Behaviour Policy


 Behaviour Management Policy

 Reviewed:        April 2013

Next Review:    April 2015


 1. Behaviour For Learning Policy Principles

This policy sets out the School’s aim to provide a disciplined and ordered community in which all children, irrespective of ethnic or religious background, appearance, sexuality or ability, can learn and feel safe, where every member of the school feels valued and respected and all pupils are fairly and consistently treated. In particular, this policy aims to outline the measures to be taken to encourage good behaviour and to prevent all forms of bullying among pupils. The Behaviour Policy takes account of the DfE Guidance, “Behaviour and Discipline in Schools” (April 2012) and also acknowledges the School’s legal duties under the Equality Act 2010 and in respect of pupils with SEN. The policy should be read in conjunction with the Anti-Bullying Policy, Equalities Policy and the SEN policy.

1.1 Aims and Objectives

The objectives of this policy are to promote good behaviour, self-discipline and respect and to show the place of the School’s rewards and sanctions:

  • by ensuring that all members of the Plume School community - pupils, staff, parents and Governors - understand their role in making exceptional contributions to the creation of a stimulating, caring and secure environment where students are encouraged to realise their potential in all areas of school activity (Appendix 1, Home School Agreement, Appendix 2, Plume College Student Agreement)
  • by making clear the standards of behaviour and commitment that the School expects from pupils   (Appendix 1, Home School Agreement, Appendix 2, Plume College Student Agreement)
  • by encouraging pupils to adopt positive attitudes and values such as consideration, honesty, dignity and respect for others
  • by setting out the means by which the School will acknowledge, praise and reward pupils when they reach these standards and thereby help them grow into responsible and independent members of the school community
  • by giving a clear, easily understood framework in which pupils who fail to meet these standards will be told that this is the case, be given clear guidelines and expectations for improvement and issued with a proportionate school sanctions as appropriate

 1.2 Strategies to meet these objectives:

  • Regular and systematic provision of positive and negative behaviour data so that appropriate actions can be taken
  •  Positive discipline approach and de-escalation techniques
  •  Regular reinforcements in assemblies, Learning Group Sessions and lessons
  •  Consistent use of agreed and published expectations
  •  A clear rewards, sanctions and referral Protocol system with clear lines of responsibility
  • Regular provision for staff, students, parents and governors in the professional development of Behaviour for Learning

1.3 Policy impact indicators:

  • Members of the school community make exceptional contribution to a safe, positive learning environment further evidenced by an atmosphere of respect and dignity
  •  All lessons are orderly and students are visibly enthusiastically enjoying their learning
  •  Students show a mature attitude and display responsible behaviour at all times; in lesson, before and after school, break times, lunch-times, and in their journey to and from the school
  •  The school environment is calm, orderly and considerate
  •  There are improvements in behaviour over time for any individuals or groups with particular behavioural difficulties
  •  Referrals, Internal and External Exclusions show a decreasing trend
  •  Incidents of bullying are rare through acute awareness of its different forms and the community actively prevents it from occurring
  •  Student achievement and rewards increase 

1.4 Policy monitoring and evaluation methods:

(Review will take place annually based upon monitoring and evaluation which will take place once each term)

  •  Inviting staff feedback through surveys
  •  Inviting feedback from students through the Student Council, Form Time discussions and in Citizenship lessons
  •  Analysing data to highlight trends and patterns
  •  Analysis of lesson observation feedback
  •  Inviting feedback from parents of their perception of behaviour through online surveys and questionnaires

2. Policy Implementation

2.1 A consistent approach:

It is the duty of all members of staff to implement the systems within this policy to ensure consistency. Such an approach will give all students a fair opportunity to be successful within a positive environment with no misunderstanding of what is expected of them in their behaviour for learning. This applies to both inside and outside of the classroom. Staff are expected to model the behaviour expected by the school in all interactions with students.

2.2 Behaviour in lessons - a positive approach

It is important that students’ achievement in lessons, with homework and when representing the school in sports, music & drama and community events is recognised through fair and consistent implementation of the rewards system. We must all strive to look for the positive and encourage students to recognise and embrace their individual strengths and value their own successes. By placing emphasis on the use of rewards as a means of raising levels of attainment and achievement will also act to encourage appropriate behaviour, increasing students’ self-esteem and creating a positive classroom environment.

2.3 Home School Agreement & Code of Conduct

The aim of the Agreement is to encourage shared responsibility between home and school, so that each student achieves their personal best and, in so doing, contributes to the school community. This Agreement outlines the responsibilities of the partnership and the code of respect to be adhered to by students and staff. It is to be signed by the school, the student and their parent/carer.

2.4 Special Educational Needs

We aim to include students with a variety of needs in all areas of school activity and maximise their achievements. Students with learning and behaviour difficulties will receive support that can take several forms: either within normal lessons, individual tuition or withdrawal in small groups. Progress, including behaviour, is regularly assessed and monitored and reported to parents through Individual Education Plans whilst outlining strategies for students and staff to follow to enable progress in learning and behaviour. For parents/carers who are challenged by educational needs, or for whom English is an additional language (EAL), issues linked to learning and behaviour may need to be passed on verbally through meetings arranged by the Special Educational Needs Co-ordinator or Achievement Leader. Where EAL is an issue the school will arrange for translation of conversation or documentation.

2.5 Mentoring

At Plume a positive approach to Behaviour for Learning is also encouraged through a needs based system that enables every student to be mentored at differentiated levels by their Learning Group Leader, a designated member of staff or an external Plume Community Mentor.

2.6 Transition

In order to maximise positive behaviours into Year 7 the school will continue to stage Year 6 Induction Days in July, supported by a Year 5 and 6 Parents Evening, whilst also continuing to work with primary schools throughout each academic year by inviting Year 5 & 6 students into the school to take part in academic and sports activities led by selected Year 9, 10 & 11 students. The successful transition from Mill Road to Fambridge Road will continue to be supported through transition days.

2.7 Learning Group Period

Learning Group period also provides an opportunity to promote good behaviour for learning. Not only is this an opportunity for mentoring to take place but also an opportunity to implement social and emotional aspects of learning and develop students social, moral, spiritual & cultural (SMSC) development. We look to engender “a comprehensive, whole-school approach to promoting the social and emotional skills that underpin effective learning, positive behaviour, regular attendance, staff effectiveness and the emotional health and well-being of all who learn and work in schools” (DFE 2012).

2.8 Assemblies

Assemblies are used regularly to support behaviour for learning giving an opportunity for students to receive public recognition for their achievements whilst also promoting and exploring spiritual, moral, social and cultural (SMSC) information and activities.  Students are to walk in line within their Learning Groups accompanied by their Learning Group Leader. On arrival to assembly they will sit in their allocated position in silence whilst waiting for the assembly to commence. Students will also depart assembly when instructed in silence.

2.9 Uniform

We encourage our students to take pride in their appearance and expect all our students to wear full uniform throughout the school day, including on the way to and from school. Please see Appendix 3 for the uniform code.

2.10 Behaviour out of the School

Students may be disciplined for any misbehaviour when the student is:

  • taking part in any School-organised or school-related activity
  • travelling to or from the School
  • wearing the School uniform or
  • in some other way identifiable as a student at the School

Students may be disciplined for any misbehaviour when misbehaviour at any time, whether or not the conditions above apply, that:

  • could have repercussions for the orderly running of the school
  • poses a threat to another student or member of the public
  • could adversely affect the reputation of the school

2.11 Bullying

Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. Bullying can take many forms (for instance, cyber-bullying via text messages or the internet), and is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, sexual adjustment or because a child is adopted or has caring responsibilities. It might be motivated by actual differences between children, or perceived differences. Bullying (and harassment see below) of any type will not be tolerated at Plume and will be dealt with using the sanctions system for incidents occurring in lessons or at break & lunch times. Incidents that occur outside of the school such as bullying using social networking sites will also be investigated by the Student Support Manager or Achievement Leader and designated safeguarding staff. Parents will be contacted immediately and the police informed where relevant. Subsequent action will be determined by the circumstances of the incident. If required, support for the victims of bullying will be put in place within the school. This may include a personalised timetable, break & lunch time support or the support of a designated student mentor or member of staff.

 2.12 Harassment

Harassment is any unwanted physical, verbal or non-verbal conduct which has the purpose or effect of violating a person’s dignity or creating an intimidating, hostile, degrading humiliating or offensive environment for them. A single incident can amount to harassment. Incidents of harassment will initially be investigated and dealt with following the relevant school procedures.

2.13 Mobile Phones & Music Playing Devices

Students are allowed to bring mobile phones into the school premises but they must not be seen in the building. We will not allow mobile phones or music playing devices to interfere with learning and teaching. If mobile phones or music playing devices are seen in lesson they will be confiscated immediately by the class teacher and taken to the Student Support Centre where they can be collected by parents/carers. The only exception to this rule applies when students might be directed by the class teacher to use their phone for a learning purpose. If a student refuses to hand over their phone then procedures for serious incidents will be implemented.

2.14 Smoking, drugs, alcohol and substance abuse

The definition of a ‘drug incident’ is ‘the suspicion or evidence of any situation or specific event involving a drug’. This could relate to a pupil, parent/carer or staff member. ‘Drugs’ refers to all drugs including medicines, volatile substances, alcohol, tobacco and illegal drugs.

Drug-related incidents could fit into the following categories:

• drugs or associated equipment are found on school grounds

• a pupil is found in possession of unauthorised drugs or associated equipment

• a pupil is found to be supplying* an unauthorised drug on school premises

• a pupil, parent/carer, or staff member is thought to be under the influence of drugs

• a staff member has information that the illegitimate sale/supply of drugs is taking place in the school grounds

• a pupil discloses that they or a family member/friend are using drugs

• a parent/carer discloses a concern about their child’s drug use

*Within the context of this policy, the term ‘supply’ may be used to describe: students sharing drugs; students being coerced to supply drugs; a group of friends taking it in turn to bring drugs in for their own use; or students selling to others.

Incidents will always include the involvement of the Police, the School’s designated safeguarding staff and local drug support agencies. Supplying of drugs within the school may lead to permanent exclusion.

In KS3 and KS4 students will receive education about drugs in their citizenship lessons with possible input from local drug support agencies. All confiscated ‘drug’ items will be held securely in the school until collected by the police or dealt with through their instructions. 

2.15 Screening, searching and confiscation

a) Students can be searched for any item banned under the school rules, with the student’s consent (DFE 2012 - ‘Screening, Searching and Confiscation’). These items may include tobacco, matches and lighters.

b) The Headteacher and staff authorised by him, have a statutory power to search students or their possessions, without consent, where they suspect the student has certain prohibited items. This includes knives, weapons, alcohol, illegal drugs and stolen items. Parents / carers will be informed if such items are found on their child. Any searches undertaken will take place with the minimum of two staff present, one of which will be the gender of the student (DFE 2012 - ‘Screening, Searching and Confiscation’).

2.16 The use of reasonable force

On the rare occasions when it becomes necessary all the school 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 (DFE – Education and Inspections Act 2006, Section 93) Procedures for staff are located in the staff handbook. Arrangements will also be made to ensure that all staff are aware of how to use reasonable force, and what ‘reasonable’ means in practice. The use of force is very much a last resort for staff who will use their skill and experience to avoid such situations occurring. Staff at Plume will act in a professional way and seek to maintain the dignity and integrity of students in their care. 


3 Rewards in School

We believe that a school ethos of encouragement, celebration and praise is central to the promotion of desirable behaviour. Rewards and recognition play a motivational role in helping students to realise that desirable behaviour, self-awareness and responsibility to self and others is valued, and are clearly defined in procedures. 

  • Praise, both formal and informal, has a key part to play in our reward system and students are routinely praised in class and in more formal occasions such as weekly and end of term assemblies
  • We use achievement points on centrally shared “Ibehave” software to electronically log student “good news” for a whole range of positive outcomes and behaviours, whether it is in learning or in showing thought/care for others. We have developed an associated system of acknowledgment and certification to accompany this
  • We routinely inform parents and carers of student successes via letters home, Plume News, Plume Community News and the use of our website
  • Termly year group assemblies are used to formally recognise the achievement and effort of students with all departments contributing to awards ceremonies
  • Termly rewards are given on the basis of attendance
  • We have a positive relationship with the local press and routinely seek to celebrate student successes through positive press coverage


4 Sanctions in School

Sanctions are designed to result in a positive impact upon student behaviour and hence learning. The system of sanctions available to teaching staff is part of an overall framework of support for students and should be regarded as only one aspect of the disciplinary procedures available. Repeated use of these sanctions towards individual students will be counter-productive, since much of their value lies in their rarity. When students do begin to collect frequent detentions other strategies should be considered, which will help the student recognise the existence of a problem and assist him/her to overcome it. In all cases, the Learning Group Leader should be informed of sanctions and be consulted regarding repeated difficulties so as to be able to respond on behalf of a student if, for instance, s/he is in difficulties in several departments, or there is a pattern of misbehaviour. 

4.1 Equality

 Students have the right to expect fair and consistently applied sanctions for poor behaviour which make a clear distinction between serious and minor infringements of the code of conduct. An appropriate sanction is one which is designed to put matters right and encourage better behaviour in future. Thus it is inappropriate to punish whole groups for the misdemeanours of a few or to impose a sanction which is designed to humiliate a student or students. There is a relationship between the principles of our Equalities Policy and the sanctions system. The existing mechanisms for dealing with racism and racial harassment within the Equalities Policy will also be incorporated here. In addition, consistency in the application of sanctions also has a gender based equal opportunities dimension. Thus, rebukes and sanctions, which are differentiated solely on the grounds of gender, should be avoided.

4.2 Sanction Matrix


Level 1

Level 2

Level 3

Level 4

Level 5

Examples of behaviour warranting a sanction


Friendship Issues

Disruption to class

Infringing the School rules

Lack of co-operation

Minor insolence


Ongoing friendship Issues


More persistent disruption Misuse of school property and services

 Failure to attend a lesson


One off rudeness/poor behaviour

 Not responding to previous sanctions - behaviour worsening Multiple individual subject interventions in one term

Failure to attend detentions Repeated failure to attend a lesson or several in one day


Blatant rudeness

and persistent defiance towards

staff (swearing)


Wilful vandalism



Serious misuse of services(i.e. internet)


Possession of illegal substances/offensive weapons Repeated

act of stage 4 after

those sanctions applied

Severe violence

i.e. fighting


Who deals with it?


Subject teacher  (if subject based)

LGL(if school based)

SSM (if school based)

Anyone who encounters the above behaviour


Subject teacher (if subject based)

LGL(if school based)

SSM (if school based)

OR anyone who encounters the above behaviour


SSM/FL/SL informing AL

Internal subject/Faculty Support


AL and FL informing DOS or other SLT


SLT who link to


Examples of Sanctions


Informal - verbal or written warning

Strike on sanction card

 Time-out (max 10 mins)

 Break /Lunch time detentions set by individual teachers


Detention after school with subject teacher/LGL

Temporary change of class within subject

Subject isolation

AL report

Subject report


After school detention

SLT detention

Report to FL or AL for 1 week minimum

Academic isolation within subject


Internal Isolation

Academic isolation according to behaviour management programme

AL report


Shifted School.

Fixed term exclusion + reintegration report

SLT to sign off

Possible PSP

CSS referral

Eventual engagement

of permanent exclusion process



Not needed

Student Planner  (at staff discretion)

Ibehave record

Sanction card


Ibehave record

 Student Planner

Phone call/letter home

 Staff personal records


Ibehave record

Written Statement taken

 Student Planner

Phone call/letter home

 Staff personal records


Ibehave record

Written Statement taken

 Student Planner

Phone call/letter home

 Staff personal records



Ibehave record

Written statement taken

Reintegration meeting AL/SLT or Headteacher

PSP referred to and

updated if necessary

Informing Parents/Carers or Others



At staff discretion


Parent to sign Student Planner (discretionary)

Discussion of incident with parent/other staff/SSM/LGL


Parents receive letter and attend meeting with FL or AL

Report signed daily

Consider SEN


Parents receive letter and attend meeting

May need to involve outside agencies

Refer to SEN


Right of appeal

Involve outside agencies

if necessary

PSP reviewed

Refer to SEN

AL – Achievement leader                                  SEN – Special Educational Needs                   

DHT – Deputy Headteacher                               SSM – Student Support Manager

FL – Faculty Leader                                          SLT – Senior Leadership Team                       

HT - Headteacher

LGL – Learning Group Leader

4.3 Plume College Protocol Summary

Stage Five:Director of College (DC) & AL to meet with student/parents. Final warning & placed on report to DC with clear targets. AL to complete second Progress Check ahead of meeting. If student meets targets, DC to book a two week review meeting with the student to check this is maintained & email relevant staff.

If no improvement a further meeting with student/parents to withdraw place on a specific course or if necessary College place.

DC to complete appropriate paperwork, & to ensure that all teaching staff, College Office, Exams office & LGL are informed.

Stage Five: Director of College (DC) & AL to meet with student/parents. Final warning & placed on report to DC with clear targets. AL to complete second Progress Check ahead of meeting. If student meets targets, DC to book a two week review meeting with the student to check this is maintained & email relevant staff.

If no improvement a further meeting with student/parents to withdraw place on a specific course or if necessary College place.

DC to complete appropriate paperwork, & to ensure that all teaching staff, College Office, Exams office & LGL, KDe are informed.

Stage Five: Director of College (DC) & AL to meet with student/parents. Final warning & placed on report to DC with clear targets. (See previous column)

Social or emotional: DC to meet with all parties involved in supporting the student, including the student themselves & their parent/carer to establish if an alternative programme could be provided. A review meeting for any alternative arrangements should be set.

DC to complete appropriate paperwork, & to ensure that all relevant staff are informed.


If no improvement shown – Stage 5.

If student meets targets, AL to book a two week review meeting with the student to check this is maintained. Inform DC/FL/subject teacher/LGL of outcome & ensure student is monitored.

If no improvement shown – Stage 5.

If student meets targets, DC to book a one week review meeting with the student to check this is maintained. Inform AL/FL/teacher/LGL of outcome.

If no improvement shown – Stage 5.

If progress is being made, student to continue receiving additional internal & external support.

If student meets targets, AL to book a two week review meeting with the student to check this is maintained. Inform DC/FL/subject teacher/LGL of outcome & ensure student is monitored.


Stage Four: AL/FL/subject teacher to meet with student & parents. Student issues a ‘yellow’ warning letter stating that unless improvement is seen their place at College is in jeopardy. Placed on further two week Faculty Report or AL Report if issues occurring in other subjects. AL to complete second Progress Check ahead of review meeting. AL to email all relevant teaching staff re: outcomes including LGL.

Stage Four: AL & DC to meet with student & parents. Student issues a ‘yellow’ warning letter stating that unless improvement is seen their place at College is in jeopardy.

AL to complete second Progress Check ahead of review meeting. AL/DC to email all relevant teaching staff re: outcomes including LGL/KDe.

Stage Four:AL/FL/Subject teacher to meet with students & parents. Student issues a ‘yellow’ warning letter. Placed on two week Faculty Report.SSM & AL to meet with MBU & external agencies to plan additional support & set a clear review date. Involve parent/carer.

AL to complete Progress Check ahead of meeting. SSM/AL to ensure DC informed of additional support in place.


If no improvement shown – Stage 4.

If student meets targets, AL to book a two week review meeting with the student to check this is maintained. Inform FL/subject teacher/LGL of outcome & ensure student is monitored.

If no improvement shown – Stage 4.

If student meets targets, AL to book a two week review meeting with the student to check this is maintained. Inform FL/teacher/LGL/KDe/SSM of outcome.

If no improvement shown – Stage 4.

If student meets targets FL to book a two week review meeting with the student. Paperwork forwarded to AL/LGL & continue to monitor.

If progress is being made, student to continue with SSM programme – gradually reducing dependency.


Stage Three: FL/LGL/subject teacher to inform student that this has been referred to AL.AL to complete a Progress Check on the student in all subjects. Parental Meeting to set new targets. Set a two week review date.

AL to email outcomes of meeting to all relevant teaching staff, including LGL & DC

Stage Three: FL/subject teacher to inform student that this has been referred to AL.AL to complete an attendance check on the student in all subjects. Parental Meeting to set new targets. Set a two week review date.

AL to email outcomes of meeting to all relevant teaching staff, including LGL & DC & KDe & SSM.

Stage Three:Subject teacher refer BfL issues to KS5 Co-ord or FL placed on Faculty Report, reviewed at the end of each date. Send a letter to parents. Support programme implemented by SSM with a fixed review date. SSM/teacher to email updates on progress made to LGL & AL: inform parents as agreed at Stage Two.





If no improvement shown – Stage 3.

If student meets targets, FL/KS5 Co-ord. to

inform LGL so that student can be monitored.

If no improvement shown – Stage 3.

If student meets targets, FL to inform LGL on action taken and progress made so that student can be monitored.

If no improvement shown – Stage 3.

SSM/teacher to inform FL, LGL & AL of the level of support required or of actions taken, & ask them to continue to monitor


Stage Two: FL/KS5 Co-ord. & subject teacher speak with student. Second set of targets set with a time frame for completion & review date.

Subject teacher/FL or KS5 Co-ord. make parent/carer contact for information.

Email LGL/AL/SSM on actions taken.

Stage Two:FL & subject teacher speak with student. Discuss issues & solutions. Second set of attendance targets set with a clear review date.

Subject teacher/FL make parent/carer contact for information.  Email LGL/KDe/AL on actions taken.

Stage Two: Subject teacher forward concern to FL/KS5 Co-ord on action taken & contacts parents.

SSM put in place an appropriate level of support & review within 7 days. SSM to make contact with parent/carer.



If no improvement shown – Stage 2.

If student meets targets, subject teacher to inform LGL so that student can be monitored.

If no improvement shown – Stage 2.

If student meets targets, subject teacher to inform LGL & KDe & FL so that student can be monitored.

If no improvement shown – Stage 2.

If student meets targets, teacher to inform LGL & & FL so that student can be monitored. If necessary, SSM to complete a progress check on student with all teaching staff.


Stage One: Subject teacher speaks to student, & sets clear targets with a time frame for completion & review date.

IBehave LGL & FL on actions taken.

Stage One: Subject teacher speaks to student re: attendance concerns – discusses issues & solutions (three absences in a week). Sets clear targets for attendance over the next week. Review after a week. IBehave LGL, FL, KDe on actions taken.

Stage One: Subject staff use clear classroom warnings and inform FL/LGL of concerns. Sets clear expectations/targets with a time frame for improvement. SSM may need to meet with student for initial assessment. IBehave forwarded to FL/KS5 Co-ord/LGL on actions taken.




Academic Concerns (Learning & Progress) within a subject.

Attendance Concerns within a subject

(Students below 90% attendance overall monitored by AL/LGLs on a weekly basis)

Social, Emotional & Behavioural Concerns



4.4 Internal Isolation

As prescribed in the Sanction Matrix (4.2) , the school may choose to place a student in academic isolation. Sites are provided at MRC and FRC. Due to circumstances, students may occasionally move campus to facilitate a successful session.  Students are provided with work and supervised by a member of staff.


  • Isolate potentially dangerous, defiant, anti-social or seriously disruptive behaviour, thereby minimising the impact on the learning of others
  •  Ensure there is a calm and secure environment for students who are not behaving appropriately

4.5 Shifted School

A high level sanction applied following significant negative behaviour at the discretion of the Director of Site. Shifted School operates from 12:00-17:00 each day, where students are supervised by our Shifted School Manager and supported to work independently on tasks set by their usual class teacher to keep their learning up to date. The Director Site defines the number of days a student has to attend Shifted School depending on the nature of their negative behaviour and their record. During Shifted School students are mentored to improve their behaviour to allow reintegration back into normal school. A reintegration meeting with parents, behaviour targets, an appropriate level formal warning and monitoring will always follow Shifted School to enable an effective reintegration.

4.6 Exclusion

Only the Headteacher may exclude a student in line with statutory guidance. Permanent exclusions must be confirmed by Governors. This decision may be scrutinized by an Independent Review Panel. Students may not be sent home during the school day without parental agreement. If at all possible, parents/carers should be informed of the fixed term exclusion by phone before their receipt of the formal letter. This is traumatic experience for parents/carers and their support of our decision is critical.  A brief and balanced account of the incidents leading up to the fixed term exclusion should be provided to the Headteacher or his/her deputy. Such accounts should not include any prejudicial or emotive language or extraneous comments that relate to other members of the student’s family. Where necessary, witness statements should be gathered as well as a version of events from the student themselves. The decision to exclude must be made on a ‘balance of probabilities’ in the light of the evidence, the seriousness of the breach and the effect upon the values of the school.

  • There are two forms of exclusion from school:

- Fixed Term Exclusion - For a notified period either as a ‘cooling off’ mechanism or as a step towards permanent exclusion. It is the parent/carers’ legal duty to supervise the child for the first five days of an exclusion.

- Permanent Exclusion - When all other avenues are exhausted. Permanent exclusion is rightly rare but can be implemented in response to persistent disruptive behaviour or a serious breach of the behaviour policy. The school may have identified students at risk of permanent exclusion. In this situation it is likely that a package of support will have been offered to the student and their parent. The aim is to make the student aware of their behaviour so that with support they can be helped to change it. A number of strategies may be adopted and closely monitored by the student’s Achievement Leader  and senior staff. Whilst this supports the principles of ‘inclusion’, persistent disruptive behaviour or a serious breach needs to be considered against the wider interests of the school community. 

4.7 Multi-Agency support for students who display continuous disruptive behaviour

 Students who display continuous disruptive behaviour will be given internal support through intervention strategies that could include a reduced timetable or one to one support within the SEN programme. Depending upon the age of the student, a period of work experience might be incorporated into their timetable. The student may also receive mentoring with a designated member of staff or a member of staff from agencies. The school may also work closely with the student and their parents by implementing a Common Assessment Framework (CAF). The CAF is a standardised approach to conducting an assessment of a child's additional needs and deciding how those needs should be met.

 4.8 Managed Moves

 Plume School operate a managed move protocol lasting between 6-8 weeks. This is ultimately initiated and organised by the Mid-Essex Behaviour and Attendance Partnership (BAP) of which the school is a member. Schools will accept a student for this trial period. This fresh start approach will result in a permanent placement dependent on behaviour during the trial period. We will endeavour to work collaboratively wherever possible with other local schools to support students rendered vulnerable through their persistent negative behaviour or poor attendance.

 4.9 Positive Referrals

Prior to permanent exclusion it may be possible to work in partnership with the BAP to remove a student to an alternative educational venue for a period of time to allow for significant improvement in behaviour. This form of support is highly bespoke and is set up through extensive information sharing and negotiation. A student’s behaviour will be monitored throughout the time away from school and reintegration only considered when significant improvements have been demonstrated. If a student fails to show the required improvement within two school terms a permanent exclusion will proceed.


Appendix 1 – Home-School Agreement



  1. Ensure that my child comes to school regularly on time and properly equipped
  2. Inform the school about any concerns or problems that might affect my child’s work or behaviour
  3. Support the school and its policies as fully as possible     
  4. Support my child in homework and other opportunities of home learning
  5. Attend Consultation Evenings and discussions about my child’s progress
  6. Maintain an active interest and encourage my child in all aspects of my child’s life at school           

Signed: ________________________________­­­­­­­­­______________________Parent/Carer


  1. Have a clearly stated published behaviour policy
  2.  Listen to and respond quickly to any concerns he/she or you may have
  3.  Provide a safe, caring and stimulating environment for your child to learn in
  4. Maintain a balanced curriculum which meets the individual needs of each child
  5. Ensure that your child achieves the best possible standards of work and behaviour, as a valued member of the school community
  6. Set, mark and monitor homework and send home regular assessments of your child’s work and achievement
  7. Arrange Consultation Evenings and Progress Review day so that progress can be discussed fully
  8. Keep parents informed about school activities and events through weekly news sheets, letters home, parent mail and information on the school website

Signed:_________________________________­­­­________Learning Group Leader



  1. Adopt a positive attitude and participate fully in the life of the school
  2. Attend school regularly and on time
  3. Bring all the equipment and books I need every day
  4. Wear school uniform and take a pride in my appearance
  5. Do all my classwork and homework to the best of my ability
  6. Be polite and helpful to others
  7. Take care of the school environment
  8. Follow the school’s Code


Signed: ___________________­­­_______________________________  Student

Appendix 2 – The Plume College Student Agreement




The purpose of this “Agreement” is to clarify the expectations that the College has of its students and the way in which the

College works with students and parents. Enrolling as a student in The Plume College indicates that you agree to comply with the terms of this Agreement. It indicates the basis upon which a student enters the College and compliance with its terms is an essential condition for remaining as a College student. Any student wishing to successfully proceed into Year 13 must fully and consistently comply with the conditions documented in the Student Agreement throughout Year 12.  



Students are young adult members of the College community and it is the College’s aim to treat them as such.  However, a mature approach by students to study and conduct is essential if this is to be possible.

It is generally the College’s aim to tackle any problems with the student first and to try to solve difficulties by discussion and agreement.  However, we recognise that parents are supporting students in their education, and if we are unable to resolve any problems speedily and effectively then parents will be contacted. 

It is expected that students will pass on information (e.g. letters and newsletters) to their parents and inform the College of any domestic changes (e.g. changes in address, contact details, etc).

College students should arrive at lessons with the necessary equipment to complete the work, and with any preparation work set for the class completed. Students studying Level 3 courses; should expect to get up to 4 hours preparation work/homework per subject, per week. Failure to complete homework or preparation will be treated as a disciplinary issue (see Disciplinary Policy).

Students MUST wear their identity badges at all times. The identity badges are provided free to all students of the College, but if a student loses their identity badge they must replace it at a cost of £3.00.



Staff at Plume College will aim to provide the highest standard of teaching and learning and support for our students. The College is dedicated to high standards of achievement.  If an individual student fails to aim for the highest standards of which they are capable, their Learning Group Leader and teachers will require that they do so.  If any student shows that they will not follow the advice of their teachers or their Learning Group Leader in this respect, then this will become a disciplinary issue (see Disciplinary Policy).

If a student is unable to reach the required standard for their course they will discuss this with their teacher(s) and their Learning Group Leader (LGL).  When they have had a reasonable opportunity to demonstrate improvement, a meeting will be held with the student, his/her parent, and the student’s Achievement Leader (AL) to discuss their future at the College.

In the event that staff are absent, the College has a clear expectation that our students will show high levels of commitment to their studies and as such learning will continue. The lesson will be used for structured independent study as stipulated by the specific subject area. The onus is on the student to take ownership of their learning and locate and complete the cover work set during that lesson. Failure to do so will be treated as a disciplinary issue within that subject area.



The College Day lasts from 8.30am – 4.15pm, as many subjects run period 6 lessons.

Students will be registered electronically in each lesson, and for Learning Group Leaderial sessions. Students are expected to attend all of the lessons on their timetable, and to arrive promptly to lessons. Poor attendance and lateness will lead to students being dealt with through the College sanctions system. Students are expected to maintain a minimum average attendance of 95%. Students who consistently demonstrate poor attendance and/or an unsatisfactory attitude to learning and/or poor behaviour will jeopardise their place at College and may not proceed into Year 13.  

 Through the year there will be additional compulsory events which students must attend: for example enrichment days or Progression events. These events will be registered and will count towards attendance. Attendance will be monitored by the College Attendance Administrator and the Student Support Mentor.

 It is never acceptable for a student to miss a lesson without informing the College.  If you are to be absent from College you or your parents should telephone the College Office on the first day you are away, before 9am to report the reason for your absence. Please phone the College on 01621 854681. If you are likely to be away for some time, you should inform the College Office, so that work can be sent home for you. 

  Examples of acceptable reasons for absence from lessons include:

  • Illness (which renders you incapable of attending College)
  • Educational visits and other activities organised by the College
  • Attendance at University Open Days/Interviews for post-College employment/training


Examples of unacceptable reasons for absence from lessons include:

  • Driving lessons
  • Part-time employment
  • Working on homework or coursework
  • Medical appointments which could be attended outside of lesson time

College students are permitted to sign in and out of College when they do not have lessons. Students MUST sign in and out at the Student Support Centre reception or the College reception. This is to ensure all students can be safely located in the event of an emergency. For any enquiries about EMA and/or 16-19 Bursary Funding please contact the College Attendance Administrator, Mrs K Demes.


Plume College Staff Absence: Staff absences for College students will not be disclosed as students will be expected to arrive to all lessons on time, register, collect and complete work independently during their timetabled lesson. In some cases staff may if absent, email work to students and their expectations for its completion. Key Stage Five lessons will not be ‘cancelled’. The onus is on the student to be proactive and ensure work is completed to the required standard and submitted on time.



Students are expected to attend Parents Consultation evenings and Progress Review Day with their parents/guardians to enable the College to discuss and support their progress.

For all students, progress reviews are a crucial part of the monitoring process.  College students receive one Progress Review per half-term in the Autumn and Spring Terms. Students also receive an Annual Overview Report in the Summer Term.

Parents’ evenings are held during the year and the dates of these are published in The Plume News, on the College website and in the College Student handbook.  Parents are strongly encouraged to attend with students as these evenings and the reports are important for communication between the College and home.



All students will be expected to behave in a responsible manner, recognising that College students provide a role model for younger students in the School  Respect and courtesy should be shown at all times by students both to each other and to staff and visitors to the College. Students must read the College Dress Code in the College Student Handbook for detailed guidance on what is and is not acceptable dress. This also includes guidelines for appropriate hair styling.


For Health & Safety reasons, all facial piercings are regarded as unacceptable.  (College students should discuss these with the Student Support Mentor before making arrangements to have visible body piercings to avoid any confusion and ensure compliance with the College dress code.)


Year 12 and 13 students are allowed to use their mobile phones, but we ask that they are only used in the College area. If students use their phones in the main school building they can expect to be asked to put them away by staff. Please note that mobile phones are the responsibility of the student.  The College cannot take any responsibility for mobile phones.



Family holidays should be taken outside of term time wherever possible.  It is not acceptable for students to arrange their own holidays during term time unless they are going with family. Group holidays with friends during term time are not permitted regardless of when the holiday is booked. Permission to take holiday during term time must always be sought before booking a holiday.  Permission will only be granted if parents complete a holiday request form and send this to the Director of College.



Whilst we accept that students have part-time jobs, a careful balance needs to be made between paid work and College work. Apart-time job should not affect the completion of work or deadlines set by teaching staff.

Please note that where timetabled, the College day lasts until 4.15pm, and so when securing part-time employment please ensure that your employer will not expect you to work before this time.



The whole College site (both inside and outside the building) is a non-smoking site. It is equally unacceptable for students to smoke just outside the College/School boundary, we ask students to be mindful of the image this creates. Students who do wish to smoke off-site must ensure they do so out of the sight of the School building.



In most cases, problems can be resolved informally between a student and his/her Learning Group Leader. There are four levels to the disciplinary procedure in the College:


Level 1 – Subject Teacher

Low Level/one off incidents of inappropriate conduct/behaviour/effort.

Level 2 – Learning Group Leader & Faculty Leader (Student Support Mentor)

Concerns about behaviour and conduct in lessons and in school and College areas. Failure to respond to warnings/sanctions at Level 1.

Level 3 – Achievement Leader

Concerns about Academic Performance and Attendance across a range of subjects. Failure to respond to sanctions/warnings at Level 2.

Level 4 – Director of College

Significant or repeated breaches of the College Agreement.

Failure to respond to warnings/sanctions at Level 3

Level 5 – Deputy Head/Headteacher

Serious misconduct compromising the safety of staff and students and/or the reputation of the College. Failure to respond to warnings/sanctions at Level 4.

At each level there are support and sanctions. However, a Level 5 incident may lead to a student being asked to leave the College. Ultimately, students in The College are here by choice and if they refuse to conduct themselves appropriately, they are free to seek opportunities elsewhere at another college or in employment.


Where a student makes significant or repeated breaches of the College Agreement the Director of College may issue a warning letter. The warning letters are issued in the following way:-


Green warning letter

First incident of unacceptable behaviour

  • This is the first College warning letter
  • The incident is recorded on the students’ file

Orange warning letter

Second incident of unacceptable behaviour

  • This is the second and final College warning letter.
  • A disciplinary meeting is held with the student, parents/career and the Director of College.
  • The incident is recorded on the students file

Red discipline letter

Third incident of unacceptable behaviour

  • The Student Agreement is terminated
  • The student is asked to leave the College.


These procedures form part of your Agreement with the College and are in place to protect all members of the College.  Most students have a very positive approach to learning and other aspects of College life.  The number of students who have to be dealt with through these procedures are small.


Plume College has five key areas for the exclusive use of College students: Common Room, College ICT Room, College One, College Coffee Shop and the College Library.

These areas are one of the privileges of being in the College.  Any abuse of these will be a disciplinary matter and will be dealt with according to the College Disciplinary Procedure.  Students are expected to be respectful of the facilities provided and maintain these areas in a tidy and reasonable condition. No eating or drinking is permitted in the College Library

Inappropriate behaviour within the College area, including the Common Room, will lead to withdrawal of these facilities for the students concerned.



Each individual student is responsible for their use of the computer facilities and for the security of their user area.  Any student who is unable to achieve this (for example by keeping their password secure) may be refused access to these facilities.

Students are reminded that they are held responsible for any information sent from their ICT user account. Internet use should be confined to study related use only.  We have the facility to monitor student access to internet material.  Any student who misuses internet access will have this privilege withdrawn.



The Plume is committed to providing equal opportunities regardless of gender, disability or ethnic background.  Students are expected to treat everyone in a way which is consistent with this approach at all times.


Students should not invite visitors to the site without permission from The College Office.  All visitors must sign in and out at Reception and must wear a pass, issued by the Receptionist


Due to increasing pressure on Car Parking facilities at Fambridge Road Campus, Sixth Form students are not permitted to park on the school site without a parking permit. A small number of permits are available to Sixth Form students on an annual basis and parking is limited to the allocated bays along Fambridge Road.  The central focus of this College Parking Procedure document is to ensure that all staff at Plume School can immediately park on either Campus in the correct parking areas when travelling between sites.

 Unauthorised parking by Sixth Form students can contribute to serious health and safety issues when students are left unsupervised by staff struggling to find space to park their vehicles. Furthermore teaching and learning can be compromised if staff are constantly delayed and therefore this negatively impacts the education of all students at Plume. Clear sanctions, inclusive of parking penalties are in place if students park on the Fambridge Road Campus without prior authorisation. 


Car Parking Sanctions

Students who fail to adhere to these clear procedures and park anywhere other than the twenty-one allocated parking bays will

face serious consequences.

First parking offence

  • Warning letter is sent home to the student and parents/guardians.

Second parking offence

  • £10 penalty payable to the school within two weeks of the offence.
  • Failure to pay will result in the sum being deducted from your Parking and/or College deposit.
  • Details of the parking offence sent to Essex Police.

Third parking offence

  • Removal of parking permit (if applicable)
  • £20 penalty payable to the school within two weeks of the offence.
  • Failure to pay will result in the sum being deducted from your Parking and/or College deposit.
  • Removal from lessons until a meeting has been completed with Essex Police

Fourth parking offence

  • One day exclusion and a meeting with the Achievement Leader.
  • Removal from lessons until a meeting has been completed with Essex Police

Fifth parking offence

  • One day exclusion and a meeting with the Director of College to discuss transferring post-16 studies to another College or school.
  • Removal from lessons until a meeting has been completed with Essex Police



Students joining the College will be asked to pay a £50.00 deposit.  Providing all books and other equipment are returned at the end of the course in an appropriate condition and all outstanding payments have been completed, this deposit will be refunded in full.   This deposit will be used in the event that students are unable to pay parking related penalties. (Please see Note 14).  Additionally, this deposit will be used if students withdraw from examinations or fail to attend examinations or do not pay the UCAS fee.  (Please see Note 17).  If this deposit causes financial difficulty, please discuss this with us.  We will try to find a way to help.



Students are reminded that, in line with Government policy, if they choose to withdraw from a subject or fail to fulfil coursework or assessments, or do not attend their exam sittings, they will be charged the relevant exam entry fees.  It is not possible for the College or the Government to gain reimbursement from the exam boards for withdrawals after the final date for submission of entry deadlines has passed. Should a student’s repeated failure to attend examinations exceed the £50.00 College Deposit students/parents will be invoiced for the additional costs.



Students are asked to notify the Plume College of any specific medical needs and/or requirements. This information will be treated as confidential and recorded on their student file to ensure staff can provide safe and relevant support if they become ill whilst at College. Please ensure that the College Manager, Mrs Osborn is made aware of any medications, where relevant which is being taken by the student during the school day.



I understand that by enrolling on a College course, I am agreeing to abide by the terms of this Agreement.  Any serious disciplinary issues whilst waiting to join the College or after you have joined will result in the termination of this Agreement. I recognise that in order to successfully progress into Year 13 I must fully and consistently comply with the conditions documented in the Student Agreement throughout Year 12.   I understand this agreement and its contents.

 I/we have seen a copy of this Agreement and are aware of its contents


STUDENT NAME: ____________________________

SIGNATURE: _________________________________________


















Appendix 3– The uniform Code

To take effect from 1st September 2012



Blazer – Navy Blue with school badge (as supplied by school shop). 

No other badges to be worn attached to the blazer unless awarded by the school.

Blouse – Plain white blouse with revere collar. Blouse should not be tucked in.

Shirt – Plain white shirt with collar

Shirt should be tucked in and top button done up.

Trousers – Plain black school trousers. 

(Straight leg, trouser leg cuff width at bottom between 18 and 25cm)

No hipsters, boot-leg, flares, jeans, jeggings, leggings or fashion trousers. No trousers with external pockets or rivets.  Belts must be plain black leather or faux leather.

Skirt – Plain black, straight cut knee length school skirt

Tie – Navy blue and white striped school tie. Must be tied to show a minimum of 4 full pale blue stripes below the knot.(as supplied by school shop)

Socks/Tights – Plain black (ankle high) socks.  Tights must  be “natural” or plain black.

Socks – Plain black (ankle high) socks.


Socks or tights must always be worn

Shoes – Plain Black Leather (or Faux Leather) school shoes.  (Maximum 5cm heel, no stiletto heels, platforms, trainers, canvas shoes, suede, boots, sandals, sling-backs or wedges). Shoes must not display flashings or logos

Optional Knitwear – Plain Navy blue V-neck woollen jumper (as supplied by school shop) worn beneath the school blazer not instead of the blazer.

Coats- Students are not permitted to wear coats , hoodies or other outdoor garments within the school building.

Jewellery –a maximum of one plain, small stud worn in the lobe of each ear and a watch if required.

No other jewellery to be worn in school including friendship bands.

No Make-up to be worn in school (including no nail varnish)

Hair must be a natural colour and must not be styled in an extreme manner (this includes no tram lines or closely cropped styles)

For 2012/2013: Year 11 will be offered the opportunity to purchase and wear a pale blue polo shirt (as supplied by the school shop).  Students will not be permitted to wear ‘reward’ subject/club specific T-shirts during the school day.


Parents/Carers of students who fail to meet the expectations for school uniform as detailed above will be asked to collect their son/daughter from school in order that Parents/Carers can ensure that their son/daughter’s uniform is correct. Parents are then expected to return their son/daughter to school as quickly as possible that day.


If stated ‘as supplied by school shop’ item must be purchased from the school uniform shop.

The school shop will also stock skirts, girls’ blouses and girls’ trousers.  Although you are welcome to purchase these items from other sources they must be of the same style as supplied in the school uniform shop. The school will advertise on its website suppliers who supply items that meet the school’s expectations.


Plume School PE Kit




(Year 7 to 9) Sky blue/Navy Plume PE shirt

(Year 10 to 11) Navy/Sky blue Plume PE shirt

Navy shorts

School PE Navy/Sky Blue socks

Clean white trainers


(Year 7 to 9) Sky blue/Navy Plume PE shirt

(Year 10 to 11) Navy/Sky blue Plume PE shirt

Navy shorts

School PE Navy/Sky Blue socks

Clean white trainers


Either: Navy/Sky blue long-sleeved Plume PE shirt

Or: Navy/Sky blue long sleeved Plume PE fleece

Navy shorts

School PE Navy/Sky Blue socks

Trainers and football boots

Plain Navy tracksuit bottoms—no logos (to be worn subject to weather conditions)  Optional


Navy/Sky blue long-sleeved Plume PE shirt

Navy shorts

School PE Navy/Sky Blue socks

Trainers and football boots

Plain Navy tracksuit bottoms—no logos  (to be worn subject to weather conditions)  Optional

All PE kit is supplied by the school uniform shop except for footwear and tracksuit bottoms

Students who are injured should provide their teacher with a note.  All students will be expected to wear their PE Kit for lessons and will participate in an officiating/coaching role if injured.