parents, the Behaviour
Manager, SLT and governors in formulating, leading and evaluating the success of strategies
to promote outstanding behaviour in their year group; Heads of Year are directly line
managed by the Assistant Principal.
Heads of Year will:
Use electronic appropriate systems to monitor the positive and negative behaviours
of students in their year group and, in consultation with relevant staff, co-ordinate
appropriate interventions to address concerns
Report to the Raising Achievement Board at least once a month on matters of
behaviour, both positive and negative, and provide analysis of the impact of behaviour
on student attainment.
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018
Co-ordinate the issuing of a ‘Tutor Group of the Week’ certificate either through
assembly or in tutor time.
Support Middle Leaders in their interventions where poor behaviour is localised within
a particular teaching department; similarly they will share good practice wherever it
is found in the College.
Place students on HOY Report (see Appendix D) in order to identify and celebrate
positive behaviour and monitor more closely negative behaviours where necessary
On a rotation basis, run the after school detention for those students removed from
lessons because of their poor behaviour choices.
Take a case to Loughborough Inclusion Partnership Surgery where it is felt that further,
more specialised advice is required in order to improve a particular student’s
behaviour.
Tutors
Tutors play an important role in the daily contact with individual students. They will be able
to sense if a child is presenting differently and will use a wide range of strategies to get the
best out of each member of their tutor group.
Tutors will:
Provide a daily point of contact for each child in the group;
Respond to concerns raised by tutees and inform relevant staff;
Be the first point of contact with parents/ carers and respond appropriately;
Take an interest in the progress, behaviour and welfare of all their tutees;
Check the Planner regularly for communications;
Monitor behaviour via SIMS/Go4Schools - afternoon registration is an opportunity to
check SIMS/Go4Schools, to celebrate achievements and to discuss negative
behaviours;
If negative behaviour crosses more than one department area then tutors will have an
informal conversation with the child. If issues escalate, they will have a formal
conversation with the student and contact home. It may be appropriate to put the
student on a Tutor Report (see Appendix D);
Celebrate successes appropriately.
Staff
The College staff will:
Ensure all legal requirements are met in relation to behaviour management;
Adhere to College Behaviour Policies and procedures and ensure they are consistently
applied;
Set high expectations and clear boundaries for classroom behavior;
Work actively to maintain high standards of behaviour within the College
Treat all students fairly, with respect and be sensitive to the needs of individual
students;
Plan and deliver high quality lessons which engage and motivate students to achieve
their best;
Be enthusiastic and develop positive working relationships with students;
Celebrate the success of students in lessons and in assemblies;
Encourage all students to contribute to lessons;
Communicate both successes and concerns with parents or carers;
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018 Take seriously any complaints of bullying or inappropriate behaviour reported;
Use rewards and where necessary, sanctions appropriately and consistently;
Model excellent conduct and behavior.
Students
In the classroom students should:
Arrive on time for lessons and registration;
Be properly equipped with writing equipment, planner, books, specialist equipment
and completed homework;
Listen to their teachers and follow instructions the first time;
Raise their hand before answering or speaking, unless directed otherwise;
Work hard in lessons without distracting themselves or others;
Listen to each other and support others with their learning.
Around the College Students should:
Move calmly and quietly, keeping to the left and enter classrooms quietly;
Speak politely;
Have respect for College property and for the property of others;
Remain on site, in the agreed areas, unless given permission to do otherwise;
Leave valuable items at home;
Place litter in the bins provided and keep the premises neat, clean and tidy;
Wear full College uniform correctly;
Follow classroom rules and procedures and not disrupt the learning of other
students;
Follow instructions given by staff and other adults promptly;
Use appropriate language that is respectful;
Tell the truth;
Care for the classroom and resources, respecting the learning environment;
Complete sanctions given;
Value other individuals and their contributions to lessons;
Accept responsibility for their behavior;
Consider the needs of all the other people in the classroom;
Use ICT in accordance with College policy and be responsible when using online
technologies and not compromise the professional integrity of staff or other adults in
the College community;
Report to staff or other adult, any bullying behaviour by others including bullying
with the use of technology (cyber bullying), peer to peer bullying, racist or
homophobic bullying;
Behave appropriately when outside the College;
Be an ambassador for the College.
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018Parents and Carers
Parents should:
Take an active interest in their children’s education, praising and encouraging good
work and behaviour, and attending parents’ evenings and other relevant meetings;
Work in partnership with the College to help their child accept responsibility for and
to resolve issues regarding behavior;
Ensure that they are aware of the Behaviour Policy of the College and support the
Colleges’ policies, strategies and guidelines for behavior;
Take a proportionate responsibility for the behaviour of their child;
Treat teachers, staff, other parents, students and visitors to the College with respect;
Behave responsibly whilst on the College premises;
Report any incidents of bullying including cyber bullying as soon as they are discovered
so that the issue can be dealt with promptly by College staff;
Ensure that their child arrives at College on time;
Ensure that their child is dressed appropriately, in full College uniform with any
necessary equipment including PE kit;
Ensure that their child attends College regularly and will contact the College in the
event of an absence or lateness;
Encourage their child to achieve their very best in College;
Encourage their child to have high standards of behaviour in and out of College;
Inform the College of any concerns or problems that may affect the child’s work or
behavior;
Support their child’s homework and other home-based learning activities;
Support the College in its use of rewards and sanctions;
Discuss any issues of concern with the Group Tutor, Head of Year, Assistant Principal
or Principal in a calm and non-aggressive or threatening manner;
Support the College’s approach to E-safety;
Take a responsible approach to their own use of social media (libellous comments and
those that undermine the work of the College can result in the College taking legal
action).
5 Managing Behaviour
Staff at Castle Donington College follow the latest advice given from the Government:
Key points
Staff have power to discipline students for misbehaviour which occurs in College and,
in some circumstances, outside of the College
The power to discipline applies to all paid staff (unless the Principal says otherwise)
with responsibility for students, such as Learning Support Assistants and Lunchtime
Supervisors
Staff have the statutory authority to discipline students whose behaviour is
unacceptable, who break the College rules or who fail to follow a reasonable
instruction (Section 90 and 91 of the Education and Inspections Act 2006)
Staff can discipline students at any time the student is in College or elsewhere under
the charge of a teacher, including on College visits
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018 Staff can discipline students (in certain circumstances) when a student’s misbehaviour
occurs outside of the College
Staff have a power to impose detention outside College hours
Staff can confiscate students’ property
6 Expectations
The emphasis of this policy is to praise positive behaviours wherever and whenever possible
rather than simply focusing on negative behaviours; the aim is to teach children what
outstanding behaviour looks like.
To that end:
1. Each week, every member of staff should aim to make at least three parental contacts (in
the planner, by phone, by email, via text message or other means) to praise good work,
behaviour, conduct or manners.
2. The expectation is that the ratio of positive to negative reporting will be in the region of
10:1.
Good practice:
Know the children that you teach so that planning and responses are effectively
targeted
Try to end all conversations/interactions with students on a positive note
Explain why you are taking a particular course of action
Use the ‘language of choice’ - reassert the fact that a student is facing consequences
because of a choice they made
Focus on the behaviour, not the child
A sanction served means a clean slate/fresh start - do not go back to previous
misdemeanours
Reassure students that you like and value them as individuals even though you may
feel frustrated at the time!
Explore possible reasons or causes for poor behaviour choices and offer, or seek,
support where appropriate
Promoting outstanding behaviour in the classroom
Every classroom should have displayed a clear set of expectations for the lesson.
There should also be a simple diagram of the rewards and sanctions process. These
should be used routinely to remind students of our expectations
Expect all students to be punctual and ready for learning, follow instructions from staff
promptly, show respect for everyone in the room and the environment, allow
everyone in the classroom to engage in the learning without interruption
Lesson preparation:
Seating plans are required and should be designed to anticipate potential behaviour
issues
Lessons should be planned to engage and meet the needs of all students and to foster
the development of positive relationships
8
Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018 There should be high expectations of learning and behaviour for all students
The start of the lesson is vital for setting the right tone for learning. Teachers should make it
a priority, wherever possible, to greet students at the door. Classroom routines for learning
should be established as quickly as possible at the beginning of the year and maintained
throughout.
Minimum lesson expectations are:
A calm, ordered entry (individual departments must agree on how this achieved given
the differing layouts of department areas);
Planner, pencil case, books on desk;
Register taken in the first five minutes in silence. The required response from students
is: ‘Yes, Mr/Miss/Mrs + Surname’;
Instructions are followed first time;
Hands up to speak. No calling out;
Adults, peers, equipment, the learning, space, self are RESPECTED;
The end of the lesson should be calm, orderly and managed by the leading adult.
College Expectations
While in College students are expected to be ready, respectful and keep themselves safe.
7 Rewards
At the College, we regularly celebrate the success of all students in a variety of ways. We
recognise that focussing on success and positive outcomes is essential in developing a positive
culture and ethos across the College, which in turn, promotes good behaviour.
We celebrate success through:
Verbal positive recognition for good behaviour in and out of lessons
Tutor Group of the Week Award
A comment of written praise in a workbook or planner
Contact with parents or carers by student planner, telephone, text message letter and
at Parents’ Evening
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018 The display of good work both in the teaching rooms and around the College
The awarding of commendations, certificates, Phoenix and Golden Phoenix Awards for
homework, good classwork, being on time regularly, caring for others, helping others,
being thoughtful or considerate
Sharing and celebrating success during lesson time
Sharing and celebrating success in assemblies
Commendations are given via SIMS/Go4Schools.
One commendation should be awarded to each child at the beginning of the lesson
who is punctual and prepared (equipment, planner, uniform)
Further commendations are awarded for behaviour that exceeds our normal
expectations of student conduct.
Each commendation is worth 1 point
Commendations are monitored by the Behaviour Manager and lead to the following
College Award Certificates:
Award Points Required Awarded by
Bronze 200 Tutor
Silver 500 HOY
Gold 750 AP
Platinum 1000 Principal
Governor 1500 Chair of Governors
These achievements will be celebrated in Year Group and Key Stage assemblies throughout
the year. Individual departments may wish to acknowledge commendations awards in their
own way, for example sending a postcard home.
Phoenix Awards
Students may be awarded a Phoenix Award. These are highly regarded by both staff and
students as they represent rewards for showing examples of being a good citizen - being well
prepared, showing respect for people, the environment and property in and out of the
College, being safety conscious and caring for others.
All staff may nominate a student for a Phoenix Award but they are issued by Middle and
Senior Leaders. The Phoenix Award should be placed in the appropriate box on the SLT
corridor for processing.
Phoenix Awards are collated each term and the winning tutor group in each year receives
“Golden Time” – an opportunity to choose a tutor group negotiated reward. Tutors are
encouraged to be creative in their thinking about what constitutes a suitable reward for their
tutor group.
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018Golden Phoenix Awards
Each term, Heads of Departments will choose one student from each year group who is
particularly deserving of praise and they will be awarded a Golden Phoenix. Heads of Year
will issue a Golden Phoenix at the same time for a member of their year group who best
embodies the spirit of the Castle Donington student set out in our vision statement.
8 Sanctions
Sanctions are given to students who choose to behave in an unacceptable manner by not
following College expectations. The emphasis is on student choice to behave in a certain way
and therefore must accept the consequence of that decision.
When poor behaviour choices are made there is an expectation from students and adults
alike that appropriate sanctions will be applied. These are clearly understood by students and
adults and are consistent across all areas. They are progressive and are in proportion to the
frequency or severity of the behaviour. Staff have the legal power to give detentions and do
not require the consent of a parent. However, we seek the support of all parents in our use
of sanctions as a consequence of poor behaviour choices.
The discipline calendar runs termly i.e. students start afresh at the beginning of each term.
However, the College retains detailed records of students’ positive and negative behaviours
and, where necessary, these will be taken into account.
Teacher Consequences
Staff can use a range of sanctions when a student does not meet behaviour expectations.
For example;
A verbal reprimand
Extra work or repeating unsatisfactory work until it meets the required standard
Loss of privileges – for instance the loss of a prized responsibility, not being able to
participate in a non-uniform day or go on a trip
Missing break time
Detention including during lunch-time and after College
College based community service or imposition of a task – such as picking up litter;
tidying a classroom; helping clear up the dining hall after meal times; or removing
graffiti
Regular reporting including being placed “on report” for behaviour, effort or
homework monitoring.
For the vast majority of students in the College, the system is sufficient to maintain good
order and, when necessary, reminds a student that the poor behaviour they choose is
unacceptable and needs to be changed.
Departmental consequences
It is the responsibility of each department, led by the Head of Department, to agree a list of
appropriate responses to poor behaviour choices. Possible department sanctions might be:
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018• Break/lunchtime detention
• Moved within the classroom
• Discussion and resolution
• Task that is supervised/completed at home
• A verbal reprimand
• Extra work or repeating unsatisfactory work until it meets the required standard
• Loss of privileges – for instance the loss of a prized responsibility, not being able to
participate in a non-uniform day or go on a trip
• Missing break or part of lunchtime time
Homework
Homework misdemeanours are dealt with by individual subject teachers and the Head of
Department. Where there is repeat offending, the Form Tutor and Head of Year should be
informed. A note should be placed in the planner, if appropriate. Suitable sanctions should
be applied for example: break or lunch time detentions, extra work, homework report, after
College catch up.
A teacher consequence should involve around 10 minutes of student time
A department consequence should involve around 30 minutes of student time
A College consequence will involve 60 minutes of student time
If a student fails to attend/complete department sanction 1, then the member of
staff responsible should make contact with home and record the details of that
contact on Go4Schools
If a student fails to attend/complete department consequence, then the matter
should be referred to the Head of Year for further investigation and response
If a student fails to attend further sanctions related to the original transgression,
then the matter should be referred to SLT by the HOY for further investigation and
response
9 Detentions
Detentions may be given as a consequence of poor behaviour choices. College lunchtime
detentions are given to students who break particular College rules or who are late. After
College detentions are also given to students as a consequence of poor behaviour choices.
College Detention
A College detention is a lunchtime detention of thirty minutes overseen by the College
Behaviour Manager. College detentions may be issued by College staff as a consequence for
behaviour outside of lessons that fails to meet our high expectations. A reminder should be
given first.
If a student is seen chewing gum, dropping litter or is out of bounds (in the orchard, on rugby
field, in PE stores, inside at lunchtime without permission; on the far left playing field) then a
College detention should be issued without a reminder.
If a student is placed in College Detention more than three times in one term, then the
Behaviour Manager, in consultation with the Head of Year and the AP, will impose further
measures to help support the student to behave in line with our expectations.
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018Head of Year Detention
Students who have been removed from lessons through their poor behaviour choices will
attend a one hour after College detention. Detentions may be given outside normal College
hours; parents will be informed and the child supervised.
Staff will not issue a detention when they know that doing so would compromise a child's
safety. (Whether the detention is likely to put the student at risk or the student has known
caring responsibilities which mean that the detention is unreasonable.)
The College will endeavour to inform parents in advance when a detention is given but this
may not always be the case.
Notice may not be given for a short after College detention where the student can get
home safely
A parent will need to make suitable travel arrangements when a student is kept after
College; this may, unavoidably inconvenience parents
10 Exclusions
Very serious behaviour will incur a proportionate sanction. Examples of serious behaviour
would include physical violence or threat of violence, swearing at members of staff, bringing
into College a banned or illegal item, refusal to follow a reasonable instruction from a teacher.
Sanctions could range from internal exclusion (part or all of the day), ‘hostings’ at other
institutions via Loughborough Inclusion Partnership (LIP), fixed term exclusions, permanent
removes (via LIP) to permanent exclusions. Data shared with other institutions will be
processed in line with the requirements and protections set out in the General Data
Protection Regulation.
It is the Principal’s decision whether to exclude or not. When establishing the facts in relation
to an exclusion decision the Principal will apply the civil standard of proof, i.e. ‘on the balance
of probabilities’ it is more likely than not that a fact is true, rather than the criminal standard
of ‘beyond reasonable doubt’.
Castle Donington College will follow Government guidelines on procedures for exclusions as
set out in Exclusion from maintained schools, academies and student referral units in England
Statutory guidance for those with legal responsibilities in relation to exclusion.
(September 2017)
A student may be excluded for one or more fixed periods (up to a maximum of 45 school days
in a single academic year), or permanently.
Internal Exclusion
Serious, recurring or repeated poor behaviour choices may result in an Internal Exclusion.
The decision will be made by SLT after a thorough investigation and review of events and
contextual factors. Where the decision is made to exclude internally:
13
Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018• Parents will be contacted as soon as possible (usually by telephone) to inform them of
the reason for, and duration of, of the internal exclusion. This contact would normally be
made by the Behaviour Manager
• The pupil will be supervised by Behaviour Manager/HOY/SLT for the time period of the
internal exclusion
• Break and lunch privileges will be removed although students will be able to drink, have
their lunch and use the toilet supervised by a member of staff
• The details will be recorded on Go4Schools and relevant staff informed
• Appropriate work will be co-ordinated and managed by the Behaviour Manager
Lunchtime Exclusion
Students whose behaviour at lunchtime is disruptive may be excluded from the College
premises for the duration of the lunchtime period or longer as appropriate. It will be the
parents responsibility to ensure the student is safe during the lunchtime break and returned
to College in time for afternoon registration.
Fixed Term Exclusion
On exceptionally rare occasions, behaviour choices are so extreme, poor, or consistently
poor, that even with progressive strategies to help change challenging behaviour, the only
course of action is a fixed term exclusion.
We work closely with the LIP to ensure that students who have received fixed term exclusions
can be ‘hosted’ if possible at another school in the partnership for the duration of the
exclusion. This means that the student will not be ‘out of education’ during this period.
Students are in isolation during this period and will provided with work to complete.
Following a thorough investigation, details are shared with the Principal
• The Principal has the final say in exclusion
• Appropriate work will be sent and marked for the first 5 days of a fixed period exclusion
• Parents will be informed, in writing, of the reasons for and length of any exclusion and
details of their right to appeal
• A re-admission interview will take place on the student’s return
• Strategies to improve behaviour will be in place and confined at the re-admission meeting
• Assurances about improved conduct from both the students and parents/carers will be
sought at the meeting
Permanent Remove and Permanent Exclusion
These sanctions will only be used as a last resort; in response to a serious breach, or persistent
breaches of the College's Behaviour Policy and where allowing the student to remain in
College would seriously harm the education or welfare of the student or others in the College.
In each case, the College will work closely with LIP to ensure that disruption to the student’s
learning is kept to a minimum and that alternative provision is found as soon as is reasonably
possible.
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018Permanent Remove
A ‘Permanent Remove’ means that the student is no longer allowed on College premises for
the purposes of education, although they do remain on the College roll. It is an attempt to
prevent a student becoming ‘Permanently Excluded’ and keep within an educational setting.
A Permanent Remove will be initiated in response to a serious one-off breach of College
Expectations or for persistent breaches of College Expectations and/or where allowing the
student to remain in school would seriously harm the education or welfare of the student or
others in the College.
• The Principal has the final say in whether to permanently remove a student
• A referral will be made to CORE Group at LIP and the case presented
• The CORE group at LIP will decide upon the course of action - this may mean a
‘managed move’ to another institution or ‘fully managed’ provision at Loughborough
College
• Appropriate work will be sent and marked for the first 5 days of exclusion and then,
seeking guidance from LIP, alternative provision will be sought
• Alternative provision is likely to take the form of ‘hosting’ at another school
• Parents will be informed, in writing, of the reasons for the Permanent removal
Permanent Exclusion
Castle Donington College will follow government guidelines on procedures for exclusions as
set out in the document ‘Exclusion from maintained schools, academies and student referral
unit’s in England’.
Statutory guidance for those with legal responsibilities in relation to exclusion.
(September 2017)
The College has the right to permanently exclude a student following a thorough investigation
in response to a serious one-off breach of College Expectations or for persistent breaches of
College Expectations and/or where allowing the pupil to remain in school would seriously
harm the education or welfare of the pupil or others in the College
• The Principal has the final say in whether to permanently exclude a student
• Parents will informed and asked to collect the student if appropriate
• Appropriate work will be arranged for the first 5 days of exclusion and then, seeking
guidance from LIP, alternative provision will be sought
• Parents will be informed, in writing, of the reasons for the Permanent Exclusion
• The Local Authority has responsibility for finding appropriate education provision following
a permanent exclusion. This will normally be done through a Fair Access protocol and
organised via the Loughborough Inclusion Partnership
11 Students’ conduct outside the College
Staff have the power to discipline students for misbehaving outside of the College premises
“to such an extent as is reasonable”.
The College will respond to reports of non-criminal, poor behaviour choices and bullying
which occurs off the College premises and which is witnessed by a staff member or reported
15
Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018to the College. Punishments will be in line within those laid out for similar offences occurring
within the College.
Staff may discipline students for misbehaviour when the student is:
taking part in any College-organised or College-related activity
travelling to or from the College
wearing College uniform
in some other way is identifiable as a student from the College
Staff may discipline students for misbehaviour at any time, whether or not the conditions
above apply, when that behaviour:
could have repercussions for the orderly running of the College
poses a threat to another student or member of the public
could adversely affect the reputation of the College
In all cases of misbehaviour, staff can only discipline the student on College premises or
elsewhere when the student is under the lawful control of the staff member.
The Principal will also consider whether it is appropriate to notify the police of the
misbehavior and actions taken against a student.
12 Confiscation of inappropriate items
There are two sets of legal provisions which enable College staff to confiscate items from
students:
1. Staff have, in law, a ‘general power to discipline’ which enables them to confiscate,
retain or dispose of a student’s property as a punishment, so long as it is reasonable
in the circumstances. The law protects them from liability for damage to or loss of,
any confiscated items provided they have acted lawfully.
2. Staff also have ‘power to search without consent’ for “prohibited items” including:
knives and weapons
alcohol,
illegal drugs
stolen items
tobacco and cigarette papers
fireworks
pornographic images
any article that the member of staff reasonably suspects has been or is likely
to be used, to commit an offence
to cause personal injury to, or damage to the property of, any person
(including the student)
College rules state that mobile phones or similar electronic devices are not
permitted in College. These items may legitimately be searched for, and
confiscated without consent
16
Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018College staff can search a student for any item if the student agrees. A refusal to agree to a
reasonable request should be treated as a breach of the disciplinary code and sanctions
should be applied. The SLT should be informed and consulted before a decision is made on
the nature of that consequence.
If a member of staff suspects a student has a banned item in his/her possession, they can
instruct the student to turn out his or her pockets or bag and if the student refuses, staff can
apply an appropriate punishment as set out in this policy.
The member of staff must be the same sex as the student being searched; and there must be
a witness (also a staff member) and, if at all possible, they should be the same sex as the
student being searched.
There is a limited exception to this rule. A member of staff can carry out a search of a student
of the opposite sex and without a witness present, but only where it is reasonably believed
that there would be a risk that serious harm would be caused to a person if the search was
not conducted immediately and where it is not reasonably practicable to summon another
member of staff.
All staff are advised that a discussion with a member of SLT should take place before any
searching of a student.
CCTV footage may be used in order to make a decision whether to conduct a search.
Under Common Law Powers, lockers may be searched.
Members of staff can use such force as is reasonable (see Section H), given the circumstances,
when conducting a search for knives or weapons, alcohol, illegal drugs, stolen items, tobacco
and cigarette papers, fireworks, pornographic images or articles that have been or could be
used to commit an offence or cause harm. Such force cannot be used to search for items
banned under the College rules (mobile phones and electronic devices)
College staff can seize any prohibited item found as a result of a search. They can also seize
any item, however found, which they consider harmful or detrimental to College discipline.
A member of staff can confiscate, retain or dispose of a student’s property as a disciplinary
penalty, where reasonable to do so. The College will inform the individual student’s parents
or carers where alcohol, illegal drugs or potentially harmful substances are found, though
there is no legal requirement to do so. Weapons, knives, drugs and extreme or child
pornography will always be handed over to the police.
All incidents where searching and confiscation are involved must be recorded and reported
to the SLT. Details will be logged.
Procedures for screening, searching and confiscation will be in accordance with current
government guidelines:
Screening, searching and confiscation - Advice for headteachers, school staff and governing
bodies - January 2018
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 201813 Use of reasonable force
All members of staff have the power to use reasonable force to prevent students committing
an offence, injuring themselves or others, or damaging property, and to maintain good order
and discipline in the classroom.
Examples of situations where reasonable force can be used:
remove disruptive children from the classroom where they have refused to follow an
instruction to do so
prevent a student behaving in a way that disrupts a College event or a College trip or
visit
prevent a student leaving the classroom where allowing the student to leave would
risk their safety or lead to behaviour that disrupts the behaviour of others
prevent a student from attacking a member of staff or another student, or to stop a
fight
restrain a student at risk of harming themselves
Members of staff may also use such force as is reasonable given the circumstances when
conducting a search, without consent, for knives or weapons, alcohol, illegal drugs, stolen
items, tobacco and cigarette papers, fireworks, pornographic images or articles that have
been or could be used to commit an offence or cause harm. (See Section 12)
The College may identify additional items in its College rules which may be searched for
without consent. (mobile phones and electronic devices) Force cannot be used to search for
these items.
Procedures for using force will be in accordance with current government guidelines: Use of
reasonable force - Advice for headteachers, school staff and governing bodies July 2013
All incidents where ‘reasonable force’ is used must be recorded and reported to the Assistant
Principal (Behaviour and Safety). Details will be logged.
14 Monitoring and evaluation student behaviour
Student behaviour is discussed at weekly Tutor, Department, Raising Attainment Board and
SLT meetings. Appropriate action is taken or agreed strategies are put in place.
We have clear and accurate process for tracking, recording and monitoring behaviour, both
in the classroom and around the College which allow us to evaluate interventions and monitor
improvement. The information is readily available to and easily shared with:
Teaching and non-teaching staff
The Senior Leadership Team
Tutors, Heads of Year and Heads of Department
Parents and carers
Outside agencies
Governors who evaluate the impact of this policy by receiving data from the
Principal/Assistant Principal i/c Behaviour and Safety
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018Student behaviour (both positive and negative) is recorded and tracked by school staff using
Go4Schools.
The Behaviour Manager will monitor and record information for the Behaviour Tiers (running
record) of negative behaviours which is kept on the College network. This document allows
interested parties to see cumulative data used to spot trends, support action planning and
monitor effectiveness of strategies.
15 Complaints
Any complaint about a member of staff should follow the procedures set out in the Castle
Donington College Complaints Policy.
Students that are found to have made malicious allegations are likely to have breached the
College Behaviour Policy. The College will therefore consider whether to apply an appropriate
sanction, which could include temporary or permanent exclusion (as well as referral to the
police if there are grounds for believing a criminal offence may have been committed).
Any members of staff, parents or students who feel that they have not been treated fairly
and in accordance with this policy, have the right of complaint to the Governing Board.
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018Appendix A : Behaviour System Flowchart
Pupil Choice in a lesson
Meets or exceeds expectations Fails to meet expectations
Non-verbal redirection
Non-verbal affirmation
and/or
Reminder of expectations.
Verbal praise Reason given for re-direction
and/or
Note in planner
Class teacher consequence
(10 mins)
and/or
Recorded on Go4Schools (1 point)
Commendation issued on
relevant information
management system
Department consequence - recorded
on Go4Schools (2 points)
Department sanction (30 mins) and
student planner (signed by parent
and shown to HOD)
Removal - pupil sent to referral room and
recorded on Go4Schools (3 points)
After school consequence (60 mins)
Letter home sent by Behaviour Manager
and relevant staff informed
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018Appendix B: Behaviour Tiers
College Action
Stage Description
Tutor HOY AP SENCO Parent
Monitor
through
4 to 10 Teacher Consequences Discussed Contact
Stage 1 report.
1 to 5 Department Consequences with tutor made
Discussed
with HOY
Tutor
informed Monitor
10 to 20 Teacher Consequences through Referral
Daily Discussed Contact
Stage 2 6 to 10 Departmental Consequence report. from
discussion with HOY made
1 to 3 Removals Discussed HOY/AP
with AP
College Action Outside support
Meeting (tutor, HOY,
20+ Teacher Consequences Refer to ED Psych
10+ Department Consequences AP, SENCO to discuss
EHCP application
Stage 3 3 to 10 Removals next steps
School nurse
1 to 3 Internal Exclusions Round robin
Counselling
Serious incident Boxall completed
CAMHS
Parent meeting
LIP Tier 2
Goodman SDQ
10+ Removals
Stage 4 4 + Internal Exclusions Refer to LIP Tier 3
1 to 3 External Exclusions
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018Appendix C: Report Cards
The purpose of the report card is to monitor behaviour and to share information with
interested parties; this may lead to further sanctions or rewards depending on comments
recorded.
Pastoral Report Card System
The report card is the responsibility of the student and should be handed to a member of
staff at the beginning of the lesson.
Scores are awarded by the supervising adult for Behaviour and Standard of Work as outlined
below.
At the beginning of lunchtime and at the end of the day, the report is checked by the
designated member of staff. Each evening, the report is signed by the parent/carer of the
student and a comment made if appropriate; this signature is checked the following day by
the designated member of staff at an appropriate time.
Completed reports are placed in the trays for pupil record filing in the main office as soon as
possible.
Tutor Report (Green)
Poor behaviour across subject areas results in a Tutor Report to run for a specified period,
normally two weeks.
If the report shows positive change, then after two weeks the report period ends and the
success is celebrated.
If the Tutor Report shows no positive change then the Tutor, in discussion with Head of
Year, SENCO and the Behaviour Manager, identifies issues and implements an action plan
including contact with the parent. The report period is extended for two weeks and then
reviewed again.
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018Head of Year Report (Yellow)
If the Head of Year report shows positive change then after two weeks then the report
period ends and the success is celebrated.
If the Head of Year report shows no positive change then the Head of Year, in discussion
with the SENCO, Behaviour Manager and Assistant Principal identifies issues and
implements an action plan including meeting with parents. The report period is extended
for two weeks and then reviewed again.
SLT Report (red)
If no improvement is shown following the Head of year Report a student is placed on SLT
Report. At this point, a recommendation may be made to nominate the student for a ‘What
Works Session’ at staff training.
Students are expected to report to a member of SLT.
If the report shows positive change then after two weeks then the report period ends.
If there is no improvement after the SLT Report then there will be a formal meeting
between the Assistant Principal, parents, Tutor/HOY in order to agree next steps and
formulate an action plan in line with College policy.
Positive Report (lilac)
In certain cases, where a student has begun to see herself/himself as ‘poorly behaved’ or
where staff/parents have begun to focus solely on the negative aspects of behaviour, it may
be beneficial to shift the focus on to the positive by recording incidents of good behaviour
only in the spirit of ‘catching’ the student being good.
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018The decision to move on to Positive Report will be made after discussion between tutor,
Head of Year, Assistant Principal, Behaviour Manager and other interested parties. The
reasons for the decision should be made clear to the student, to parents and to staff
through normal informal channels (student planner and staff briefings).
The period of Positive Report will normally be two weeks before review. Successes will be
celebrated and a decision made to end the report, continue or change to the standard
report.
Head of Department Report (blue)
Where poor behaviour is limited to one subject area, then the Head of Department, in
consultation with the class teacher and other interested parties, may decide to place a
student on Department Report. The usual report period is two weeks. After two weeks, a
review will take place - this may lead to a celebration of success or further intervention as
required.
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Behaviour and Exclusions Policy 2018-2021 FINAL Nov 2018Appendix D: Loughborough Inclusion Partnership (LIP)
The College is part of the Loughborough Inclusion Partnership (LIP), which is a group of local
schools that work together to make provision for secondary aged students who cannot be
educated in school as a result of challenging behaviour.
Challenging Behaviour is defined as
‘Where a pupil behaves, or is judged as highly likely to behave in a way that consistently
undermines their own progress in school and/or that of other students’
The Partnership work to enable the pupil to:
Re-engage in education
Improve behaviour
Overcome any barriers to learning
Get back on track to achieving educational outcomes in line with his or her ability
LIP supports the work of the College to promote positive behaviour choices in several ways:
a) CORE Group, students at risk of Permanent Exclusion are discussed and alternative
provision considered. This could include a ‘hosting’ - where a student is sent, temporarily,
to work in isolation in a partner school; a ‘managed move’ - where a student joins the roll
of a partner school on a trial basis with a view to a permanent move or a ‘permanent
remove’ where the partnership agree to ‘fully manage’ a student at Loughborough
College.
b) SEMH Surgery, access is provided to professional help to support with complex behaviour
issues
c) Practitioners’ Meetings where training is provided and information shared
d) Through the subsided LIP Outreach Programme
e) Through online ‘Boxall’ assessment services
f) Through access to permanent staff at LIP who provide advice and support
Referral to LIP
After proper consideration and consultation with parents, teachers and leaders it may be
deemed necessary to refer a student to LIP. This will happen when a student has moved
beyond Stage 4 on the Behaviour Tiers and, in exceptional circumstances, after a serious
behaviour event or incident.
In such cases a referral must be made (usually to SEMH Group first and then, if necessary to
CORE Group) using appropriate referral forms accompanied by a recent Boxall analysis and
completed Strengths and Difficulties questionnaire.
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