Policy Document BEHAVIOUR AND REWARDS POLICY AND PROCEDURES - Buckler's Mead Academy
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Buckler’s Mead
Academy
Policy Document
BEHAVIOUR AND
REWARDS POLICY AND
PROCEDURES
1
Behaviour and Rewards Policy &
Policy Title:
Procedure
Responsible Person: Assistant Head – Craig Fletcher
Document Reference: SPOL/BSA0517/002
Date Produced/Reviewed: February 2020
Recommended by (Advisory Group /
Pastoral & Safeguarding
Committee / SLT):
Date Adopted: January 2020
Date published on website (if applicable): March 2020
Signed By: …………………………………….
Chair of Directors
Review Frequency: Annually
Review Term: Spring 2021
Please note: The version of this document contained within the ‘Policy Documents’ Folder on
BMStaff (T:\Admin\Policies and Procedures) is the only version that is maintained.
Subject to approval by Full Board of Directors
2
Buckler’s Mead Academy – Behaviour and Rewards Policy and Procedures
Rationale
We aim to create a positive learning environment and culture within the academy. In order to
do this we overtly teach the behaviour we expect from students in lessons and around the
academy. Good behaviour is more than the absence of bad behaviour; good behaviour is
where students take responsibility for their own learning through being Ready, Respectful
and Responsible. In order to promote a positive culture we recognise and reward good
learning habits.
Our goal is that every student is as successful as they can be. To that end, it is vital that
students recognise that every second of learning counts, and that time is utilised well so
that lessons are effective.
Our lessons and the site in general should be a calm and pleasant environment in which to
learn and work.
Development of our behaviour policy has taken account of research cited in The OfSTED
Inspection Framework (Overview of Research) 2019 and Education Endowment Fund
research as well as practice and policies of several other successful schools.
Values
Our core purpose is to create a positive learning environment in which all students are able to
be as successful as they can. In pursuit of this, our values are:
We have high expectations of all
We take all reasonable steps to create a positive learning environment
We recognise and reward effort
We believe every second of learning counts
We expect students to take responsibility for their own learning
We expect students to accept responsibility for their own actions and choices
We encourage students to be resilient and to overcome challenges
We expect students to act on and learn from feedback
All staff are responsible for securing good behaviour
Golden Rules (see appendix 1 – Golden Rules, Classroom Display)
The Golden Rules are known by all members of our school community. We proactively teach
these golden rules in assembly, tutor periods and lessons at the start of every term. The golden
rules are:
Ready to learn - with the correct equipment, uniform and attitude
Respectful - treat others with dignity and courtesy, look after the school site and
equipment
Responsibly - accepting the consequences of our own choices and actions
3
Rewards
In an effort to create a positive learning environment, we strive to recognise and praise good
learning behaviours. Positive and negative behaviours are awarded and recorded using
Classcharts; we aim to award positive and negative points on a 5:1 ratio or better.
Celebration Assemblies are held at the end of each academic term and are one of the main
ways in which we formally recognise and celebrate success. However, it is recognised that
individual teachers and departments will celebrate success on a day to day basis.
Positive behaviour points are recognised in the following ways:
25 points – tutor notified and writes good news postcard
50 points – Year Coordinator notified and writes good news postcard
100 points- Year Coordinator notified, Head teacher’s Bronze award certificate and badge
awarded in Celebration Assembly
200 points- Year Coordinator notified, Head teacher’s Silver award certificate and badge
awarded in Celebration Assembly
300 points- Year Coordinator notified, Head teacher’s Gold award certificate and badge
awarded in Celebration Assembly.
In addition, the following are recognised and rewarded in assemblies:
100% attenders – rewarded on the basis of a draw
Tutor “Star of The Term”
Year Coordinator “Star of The Term”
Students gaining positions of responsibility (prefect, house captain, sports captain, etc.) are
also recognised in assemblies and awarded badges.
Celebration assemblies are also where other achievements both inside and outside of school
are recognised and rewarded.
4
Next level behaviour Appropriate behaviour Inappropriate behaviour Extreme Inappropriate Potential Sanctions
behaviour
Organising charity events Being respectful Taking too long to get out equipment and write in the title Verbal abuse staff and IEC
Volunteering time to the Being punctual etc students
academy Correct equipment Not putting equipment down when asked to do so Swearing
READY
Helping others Being courteous Asking irrelevant questions to derail the lesson Bullying
Leadership Working hard and doing our Incorrect uniform Dangerous behaviour
Attending clubs best Lack of equipment Truancy
Student ambassador Meeting deadlines Being late to lessons Failure to attend detentions
Running a club Making the right choices Refusal to attend IEC/Parking
Consistent maturity and Settling to work quickly Negative body language towards staff and students (e.g. Bringing the school into FTE
courtesy Valuing and appreciating
Ready, Respectful, Responsible,
rolling their eyes, tutting) disrepute
others Laughing at other students who receive a consequence, Theft
Keeping hands, feet and or if they give the wrong answer Threatening behaviour to staff
RESPECTFUL
objects to yourself Answering back/arguing Possession of drugs/alcohol
Wearing school uniform Students shouting answers/questions out False allegations made
correctly Talking when asked to work silently against staff
Talking over the teacher Vandalism
Littering Possession of an offensive
Chatting weapon
Not listening to staff Possession of banned item
Calling Out Verbal abuse to staff
Standing up/ moving around without asking Dealing drugs or alcohol PEx
Using school resources inappropriately Violence to staff
RESPONSIBLE
Not following when reading/ not on track when asked to
answer a question
Students who have their head on the desk
Turning around and not facing the front
Failure to hand in homework
Eating in class
Appropriate Rewards Appropriate Rewards Appropriate consequences Appropriate consequences
Verbal praise Verbal praise In most cases follow stepped consequences procedure Internal Exclusion
Badges/stamps Badges/stamps Verbal warnings FTE
Praise postcards Praise postcards Restorative discussion Exclusion at another school
Class charts points Class charts points Temporary removal to shadow class Managed Move
Certificates in assemblies Certificates in assemblies 0-30min detention Police involvement
Student of the month Student of the month Confiscating items PSP
Ambassador recognition Ambassador recognition Move a seating plan Referral to outside agencies
Work on display Work on display Removal of social times SLT Detention
BIP Report Referral to support agencies
Letter home/Parent meeting PEX
56
Classroom Expectations (see appendix 2 – classroom expectations)
Every second of learning counts. In order to maximise learning students are required in
lessons to:
• Arrive on time to lessons
• Sit in allocated seat
• Settle to connect/do it now task immediately
• Have planner and equipment on the desk at all times
• Try their hardest and never give up
• Follow the “Buckler’s Basics” when setting out work
• Never shout out – it is disrespectful
• Improve their work following feedback
• Sit in silence at the end of lessons and wait to be dismissed
• Leave the classroom in a safe and orderly way
Toilet Visits
Adequate time to use the toilet is provided at break and lunchtime. Children and adults without
diagnosed medical needs should not use the toilet during lesson times. Every second of
learning counts.
Attendance and Punctuality
If a student is late for school or a lesson, the teacher must award a negative point on
Classcharts. A student late for school on more than 1 occasion will receive an after school
detention, to be issued by the tutor. A student late for lessons on more than 1 occasion will
receive an after school detention, to be issued by the teacher.
Equipment
Students are expected to have the following the following equipment
Planner
Black/blue pens
Pencil
Ruler
Tutors carry out weekly spot checks to ensure students have the correct equipment for
learning. Year coordinators may supply students with key equipment as part of their work to
remove barriers to learning. Students are able to buy basic equipment at the start of school
and during break and lunch at cost price from the “shop” at student services.
If a student does not have appropriate equipment for a lesson, the teacher will take steps to
loan equipment where appropriate but will ensure a negative behaviour point is assigned.
Behaviour Management – The Roles of Tutors, Teachers, Heads of Department and Year
Coordinators
SLT
Teach the “Golden Rules” classroom expectations, social times expectations and
equipment needed at the start of every term.
Be a visible presence and model the behaviour expected of staff
7 Ensure absolute clarity about the behaviour policy and systems
Tutors
Teach the “Golden Rules” classroom expectations, social times expectations and
equipment needed at the start of every term.
Carry out spot checks to ensure every child have correct equipment for the day ahead
Periodically monitor Classcharts for patterns of positive and negative behaviours
Have a discussion with students as appropriate where patterns emerge
Have a discussion with parents as appropriate where patterns emerge
Teachers
Teach the “Golden Rules” classroom expectations, social times and equipment
needed at the start of every term
Ensure classroom expectations are followed
Deliver lessons using the Quality first Teaching Protocol:
o All out/meet and greet
o Connect/do it now task
o Seating plan updated termly
o Share and make visible the learning objective
o Plan for progression
o Know your students – use pupil passports
Follow and implement the behaviour policy
Award positive and negative behaviour points (strive for a 5:1 ratio), and detentions
where appropriate
Patterns of poor behaviour should be identified and where appropriate contact parents
Heads of Department
Teach the “Golden Rules” classroom expectations, social times expectations and
equipment needed at the start of every term
Monitor the work of the team to ensure Quality First Teaching and The Behaviour
Policy are implemented
Periodically monitor the allocation of positive and negative behaviour points and
detentions in order to inform strategies to support the work of the team
Ensure a system of “shadow” classes is available for exiting students
Patterns of poor behaviour should be identified and where appropriate contact parents
Year Coordinators
Teach the “Golden Rules” classroom expectations, social times expectations and
equipment needed at the start of every term
Monitor the work of the team to ensure The Behaviour Policy is implemented
Periodically monitor the allocation of positive and negative behaviour points and
detentions in order to inform strategies to support students
Have a discussion with students as appropriate where patterns emerge
Have a discussion with parents as appropriate where patterns emerge in order to enlist
their support in ensuring students meet behaviour expectations
Patterns of poor behaviour should be identified and where appropriate contact parents.
8Inappropriate Classroom Behaviour and Consequences
In our classrooms, one of the ways we strive to create a positive learning environment is to
praise in public, reprimand in private. We overtly teach the behaviour we expect every term
by referring to the “Golden Rules”, and classroom expectations. We strive to award positive
and negative behaviour points on a ratio of 5:1 or better. We take opportunities to quietly and
calmly remind students who struggle to meet our high expectations of the behaviour we
require.
If a student is behaving inappropriately, our usual response is:
Step 1 - Verbal warning, delivered calmly and quietly if possible
Step 2 - Temporary removal from lesson (2 minutes or so), restorative discussion, readmit to
lesson
Step 3 - Removal from classroom to a “shadow” class – restorative discussion at end of lesson
Step 4 – Removal from lesson using “On Call” system
The teacher must record a negative behaviour point for step 2 or above.
In the case of higher tariff behaviour, (e.g. verbal abuse, dangerous behaviour, threatening
behaviour, refusal to be removed to shadow class) teachers should miss out steps 1-3 and
escalate the response by calling for “call out” support. “Call out” support should also be used
if disruptive behaviour continues in the shadow class.
Where appropriate, the goal of a callout will be to return the student to learning asap. The
suitability of this is to be determined by a brief conversation between the call out and teacher.
Where this is not appropriate the student is taken to the IEC.
The teacher must record a detention for steps 3 and above.
NEED TO INCLUDE IN THIS SECTION INFORMATION ABOUT OUR GRADUATED
RESPONSE TO CONSEQUENCES. DETENTION TO IEC TO FTE TO PEX
The Detention System
The normal sanction for inappropriate behaviour is a detention. Removal from a lesson is not
in itself a sanction. Detentions are used for persistent inappropriate behaviour, such as talking
over the teacher, shouting out, turning around and not facing the front, asking irrelevant
questions to derail the lesson, lack of appropriate effort, answering back/arguing, laughing
at/mocking other students, standing up/moving around the classroom without permission
Detentions are set by teachers using Classcharts. Detentions are normally set at 30 minutes.
It is possible for a student to be set 2 detentions by separate subjects for the same evening
(2x30 minutes) meaning that they will be in detention for 60 minutes. Detentions are set by
the teacher using Classcharts. A detention is issued following “Step 2” behaviour or higher,
and will therefore result in a negative behaviour point. The teacher should always set a
detention if the student has been removed to a shadow class or the IEC.
Student are accompanied to detention by their teacher at the end of period 5. Teachers will
normally have a restorative conversation with students whilst the detention is being served.
9Students are expected to sit in silence in an allocated seat to complete the following work:
Write apology letter to member of staff, to a high standard, using template provided, to
be approved by MOS on detention duty
Work set by the teacher
Silent reading/ standalone work provided
Two staff will normally supervise detention. A register will be taken using Classcharts. It may
be necessary for one member of staff of make use of an overspill room.
Should a student fail to meet the behaviour expected in detention, the member of staff on duty
will reset the detention for an hour for the following day. It is likely they will send the student
home.
Should a student fail to meet the behaviour expected in the reset detention, they will be
allocated to a day in the IEC, which will include an after school detention.
Detentions set for missed homework are also set using Classcharts. Students are expected
to sign in with the member of staff on duty then complete their homework. If necessary they
may log on to a computer. If they require resources from a subject teacher, they may leave to
find that teacher on condition that they have signed in and leave personal belongings in the
detention room. Homework detentions are normally 30 minutes. Students must stay until the
end of the detention and should not be released early. If students complete their homework
they are expected to use the time for private study/reading.
The Callout System
The “callout” system should be used where a student is failing to follow instructions, and in so
doing, is causing ongoing disruption to learning. The system should only be used once step 1
and step 2 have been followed. (Steps 1 and 2 do not apply in the case of more serious
behaviour e.g. threatening behaviour). Instant “call out” should be used for more serious levels
of behaviour. The teacher must record details of the callout in Classcharts.
Where appropriate, the goal of a callout will be to return the student to learning asap. The
suitability of this is to be determined by a brief conversation between the call out and teacher.
Where this is not appropriate the student is taken to the IEC.
Stays in IEC are normally 5 lessons from lesson of entry plus a half hour stay after school. For
example, a student admitted on a Monday period 3 would do an after school detention on
Monday and be readmitted to lessons period 3 on Tuesday, provided, they have met the
behaviour expectations of the IEC and completed a restorative letter to a suitable standard.
Where a student is removed to the IEC, parents will be informed electronically. Teachers will
normally contact parents to seek support in upholding appropriate behaviour in the future.
10IEC (Internal Exclusion Centre) Student Rules
Unless the subject teachers have provided specific work to be completed there are
yellow (KS4) and Red (KS3) folders in the IEC with plenty of work that will be
completed.
Students will be told which booth to sit in by the teacher and unless the teacher
supervising makes changes the students will remain in the same booth for their length
of time in the IEC.
Any student who is placed in the IEC MUST place their bags, coats and mobile phones
in the locked cupboard on the left.
Students will be allowed a drink on their desk.
Students will be allowed to have a snack at break time if they wish. Break times will
be an opportunity for students to take a break from work; however, they must not talk
to others.
At any time, the student can request to go to the toilet within the IEC and this will be
agreed at the discretion of the teacher supervising.
Lunchtime – ALL STUDENTS irrelevant of their year group will have their lunch at
12.50-1.20, as break this will be an opportunity to stop work and eat their lunch, there
will be no talking.
Read 2 Succeed – students will use this time to read a suitable text from the reading
book selection.
If any students require food from the Canteen they will be allowed to select their
lunches and these will be delivered at the start of lunch.
Students will be expected to follow these rules, show understanding, and an improved
attitude to learning, if a student does not follow these rules they will be expected to
repeat their day.
Any stay in the IEC will include an after school 30 min detention.
Failing to meet expectations is likely to lead to:
Parking with SLT
Repeating the day in the IEC
Fixed Term Exclusion (The day in IEC will still be completed on return)
11IEC AND CALLOUT STAFF GUIDANCE 2020
IEC (Internal Exclusion Centre) January 2020 IEC will be PE1
The IEC is situated in the corner of the quad (2 wooden pagodas) at the back of the hall by
the old fire escape.
The IEC is used to supervise students who have been sanctioned to spend some time in the
IEC because their behaviour has warranted this level of action. The length of sanction will
depend on the severity of the incident. However any student that is brought into the IEC during
the academy day, for example disruption in a lesson and the teacher has followed the stepped
process, will remain in the IEC for a 24hr period, this will include a detention on the day he is
first brought into the IEC.
When supervising the IEC you should have the opportunity to work in relative silence at the
desktop. At the start and end of each lesson, it will be necessary to monitor the amount of
work that has been completed by the students. It is good practice at the changeover of lessons
for staff to give each other a brief overview of what has been done by the students. Unless
the subject teachers have provided specific work to be completed there are yellow (KS4) and
Red (KS3) folders in the IEC with plenty of work that can be completed.
For January students will be in PE1 when a student arrives please be mindful of where they
will be seated, wherever possible please try and keep students away from the window that
looks into the sports hall and away from walls (to stop the attempt to scribble on them!!)
The IEC is set up with booths for students to work in. Students will be told which booth to sit
in by the teacher and unless the teacher supervising makes changes the students will remain
in the same booth for their length of time in the IEC. Please record the booth number in the
IEC Record as this will help identify any graffiti damage
Any student who is placed in the IEC MUST place their bags in the locked cupboard on the
left (if looking from the teacher’s desk). A key is in the top drawer of the teacher’s desk.
Students will be allowed a drink on their desk.
Students will be allowed to have a snack at break time if they wish. Break times will be an
opportunity for students to take a break from work; however, they must not talk to others.
At any time, the student can request to go to the toilet within the IEC and this will be agreed
at the discretion of the teacher supervising. There are toilets just outside PE1
Lunchtime – ALL STUDENTS irrelevant of their year group will have their lunch at 12.50-1.20,
as break this will be an opportunity to stop work and eat their lunch, there will be no talking.
Read 2 succeed – students will use this time to read a suitable text from the reading book
selection.
At the end of every lesson, the students in the IEC will need to be given a score in the IEC
Record
https://bucklersmeadacademy.sharepoint.com/:x:/g/EenwvichWL1DkVVwvyYkzZ4BdSVvQn
_a6Ftnkz3bPildWQ?rtime=6y26zQ8y10g this can be found in BM Staff – IEC – IEC RECORD
19-20 or ARC – IEC Information - IEC RECORD 19-20 Please ensure you now use the Spring
121 Tab. In addition the student will need to be logged for the 24hr period, please see example
at the top of the record.
If you are in the IEC Period 3, you will be required to fill in the Lunch request slip if any students
require food from the Canteen.
Students will be expected to follow these rules, show understanding, and an improved attitude
to learning, if a student does not follow these rules they will be expected to repeat their day.
If a student is in the IEC they will also be required to complete a 30min detention after school.
Callout
If a member of staff has Callout on their timetable they must pick up a Radio at the start of the
lesson from reception. Ensure the radio is turned on to a suitable volume and on Channel 7.
There will be a callout timetable on the wall by the radio and attached to the radio, which will
be key lessons that need to be visited to support/check that the behaviour and atmosphere is
conducive to positive learning. This list will change from time to time.
If a callout is made over the radio, you should be informed of the student’s name, lesson they
are in and a possible reason.
A callout should be used to support the teacher with an aim to get the student learning.
Professional judgement will be required for each situation but we should refrain from defaulting
students directly to the IEC. If a conversation and return to class is all that is required then
this would be the obvious first choice, however depending on the situation it may be a united
conversation between callout staff, teacher and student, Buddy (Shadow) room or placement
in the IEC. Callouts are to support the teacher and we must be very aware that whilst
restorative conversations are a massive priority they must always support the teacher and the
current situation.
There are more members of staff on the callout rota this year and some of you may feel
uncomfortable with some specific callouts, if this is the case please seek SLT support.
If a student is placed in the IEC it will be for a 24 hour period.
13Uniform (see appendix 3 – uniform)
Students are expected to wear appropriate uniform. Where a student fails to meet
expectations they may be:
Intercepted at the academy gate and required to go home to put things right
The Tutor should make a spot check of uniform - if inappropriate they should be
referred to the Year Coordinator who may send the student home to put the uniform
right
If it is not possible for the student to return home, they will be sent to student services
to borrow suitable uniform
If the student refuses to wear uniform, they will be isolated for the day and given a
detention
Social Times (see appendix 4 – Breaktime and Lunch)
It is important for students and staff to be able to have a break, use the toilet, have a drink/food.
The following are normally available for students at social times
All hard/playground/path areas
The refectory
The hall (in wet weather)
The study centre (for quiet work/reading only)
Astroturf area, winter months only, subject to availability
Sports hall badminton, basketball, table tennis (lunch)
Clubs 1 a day (lunch)
The following are out of bounds:
The fields in winter months and/or when declared out of bounds by the Head teacher
All areas beyond the Leisure Centre Entrance
The Car Park
Classrooms (unless attending activity supervised by member of staff)
Expected behaviour
Walk calmly between lessons and at all times
Behaviour in buildings should be calm and respectful at all times of the day
Keep left in corridors and on narrow pathways such as the pathway leading up to
school
No excess noise/shouting
Swearing/offensive language is inappropriate
Students are expected to keep themselves dry/mud free
Stay off fields once out of bounds
Following instructions the first time given and without question
Politeness – e.g. holding doors open for others, thanking people,
Being responsible for making sure own litter is put in bin and tables in refectory is left
tidily
14Duties
Staff on duty must be active as opposed to passive. Whilst on duty, staff are expected to
interact with students in a positive way to build good relationships. Staff on duty should actively
encourage appropriate behaviour. Students should:
Walk calmly – no running
Keep themselves dry and mud free
Stay in bounds
Talk calmly – no shouting
Use respectful language
Be polite
Keep left in corridors/on stairwells
Put litter in bins and leave refectory tables tidy
Reasonable Adjustment/Professional Judgement
Where appropriate we will make reasonable adjustments for students, including those with
special educational needs and/or disabilities, who have specific needs that mean they find our
high expectations difficult to meet. A reasonable adjustment never means that we lower our
expectations. It means some students need additional support to ensure that they meet the
high expectations that we have for all our students
Supporting our Students (additional guidance Appendix 5)
We will support our students to meet the high expectations by offering a range of the following
strategies as appropriate:
Reiterating expectations frequently
Report cards
Student support plans
Pastoral and/or academic interventions
Regular meetings with parents/carers
Additional careers advice and guidance from a specialised careers advisor
Restorative conversations with the teacher who gave students the consequence
Reflection letters to members of staff as part of restorative justice
Early Help Assessment – to refer to external agencies
Support from our student services team
An alternative provision placement
Work Experience placement
Reintegration meeting and contract following FTE
PSP/BIP process
Thrive intervention
Return to Learn (planned from September 2020)
15The Use of Reasonable Force
The following guidance is based on extracts from the latest, non-statutory DFE guidance
(2013)
https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools
Force is usually used to control or restrain. Reasonable in the circumstances means using no
more force than is needed. Reasonable force can be used to prevent pupils from hurting
themselves or others, from damaging property, or from causing disorder. The decision on
whether or not to physically intervene is a matter of professional judgement.
On a day to day basis, it is unlikely that reasonable force will need to be used. It may be used
in order to carry out the academy's duty of care to students, for example to physically separate
students found fighting or to prevent a student from hurting themselves or others.
Smoking
Smoking is not allowed on the school site. Smoking materials are included in the list of banned
items (see appendix 5 – banned items). Students found smoking or in possession of banned
items will be subject to appropriate sanctions, as will students found to be colluding with others
smoking.
Exclusion
Buckler’s Mead Academy follows statutory DFE guidance on exclusion (2017). The following
excerpts are taken from this guidance:
Good discipline in schools is essential to ensure that all pupils can benefit from the
opportunities provided by education. The Government supports head teachers in using
exclusion as a sanction where it is warranted. However, permanent exclusion should
only be used as a last resort, in response to a serious breach or persistent breaches
of the school's behaviour policy; and where allowing the pupil to remain in school would
seriously harm the education or welfare of the pupil or others in the school.
The decision to exclude a pupil must be lawful, reasonable and fair.
Schools/academies have a statutory duty not to discriminate against pupils on the
basis of protected characteristics, such as disability or race. Schools should give
particular consideration to the fair treatment of pupils from groups who are vulnerable
to exclusion.
Disruptive behaviour can be an indication of unmet needs. Where a school has
concerns about a pupil’s behaviour, it should try to identify whether there are any
causal factors and intervene early in order to reduce the need for a subsequent
exclusion. In this situation, schools should consider whether a multi-agency
assessment that goes beyond the pupil’s educational needs is required.
Any decision of a school, including exclusion, must be made in line with the principles
of administrative law, i.e. that it is: lawful (with respect to the legislation relating directly
to exclusions and a school’s wider legal duties, including the European Convention on
Human Rights and the Equality Act 2010); rational; reasonable; fair; and proportionate.
The academy must ensure that policies and practices do not discriminate against
students by unfairly increasing their risk of exclusion.
16Exclusion will be used in response to serious incident or persistent breaches of the academy’s
behaviour policy or where allowing the student to remain in the academy would seriously harm
the education or welfare of the student or others in the academy.
Students may be excluded for a fixed number of days from the academy or permanently. A
fixed term exclusion can be for whole days or parts of a day. A student may be excluded for
one or more fixed term periods up to a maximum of 45 days in a single academic year, or
permanently.
The academy will take all reasonable steps to investigate serious matters leading to a decision
to include, including receiving and considering written statements from those involved and
from witnesses.
A decision to exclude will be made with reference to the civil standard of proof, i.e. “on the
balance of probabilities” it is more likely than not that the fact is true, rather than the criminal
standard of “beyond reasonable doubt”.
Parents/carers will be advised of the reasons for exclusions. In the case of permanent
exclusions, they have the right to appeal the decision to the board of directors.
During a period of exclusion, parents/carers have a duty to ensure that their child is not present
in a public place at any time during academy hours for the duration of the exclusion.
The academy is responsible for providing work for an excluded student over the first 5 days of
any exclusion.
The academy will notify the local authority, without delay, of any decision to permanently
exclude a student.
17Behaviour Management - Guidance for Staff
Examples of how you could articulate why we are giving an achievement
Whenever you give achievement, please ensure you use the following statements/questions
to support our behaviour and rewards system and so that students are in no doubt as to why
they have received one.
Being caring towards others for example demonstrating politeness, care, concern and
respect for all other members of BMA and for members of the general public are
important. "I am giving you an achievement point because you have demonstrated this
today".
Being attentive and looking others in the eye when they are talking to you is important.
"You have demonstrated this today, so I am giving you an achievement point, well
done".
Being courageous in the face of adversity for example having several more attempts if
you think you have failed is important if you want to succeed, "you have demonstrated
this today so I am giving you an achievement point".
Attending school even though you feel a little under the weather "shows you are
determined to succeed, so I am giving you an achievement point".
Being sympathetic towards others for example asking how they are is important –
"you've been really caring so I'm giving you an achievement point".
Being positive, even when things are tough is a positive character trait. "You have
demonstrated that today, so I am giving you an achievement point, well done".
Being friendly towards others, always "saying 'please' and 'thank-you'; holding the door
open for others to pass without being prompted to do so demonstrates respect and is
important. I am going to give you an achievement point for being so polite".
Attending the sports event to support the team even though you didn't make the team
demonstrated our academy values and a willingness to support and encourage others,
"I am going to award you an achievement point for your dedication and for being
inspired by others".
You have really improved your work from the feedback I gave you, "you have shown
hard work and effort and this is important so I am giving you an achievement point".
Examples of how you could articulate why we are giving a consequence
Whenever you give a consequence, please ensure you use the following
statements/questions to support our behaviour system and so that students are in no doubt
as to why they have received one.
I expect you to arrive at my lesson on time, every lesson with the correct equipment,
taking ownership of your book/folder. Organisation is key to a successful career/ you
are late so I am going to have to …..
I expect you to follow instructions first time so you and your peers can learn as much
as possible in the lesson. You are not following instructions so I am going to have to
….
18 I expect you to behave, allowing me to teach and others to learn, so that you can
achieve your potential. You are talking during the independent part of the lesson so I
am going to have to ….
I expect you to track me when I am teaching, so that you listen carefully to everything
that is taught. You are not paying attention so I am going to have to ….
I expect you to ask for help when needed after you have tried hard for yourself. We
want you to develop your independence and resilience. You have not put in the
required amount of effort so I am going to have to ….
I expect you to complete an appropriate amount of work for the time you are given. We
have high expectations of each and every one of you. You have not put in the required
amount of effort so I am going to have to …
I expect you to stay on task and to try your hardest even when you find work
challenging. When you struggle and then succeed, you will get an immense amount of
satisfaction and confidence from your achievements. You are distracting others so I
am going to have to ….
I expect you to produce your best work at all times, so your best becomes a habit. Your
work is not presented as well as it should be so I am going to have to ….
We are ambitious for you and want you to do as well as possible. Your behaviour is
key to doing as well as you can. I am going to … because…
Hard work beats talent if talent does not work hard. You have the ability to do really
well but you are not putting enough effort in so I am going to ….
Challenging the instructions of someone in authority is not acceptable and will not be
when you are at work, so I am going to …
Warm but Strict – Building Respectful Relationships
Staff want students to enjoy being in the classroom. The high expectations create a
focused environment, which allow students to feel successful in their subjects.
Staff will greet students at the door with a 'hello' or 'good afternoon'.
Staff will try to give out more achievement points than consequences.
Staff will use corridors and break times to interact with students that build relationships.
Teachers may test students on their subject using recall questions, ask what they have
learned today, ask how their weekends were, ask about hobbies, ask what they are
reading, recommend books etc.
Staff will raise students on their successes, for example, 'Great to see that you're the
top house point scorer in form 10B1'. Alternatively, 'I called your mum yesterday to let
her know about your amazing quiz result. Well done!'
Staff will encourage students' smartness by praising smart uniform.
When a student has been absent, staff always tell them how great it is to have them back.
19Behaviour Management Recommendations - Teacher Techniques
Choice
Gives students some control over a situation which is less likely to initiate point-blank refusal.
Examples include: "I want you to get on with your work or (consequences), it's your choice"
"Are you choosing not to follow our rules on..." or "Sit over here or next to John"
Take -up time
Allow students not to lose face. Watching and waiting is, in a way, issuing a challenge. We
need to be clear and confident about expressing expectations. Follow an instruction with a
pause to allow students time to comply.
Examples includes: "Could you open your book and start work now, Ben. I'm going to see
Luke who needs some help but I'll come back in a minute if you need any"
Partial agreement
Deflects confrontation with students by acknowledging concerns, feelings and actions.
Examples include:
"Yes you may have been talking about your work but I would like you to..".
When - then direction
Avoids the negative by expressing the situation positively. Examples include: It is better to say
"When you have finished your work, then you can go out " than "no, you cannot go out because
you have not finished your work".
Privately understood signals
Draws the class together and builds in sharing times. Examples include: clapping your hands
gently twice; or standing next to a "learning zone" poster in a room. An individual student may
recognise a gesture from the teacher as a reminder to concentrate on work.
Redirect behaviour
Remind the students about what they should be doing and avoid getting involved in discussion
about what they are doing wrong
Consequences and sanctions
In line with school policy, clearly and consistently implemented
20Engaging parents
We cannot work in isolation from parents; parental engagement is a powerful lever for raising
achievement and improving behaviour. If we work together the gains will be significant. If a
parent isn't aware that their son/daughter has behaved badly in your last few lessons, how
can they support you as the teacher? And how can they influence their child to behave
positively? It is important that parents are informed of the positive actions of their children not
only the behaviour concerns. It is clear that parents have the greatest influence and one which
we cannot underestimate.
Some guidelines
Firstly-try to make the first contact you have with home, either by phone or letter about
a positive not a negative.
Always phone home when you have had a difficult lesson with a particular student. It
might seem like a huge time commitment but the outcome will be beneficial to you.
Be clear with the parents that it is the behaviour not their child that is the problem,
discuss the times when their child was able to behave appropriately and ask parents
to consider why they think this is not happening now. We often forget that student's
lives' are sometimes in turmoil and changes in family circumstances are a frequent
underlying causal factor for poor behaviour.
During these conversations, ensure that you are specific about the types of behaviour
that are causing concern-behaviour is a huge thing!
Inform the parents of the targets that you need their child to work towards-if they know
they can reinforce these for you.
Agree on how you will be monitoring progress and feeding this back to them.
Set a date when you will telephone them to review their child's progress-if
improvements are noticeable early on make sure you phone home again to share the
positive progress.
Ask the office to send a letter home if you feel that the student's behaviour has
improved significantly or there are further concerns.
In the case of prolonged negative behaviour, you will need to talk to your Year coordinator or
head of department
21Appendix 1 – The Golden Rules
22Appendix 2 – Classroom Expectations
23Appendix 3 – Uniform
GENERAL APPEARANCE
Jewellery: One pair of small plain sleepers or studs may be worn if ears are pierced. No other
visible piercing is allowed. All jewellery must be removed for PE activities.
Make-up: Discrete neutral nails and nail varnish and very subtle make up is allowed. If either
are deemed to be overly overt then it will be requested to be removed.
Hair/headwear: Hairstyles should be appropriate for the academy and be of one natural colour.
No extremes of fashion can be worn. No scarves/gloves/ hats to be worn inside the academy
buildings. Headwear required by a religion and agreed by the academy must be plain black.
VALUABLES Buckler’s Mead Academy will not accept liability for any claim arising from theft,
accidental loss or damage to personal effects, belongings or clothing whilst at the academy.
All personal items should be clearly marked with student’s name.
UNIFORM
Students from Years 7 – 11 will be expected to wear:
White, plain shirt: Must have a collar, to support the formal wearing of a tie, with top
button done up. Must be tucked in. No item beneath shirt should be visible.
Black trousers: No faded trousers, denim or denim look, jeans, joggers, leggings or
hipsters should be worn. Knee length formal black shorts are permitted in the summer
term.
Black skirt: Classic style/material. Must be knee length. Any slit must be minimal in
length. Please note this is primarily to maintain dignity.
Plain black footwear: (Backless shoes are not permitted) THEY MUST BE ROBUST
FOR SCHOOL USE.
V-neck plain black jumper: with embroidered academy name and crest (To be worn at
all times until a teacher or headteacher agrees otherwise)
Academy tie: Must be worn to waistline.
Outside Coat: No hoodies, cardigans, sweatshirts, tracksuits, denim or waistcoats will
be acceptable. Outside coats must serve the purpose to shield from the weather.
Socks: Plain black/grey/white
Tights: Black (Leggings are unacceptable)
Black, plain belt: Optional. This should have a standard buckle with no extreme
designs.
Appropriate carry bag: suitable for books/equipment.
Students are expected to be ready to learn through wearing correct school uniform. Students
not wearing correct school uniform will be expected to make good any shortcomings
immediately. If necessary, a student will be re-directed to student support and will be expected
to loan correct uniform in return for a “deposit”. Should a student refuse to wear correct uniform
they will be isolated or excluded until their uniform is correct.
24Appendix 4 – Breaktime and Lunch
25Appendix 5 - Banned Items List
In the interests of the health and safety of students, staff, other members of the academy
community, and visitors to the academy, the academy asks parents and students to ensure
that any inappropriate and dangerous items, or any inappropriate and harmful substances,
are not brought into the academy. In the majority of cases application of common sense will
easily determine what should not be brought into the academy. The list below does not cover
every item or eventuality but is intended as a guide. The specified items on the following list,
and any item that would fall into the first 3 categories, should not be brought in.
Sanctions under the Behaviour Policy may be applied to any student found in possession of
any banned item or any item that the academy deems to be unsuitable and dangerous. The
academy reserves the right to exclude students in extreme cases, or when students or parents
have received warnings about banned items.
1. FIRE LIGHTING EQUIPMENT
a. Matches, Lighters, etc.
2. DRUGS and SMOKING EQUIPMENT
a. Cigarettes
b. Vapour pipes
c. Tobacco
d. Cigarette papers
e. Alcohol
f. Solvents
g. Any form of illegal drug
h. Any other drugs except medicines covered by the Prescribed Medicines
Procedure.
3. WEAPONS and OTHER DANGEROUS IMPLEMENTS or SUBSTANCES
a. Knives, including pen knives and craft knives
b. Razors
c. Catapults
d. Guns of any kind, including replicas and BB guns
e. Laser pens and LED torches
f. Knuckle dusters and studded arm bands, bracelets, etc
g. Whips or similar items such as long chains
h. Pepper sprays and gas canisters (e.g. CS gas)
i. Fireworks or explosives of any kind
j. Dangerous chemicals (e.g. strong acids and alkalis, bleaches, hair dyes, etc)
4. OTHER ITEMS
a. Any form of liquid based correction fluid Note: students may use correction
tape and correction tape devices
b. Any aerosol (other than essential medication) Note: students should use non-
aerosol deodorants
c. Cameras (please note the Academy reserves the right to confiscate cameras
and to delete any unauthorised pictures or video recordings of students or staff)
Appendix 6 – Searching and Confiscation
26At Buckler’s Mead Academy we aim to keep all members of our school community safe. If
deemed necessary, students will be asked to be searched for any banned or stolen items. The
academy also has statutory powers to search students, without consent, if it is suspected that
the student has prohibited items of knives, weapons, alcohol, illegal drugs and stolen items.
Legislation this policy relates to:
Education and Inspection Act 2006
Health and Safety at Work Act et al 1974
Policing and Crime Act 2009
Section 30 Education Act 1996
Section 5502A Education Act 2001
Data Protection Act 1998
DfE Advice: Screening, searching and confiscation 2011
Buckler’s Mead Academy is fully committed to ensuring that the application of this Screening,
Searching and Confiscation policy is non-discriminatory in line with the UK Equality Act (2010).
Further details are available in the school’s Equal Opportunity Policy document.
This policy is applicable to all students and the academy seeks to implement this policy
through adherence to the procedures set out in the rest of this document.
Procedure
School staff can search students with their consent for any suspected item banned by the
school rules.
School staff can search students without their consent for any suspected knives, weapons,
alcohol, illegal drugs and stolen items (from now on called prohibited items).
When and Where a Search Can Take Place
A search can take place if there are reasonable grounds for suspecting that a student is in
possession of a prohibited, banned or stolen item. The member of staff should take into
account all relevant circumstances and use their professional judgement to determine whether
such a search should take place. The search may be of the student’s clothing, footwear, bags
or locker. Wherever possible, a search should take place in private, witnessed by another
member of staff. This may not be possible, for example if searching a locker in a classroom
which is in a public place.
Authorisation to Search Students
On the school premises and grounds, any member of the teaching staff can carry out a search
although staff can refuse to undertake such a search.
On an out of school activity, the Group Leader is authorised to search students at that location.
All staff have on-going authorisation to be the witness of a search.
On an out of school activity, temporary authorisation is given to non-employees who are
named adults supervising students on school trips to be a witness to a search. This temporary
authorisation is only valid during the hours of the trip and can only be used when a staff
employee is not able to deal with the situation.
If deemed necessary, the Headteacher will provide appropriate training for staff although there
is no legal requirement for training.
27Extent of the Search
When a search is required, there must be two members of staff present. The first member of
staff conducting the search should, where possible, be the same sex as the student being
searched. The witness (second person) who, where possible, must be a member of staff and
should be, again wherever possible, the same sex as the student being searched.
On a school trip, the Group Leader where possible should lead the search but if this is not
possible due to gender, they have the authority to delegate the search to a member of staff of
the same gender. There is no legal requirement to make or keep a record of the search.
However, the member of staff leading the search would be required by the school to keep an
informal record in their diary of the date, student name, witness name, consent given, item
being searched for and outcome.
A search of a student’s possessions must take place in the student’s presence with the witness
present. The staff conducting the search may conduct a “personal search” which requires the
student to remove any outer clothing (outer clothing means clothing that is not worn next to
the skin or immediately over a garment that is being worn as underwear but outer clothing
includes sweatshirt, hats, shoes, boots, gloves and scarves). Staff are not authorised to
conduct an “intimate search” which requires the removal of non-outer clothing. The Police
must always be called if an intimate search is required as they have the legal powers required.
A student’s possessions (any goods over which the student has or appears to have control
such as bags and lockers) may be searched. Force should not be used when conducting a
search. If there are any concerns that the student to be searched may become aggressive
then the search should not take place and the Police called. Protective gloves are available
from the school nurse or from the First Aid Kit if on a school trip.
The searcher should take care when touching the student’s clothing or property to reduce the
risk of injury from sharp objects. The student should turn out pockets, empty bags etc. Staff
should only touch items which are visible and the risk of sharp items being present can be
assessed by the searcher.
After The Search
Staff must seize any prohibited or banned item found during a search. Any item seized which
is prohibited (with the exception of alcohol) or a controlled drug must be delivered to the Police
by the Headteacher as soon as is possible. Items which are evidence of an offence must be
passed to the police as soon as possible. Any seized substance whose legal status is unsure
should be treated as a controlled drug. Any substance believed to be a ‘legal high’ will be
confiscated. It would not be reasonable or desirable to involve the Police in dealing with low
value stolen items such as pencil cases. The Police can be involved in higher value stolen
items. The school First Aider should be informed of any “sharps” items seized to arrange safe
storage/disposal.
Alcohol which has been seized should be disposed of by pouring it down the sink. If alcohol
has been found on a student more than once within the last 12 months then the School Police
Liaison Officer will be informed as Section 30 of the Policing and Crime Act 2009 created an
offence for a person under the age of 18 of 'persistently possessing alcohol in a public place'.
Any seized banned item (other than alcohol) should be handed into the academy office
immediately where it will be recorded in a log book and then locked away in a safe under the
control of the Headteacher. Student punishment will be according to the level of incident and
may involve detention, internal isolation, fixed or in extreme cases permanent exclusion. Any
28student who refuses to co-operate with a search will be considered to have refused a
reasonable staff instruction and will be sanctioned accordingly.
Parent/carer involvement
There is no legal requirement to inform the parent/carer. The school will inform a parent/carer
where a seized item is prohibited unless this would compromise the student’s safety. When a
banned item has been confiscated, a parent/carer will then have to come into school to collect
any item not delivered to the police or disposed of by staff. A parent will be informed following
a search if nothing is found but there are still concerns.
Complaints and Allegations
Any complaint or allegation of misconduct arising from an incident should be put in writing
using the Academy’s complaints procedure.
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