Plume School Behaviour Management Policy 

Students of Plume School are expected to show a high level of good behaviour aligned with a sense of respect for all those with whom they come into contact.  This attitude is needed to maintain a safe and happy learning environment. To help students meet and exceed expectations, behaviour is managed by a policy which is drawn up in consultation with students, teachers, parents/carers and Governors. This guidance is key in helping to fulfil the aims of the school. 

 

School Expectations 

The school reinforces its expectations of students by use of:  

• The school Code of Conduct
• Student Record Cards 
• The Home/School agreement  

Code of Conduct 

The expectations of students in lessons, in and around school, travelling to and from school and when on visits are explained in the Code of Conduct. This is included in all student planners and students are expected to follow the principles it outlines. The Code was devised by the school community as a whole and is reviewed regularly. It is approved by the Governing Body. 

 

Student Record Card 

Students in years 7 – 8 are issued with a Record Card. These are designed to reinforce some of the school’s expectations about uniform, bringing equipment and aspects of behaviour. Students who do not meet appropriate standards will incur minor sanctions as outlined below. Students who keep a clean Record Card become eligible for various rewards. 

 

Home/School Agreement 

This Agreement sets out the expectations for students, parents/carers and the school.  It outlines how the three parties need to work together to ensure success for young people. The Home/School Agreement is printed in student planners and parents/carers are asked to read it carefully and sign it to indicate their willingness to work with the school and their child to manage the best outcome for the future.

  

School action when expectations are not met 

Within the school day there are a number of situations which may occur that require different levels of intervention. The school is committed to ensuring that the way it reacts to such situations is consistent whilst also dealing with each incident individually and to take all circumstances into consideration. Sanctions will normally be applied when inappropriate behaviour occurs.  

 

Minor sanctions may be applied when a student: 

• does not produce an acceptable amount of work 
• does not bring essential equipment (including that required in a practical subject) 
• occasionally displays low level inappropriate behaviour which may interrupt the learning of others or inhibits  their right to enjoy being at school 

Such action may be a structured discussion with a member of staff or a break or lunchtime detention 

 

More serious sanctions will apply when a student persists in: 

•  producing work which is unacceptable 
•  failing to bring essential equipment 
•  displaying inappropriate behaviour, which does not change after warnings or minor sanctions have been applied 

In such cases the sanction is likely to be an after-school detention. This may be set by either the class teacher or the Faculty in which the problem has occurred. If the behaviour has taken place outside of lessons a Head of Year detention may be set.

A student receiving an after-school detention will be issued with a detention slip at least 24 hours before hand which the parents/carers should sign to acknowledge receipt. If there is a particular reason why the student cannot attend, the parents/carers should contact the teacher responsible for the detention. No exceptions are made even for those students who travel to school by bus. It is the responsibility of parents/carers to make suitable travel arrangements for that day. Whilst it is recognised that this may cause inconvenience, these sanctions are most effective when supported by parents/carers.

Under section 920 of the Education and Inspections Act 2006, schools have legal powers to detain students after school on disciplinary grounds without parental consent. However, the school will always seek to work positively with parents to present a united front to students in clearly setting out the behaviour and quality of work expected. 

 

Student Monitoring 

Should a student’s behaviour cause on-going concern, they may be placed on:  

•  Faculty report 
•  Head of Year report 
•  report to a senior member of staff 
•  a Pastoral Support Plan (see Appendix 1 for further details) 

In each case, the student’s behaviour and attitude are commented on by staff and the report should be shown to staff and taken home to be discussed and signed.

 

Major Sanctions 

In more serious situations - when concerns are persistent or when a serious incident has occurred - a range of more serious sanctions may be applied. Where a problem has been persistent, the parents/carers will have been informed.  Should an incident occur, or an on-going situation be uncovered which requires a major sanction this may include: 

• Senior leadership detention
• Internal exclusion
• Fixed term exclusion 

The school will try whenever possible to keep the number of days a student is excluded to a minimum. In most cases exclusions of 1-3 days are appropriate. In some serious cases a longer exclusion may be imposed or an initial period of exclusion set, pending the outcome of an investigation. The Headteacher may exclude a student for a fixed term of up to 45 days (nine school weeks) in an academic year.

Where an exclusion exceeds five days, the school will discuss with parents/carers special arrangements for students to continue their education off–site. 

Whenever a student is excluded, it is always helpful for the school to discuss this with the student and their parents/carers. In most cases, parents/carers and the student will be invited to attend a re–admission meeting. 

 

Permanent exclusion 

This is the final sanction when the school has exhausted all means at its disposal to help a student with their problems. The school must be convinced that to keep a student on-roll would seriously impair the education and/or safety of other students. There are also rare cases when a single incident may cause the Headteacher to recommend permanent exclusion to the Governing Body. 

 

Use of force to control or restrain a student

On rare occasions, it may be necessary for staff to intervene physically to control or restrain a student. Staff are empowered to intervene when necessary by the Education and Inspections Act 2006, Section 93. Parents/carers should be aware that the law permits all adults authorised by the Headteacher to use reasonable force: 

• when it is likely that a criminal offence is being committed
• where students may injure themselves or others
• where the behaviour is prejudicial to maintaining good order and discipline at the school or among the students
• when the action occurs on the school premises or during an authorised activity off the premises
• where students may be causing damage to property (including the student’s own property).

The use of force is very much a last resort and will only be used when all alternatives have been tried and have failed.  Staff will use their skill and experience to avoid such situations occurring and will act in a professional way, seeking to maintain the dignity and integrity of students in their care.

 

 

Examples of how sanctions are applied   

Type of inappropriate behaviour: 

Level 1: Occasional failure to meet expectations in relation to work, behaviour or the Code of Conduct 

Example of intervention or sanction 

• structured discussion
• verbal reprimand
• Break/lunchtime detention 

Level 2: Persistent failure to meet expectations in relation to work, behaviour and Code of Conduct 

Example of intervention or sanction 

• after-school detention
• on report to Head of Year/Head of Faculty
• Initial meeting with parents/carers 

Level 3: Serious breach of school rules: 

• refusal to accept sanctions for level 1 and 2 offences
• obscene language
• verbal aggression
• physical violence
• refusal to follow instructions
• dangerous behaviour
• persistent bullying 

Examples of intervention or sanction: 

• physical violence and obscene language will not be tolerated and a fixed exclusion will generally be used for such offences
• internal isolation
• involvement of Schools’ Safety Officer (presently PC Atkinson), in conjunction with school sanctions
• instigation of a Pastoral Support Plan (see appendix 1) 

Level 4: Very serious issues and incidents which may have elements of criminality: 

• assault on a member of staff
• assault on a student resulting in significant injury
• continuous bullying despite previous interventions
• possession of an offensive weapon
• possession of and/or supplying illegal substances 

Examples of intervention or sanction: 

• fixed-term exclusion (pending further disciplinary action)
• Police intervention 
• permanent exclusion 

These are examples only. Each case or incident is investigated and due consideration given before any decision is made to apply a sanction. It is vital that there is a good working relationship between school and home. Where conflict exists between the policies and practice of the school and the support shown by parents/carers students will feel confused and unsettled.  If such a situation persists, it may be the case that parents/carers consider their choice of school for their child. 

 

Rewards (Rewards system under review September ’09)

Within a large community like Plume the majority of students are responsible, well–behaved and show good levels of motivation to work hard, achieve and enjoy themselves. The school seeks to reward students for their efforts, good behaviour and work in a variety of ways. 

These include: 

Points system – staff award points to students to recognise and acknowledge good effort and work. Prizes are awarded on a regular basis and certificates and letters home are given as formal recognition of the effort involved. 

Records Cards – students have these cards to encourage wearing uniform correctly, being organised with equipment and showing good behaviour around school. Students receiving no ‘strikes’ on their cards are rewarded with tokens and privileges which can be used in school. 

Attendance – is recognised as a vital part of a student’s education. The school seeks to reward students with high levels of attendance and students who show a significant increase in attendance. It also aims to reward Learning Groups whose overall level of attendance improves. 

Jack Petchey Awards are externally funded and students are nominated by their peers, teachers or parents/carers. The Awards celebrate the many and varied achievements of young people by awarding a framed certificate,  a Jack Petchey Foundation Medallion and £200 to be spent on a school/club or community project of the recipient’s choice. 

Numerous other award schemes exist within individual Faculties.  Hard working students deserve success and recognition.  The school will continually seek to find ways of developing a ‘success culture’ for our students. 

The school has individual procedures relating to bullying, equal opportunities, racism and child protection 

 

Appendix 1 

Pastoral Support Programmes 

Pastoral Support Programmes will be initiated for students who have received several fixed exclusions within a relatively short period of time: are showing signs of disengagement or whose behaviour is putting them at serious risk of permanent exclusion. There is a format for establishing PSP’s which includes consultation with the LEA Behaviour Representative and other parties including parents/carers, outside agencies such as Child and Family Consultation Service and Social Services. The Programme will seek to offer behaviour strategies, support and sanctions over a 16 week period.