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Longsands Academy
Behaviour Management
Policy
This policy will be reviewed in March 2020
Statement of Principles and Outline Practice on
Behaviour and Discipline
(Based on guidance for Governing Bodies published by the Department for Education in
November 2011, incorporating amendments in the Education Act 2011 to the provisions on
the Education and Inspections Act 2006, the Education Act of 2002, the Schools Standards
and Framework Act of 1998 and the Independent Schools Standards regulations 2010 for
Academies and Free Schools).
Context
In accordance with statutory requirements, the Trust Board of Astrea Academy Trust has
formulated this policy in order to support the maintenance of good order within Longsands
Academy (and for those students educated at our alternative provision – Prospect House).
The Principal and their respective Senior Leadership team are responsible for deciding on
the standards of behaviour expected, setting the rules and determining the rewards and
sanctions systems.
This policy incorporates guidance given to the Principals by the Trust Board on particular
matters of implementation. The Trust Board has authorised the Principals to issue further
position statements, where necessary, which clarify the Trust’s response to particular
situations.
Principals’ Statement on Behaviour and Discipline
Academy Discipline
The Trust Board, Principals and staff of the Trust are dedicated to upholding the high
standards of student conduct which are essential if students are to learn effectively and fulfil
their potential. The partnership between staff, parents, students and the wider community is
of central importance. This policy seeks to clarify the position of staff in terms of what actions
are appropriate to maintain effective discipline and to uphold the standards that underpin the
Trust. These include the powers to search, to use reasonable force and to discipline
students for misbehaviour outside school.
The
Statement of Purpose, Values and Outcomes of Astrea Academy Trust expresses
our commitment to securing and upholding the best possible experience, learning and
outcomes for each young person for whom we have responsibility, aiming to encourage
students to:
be safe and healthy;
give and receive respect as an individual;
enjoy and achieve in school and beyond;
develop the confidence, skills and attitudes necessary for economic well-being;
understand their rights and responsibilities as citizens and the importance of making a
positive contribution to society;
develop moral awareness, cultural understanding and appreciation of diversity.
The Trust believes that the Statement of Purpose, Values and Outcomes may be most
effectively supported by:
setting clear expectations of student behaviour;
encouraging students to take responsibility for their own behaviour ;
encouraging staff to adopt a fair and consistent approach when dealing with
inappropriate student behaviour;
providing a positive learning environment, with lessons which engage and motivate
all students;
promoting effective reward systems which both encourage good behaviour and
recognise improvement in
attitude to learning shown by students of all ages (for
attitude to learning, see appendix 4);
encouraging all members of the Trust to demonstrate respect for each other and for
themselves;
effective communication with parents.
Students may demonstrate their understanding of the Academies’ Purpose, Values
and Outcomes by being able to:
understand the need for appropriate structures to support positive behaviour;
recognise what behaviour is or is not appropriate in different contexts;
accept when their behaviour is inappropriate and to take steps to remedy it;
recognise the purpose of rewards and sanctions in maintaining positive behaviour
patterns;
understand that their behaviour has consequences for both themselves and others.
In summary, our aims can be achieved by encouraging positive student behaviour in the
following forms:
Objectives for Student
Student Behaviour in Practice (Examples)
Behaviour
To foster mutual care, respect
Showing respect for all
Avoiding disrespectful actions,
and trust between members of
people; being trustworthy and including rude or abusive
the Trust communities in a
reliable.
conduct, racist comments or
manner which creates safe and
actions and bullying.
supportive environments.
To encourage each student to
Presenting a smart
Not blaming others for his/her
build a positive self-image by
appearance, including correct own actions or dishonesty.
having self-respect and taking
uniform.
open and honest responsibility for Exercising self-discipline and
his/her own actions.
taking responsibility.
To encourage each student to
Showing respect, care,
Never acting or appearing to
behave with care and
courtesy and consideration
act as a bully.
consideration towards people and for all people.
Avoiding unsafe conduct
property.
and/or possession or use of
Showing a positive regard for
harmful substances.
the health, safety and well-
Avoiding disrespectful actions
being of self, other students,
towards property, e.g. graffiti;
staff and visitors and the
vandalism.
Academy as a whole.
To develop the best possible
Following instructions
Avoiding disruptive behaviour.
working relationships between
ensuring behaviour
Not playing one person off
students, parents and teachers.
expectations are followed
against another.
and display a positive
‘
Attitude to Learning’.
To ensure that students complete Keeping their log book up to
assigned work
date and making use of the
VLE as directed for
homework assignments.
Partnership with Parents
Effective home-school liaison is one of the best means of ensuring that each individual
student can work happily and successfully and that the Academy as a whole can function
well. The principles of this are embodied in the
Home-School Agreement (see appendix 3). Form Tutors, Mentors and Key Stage teams work together with parents, for example in the
formulation of PSPs (Pupil Support Programmes). Day-to day communication between
parents and school is facilitated by the use of the student log book, the availability of email
and text messaging, and the VLE (Virtual Learning Environment).
It should be noted, however, that the
Education and Inspections Act 2006 makes it clear that
the right to regulate students' conduct and impose sanctions does not depend on individual
parental permission. The right derives from being a member of the Academy staff or being
an authorised volunteer on Academy business such as trips and visits, and may extend to
students’ behaviour beyond the Academy itself. Parents also have a duty to encourage their
children’s good behaviour at school.
Reward Systems
The Trust recognises that good behaviour contributes positively to the learning and teaching
environment and to the well-being of both students and staff. It endorses the use of informal
praise and the comprehensive use of formal reward systems, tailored appropriately to
students in different year groups and Key Stages in the Academy, for example the use of
achievement points (guidance can be found in appendix 1) , “praise postcards”, the awarding
of badges and celebratory assemblies. The reward systems should be used as often as
possible to reinforce positive behaviour.
Rewarding good behaviour is a vital and integral aspect of behaviour management
strategies in the Academy, but occasions will arise where less desirable behaviour must be
dealt with, using warnings and sanctions appropriate to the occasion; this may include
restorative approaches for disruptive and challenging behaviour where it is considered
appropriate. It is a statutory requirement that the range of sanctions should be clearly
outlined in this policy; despite the comparative brevity of the above section on rewards, the
importance of reinforcing good behaviour should be emphasised.
The use of rewards and sanctions is monitored in SIMS (the electronic Management
Information System in use in the Academy) and by use of internal reporting systems such as
the Student Information Slips (SIS). Tutors, Subject Leaders and Pastoral teams in the
Academy are active in monitoring, supporting and managing behaviour.
Sanctions
There is an expectation that parents who have accepted a place for their son or daughter at
the Academy will uphold the Trust’s Behaviour Management Policy and will encourage their
child to adopt positive and considerate behaviour, both on and off the premises (see
appendix 5 for behaviour expectations).
The
Education and Inspections Act 2006 gives any member of staff in lawful control of
students the right to regulate their conduct and to impose sanctions. If a student
misbehaves, breaks a school rule or fails to follow a reasonable instruction, the teacher can
impose a punishment. This power may be extended to volunteers in charge of children.
Where reasonable, this power extends to the management of students’ conduct outside of
school, eg on a school trip.
The purpose of sanctions is to express the disapproval of the Academies’ communities
towards unacceptable behaviour and to deter students from adopting similar types of
conduct. The main forms of intervention and sanction are indicated in Appendix 1. In certain
circumstances, the application of restorative approaches may be a more appropriate and
effective strategy than the imposition of sanctions.
The sanctions must:
be decided on the school premises or while the student is under the charge of the
member of staff;
be
reasonable, taking into account individual student circumstances such as age,
disability, Special Educational Needs, and human rights, in line with the general duty to
eliminate discrimination under section 149 of the
Equality Act 2010.
Corporal punishment is illegal in all circumstances.
The Principal may limit the power to apply particular punishments to certain staff e.g.
authorisation for imposing a period of internal exclusion is delegated to members of the SLT
(Senior Leadership team).
The Safeguarding Policy is followed if the behaviour under review gives cause to suspect
that a child is suffering, or is likely to suffer, significant harm; in the case of persistent
disruptive behaviour, consideration is given to whether the student’s behaviour may be the
result of unmet educational or other needs, meriting a multi-agency assessment.
A variety of sanctions are available for use by Trust staff which include behaviour points,
detentions and for more serious matters, internal and external exclusion. Academy staff are
issued with stickers to be worn on the back of their identification badges as an aide memoir
for the staged behaviour system.
Detentions
Teachers have a specific legal power to impose detention on pupils aged under 18.
The following staff have been authorised by the Principal to impose detentions:
all teachers including trainee teachers;
cover supervisors.
The Education Act of 2011 removed the obligation to give parents 24 hours’ notice of an
after-school detention, so that
same-day after-school detentions may legitimately be
imposed. In the interests of student safety, however, it may be advisable to inform parents
that the detention has been set, so that appropriate arrangements may be made to ensure
that the student is able to get home safely afterwards.
Parents may be informed either by telephone, by text or by email (where parents have
agreed to be contacted by use of these media). If the detention is not scheduled for the
same day, it may be appropriate for the teacher to inform parents via a note in the student
log book.
Particular Issues
The Trust may from time to time offer guidance to the Principal on particular issues.
Currently, this advice includes:
Allegations against staff by a student(s)
All allegations will be fully investigated in line with the Trust complaints procedure. If an
allegation against a member of staff is proven to be unfounded and malicious, then the Trust
authorises the use of extreme sanctions such as fixed term or permanent exclusion.
Bullying
This is dealt with more fully in the Trust’s
Preventing and Tackling Bullying Policy, which sets
out in detail the procedures followed in dealing with incidents involving bullying.
Misuse of Drugs
The Trust has issued specific guidance to the Principals on this issue. Consideration of the
particular circumstances of each case will be undertaken in the light of general expectation
of:
possession or use on site and/or being under the influence of drugs (including school
trips and visits):
fixed term exclusion (except for repeated offences);
supplying drugs to others:
fixed term or permanent exclusion;
selling drugs:
permanent exclusion.
Uniform and Appearance
The Trust has authorised the Principal to rule on issues not explicitly covered by regulations
on uniform. In particular, the Trust would expect intervention to occur when hairstyle,
clothing or any other factor affecting a student’s appearance is likely to draw undue attention
to the student or otherwise cause a problem within the Academy concerned.
The power to use reasonable force or make other physical contact with students
No member of staff has the right to punish a student using physical force. However, this
does not mean that staff cannot use force to control or restrain a student when
circumstances demand it. In accordance with the
Education and Inspections Act 2006 all
members of Academy staff have been authorised by the Principal to use such force as is
reasonable in the circumstances for the purpose of preventing a student from doing (or
continuing to do) any of the following:
committing an offence;
causing personal injury to or damage to property of any person (including the student
him/herself):
engaging in any behaviour prejudicial to the maintenance of good order and discipline.
This authorisation also applies to volunteers accompanying a school trip or visit, who have
been given responsibility for the supervision of students.
The above should not be
confused with corporal punishment, which is not allowed in law.
The most obvious example is when a teacher or member of the support staff intervenes to
break up or prevent a fight. A less frequent but equally valid example is when a member of
staff intervenes to prevent a student from causing injury to him/herself or to others.
Further information on the use of force is available in the related policy which can be found
in Appendix 2
The Power to Confiscate or Search
Teachers have the right to confiscate articles of students’ property. Such items include:
mobile ‘phones, personal media players when used or worn inappropriately, most notably in
lessons; chewing gum; cigarettes; jewellery, any dangerous items including penknives, or
any other item which has been banned in school.
Such items will normally be returned at the end of the school day. However, other
arrangements may be made or imposed according to particular circumstances, e.g. times
when an individual or all students have already been warned about items that co uld be
confiscated. School staff can search pupils,
with their consent, for any item which is banned
by the school rules.
The Principal and staff authorised by him have the right to search a student
without their
consent for knives, other offensive weapons, alcohol, illegal drugs and stolen items and may
use reasonable force if necessary – where they have reasonable suspicion that a prohibited
item is concealed. The Principal has stipulated that any such searches must be carried out in
the presence of at least two members of staff, including one of the same gender as a student
and one who is a member of the senior leadership team or student support leadership team.
In some circumstances, the police will be asked to give assistance. However, the search
may proceed without the presence of the police and in accordance with the
Violent Crime
Reduction Act 2006. Such events are extremely rare, and, in practice, the assistance of
police is usually requested. Nevertheless, the legal powers under the
Education and
Inspections Act 2006 and
Violent Crime Reduction Act 2006 should be noted.
Weapons and knives will be handed over to the police.
Students should note that possession of an offensive weapon is likely to lead to a
fixed term or permanent exclusion. At Longsands Academy, the safety and wellbeing of every student is an absolutely top
priority, and we take great care to ensure that our academies are safe and enjoyable
environments for everyone. We, therefore, have a robust policy of immediate exclusion of
any child who brings offensive weapons, including knives, into school; this is highly likely to
be permanent.
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Consideration will be given to all of the circumstances, including motivation and intent,
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surrounding a breach of the behaviour policy
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The power to discipline beyond the Academy gates
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Academy disciplinary measures may legitimately be applied in response to any non-criminal
bad behaviour and bullying which occurs off the school premises and which is witnessed by
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a member of the staff or reported to the Academy by a member of the public, even out of
school-hours, especially:
when on the way to and from school;
when participating in work experience placements, educational visits or sporting
events;
when wearing school uniform, or being otherwise identifiable as a member of the
Academy;
if the behaviour poses a threat to another student, member of staff or member of the
public (which may be a physical threat, or a threat to emotional well-being, such as
abusive use of internet, text or social media), especially when there is a link to being a
member of the Academy or the Trust as a whole;
when the behaviour could adversely affect the reputation of the Academy.
Restorative Approaches In the
Learning Behaviour Report (April 2009), Sir Alan Steer recommends that schools have
in place systems to address bad behaviour that are “…swift, intel igent and effective. The
interventions must protect the interests of the majority while aiming to change the behaviour
of those causing difficulty.” Steer also states that “… tough love towards children can be
appropriate, but a purely punitive approach is immoral, damaging to society and doomed to
failure.”
Restorative Approaches in Schools (RAiS) provides schools with a range of practices
which promote mutually respectful relationships and manage behaviour and conflict, address
bullying and absences and build community cohesion. Restorative approaches are not new,
but offer a framework upon which to build on existing good practice. There is a wealth of
evidence that shows how the use of Restorative Approaches alongside Social and Emotional
Aspects of Learning (SEAL) helps to develop more resilient and self-regulating learners, thus
creating positive learning environments.
The Restorative Approach is to challenge those who behave inappropriately to find a
solution that is meaningful and meets the needs of those harmed. It is solution focused,
personal and more likely to build bridges.
The Restorative Approach has become embedded when all members of the school
community see incidents where harm has occurred as ‘teachable moments’ to be learnt from
and seek opportunities to facilitate conversations in which harm can be repaired, thus
empowering all those involved to own the situation, and find the solution.
Restorative questioning allows those involved to tell their story, from their perspective and to
be listened to in a way which assures no pre-judgement.
The Five Questions:
What's happened?
What were you thinking at the time?
Who has been affected?
In what way?
What needs to be done to make things right?
A restorative intervention is voluntary for all those involved. Paradoxically, it is the voluntary
nature of the approach that encourages people to participate.
Once participants have found a way forward, they agree on the best way for the harm to be
repaired and what outcome would best meet their needs and ensure that the incident will not
be repeated. The agreed actions form an outcome agreement.
Appendix 1: Interventions and Sanctions
Sanction
Notes
Behaviour Points
Recorded on SIMS by the teacher/cover supervisor in the lesson where
any level of action has been taken to modify behaviour that does not
meet expectations. The points are centrally monitored by student
support teams. An SIS form will be completed where a teacher has
requested support from a more senior member of staff.
Short detentions -
These may be imposed on the same day as the offence and do not
Break-time or
require notification to parents.
lunchtime
Duration: up to 10 minutes (Break) or 25 minutes (lunch-time) This
timing guidance is given to ensure students are able to eat and
take a comfort break.
After-school
The Education and Inspections Act 2006 gives legal backing to the
detention
detention of students on disciplinary grounds at the end of a school
session, without the consent of parents; The
Education Act 2011 removed the obligation to give 24 hours’ notice to parents, but it is good
practice to ensure that parents are notified of the detention by email,
text or telephone in the case of a
same-day detention or by means of a
letter or the student planner where there is a sufficient time interval.
Detentions will be reasonable and proportionate to the offence. In the
event of dispute, the Principal or another member of the Senior
Leadership Team is authorised to issue a ruling. There is no legal right
of appeal against detentions.
Where there is particular difficulty about transport home, the timing and
date of a detention may be the subject of negotiation between parents
and teachers but this does not remove the right to detain.
Duration: up to one hour
Internal exclusion
Students may be withdrawn from lessons, breaks or lunchtimes in order
to work on their own or in the internal exclusion room. There is no legal
right of appeal against internal exclusion. Students may also be
excluded from one academy’s learning community and placed in the
Reflection Room of the partner academy. This ensures that learning is
uninterrupted and restorative work can be conducted.
Behavioural Reports Aspects of progress and conduct, including attendance, homework and
Pupil Support
behaviour, are monitored by use of a variety of targeted reports,
Programme
including Departmental, Head of School/Year, and SLT reports.
(PSP)
These are intended primarily as forms of support which give students
additional opportunities to demonstrate responsibility. There is a strong
expectation that students on report will make significant improvement in
the area or areas being monitored.
A PSP is a more formal document, available for use with students
identified to be at risk of significant underachievement and/or
permanent exclusion. It records the behavioural improvement required
and sets deadlines for review. In normal circumstances, a PSP will be
drawn up at a meeting involving staff, parents and the student. A multi-
agency assessment may be considered for students who display
continuous disruptive behaviour.
Failure to meet the targets set in a PSP is a serious matter that could
warrant fixed term or permanent exclusion.
Fixed Term or
Serious incidents of indiscipline or repeated lower level misconduct
Permanent
may result in:
Exclusion
Fixed Term Exclusion from school. A student may be excluded for up
to 45 days in any one school year.
A Managed Move (or alternative provision) will be arranged in
partnership with the District Team. A full risk assessment will be
completed before any move is finalised.
Permanent Exclusion may be imposed in response to the most
serious forms of misconduct, including proven malicious allegations
against staff, and/or in situations where fixed term exclusions have not
brought about a required change in a student’s conduct.
Only the Principal or, in his absence, the Deputy Head, may exclude
students. In practice, exclusions are usually considered and
recommended to the Principal by other senior staff.
There is a legal right of appeal against all forms of fixed term and
permanent exclusion. This is restated in letters to parents concerning
exclusions. Further details are readily available from the Academy
and/or the local authority
The Trust receives termly reports on exclusions and deals with matters
of appeal and review through members of the Procedures Committee.
Recording Achievements on SIMS
From the register highlight the student (or multiple students by holding down the Ctrl button),
right click your mouse and select
Add Achievement and select either
Attitude to Learning or
Academic Excellence.
A message box will then appear to confirm this has been created.
Students can accumulate as many points as they are capable of over the year- there are no
limits – and certificates and corresponding prizes are then awarded publicly in assemblies.
The number of achievement points a student has received will also be reported home each
term, and each form’s total wil be added to the Academy’s website. For Key Stage 3, the
achievement point totals go towards each school’s total points as they compete for the
prestigious Key Stage 3 Points Cup.
For Key Stage 4, achievement points are totalled up
each week and the Form with the most points for the half-term are rewarded.
NUMBER OF
HOW IS IT
ACHIEVEMENT
CERTIFICATE
AWARDED?
POINTS
By Head of
50
BRONZE
School/Head of Year in
assembly
By Head of
100
SILVER
School/Head of Year in
assembly
By Head of Key Stage
150
GOLD
3/4 in assembly
LONGSANDS
By Principal in
200
OUTSTANDING
assembly
ACHIEVEMENT AWARD
Departments are still free to incorporate their own rewards into this system – we would ask
that whenever a department award has been issued, an achievement point is also added to
the system. Department rewards range from displaying work, use of praise postcards
(distributed now directly to the student by the class teacher, Head of Department or form
tutor) congratulatory emails home, or awards distributed in assemblies.
Reporting Low Level Behaviour
It is important that we centralise how teachers deal with low level disruption and record when
this has been done.
Low Level disruption constitutes behaviours which are not overtly confrontational or
challenging, but nevertheless interrupt the teaching and learning environment. This could
include:
Persistent chattering or whispering
Lack of correct equipment
Out of seat
Tapping, fidgeting, eating
Before logging this on SIMS, it is vital that the teacher talks to the student about this low
level disruption.
Should this pattern of behaviour continue, it is expected the Head of Department is made
aware through an SIS (Student Information Sheet) and that contact is made with the parents
by the class teacher. Any extreme case of student behaviour should be communicated
through the SIS system, and sent to the Head of Department in the first instance.
From the register highlight the student (or multiple students by holding down the Ctrl button),
right click your mouse and select
Add Behaviour and select
Failure to meet expectations
> Monitor
A message box will then appear to confirm this has been created.
The number of lessons where a student fails to meet expectations will be monitored by each
key stage. Tutors will be asked to monitor this each week and talk to students where this is
necessary.
Who deals with what?
The general practice is as follows:
minor incidents which occur during the course of a lesson, or homework issues,
should be dealt with by the teacher, involving the Head of Department if further action
is required. All such incidents should be recorded on SIMS. Where support is
requested from a more senior member of staff, the incident will need to be reported on
a Student Information Slip (SIS), though in most cases this will be simply to notify
Student Support of action taken at departmental level, so that an overview of student
behaviour can be developed;
incidents which happen outside of lesson times are dealt with by Student Support
staff.
Except in the most serious cases, problems are not simply passed on for someone else to
deal with, but are shared so that the individual teacher gains the support of his/her
colleagues in resolving the problem. Student Support staff may lend assistance to
departments, but should not be used as the first port of call when departmental involvement
would be more appropriate.
Bullying
The Academy has a separate
Preventing and Tackling Bullying policy, to which reference
should be made.
Appendix 2
The Use of Reasonable Force to Control or Restrain Students
Introduction
Longsands Academy is committed to securing and upholding the best possible experiences,
learning and outcomes for all students in Longsands Academy (and for Academy students
who are educated at Prospect House, our alternative provision). The Health, safety and well-
being of students and staff are of prime importance.
Students are encouraged to:
take responsibility for their own actions;
have respect for themselves, their peers and staff;
behave with care and consideration towards people and property;
have a positive regard for the health, safety and well-being of self, other students,
staff and visitors.
Teachers and support staff recognise that creating a calm environment that minimises the
risk of incidents is a desirable end in itself. Nevertheless, occasionally circumstances may
arise which require physical intervention by members of staff in order to defuse a situation or
to avoid possible injury. The purpose of this policy is to provide guidance for the
exceptional occasions when the use of force by staff to control or restrain students may become
advisable.
The use of ‘reasonable force’ covers the broad range of actions used by most teachers at
some point in their career that involve a degree of physical contact with students.
Principles
Force is only to be used
as a last resort or when circumstances are such that immediate
physical intervention is
necessary. Specifically,
force is used either to
control1 or to
restrain2.
It can range from guiding a student to safety by the arm, through to more extreme
circumstances such as breaking up a fight or where a student needs to be restrained to
prevent violence or injury.
In all cases, the objective should be to do one of the following:
maintain the safety and well-being of students and/or staff;
prevent serious breaches of school discipline;
prevent serious damage to property;
prevent disorder.
1
Control’ means either passive physical contact, such as standing between students or blocking a student’s
path, or active physical contact such as leading a pupil by the arm out of a classroom.
2 ‘
Restrain’ means to hold back physically or to bring a student under control. It is typically used in more extreme
circumstances, for example when two students are fighting and refuse to separate without physical intervention.
Authorisation
No member of staff has the right to
punish a student using physical force, but all members of
Academy staff who are authorised by each Principal to have control or charge of students
automatically have the statutory power to use
reasonable3 force, in accordance with the
above principles. Authorised staff include:
teachers, supply teachers;
cover supervisors, teaching assistants and support staff;
midday supervisors;
voluntary helpers on trips and visits;
other adults who are legitimately involved in working directly with students.
The force used must be the minimum necessary and controlled.
Training
Where it is known that a student may, on occasion, require physical intervention, appropriate
training will be provided for relevant staff by accredited trainers.
In such cases, risk assessments will be undertaken. Where possible, any physical
intervention techniques to be employed will be agreed with the student, his/her parent/carer
and/or external agencies. Any concerns or disputes may be referred to external agencies as
appropriate.
Relevant Circumstances
No member of staff has the right to
punish a student using physical force, but all members of
Academy staff have a legal power to use ‘
reasonable force’. This term covers a range of
actions which may involve a degree of physical contact with students, but the difficulty lies in
interpreting what can be considered as ‘reasonable’, i.e. ‘using no more force than is
needed’.
Specifically,
reasonable force may be used to prevent pupils/students hurting themselves or
others, from damaging property, or from causing disorder. Force is used either to
control or
to
restrain.
There is no legal definition of when it is reasonable to use force. The reasonableness or
otherwise of any action will always depend on the precise circumstances of the individual
case. The force needs to be in proportion to the consequences it is intended to prevent. The
degree of force used should be the minimum needed to achieve the desired result. The
decision on whether or not to intervene physically is down to the professional judgement of
the staff member concerned and should always depend on individual circumstances. Trivial
misdemeanours do not justify the use of force.
Examples of situations which particularly call for judgements of this kind include:
to prevent a student from attacking a member of staff or another student;
to stop a fight which could result in injury to other students or to themselves;
to restrain a student at risk of harming themselves through physical outbursts;
to stop a student from committing, or continuing to commit, deliberate damage to
property;
3 ‘
Reasonable’ means ‘
reasonable in the circumstances’ - using no more force than is needed.
to prevent a student from behaving in a dangerous way which could cause injury or
damage by accident, rough play or misuse of dangerous objects or materials e.g.
reckless behaviour in a science laboratory or a technology workshop;
to remove a disruptive student from the classroom where they have refused to follow
an instruction to leave the room;
to prevent a student from leaving the room where this would be a risk to their, or
another’s safety.
In the above examples, the use of force would be reasonable and lawful, but wherever
possible alternative action should be used – for example calling for assistance from senior
colleagues.
Staff should also take into account the particular needs of students with known behavioural
and/or special needs (
Equality Act 2010) which may have contributed to the particular
context of the incident and could be directly relevant in the choice of methods of handling an
incident.
Reasonable Action
Reasonable action should not lead to injury (though this may occur on occasion) or involve
indecent or otherwise inappropriate contact. Intervention may involve:
physically interposing between students;
blocking a student’s path;
holding, pushing, pulling or leading by the arm;
shepherding using a hand placed on the back.
In exceptional circumstances, where there is serious risk of injury, more forceful restraint
may be required. Staff should not intervene in a manner that is likely to put themselves at
significant risk. Instead, they should use the relevant Academy’s communication systems to
summon assistance.
The following should not be used:
holding by the neck or collar, the hair or ear;
any action that restricts breathing;
slapping, punching, kicking, twisting a joint, tripping;
holding a student face down on the ground.
When possible, the ‘audience’ for any events and the individual student(s) wil be separated.
As far as possible, force should not be used until another responsible adult is present t o
support, observe, or call for further assistance. Should circumstances warrant it, the
assistance of the Police will be requested.
Infrequency
The use of force as set out by this document should be regarded as an extremely rare
occurrence.
Recording Incidents
Whenever force has been used, the member of staff
must immediately report the incident,
preferably to a member of the SLT, or to Head of Department or Head of Year if SLT are not
available. The circumstances must be put in writing and copied to the Executive Principal or
Academy Director and the member of staff who will be liaising with parents.
A signed and dated account with witness details (staff and/or students) should be completed
in the Physical Intervention Record Book as soon as possible after any action taken under
this policy4.
Appropriate advice, guidance and other support will be made available to the students and
staff involved. This may involve informal discussion, debrief and follow -up or further
intervention such as external counselling or the use of restorative techniques. Where
possible, any action that could be taken to prevent recurrence will be identified and taken.
Staff may well find it useful to discuss the incident with a senior colleague and report it to
their professional association, which may advise on the completion of the report. The
member of staff should keep a copy of the document.
Depending on the circumstances, the CEO or Principal may find it necessary to carry out a
full investigation to determine whether or not the action was appropriate. Suspension will not
be an automatic response when a member of staff has been accused of using excessive
force. The Trust should consider whether a staff member has acted within the law when
reaching a decision on whether or not to take disciplinary action against the teacher, and
appropriate support should be provided to any member of staff who is subject to a formal
allegation following a use of force incident.
Complaints
Complaints by parents or students will be investigated following the Trust Complaints
Procedure if reported to the Academy. All staff should be aware, however, that a parent or
student may complain directly to the Police or Social Services and this could lead to an
investigation over which the Trust has no control.
4 The full details of the information required are:
the name(s) and the job title(s) of the member(s) of staff who used reasonable force;
the name(s) of the student(s) involved; when and where the incident took place;
names of staff and/or students who witnessed the incident;
the reason the force was necessary;
the progress of the incident. Include details of :
o
student behaviour leading up to the incident
o
any attempts to resolve the situation
o
what was said by staff and students
o
the degree of force used
o
how it was applied
o
how long it was used for
the student’s response and the eventual outcome;
details of any injury suffered by staff or students;
details of any damage to property;
details of any medical treatment required (an accident form should be completed);
details of any follow-up. Including contact with the parents or carers of the student(s) involved;
any other relevant details e.g. the involvement of any other agency e.g. the Police.
Physical Contact with Students in Other Circumstances
It is not illegal to touch a student. There are times when other forms of physical contact are
appropriate or, indeed, necessary. Certain activities in PE or Music, for instance, may
require physical contact as will giving First Aid treatment.
Students in distress may also benefit from physical contact but, whenever possible, this
should be avoided. Some students may find any form of physical contact unwelcome.
The guidance that staff should have in mind is: if physical contact can be avoided, it should
be.
References
The principal reference for this policy is the Department for Education guidance entitled
Use
of Reasonable Force – advice for Headteachers, staff and governing bodies (July 2013) http://www.education.gov.uk
Appendix 3
Home – Academy Agreement
As a student, you can expect the Academy to:
provide a supportive and caring environment for you and other students;
promote a positive approach to learning and value and celebrate all forms of
achievement;
support your educational achievement and personal development;
encourage high standards of behaviour and a sense of personal responsibility;
set, mark and monitor class work and homework;
let your parents know about any concerns or problems that may affect your work or
behaviour;
send home regular assessments;
arrange opportunities for your parents to meet staff, during which your progress will be
discussed;
keep your parents informed about Academy activities through letters, newsletters, the
website and the VLE.
The Academy can expect you, as a student, to:
attend school and lessons regularly and on time;
complete your classwork and homework/coursework on time and to the best of your
ability;
bring all the equipment, books and kit you need each day;
wear the Academy uniform and take a pride in your appearance;
be polite and helpful to others;
be respectful to other students, staff and the fabric of the building;
keep the Academy and its neighbourhood free from litter and graffiti;
impress people in and out of Academy with your good behaviour;
observe the Academy ‘Ready to Learn’, ‘Attitudes to Learning’ and ‘Preventing and
Tackling Bul ying’ policies.
The Academy can expect you, as a parent, to:
Sign the logbook weekly;
Support the Academy in the implementation of all policies and procedures;
work in partnership with staff at the Academy in supporting the teaching and learning
of students;
support our ethos of mutual respect in all communications with the Academy.
Appendix 4
Attitude to Learning descriptors
AtL 1: Always demonstrates an exemplary attitude to learning: this is likely to result in
excellent progress
Shows high levels of effort and engagement in lessons at all times and consistently
makes more than expected progress; always aims high and responds to challenges.
Tasks are always completed to a very high standard (relative to ability).
Responds effectively to all forms of feedback; meets targets, can explain progress
and capitalises on advice given about steps need for further progress to be made.
Home learning and test preparation are completed thoroughly to meet deadlines and
learning challenges are accepted with enthusiasm.
AtL 2: Usually demonstrates an exemplary attitude to learning: this is likely to result
in good progress
Shows considerable effort and engagement in lessons and is often making more than
expected progress; usually aims high and responds to challenges.
Tasks are usually completed to a good standard (relative to ability) and at times this
standard is exceeded.
Responds well to feedback; meets most targets, understands progress made and
how to approach the next steps that will enable further progress.
Home learning and test preparation are completed to meet deadlines and are of a
consistently good standard.
AtL 3: Sometimes demonstrates an exemplary attitude to learning: this is likely to
result in minimal progress
Shows variable effort and engagement in lessons and is making minimum expected
progress: more is possible. Needs to aim higher and respond to the challenges of
learning with greater levels of motivation and resilience.
Tasks are completed to a variable standard (appropriate to ability); at times the
standard achieved has been disappointing.
Responds to feedback on some occasions but isn’t capitalising ful y on the support
and guidance offered to meet targets or act on next steps advice.
Home learning and test preparation are completed to meet deadlines and are of a
consistently good standard.
AtL 4: Rarely demonstrates an exemplary attitude to learning: this is likely to result in
inadequate progress
Shows a lack of motivation and effort in lessons and is making less than expected
progress and is at risk of underachieving. A more positive and resilient attitude to the
challenges of learning needs to be taken.
Tasks are regularly completed to a low standard (relative to ability) or not completed
at all.
Rarely responds to feedback, and makes limited use of advice about ways targets
could be met to enable progress. There has been very limited engagement and
response to next steps advice and guidance.
Home learning and test preparation are often incomplete, or completed to an inadequate
standard.
Appendix 5
Academy Behaviour Expectations
Wear the correct uniform;
mobile phones and ear phones not to be visible in the building except at breaks or
lunchtimes in social areas only;
logbooks must be signed, and with you, should you exit a lesson;
eat at break and lunch in designated areas only;
fill water bottles at break and lunch NOT in lessons/registration;
use the bins provided, don’t drop litter;
behave appropriately in corridors and when walking through the Academy;
use appropriate language at all times;
follow all instructions – first time, and without question;
line up in a quiet and orderly manner whilst waiting for your teacher;
ensure you fol ow your teacher’s seating plan;
listen and respond appropriately in all lessons; do not distract others.
Beyond the Academy
Behave appropriately on the journey to and from school;
use social media responsibly;
be a positive role model;
be an ambassador for the Academy when representing us at events and on trips.
Behavioural Reports Aspects of progress and conduct, including attendance, homework and
Pupil Support
behaviour, are monitored by use of a variety of targeted reports,
Programme
including Departmental, Head of School/Year, and SLT reports.
(PSP)
These are intended primarily as forms of support which give students
additional opportunities to demonstrate responsibility. There is a strong
expectation that students on report will make significant improvement in
the area or areas being monitored.
A PSP is a more formal document, available for use with students
identified to be at risk of significant underachievement and/or
permanent exclusion. It records the behavioural improvement required
and sets deadlines for review. In normal circumstances, a PSP will be
drawn up at a meeting involving staff, parents and the student. A multi-
agency assessment may be considered for students who display
continuous disruptive behaviour.
Failure to meet the targets set in a PSP is a serious matter that could
warrant fixed term or permanent exclusion.