POLICY OVERVIEW
DETAILS
TITLE Positive Behaviour Policy
TARGET AUDIENCE Pupils, Parents, Staff
REVIEW DATE December 2024
REVIEW LEAD Mrs K Mulholland, Mr K Rendall
PERSONNEL INVOLVED IN THE REVIEW
OF THIS PROCEDURE:
Pupils, Parents, Staff
POLICY PRESENTED TO THE BOARD OF
GOVERNORS ON:
January 2025
POLICY RATIFIED BY THE BOARD OF
GOVERNORS ON:
January 2025
EFFECTIVE FROM: January 2025
REVIEW FREQUENCY: Every three years (minimum)
January 2028
PRINCIPAL Mrs K Mulholland
CHAIR OF BOARD OF GOVERNORS Mr W Scott
This procedure has been reviewed to include reference to the remit of the
Northern Ireland Public Services Ombudsman (NIPSO) in investigating complaints
from members of the public in relation to mal-administration in publicly-funded
schools.
Contents
1.0 School Vision
2.0 Rationale
3.0 Rights, Roles and Responsibilities - staff
4.0 Rights and Responsibilities - Pupils
5.0 Rights and Responsibilities - Parents
6.0 Shared Expectations
7.0 Restorative Practice
8.0 Dress Code
9.0 Personal Devices
10.0 Rewards
11.0 Sanctions
12.0 Code of Practice
13.0 Behaviour Incidences and flow chart
14.0 Behaviour
15.0 Other Forms of Support
16.0 Monitoring and Review
1.0
SCHOOL VISION
“Our vision is for all pupils to become confident, well-rounded individuals who
strive to make the most of every opportunity and aspire to achieve their full
potential.”
SCHOOL ETHOS
“At COAHS we strive to provide a happy, caring, and inclusive environment for
everyone. With quality teaching, each child will have the opportunity to reach their
full potential, both academically and socially.”
MISSION STATEMENT
Excellence
To encourage pupils to work to their full potential within an
appropriate curriculum that encompasses their academic and
vocational needs.
Excellence To provide highly effective teachers and support staff who are
committed to the development of our pupils.
Opportunity
To enable pupils, irrespective of their abilities or social
background, to develop their interests and aptitudes enabling
them to take responsibility for themselves and their activities.
Opportunity
To encourage the growth of moral, spiritual and cultural
awareness, based on Christian values, so that pupils become
responsible, tolerant citizens.
Care
To foster and maintain positive relationships with parents
recognising the importance of high-quality communication
between the school, the home and the community.
Care
To provide a sense of community and belonging in a caring
environment in which everyone is encouraged to contribute
positively to the life of the school.
2.0 Rationale
The positive behaviour policy at City of Armagh High School provides an agreed
course of action amongst teachers, pupils, and parents, which promotes effective
teaching and learning, the worth and value of each person and respects the rights
of all members of the school community. We believe a healthy balance between
Restorative Practice, sanctions and rewards is fundamental and encourage
everyone to implement the school rules fairly and consistently.
While promoting the rights of each individual it is important that everyone
recognises their responsibility in the promotion of a positive behaviour policy.
The agreed rights and responsibilities are summarised as follows:
3.0 Rights, Roles and Responsibilities - staff
3.1 RIGHTS, ROLES & RESPONSIBILITIES OF THE TEACHER
ROLES AND RESPONSIBILITIES
• To be classroom manager.
• To deliver the curriculum.
• To impart knowledge.
• To facilitate learning.
• To use Restorative Practice.
• To listen and value pupils contributions.
• To address individual needs.
• Continuous monitoring and evaluating.
• To prepare pupils for adult life.
• To promote and instil life-long learning.
• To be fair and consistent.
• To help pupils achieve full potential.
• To have pupils’ welfare at heart.
• To plan and prepare lessons/be organised.
• Always act/behave in a professional manner
• To promote the Christian ethos of the school.
• To treat others with respect.
• To be a positive role model.
• To promote a safe and caring environment.
• To report on area of concern.
• To accept shortcomings and seek to improve.
• To provide support for colleagues.
• To keep abreast of legislation.
• To set standards of acceptable behaviour.
• To model appropriate behaviour.
• To manage behaviour in the classroom/school.
• To attend lessons punctually.
• To assess pupils for improvement.
• To report to parents annually.
RIGHTS OF THE TEACHER
• To be treated with respect.
• To teach in a safe, healthy and secure environment.
• Opportunities to develop professionally.
• Equality.
• Adequate resourcing.
• To be informed and consulted on whole school issues.
• To be supported by colleagues.
• To be valued and acknowledged.
• To be kept well informed regarding social background etc of pupils
3.2 RIGHTS & RESPONSIBILITIES OF THE CLASSROOM ASSISTANTS
ROLES AND RESPONSIBILITIES
• To assist the classroom manager.
• To help deliver the curriculum.
• To help impart knowledge.
• To facilitate learning.
• To listen and value pupil contributions.
• To address individual needs.
• To use Restorative Practice.
• To prepare pupils for adult life.
• To promote and instil life-long learning.
• To be fair and consistent.
• To help pupils achieve full potential.
• To have pupils’ welfare at heart.
• To help plan and prepare lessons/be organised.
• Always act/behave in a professional manner.
• To promote the Christian ethos of the school.
• To treat others with respect.
• To be a positive role model.
• To promote a safe and caring environment.
• To report on area of concern.
• To accept shortcomings and seek to improve.
• To provide support for colleagues.
• To keep abreast of legislation.
• To set standards of acceptable behaviour.
• To model appropriate behaviour.
• To manage behaviour in the classroom/school.
• To attend lessons punctually.
• To assess pupils for improvement.
• To help report to parents annually.
RIGHTS OF THE CLASSROOM ASSISTANT
• To be treated with respect.
• To work in a safe, healthy and secure environment.
• Opportunities to develop professionally.
• Equality.
• Adequate resourcing.
• To be informed and consulted on whole school issues.
• To be supported by colleagues.
• To be valued and acknowledged.
• To be kept well informed regarding social background etc of pupils
4.0 RIGHTS & RESPONSIBILITIES OF THE PUPIL
RESPONSIBILITIES OF THE PUPIL
• To attend class and school punctually.
• To come prepared for work— books, equipment.
• To listen and co-operate.
• To participate to the best of their ability.
• To seek appropriate support as necessary.
• To focus on work and care for resources/property.
• To complete homework on time and to the best of their ability.
• To follow the school shared expectations and to be aware of the
consequences of their own actions.
• To be polite and pleasant and treat others with respect.
• To report harassment/bullying.
• To refrain from abuse—physical, emotional or verbal.
RIGHTS OF THE PUPIL
To enjoy these rights pupils will respect the rights of others.
• To be treated with respect.
• To be taught in a safe, healthy and secure environment.
• To be provided with a positive learning and social experience.
• Opportunities to develop spiritually, morally, culturally, physically and
academically.
• To be free from verbal, emotional and physical abuse.
• To be valued, listened to and acknowledged.
5.0 RIGHTS & RESPONSIBILITIES OF THE PARENTS
RESPONSIBILITIES OF THE PARENTS
• Their child attends regularly and on time.
• Their child adheres to the schools shared expectations.
• Their child wears the correct school uniform.
• They provide the necessary equipment etc. and oversee homework.
• They make an appointment when they wish to meet a member of
staff.
• They tell the school promptly of any concern about their child.
• They respond quickly to concerns raised by the school.
• They attend at least one parent/teacher meeting each year.
• They inform school promptly of changes in (a) address, (b)
telephone/mobile numbers, (c) significant personal circumstances
• To work in partnership with the school to meet the needs of their
child/children.
RIGHTS OF THE PARENTS
- to enjoy these rights parents ensure that:
• To receive a quality education for their child.
• To have their child taught in a warm, welcoming and safe place.
• To have their child treated fairly and with respect.
• To seek support for their child if she has any problems.
• To be responded to sensitively when raising any concerns.
• To be told promptly about any concerns.
• To be informed about anything which affects their child’s education.
6.0 Shared Expectations
We respect and care for ourselves, others and the school environment
• We will be kind to others and include them
• We will be well mannered in our interactions with all members of the
school community
• We will listen to others when they are speaking
• We will look after school equipment and property
• We will have respect for the belongings of others
We come to school on time and ready to learn
• We will attend registration promptly for 8.45am
• We will be on time for every lesson
• We will bring the correct equipment for every lesson
• We will attempt all activities/tasks given
• We will complete all homework tasks
We listen and take turns to speak
• We will listen attentively to the teacher so that we know what to do
• We will listen to others when they are speaking
• We will speak respectfully
• We will make positive contributions to learning
We move quietly and carefully around the school
• We will walk on the right hand side of the corridors and stairs
• We will walk at all times in the school corridors
• We will line up quietly outside a classroom before class begins
• We will remain in designated areas during break and lunch times
• We will only drink water or still fruit juice in class
We will ensure our appearance is appropriate for school
• We will wear full school uniform
• We will wear our school blazers to and from school and also on school
trips
• We will project a positive image of City of Armagh High School
No list of expectations can cover every contingency. Specific expectations are
published or otherwise communicated from time to time.
7.0 Restorative Practice
Introduction: Restorative practice is a cornerstone of the positive behaviour policy
at City of Armagh High School. Rooted in principles of accountability, empathy, and
healing, restorative practice emphasizes the importance of repairing harm,
restoring relationships, and fostering a sense of belonging within the school
community. By integrating restorative approaches into our disciplinary procedures,
conflict resolution strategies, and everyday interactions, we aim to cultivate a
culture of respect, responsibility, and resilience among students, staff, and
stakeholders. Restorative practice allows staff to deal with situations immediately
in a less formal manner encouraging them to use their own discretion and
judgement.
7.1 Key Components:
A. Building Relationships:
• Restorative practice begins with building strong, positive relationships
within the school community. Teachers, staff, and students are encouraged to
cultivate connections based on trust, respect, and empathy.
• Establishing meaningful relationships creates a supportive environment
where individuals feel valued and understood, laying the foundation for effective
conflict resolution and behaviour management.
B. Repairing Harm:
• When conflicts arise or harm is caused, restorative practice focuses on
repairing the damage and addressing the needs of those affected. Rather than
punitive measures, the emphasis is on understanding the impact of actions and
working towards resolution and reconciliation.
• Restorative conversations provide a platform for all parties involved to
express their feelings, perspectives, and needs in a safe and respectful manner.
Through dialogue and active listening, individuals can collaboratively identify
solutions and make amends.
C. Promoting Accountability:
• Restorative practice holds individuals accountable for their actions while
also recognizing their capacity for growth and change. Instead of assigning blame
or punishment, the focus is on taking responsibility and learning from mistakes.
• Encouraging accountability fosters a sense of ownership and empowerment,
empowering students to reflect on their behaviour, make amends, and take
proactive steps to prevent future harm.
D. Building Community:
• Restorative practice contributes to the development of a strong, cohesive
school community where every member feels connected and supported. By
prioritizing relationships and collaboration, we create an inclusive environment
where diversity is celebrated, and everyone has a voice.
• Community-building activities, restorative circles, and peer mediation
programs are implemented to strengthen bonds, promote understanding, and
resolve conflicts constructively.
7.2 Implementation Strategies:
• Training and Professional Development: Staff members receive training and
ongoing support in restorative practices to effectively implement these approaches
in their classrooms and interactions with students.
• Restorative Circles and Conferencing: Restorative circles and conferences
are utilized as formal processes for addressing conflicts, repairing harm, and
building relationships within the school community.
• Student Leadership and Peer Mediation: Students are provided with
opportunities to develop leadership skills and serve as peer mediators, facilitating
restorative processes and promoting positive relationships among their peers.
7.3 Conclusion: Restorative practice is an integral part of the positive behaviour
policy at City of Armagh High School, guiding our approach to discipline, conflict
resolution, and community-building. By embracing restorative principles, we aim
to create a culture of empathy, accountability, and mutual respect where all
members of our school community can thrive and flourish. Through ongoing
implementation and commitment to restorative values, we endeavour to foster a
supportive and inclusive learning environment where every individual is valued,
heard, and empowered to reach their full potential.
8.0 Dress Code
8.1 DRESS CODE– FEMALE PUPIL
‘We want our students to wear their school uniform with pride and to project a
positive image of themselves and of our school to members of the wider
community’
Uniform
Complete school uniform must be worn to school each day. It is compulsory for
school blazers to be worn at all times.
Jewellery
Jewellery should be minimal and discreet. All pupils are permitted one plain stud in
each ear lobe and/or a single clear stud in the nose. Health & Safety considerations
dictate that no other visible piercings (including hoops/drop earrings) are
permitted to be worn at any time.
Hairstyle
Hairstyles should be neat and tidy, any colouring should be subtle.
Make Up
Pupils should not wear visible make–up. Nail varnish should also be
discreet. Health and Safety considerations dictate that nails must be kept short and
false nails should be discreet.
Shoes
School shoes must be BLACK in colour. Trainer type shoes are permitted if they
are completely black.
PE Uniform
As directed by the PE department
8.2 DRESS CODE– MALE PUPIL
‘We want our students to wear their school uniform with pride and to project a
positive image of themselves and of our school to members of the wider
community’
Uniform
Complete school uniform must be worn to school each day. It is compulsory for
school blazers to be worn at all times.
Jewellery
Jewellery should be minimal and discreet. All pupils are permitted one plain stud in
each ear lobe or a single plain stud in one ear lobe. Health & Safety considerations
dictate that no other visible piercing is permitted to be worn at any time.
Hairstyle
Hairstyles should be neat and tidy, any colouring should be subtle.
Shoes
School shoes must be Black in colour. Trainer type shoes are permitted if
completely Black.
PE Uniform
As directed by the PE department.
9.0 PERSONAL DEVICES
Mobile Phones / Electronic Devices
For reasons relating to Child Protection and Health & Safety the above named
devices may be brought to school provided they are turned off and kept out of
sight at all times when students are on school premises.
They will be confiscated immediately if they are seen by any member of staff and
given to the relevant Head of Year.
A pupil whose phone has been confiscated may report to the office at the end of
the school day to reclaim their phone. Their phone will then have to be handed in
to their Head of Year every morning for 2 weeks or left at home.
In an emergency or “special circumstances” an arrangement to use a mobile phone
may be made in consultation with the school Principal.
Repeated infringement may result in more severe sanctions.
The only exception to this rule is when a teacher has given permission for use to
enable a student to complete an activity with a clear educational goal and a class
permission pass is shown.
Smart Watches must be used as timepieces ONLY.
Kindle type devices must be used as ‘reading ‘devices ONLY.
The use of personal devices falls under City of Armagh High School’s Acceptable
Use Policy/Agreement and E-Safety Policy.
The school is no way responsible for:
Personal devices that are broken, lost or stolen while at school or during
educational activities.
Parents/Guardians are asked to refrain from contacting their sons/daughters
directly by mobile but rather to use the school phone (02837522278) to have a
message conveyed to their son/daughter by the school secretary.
10.0 REWARDS
All pupils are encouraged to respond positively to the high standards of behaviour
and attitude to work which we in school set ourselves. When such standards are
attained and often surpassed, we believe it to be important to recognise such
excellence as a means of promoting positive behaviour in all aspects of school life,
whether this be a verbal or written comment of praise for work well done in class or
at home, or a medal for participation in a sporting event or a prize or a certificate at
the school’s annual Prize Distribution.
These and other accolades form part of the school’s policy to recognise and reward
achievement.
At City of Armagh High School we believe that good behaviour and discipline are
essential if effective teaching and learning are to take place. Students learn best
when they are motivated and this is promoted within school by an effective rewards
system that engages students and encourages them to do their best.
Aim
To reward students in a variety of ways so that they are motivated to succeed and
do their best
Objectives
• To create an environment which encourages and reinforces good
behaviour.
• To promote self-esteem, self-discipline and positive relationships.
• To ensure that the school's expectations and strategies are widely
known and understood.
• To encourage the involvement of both home and school in the
implementation of this policy.
• To ensure pupils are fully aware of the criteria they must fulfil to
succeed.
Rewards may take many forms including:
• Non-verbal rewards – smiles, thumbs up etc;
• Praise;
• Displaying good work;
• House points
• Positive comments in homework diaries and on work;
• Phone calls and texts to parents/guardians;
• Assemblies;
• Attendance Awards;
• Behaviour Awards.
House System
The school’s “House system” has procedures for rewarding achievement and
sporting activities.
House Points
This reward system is available to every pupil throughout the school. Any member
of staff can award house points for any aspect of improved work, behaviour and
effort. These are recorded in SIMS. There are individual house point awards and
team awards.
Individual Awards:
Weekly - Each week the top 10 house point scorers in each year group get a text
sent home and a small prize to reward their good behaviour.
Monthly - Each month the highest house point scorer, 1 male and 1 female pupil
per form group receive a certificate, a prize/ reward trip and a text message sent
home.
Pupil of the Year – Top house point scorer in each year group, will receive a trophy
on Prize Day. It is presented at Prize Day.
End of Year Awards - Team Awards
Everyone in the winning house at the end of the year will get a £5.00 voucher for a
school trip. This can go towards any trip throughout the following year.
11.0 Sanctions
The school follows a range of protocols – please refer to section 7.0 restorative
Practice as part of this process. Other protocols are situated below:
Whilst the emphasis of the school’s Pastoral Care Policy is on the promotion of good
behaviour through restorative practice and the enhancement of self-discipline and
acceptance of responsibility for our own actions, some simple procedures are
required for those pupils for whom preventative measures have not been
successful.
• The pupil is reprimanded orally by the teacher
• The teacher will issue an appropriate consequence when the offence is
serious or persistent
• The teacher may use department detention at lunchtime or after school
• The pupil is referred to his/her Form teacher who will discuss any
behaviour issues with the pupil. A Form teacher may place a pupil on stage
1 daily report and contact parents.
• If behaviour does not improve then a pupil may be referred to their Head
of Year. This will involve either further consequences, stage 2 daily report
or after school detention.
• For serious or persistent offences, the Year Head may write home to
parents or arrange for a meeting with parents in school
• If the Year Head is not satisfied with the response from the pupil, he/she
will be referred to the Vice Principal or Principal and a further meeting may
be arranged with the parent
• A pupil may be given supervised support from normal classes for a period
of time in line with school policy. Parents will be informed.
• Where suspension and/or expulsion is deemed necessary, the school will
follow the procedures set out in the EANI scheme and Department of
Education circulars
• Serious breaches of school rules may result in the pupil being referred
directly to the Vice Principal or Principal.
Detention
Should a pupil be placed in after school detention by a class teacher or Year Head
the reason and length will be noted in their homework diary at least 24 hours in
advance. It is the child’s responsibility to inform the parent/guardian, who is
expected to discuss this matter with their child and sign the diary. Failure to do so
will not affect the child’s obligation to do the detention on the specified day. If a
pupil is absent on the day of their detention they will be required to complete the
detention on the day they return to school.
Work in school detention
• The punishment is the time after school. It will be the pupil’s responsibility to
bring some useful work with them to do (e.g. Homework, revision, study,
controlled assessment)
• This may also be used by the teacher as an opportunity to complete our
restorative practice work with the pupil.
• The Class Teacher may also set work for the pupil depending on the individual
case.
Supervised Support for Pupils from Normal Classes
Aims
1. To provide the opportunity to separate disruptive pupils from others, thus
protecting the education of others.
2. To provide the opportunity to supervise pupils who present as contrary to
school rules and procedures or are unwilling to co-operate within normal
school structures or routines.
3. To provide for serious “one off” incidents.
4. To provide a facility for periods of “time out” for pupils in cases where
remaining in a normal classroom is not in their best interests or in the interest
of others.
5. To ensure that a common procedure is used for the withdrawal of pupils with
the provision of suitable work during their period of Supervised Support from
normal classes.
6. To minimise suspensions from school.
Procedures
1. Pupils in Supervised Support will be supervised by staff following the
timetable. The Vice Principal has overall responsibility for ensuring that they
are supervised at all times.
2. Pupils will only be given Supervised Support from class by the Principal or Vice
Principal. Staff will be informed that a pupil is in Supervised Support by email.
3. Staff who teach the pupils in Supervised Support are required to send relevant
work during the period of Supervised Support.
4. Parents/guardians will be informed when their child is in Supervised Support
from class. The Vice Principal/Year Head will liaise with parents as
required. Parents may be invited to attend school to discuss progress.
5. Pupils may be counselled during the Supervised Support period. The pupil’s
Form Teacher and Year Head may also speak to the child during that time.
6. Pupils can be placed on report when they return to normal class after a period
of Supervised Support. The Year Head, will monitor the behaviour of pupils on
their return to class. In cases where they are not satisfied a further period of
Supervised Support may be considered.
7. Where the behaviour of a pupil is unacceptable when in Supervised Support
the possibility of suspension will be considered.
8. Pupils who are in Supervised Support from class will normally be kept apart
from their peers throughout the day.
9. Pupils in Supervised Support will not normally participate in extra-curricular
activities.
Extra Curricular Activities and Non-Essential School Trips
City of Armagh HS is committed to providing a wide range of extra-curricular
activities and non-essential school trips, as we believe this is an important part of a
pupil’s personal development.
However we strongly believe that pupils hoping to take part in these activities must
be able to represent the school and conduct themselves in a responsible manner at
all times.
We wish to emphasise that the vast majority of our pupils behave in a responsible
manner at all times and we hope that the small minority of pupils who do not always
operate within school rules and procedures will be encouraged to improve their
behaviour in order to benefit fully from all the opportunities available to them. For
these pupils participation in the above will require authorisation from their Head of
Year and/or Vice Principal.
Any non-essential trip is one that is not central to the taught curriculum
Involving Parents
Parents are encouraged to take an active part in the school. We believe that it is
essential to establish trusting relationships with all parents so that we can work
together in partnership to teach all pupils positive behaviour.
Procedures in place when there is an ongoing concern about a pupil’s behaviour
If there is an ongoing concern about a pupil’s behaviour their parents will be
initially be contacted by the Form teacher and then Head of Year, if
necessary. This will allow the Form teacher and/or Head of Year to find out if there
are any factors that might be affecting the pupil. They will then discuss how school
and home might help the pupil to improve their behaviour. This might involve
extra encouragement, periodic contact with parents etc.
It is hoped that all pupils will make progress but sometimes the concerning
behaviour continues and more support is required please see 13.0 Code of
Practice: Managing behaviour for further details.
In very exceptional circumstances a pupil might be excluded from school
temporarily or permanently. This will be carried out in line with EANI and DENI
guidelines. The education welfare service may be asked to support the pupil and
their parents and a return to school will be negotiated with support if considered
necessary.
12.0 CODE OF PRACTICE: Managing Behaviour
The following guidelines refer to the three stages in the Code of Practice for
Special Educational Needs (SEN) in relation to Social, Behavioural, Emotional and
Wellbeing difficulties (SBEW). Heads of Year and/or the Vice Principal will contact
parents/carers to discuss how the school and home can work together at each
stage to support the pupil.
Reasonable adjustments will be made to support pupils with SBEW.
Pre-Stage 1
• Subject/Form teacher identifies concerns and consults with the
Pastoral Team/SENCO to place child on SEN monitoring sheet.
• Pupil is placed on Stage 1 daily report and reviewed after 2 weeks.
• Most pupils will not proceed beyond Stage 1.
• If a pupil does not respond then a Stage 2 referral can be made.
Stage 1
• An Individual Education Plan (IEP) and risk assessment (with targets
agreed with parents/carers and the pupil) are put in place and the pupil is
placed on Stage 1 of the SEN register.
• Pupil is placed on Stage 2 daily report by Head of Year.
• At the IEP review, pupil may be taken off Stage 1, remain at Stage 1 or
move to a Stage 2 IEP.
Stage 2
No significant improvement at Stage 1 IEP review. The pupil is continuing to
display behavioural problems in school.
• An application could be made for a formal assessment to the
Educational Psychology Department or to the Behaviour Support Team with
parental consent. The assessment is carried out and a report presented.
• Pupil is placed on Stage 3 daily report by Vice Principal (PCC).
• A Stage 2 IEP is put in place with recommendations added.
• Other agencies may become involved, eg. Pupil Personal
Development Services, CYPSP – Family Support Hub.
• The Stage 2 IEP is reviewed, pupil may be moved back to Stage 1 or
stay on Stage 2.
At Stage 2 an application for Formal assessment may be made. This may lead to a
Statement of Special Educational Needs being issued.
• A Stage 2 IEP is written and reviewed concurrently with the Formal
Assessment process.
• After Formal Assessment it may be decided to move on to Stage 3, if
a Statement od SEN is put in place.
• If not moving to Stage 3, then the pupil moves back to Stage 2 with
Outside Agency support continuing.
Stage 3
A Statement of Educational needs is put in place.
13.0 Behaviour Incidences
Incident Examples Likely Outcome
One-off/low level
behaviour
*dealt by class teacher
LEVEL 1
• Class work not completed
• Unacceptable appearance/school uniform
• Eating/chewing
• Copying of work
• Talk in class/inattention
• Indirect use of foul language
• Out of bounds
• Lack of equipment
• Taunting peers
• Lateness to class
• Homework not completed
• No School Bag
• Restorative meeting
• Non-verbal reprimand
• Verbal reprimand
• Moved elsewhere in class
• Note in homework diary
• Behaviour recorded in SIMS lesson
monitor
• Meaningful extra work
• Break/lunch time detention
• Departmental detention (always recorded
on SIMS)
• KS3 - 2
nd offence – dept detention
• KS4 – 1
st offence – dept detention
Repeated low levels of
behaviour
*dealt by form teacher
LEVEL 2
• Repeated misbehaviour re: any of the above • Restorative meeting
• Pupil placed on Stage 1 daily report by
form teacher
• Parents to be contacted by form teacher
• After school Detention
Serious Behaviour
Issues
* mostly dealt by HOY
except for homework
LEVEL 3
• Persistent misbehaviour re: any of the above
• Misbehaviour outside school (in uniform)
• Smoking (including e-cigarettes)
• Refusal to follow teacher or support staff instruction
(defiance)
• Unacceptable hurtful behaviour to others/fighting
• Leaving school grounds without permission
• Possession of indecent material/abuse of internet
• Selling
• Rudeness to staff
• Visible/use of mobile & any other electronic devices
(other than for educational activities)
• Restorative meeting
• School detention
• Stage 2 report
• Parents attend meeting
• Supervised Support
• Suspension - depending on
seriousness/frequency of incident (Daily
report following return from suspension)
• Removed from pupil and left in office. See
section 9 for further information.
Very Serious Behaviour
Issues
* dealt by
HOY/VP/Principal
LEVEL 4
• Persistent misbehaviour re. any of the above
• Physical Assault on pupil
• Vandalism
• Misbehaviour likely to bring the school into disrepute
• Foul language addressed to a member of staff
• Threatening behaviour towards staff
• Bullying (physical, verbal, cyber, sexist)
• Smoking (including e-cigarettes) – repeated offence
• Truancy
• Restorative meeting
• School detention
• Supervised Support
• Stage 3 report
• Parental meeting with HOY/VP/Principal
• Suspension (Daily report following return
from suspension)
• Supervised support
• Attendance report
• Referral to EWO
Extreme Behaviour
Issues
*dealt by Principal
LEVEL 5/6
• Persistent misbehaviour re. any of the above
• Physical assault on member of staff
• Serious immoral conduct including abuse of internet
• Distribution of indecent material
• Publication of malicious, threatening or offensive material
on internet/mobile
• Interfering with safety equipment e.g. fire alarm
• Possession of illegal substances/dangerous weapons
• Restorative meeting
• Suspension and/or expulsion
• Police involvement
Consistency is key, however, a degree of flexibility is required to cover for individual
circumstances
Behaviour and Discipline Flow Chart
LEVEL 1
(one-off/low
level)
One-off/low level behaviour issues dealt by
CLASS TEACHER
Class Teacher to record
this in own records and/or
in SIMS
LEVEL 2
(Repeated
one-off/low
level)
Repeated low levels of behaviour dealt by
FORM TEACHER
and if necessary refer to HOY
Form teacher to speak to
pupil and place on Stage 1
report
LEVEL 3
(Serious)
Persistent misbehaviour and serious
incidents generally dealt by HOY
Green Referral completed
then passed to HOY
Logged on behaviour
module on SIMS by HOY
LEVEL 4
(Very serious)
Continuous and very serious breaches of
discipline
Referral to VP
Referral to VP made by
HOY
LEVEL 5
(Extreme)
In extreme cases pupils are referred to
PRINCIPAL
Referral to Principal
should only be made by
VP outlining all actions
taken to date
LEVEL 6
(Extreme)
In specific extreme cases referred to
BOG
Referral to BOG can only
be made via Principal
outlining all actions taken
to date
Reasonable adjustments will be made to support pupils with Social, Emotional and Behavioural
Difficulties. Teachers should follow all sanctions before referring to HOY/VP were possible.
Expulsion
14.0 Behaviour
Behaviours to be corrected by relevant members of staff.
Class Teacher
(one-off and
repeated)
• General appearance
• Failure to complete class work, homework, controlled
assessment
• Eating/chewing
• Copying of work
• Talk in class/inattention
• Indirect use of inappropriate language
• Lack of equipment
• Taunting peers
• Lateness to class
• Failure to follow teacher and/or support staff instructions
• Truanting from class
• Interrupting a teacher/shouting out
• Time wasting/avoiding work
• Getting out of seat and walking around
• Graffiti in exercise books or on desks
• Inappropriate use of IT equipment
• Use of mobile phones
Form Teacher
(one-off and
repeated)
• General appearance
• Lateness to registration
• General attendance
• Assembly attendance
• Follow up absence notes (if needed)
• No student diary
• Signing of student diary
• Truanting of classes
• Refusal to follow instructions of form teacher
• Consistent poor behaviour in numerous curriculum areas –
stage 1 report
• Referring pupils who are persistently displaying poor
behaviour to Year Head for Stage 2 of the Code of Practice
Subject Leader/Head
of Department
• Persistent unacceptable behaviour in subject lessons
• Disrupting the education of other students
• Persistent lack of effort
• Verbal abuse of class teacher
• Minor issues in curriculum area
• Failure to meet deadlines
• Failure to complete controlled assessment
Head of Year • Failure to attend class detentions
• Failure to comply with strategies/consequences as set by class
teacher/form teacher
• Persistent refusal to comply with uniform policy
• Persistent inappropriate language
• Persistent lateness
• Persistent poor behaviour in the school community
• Persistent refusal to hand over phone
• Persistent truancy
• Misbehaviour outside school (in uniform)
• Smoking (including e-cigarettes)
• Persistent refusal to follow teacher and/or support staff
instruction
• Unacceptable hurtful behaviour to others/violence
• Poor behaviour of pupils, before, during and after school in
public areas
• Leaving school grounds without permission
• Possession of indecent material/abuse of internet
• Selling
• Bullying
Vice Principal • Failure to comply with strategies/consequences set out by
Year Head
• Physical Assault on pupil
• Vandalism
• Verbal abuse of staff and pupils
• Threatening behaviour towards staff
• Persistent Bullying
• Distribution of indecent material
• Serious immoral conduct including abuse of the internet
• Publication of malicious, threatening or offensive material on
internet/mobile
• Recommendation to Principal re: Governors Disciplinary
Committee
• In the event of a long suspension – recommendations for final
warnings to be issued/alternative provisions to be made
Principal • Failure to comply with strategies laid down by Vice Principal
• Serious verbal abuse of staff
• Physical assault on member of staff
• Interfering with safety equipment e.g. fire alarm
• Possession of illegal substances/dangerous weapons
• Parental confrontation of staff
15.0 OTHER FORMS OF SUPPORT
Additional support will be available from various outside agencies including;
Behaviour Support Team.
The Education Psychology Service
The Educational Welfare Service
YPP/HUB
Social Services
Autism Advisory and Intervention Service
HOPE Counselling
CAMHS
REACT
Counselling
The school counsellor (S McAuley) from HOPE Counselling Service is available on a
Monday morning.
Reach Mentoring
The school Reach mentoring Programme runs every Wednesday and Thursday.
Training Needs
Staff have attended SIMs training, Restorative Paractice and behaviour
management training to support the Positive Behaviour Policy.
16.0 Monitoring and Review
There may be minor variations to this policy where in the Principal’s judgement it
is in the best interests of the school.
Evaluation- This policy will be reviewed as part of the school’s three-year review
cycle.
RECORD OF POLICY AMENDMENTS
The following table outlines any significant changes/amendments made to this
procedure since it was ratified by the Board of Governors on: