School discipline and pupil-behaviour policies – Guidance for schools

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School discipline and pupil-behaviour policies – Guidance for schools

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Contents

1. Introduction–purposeandcoverageofthisguidance 03

2. Statutoryguidanceforgovernorsontheirdutiesasregardstheschoolbehaviourpolicy 06

3. Non-statutoryguidanceforheadteachersandotherschoolstaff 12 3.1 Developingthebehaviourpolicy 12 3.2 Communicatingthebehaviourpolicy 17 3.3 Thepowertodiscipline:whatitmeans 20 3.4 Regulatingpupils’conductanddiscipliningthemfor

misbehaviouroutsideschoolpremises 23 3.5 Promotingandrewardinggoodbehaviour 27 3.6 Punishingpoorbehaviour–useofdisciplinarysanctions 29 3.7 Detention 33 3.8 Confiscation(includingretentionanddisposal)of

inappropriateitems 40 3.9 Takingaccountofindividualpupilneeds 44

4. Therightsandresponsibilitiesofschools,pupilsandparentsinensuringanorderlyclimateforlearning 60

01 –Contents

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Separate DfES guidance is available on:

• Exclusions

• PupilReferralUnitsandAlternativeProvision

• Commissioning,monitoringandqualityassuringalternativeprovision

• Schoolpartnershipstoimprovebehaviourandtacklepersistentabsence

• LearningSupportUnits

• Bullying

• SocialandEmotionalAspectsofLearning(SEAL)

• PastoralSupportProgrammes

• Makingreasonableadjustmentsfordisabledpupils

• Attendance

• PenaltyNotices,ParentingContractsandParentingOrders

• Howtosourceparentingprovision

• InvolvingParents,RaisingAchievement

• Violencereductioninschools

• SaferSchoolPartnerships

• UseofForce

• TheUseofRestrictivePhysicalInterventionsforPupilswithSevereBehaviouralDifficulties

• Weaponssearches[publishedinMay]

• NationalProgrammeforSpecialistLeadersinBehaviourandAttendance(NPSL-BA)

Further references:

• LearningBehaviour:TheReportofthePractitioners’GrouponSchoolBehaviourandDiscipline

• EducationandInspectionsAct2006

DfESGuidance–02

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03–Introduction

1. Introduction

Purpose of the guidance1.1 Thisguidanceaimstohelpschoolsunderstandtheiroveralllegalpowers

anddutiesasregardsestablishingaschoolbehaviourpolicyanddiscipliningpupils.Italsoprovidesmorespecificadviceoncertainkeysanctions(detentionandconfiscation).Itdoesnot,however,offeradefinitiveinterpretationofthelaw:interpretingthelawisamatterforthecourts.

1.2 TheguidancereplacesearlierguidanceprovidedbytheNationalStrategiesonschoolbehaviourandattendancepolicies.1ItfocusesparticularlyonprovisionsintheSchoolDisciplinechapteroftheEducationandInspectionsAct2006(EIA2006),whichcameintoforceon1April2007.Theseincludeprovisionsonschoolbehaviourpolicies,thepowertodiscipline,detentionandconfiscation.AseparatechapteroftheEIA2006setsoutprovisionsonmorespecificissuesaroundparentalresponsibilityandexcludedpupils.

1.3 SomeoftheprovisionsintheEIA2006,suchasthestatutorypowertodiscipline,arenew.Othersre-enactorreplaceexistinglegalprovisions.Itisimportantthatschoolsunderstandwhatthesepowersanddutiesmeanfortheminpracticalterms,andthisisakeyaimoftheguidance.TheActclarifiesandasappropriatestrengthensschools’powerstodiscipline,reducingtheriskofmisunderstandingsandchallengestotheirdisciplinaryauthority.Schoolsareadvisedtoreviewtheirexistingpoliciesinthelightofthisclarification.

1.4 Whilethemajorityofpupilsbehavewellandschoolsaregenerallyorderlyandproductiveplacesoflearning,theGovernmentisdeterminedtosupportteachersandotherschoolstaffwhohavetodealwithpooranddisruptivebehaviour.Poorbehaviourblightsthelearning,andsopossiblythelifechances,ofotherpupils.Itisalsodemoralisingforschoolstafftohavetodealwithpersistentdisruptiontotheirteachingandmakesthejobharderandlessenjoyable.Thisisunacceptable.

Scope1.5 Thisisnotintendedasacomprehensiveguidetothewiderangeoftopics

relatingtoschooldiscipline,pupilbehaviourandattendance.Anumberofthese(suchaspupilexclusions,useofforce,truancy,ortacklingbullying)raiseextremelysensitiveandcomplexissues,whichiswhywehaveproducedseparateguidanceonthem.

1PrimaryNationalStrategy:developingandreviewingyourwhole-schoolbehaviourandattendancepolicyandKeyStage3NationalStrategy:adviceonwholeschoolbehaviourandattendancepolicy,publishedbytheDepartmentforEducationandSkillsinSeptember2003(DfES0759-2003and0628-2003).Separateadviceisavailableonschoolattendance.

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1.6 TheguidanceshouldhoweverbeseenasthecentrepiecetoanoverallsuiteofDfESguidanceacrossthebroadrangeofissuesaroundschooldiscipline,pupilbehaviourandattendance.

1.7 TheguidancecoversalltheprovisionsintheSchoolDisciplinechapteroftheEIA2006except,forreasonsalreadyindicated,theuseofforce.

Audience1.8 Thesectionsofthisguidanceonestablishing,developingand

communicatingapupilbehaviourpolicyapplytoallmaintainedschools,includingPupilReferralUnits(PRUs)andnurseryschools,andnon-maintainedspecialschools.ThisisbecausetherelevantprovisionsintheEIA2006applytothosecategoriesofschool.Allreferencesto‘school’inthesepartsoftheguidanceshouldbeunderstoodtobereferringtoallthesecategoriesofschool,andreferencesto‘headteacher’shouldbeunderstoodtoincludetheteacherinchargeofPRUs.

1.9 Althoughthesepartsoftheguidancedonotapplytoindependentschools,includingAcademiesandCityTechnologyColleges,suchschoolsmaynonethelessfindthematerialcontainedhereinhelpfulasregardshowtheymightchoosetodeveloptheirownschooldisciplineandpupilbehaviourpolicies.

1.10 Thesectionsofguidanceonthepowertodiscipline,useofrewardsandenforcementofsanctions(includingdetentionandconfiscation)applytoallschools.Thisisbecausetherelevantlegalpowersapplytoanyschool.

1.11 Theguidanceisaimedparticularlyatseniorschoolleaders(governors,headteachers,andstaffwhomaybegivenaspecificresponsibilityasthe‘leadbehaviourprofessional’withinaschool)thoughitisrelevanttoallstaffmembers.

1.12 TheDepartmentstronglyrecommendsthatthecontentofthisguidancebedisseminatedtostaffthroughtrainingsessionsorcontinuingprofessionaldevelopment(CPD)events.Itisimportant,however,thatthereisanongoingreviewoftheschoolbehaviourpolicyanddisciplinaryprocedures;thecontentoftheguidanceshouldnotbecoveredinonetrainingeventandthenforgotten.

1.13 Manypartsofthisguidancerefertoconsultingorcommunicatingwithparents.ThedefinitionofaparentforthepurposesoftheEducationActsisbroadlydrawnandincludesanypersonwhohasparentalresponsibility(whichincludesthelocalauthoritywheretheyhaveacareorderinrespectofthechild)andanyperson(forexample,afostercarer)withwhomthechildlivesand/orthechild’sbirthparent(s).Anyreferenceto‘parent’inthisguidanceshouldbeunderstoodasincludinganypersonwithparentalresponsibilityforthepupil.

Introduction–04

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Statutory and non-statutory elements of the guidance1.14 Section88oftheEIA2006requiresgoverningbodiesoftherelevantschools

tohaveregardtoguidancefromtheSecretaryofStateforEducationandSkills(or,inthecaseofWales,theWelshAssembly)inmakingandreviewingthewrittenstatementofgeneralprinciplesonschooldiscipline.Theguidancetogovernorsonthesematters,insection2below,shouldthusberegardedasstatutoryguidance.

1.15 Theothersectionsoftheguidancearenon-statutory.Thismeansthatschoolsarenotrequiredtohaveregardtothesesections,althoughtheywillhelpschoolstounderstandhowtoimplementtheirrelevantlegalpowersanddutiestopromotegoodschooldisciplineandpupilbehaviour.Schoolsare,therefore,stronglyadvisedtofollowtheguidance.

1.16 Theguidanceusestheterm‘must’whentheperson(s)inquestionislegallyrequiredtodosomething(e.g.‘headteachersmustbringtheirschool’sbehaviourpolicytotheattentionofpupils,parentsandstaffatleastonceayear’).Theterm‘should’isusedwhengoodpracticeadviceisbeingoffered(e.g.‘theheadteachershouldensurethatthefullwrittenpolicyisavailableinthestaffhandbook’).

05–Introduction

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2. Statutory guidelines for governors on their duties as regards the school behaviour policy

2.1 Thissectionoftheguidancecoversthelegaldutiesandresponsibilitiesofgoverningbodiesasregardsestablishingtheprinciplesunderlyingtheschoolbehaviourpolicy.Theterm‘statutoryguidance’isusedbecausethereisalegaldutyforgoverningbodiestohaveregardtoit.Itdescribesthelegalrequirementsandadvisesonappropriatepractice.

What the law says2.2 Section88(2)oftheEducationandInspectionsAct2006(EIA2006)

requiresagoverningbodyto:

• make,andfromtimetotimereview,awrittenstatementofgeneralprinciplestoguidetheheadteacherindeterminingmeasurestopromotegoodbehaviour;and

• notifytheheadteacherandgivehimorherrelatedguidanceifthegoverningbodywantstheschool’sbehaviourpolicytoincludeparticularmeasuresoraddressparticularissues.

2.3 Thefullgoverningbody,oracommitteeofit,mustmakefinaldecisionsaboutthestatementofprinciplesandanynotificationsandguidance.Theseresponsibilitiescannotbedelegatedtoanindividual.2ForPRUs,thesefunctionsofthegoverningbodywouldfalltothePRUmanagementcommitteeor,forPRUsthatcurrentlydonothaveamanagementcommittee,thelocalauthority.Inthecaseofafederationofschools,thefederatedgoverningbodyhasthisresponsibility.Thegoverningbodiesofcollaboratingschoolsremainresponsibleforfinaldecisionsaboutthestatementofprinciplesandanynotificationsandguidancepertainingtothatschool,evenwhereschoolsinacollaborationproduceacommonstatementofprinciples,notificationsand/orguidance.

2.4 IncarryingoutthesefunctionsthegoverningbodymusthaveregardtoguidanceprovidedbytheSecretaryofStateforEducationandSkills.Thisdocumentprovidestherelevant,statutoryguidance.3Italsoincludesguidanceonthegoverningbody’sdutytoconsult,towhichgoverningbodiesandlocalauthoritiesmusthaveregardbyvirtueofsection176oftheEducationAct2002.

2Regulations17(1)(d)and20(2)SchoolGovernance(Procedures)(England)Regulations2003(SI2003/1377).3Onthedistinctionbetweenstatutoryandnon-statutoryguidance,see1.14and1.15above.

Statutoryguidelinesforgovernorsontheirdutiesasregardstheschoolbehaviourpolicy–06

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07 –Statutoryguidelinesforgovernorsontheirdutiesasregardstheschoolbehaviourpolicy

2.5 Thegoverningbodyislegallyrequiredtoconsultwiththeheadteacher,staff,parentsandpupilsontheprinciplesofthebehaviourpolicy.Theconsultationmaybearrangedinsuchmannerasappearsappropriatetothegoverningbodyandincludesuchrepresentativesofthestaffasthegoverningbodydeemsappropriate.Allpupilsandparentsmustbeincluded,i.e.giventheopportunitytocommentonproposalsattheformativestage,andtheirresponsesconsideredwhendecisionsontheproposalsaremade.Therequirementsonthegoverningbodytoconsultstaffandpupilsontheprinciplesarenewones,introducedundertheEIA2006.

2.6 PartIVoftheDisabilityDiscriminationAct1995(DDA1995)createsadutyongoverningbodiestotakereasonablestepstoensurethatdisabledpupilsarenotplacedatasubstantialdisadvantageincomparisonwithpupilswhoarenotdisabled(adutytomake‘reasonableadjustments’).Thiswouldincludemakingreasonableadjustmentstothestatementofprinciples,schoolbehaviourpolicyanddisciplinarypractices.

2.7 Governingbodiesofmaintainedschoolsalsohaveaduty(the‘generalequalityduty’)underPart5ADDA1995(insertedbytheDisabilityDiscriminationAct2005)tohaveregardtotheneedto:eliminatedisabilitydiscrimination;eliminateharassmentofdisabledpersonsthatisrelatedtotheirdisabilities;promoteequalityofopportunitybetweendisabledpersonsandotherpersons;takeaccountofdisabledpersons’disabilities;promotepositiveattitudestowardsdisabledpersons;andencourageparticipationbydisabledpersonsinpubliclife.

2.8 InadditiontheymustpublishaDisabilityEqualitySchemeshowinghowtheyintendtofulfilthisgeneralequalityduty.4TheschoolmustinvolvedisabledpeopleinthedevelopmentoftheirDisabilityEqualityScheme.Thisshouldincludecollectingtheviewsofdisabledpupilsabouthowschooldisciplineandbehaviourpoliciesimpactonthemandtheirlifeinschoolandusingthoseviewstoinformthedevelopmentoftheirscheme,andtheirbehaviourpolicieswhereschooldisciplineandbehaviourareidentifiedasanareaforaction.GuidanceonconsultingwithdisabledpupilsandonreasonableadjustmentsisavailableinPromotingdisabilityequalityinschools,partoftheDepartment’sresourceImplementingtheDisabilityDiscriminationActinschoolsandearlyyearssettingsresource.

2.9 Schoolsalsohavespecificduties,undervariousequalitieslegislation,tomonitorandassesstheimpactoftheirpoliciesonpupilsbyracialgroupandgender.Thegoverningbodymustthereforeensurethatneithertheoverallschoolbehaviourpolicynoranyparticulardisciplinarymeasuresimpactdisproportionatelyorunfairlyonanypupilwithintheschool.Furtherguidanceontakingaccountoftheneedsofvulnerablechildrenisatsection3.9ofthisguidance.

4Thedutytopublishascheme,inthecaseofprimaryschools,specialschoolsandPRUsisonorbefore3rdDecember2007.Asregardsothermaintainedschoolsthisisalreadyarequirement.

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2.10 Governingbodiesmustalsohaveregardtothehealthandwelfareofstaff,andthedutyofcarewhichtheyhaveforthis.Behaviourpoliciesandtheprincipleswhichunderpinthemmusttakeappropriateaccountofstaffhealthandwelfareissues.

What this means in practical terms2.11 Governorsshoulddecideonanappropriatetimescaleforreviewingthe

principlesandfortheheadteachertoupdatetheresultingbehaviourpolicy.Goodpracticewouldsuggestthisshouldbedoneonaverageeverytwoyears.Theprinciplesmaynotneedupdatingeverytimetheyarereviewed.Aconsultationexerciseshouldbeundertakeneverytimethestatementofprinciplesisupdated(see2.18-2.24below).

Reflecting school values and equal opportunities in the principles of the school behaviour policy2.12 Thevaluesaschooliscommittedtopromoting–suchasrespect,fairness

andsocialinclusion–shouldbethebasisfortheprinciplesunderlyingitsbehaviourpolicy.Schoolsmustcomplywithequalitieslegislationandthedutytopromotethewell-beingofpupils(section21oftheEducationAct2002,asamendedbysection38EIA2006)andthereforeitisimportantthattheschool’sstatementofprinciplesreflectsacommitmenttoimprovingoutcomesforallpupilsandeliminatingallformsofdiscrimination,harassmentandbullying,aswellaspromotingequalityofopportunity,thewelfareofpupilsandgoodrelationsacrossthewholeschoolcommunity.Thestatementofprinciplesshouldalsoensurethatvulnerablepupils–suchasthosewithspecialeducationalneeds,physicalormentalhealthneeds,migrantandrefugeepupilsandlooked-afterchildren–receivebehaviouralsupportaccordingtotheirneed.Childreninallthesegroupscanexperienceparticulardifficultieswithbehaviour,forexamplerelatedtomedicalconditions,lackofunderstandingortrauma(forfurtherinformationonsuchissues,seesection3.9ofthisguidance).

What a statement of principles might look like2.13 Thekindofexpectationwhichmightbereflectedintheprinciplesofa

schoolbehaviourpolicyareconsideredfurtherinsection4ofthisguidance,whichofferssomeillustrativeexamples.Itis,however,forindividualschoolstodeterminetheirownprinciplesinthelightoftheirindividualcharacteristics/ethos;theneedsoftheirownschoolcommunity;andanyagreementtheyhavewithotherschoolsinalocalpartnershipforimprovingbehaviourandtacklingpersistentabsence.


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How the statement of principles can help the head teacher develop more specific disciplinary measures2.14 Theheadteacherwillusethisstatementofprinciplestodetermine

themoredetailedmeasures(rules,rewards,sanctionsandbehaviourmanagementstrategies)thatmakeuptheoverallschoolbehaviourpolicy.Principlesthatmostassisttheheadteacherindoingthis:

• arebasedontheschool’svalues;

• canbeexplainedtopupilsofanyageorability;

• representwidespreadagreementaboutstandardsamongstpupils,staff(includingunionrepresentatives)andparents;

• encourageahealthybalancebetweenrewardsandsanctionstoencouragepositivebehaviour;

• promotebehaviourimprovementasameansofimprovinglearningandteaching;and

• arechallengingbutrealisticandappropriatefordevelopmentastheschoolbuildsonitssuccesses.

Particular measures or matters that governors may want the head teacher to include in the policy2.15 Ifthegoverningbodywanttheschool’sbehaviourpolicytoinclude

particularmeasuresordealwithparticularmatters,theymustnotifytheheadteacherandasappropriategivehimorherrelatedguidance.

2.16 Governorsshouldtakefullaccountoftheheadteacher’sviewsastothelikelyeffectivenessofameasurebeforedecidingwhethertoincludeit.Inallcasesthemeasureshouldbesupportiveoftheprinciplesagreedbythegoverningbody.Inthiswaythegoverningbodywillbeseenasactingconsistentlyandupholdingtheprinciplesagreedwithstakeholders.Governorsshouldalsoensurethatanymeasuretheywanttheheadteachertoincludeinthebehaviourpolicymaintainsthenecessarybalancebetweensanctionsandrewardsinthepolicy.

2.17 Theheadteachermusthaveregardtonotificationandguidanceofthiskindfromthegoverningbody.

09–Statutoryguidelinesforgovernorsontheirdutiesasregardstheschoolbehaviourpolicy

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Consultation2.18 ThewiderdutiesonconsultationintroducedundertheEIA2006areaimed

toensurethatallpartsoftheschoolcommunityhaveanopportunitytohelpshapethebehaviourpolicy.Thisinturnshouldresultinagreatersenseofownershipofandcommitmenttothebehaviourpolicy.Theinvolvementofallpupilsshouldalsohelpensurethattheyunderstandtheoverallstandardsofbehaviourwhichareexpectedbytheschoolandwhichtheyneedtomeet.

2.19 Inordertosecureanappropriatelyrepresentativeviewfromschoolstaff,thegoverningbodyneedstoincludestaffmemberswhocanrepresenttheviewsoftheunionswhichhavememberswithintheschool.Partnershipwiththeunionsindevelopingthebehaviourpolicyshouldalsohelpensurethatanyconcernsaroundstaffworkload,conditionsofserviceandhealthandsafetyareappropriatelytakenintoaccount.

2.20 Theconsultationofpupilsisanimportantnewduty,whichreflectschildren’srightsunderArticle12oftheUnitedNationsConventionontheRightsoftheChild(UNCRC).ItwillalsohelpschoolstomeettheNationalHealthySchoolsStandardscriteriaonallowingchildrenavoiceinmattersthataffectthem.Whileallpupilsmusthavetheopportunitytocommentonthestatementofprinciplesandsohelpshapethebehaviourpolicy,thisneednotbelaboriousorburdensomeforthegoverningbody.Insomecasesclassteachersorformtutors–particularlythoseinchargeofveryyoungpupils–couldsimplytalktotheirclassaboutthebehaviourprinciplesandgatheranyviews.WorkinPSHElessonsorwhenaclassislookingattheSocialandEmotionalAspectsofLearning(SEAL)resourcemightalsoprovideopportunitiesfordiscussingtheprinciples.Pupilscouldalsobegiventheopportunitytofeedtheirviewsthrough‘suggestionboxes’,pupilrepresentativesortheirschoolcouncil.

2.21 Theformoftheconsultationwithpupilsmustbesuchthatdisabledpupilshaveafullopportunitytoexpresstheirviews.Theconsultationofdisabledpupilscouldbeorganisedinvariousways:ingroups;individually;face-to-face;byemail;orusingtrainedpeers.Alltheviewscollected–whetherthesearefromdisabledpupilsornot–shouldbeconsideredbythegoverningbodyinthelightofthepupil’sageandunderstanding.

2.22 Schoolsshouldconsiderthemosteffectivewaytogathertheviewsofparents.Theycouldbeinformedoftheopportunitytotakepartintheconsultationbymeansofaninvitationletterorviaanitemintheschoolnewsletter,forinstance.Inaddition,theSchoolParentAssociationmightformaworkinggroup;parentgovernorsmighttakethelead;orfeedbackcouldbesoughtinacombinationofmeetingsandinformaldiscussions.


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2.23 Governorsshouldalsoconsidertakingaccountoftheviewsoflocalpartnersworkingwiththeschool.Thismayincludevoluntaryagencies,otherschools,children’sservicesandcommunitysafetypartnerssuchasthepoliceandyouthoffendingteams.Thiswillensurethatallpartnersareengagedwithwhattheschoolistryingtoachieveandcanshapebehavioursupportworkaccordingly.

2.24 Governorsshouldconsidertheresultsoftheconsultationexerciseatameetingofthefullgoverningbodyandthefeedbackreceivedfromstaff,pupilsandparentsshouldbeappropriatelyrecorded.

School Partnerships2.25 BySeptember2007allsecondaryschoolsareexpectedtobein

partnershipsdesignedtoimprovebehaviourandtacklepersistentabsence.Manyprimaryschools,specialschoolsandPRUswillalsobeinvolved.Itisimportantthatheadteachersandgoverningbodiesofpartnerschoolsunderstandandrespecteachother’sbehaviourpolicies.Somedegreeofharmonisationmayalsobehelpful,particularlyasregardstheoverallprinciplesofthebehaviourpolicies(thisisalsotrueforanyLearningSupportUnit(LSU)towhichseveralmembersofthepartnershipsendpupils),butthisisentirelyamatterforlocaldetermination.

GuidanceontheotherdutiesandresponsibilitiesofthegoverningbodyasregardsbehaviouranddisciplineandequalitylegislationcanbefoundinAGuidetotheLawforSchoolGovernorsandintheExclusionsguidance.

11–Statutoryguidelinesforgovernorsontheirdutiesasregardstheschoolbehaviourpolicy

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Non-Statutoryguidanceforheadteachersandotherschoolstaff–12

3. Non-Statutory guidance for head teachers and other school staff

Thefollowingsectionsoftheguidancecoverarangeoflegaldutiesandresponsibilitiesforheadteachersand/orotherschoolstaff.Theterm‘non-statutoryguidance’isusedbecausethereisnolegaldutyforschoolstohaveregardtoit.Schoolsmay,however,findithelpfulinunderstandingtheirdutiesandindecidinghowtheyshouldimplementthestatutoryrequirementsuponthem.

3.1 Developing the behaviour policy

What the head teacher is legally required to do3.1.1 Theprocessofestablishingaschoolbehaviourpolicyisatwo-stageone.

Itstartswiththegoverningbody,whichhasthelegaldutytodrawupastatementofgeneralprinciplesonbehaviouranddiscipline.Thegovernorsoutlinetheoverarchingvaluestowhichtheschoolsubscribesandtheyconsultwidelywiththewholeschoolcommunityinsodoing.Thesecondstageoftheprocessishandledbytheheadteacher,whohasthelegaldutytoestablishthemoredetailedmeasures(rules,rewards,sanctionsandbehaviourmanagementstrategies)onbehaviouranddisciplinethatformtheschool’sbehaviourpolicy.

3.1.2 Headteachersarelegallyrequiredtoensurethatthemeasuresaimtopromotegoodbehaviourandrespect,preventbullying,ensurethatpupilscompleteassignedwork,andregulatetheconductofpupils.Themeasuresneedtodealwithpreventingallformsofbullying,includingbullyingrelatedtorace,religionandculture;homophobicbullying;bullyingofpupilswithSENordisabilities;sexistorsexualbullying;andcyberbullying(anincreasinglyprevalentformofbullying).Wesuggestthatideallytheanti-bullyingpolicybeincorporatedintothebehaviourpolicy.Therulesdeterminedbytheheadteachercanalsoinclude,asfarasisreasonable,measurestoregulatebehaviouroutsideschoolpremiseswhenpupilsarenotinthechargeorcontrolofmembersofstaff.Thisisdiscussedfurtherinsection3.4ofthisguidance.Aswellasdeterminingtheschoolrules,theheadteachershouldestablishthedifferentrewardsandsanctionsstaff

Key Points • Everyschoolmusthaveabehaviourpolicy,includingdisciplinary

measures,determinedbytheheadteacherinthelightofprinciplessetbythegoverningbody.

• Thepolicymustbedesignedtopromotegoodbehaviouranddeterbadbehaviour,includingallformsofbullying.

• Thepolicymustbepublicisedtoschoolstaff,pupilandparents.

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13–Non-Statutoryguidanceforheadteachersandotherschoolstaff

haveattheirdisposalfordealingwithgoodandunacceptablebehaviourrespectively.Allheadteachersmustactinaccordancewiththeirstatutoryresponsibilitiestowardsdisabledpupilsandpupilswithspecialeducationalneedswhendoingso(seefurthersection3.9ofthisguidance).

3.1.3 Insomeschools,amemberoftheseniormanagementteammayhaveaspecificdesignatedresponsibilityastheschool’s‘leadbehaviourprofessional’and,assuch,mayhelptheheadteachertoestablishappropriatedisciplinarymeasures.Thereisnolegalproblemwithsuchanarrangement,solongasthefinaldeterminationofthemeasuresismadebytheheadteacheranddoesnotamountinrealitytogivingsomebodyelsetheresponsibility.Ultimately,thelegalresponsibilitylieswiththeheadteacher.Seefurtherparagraph3.1.8below.

3.1.4 Whileallpaidmembersofstaffattheschoolhaveageneralpowertoimposesanctionsonpupils,headteachershavethepowertodecidethatparticularmembersofstaffshouldnothavethepowertoimposecertainpenalties.Theheadteachermayalsoextendthepowerasreasonabletootheradultswhohavelawfulcontrolorchargeofpupils.Thisenablesheadteacherstomakedisciplinaryarrangementstosuittheparticularcircumstancesoftheirschool.Theycandecide,forexample,thatonlyaheadofyearisabletoputpupilsindetentionorthataclassroomassistantisnotabletoissueextrahomework.Thisisdiscussedfurtherinsection3.3.5.

3.1.5 Itistheheadteacher’slegaldutytomaintainandpublicisethebehaviourpolicy.Theheadteachermusttakeallreasonablestepstoensurethatpupilsandparentsareawareofthepolicyandthatitisbroughttotheirattentionandtheattentionofpersonswhoworkattheschoolatleastonceayeartokeepitfreshintheirminds.Communicatingthepolicyisdiscussedfurtherinsection3.2.

What this means for schools in practical terms3.1.6 Schoolbehaviourpoliciesshouldaimtoestablishapositiveschoolethos

andpromoteeffectivelearningbyestablishing:

• clearlystatedexpectationsofwhatconstitutesacceptablebehaviour;

• effectivebehaviourmanagementstrategies;

• processeswhichrecognise,teach,rewardandcelebratepositivebehaviour;

• processes,rulesandsanctionstodealwithpoorconduct.

3.1.7 Thebehaviourpolicymayalsoincludeaspecificcodeofconduct.Thecodeofconductestablishesappropriatestandardsofbehaviourwithintheschool.

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3.1.8 Headteachersshouldworkwithotherstaffindevelopingdisciplinarymeasures.Thisshouldincludingaleadbehaviourprofessionaliftheschoolhasone,theinclusioncoordinatororSENCOasappropriate,andconsultationwithschoolworkforceunions.Thiswillhelpensurethatstaffhaveownershipof,andconfidencein,thebehaviourpolicy.

3.1.9 DetailedgoodpracticeadviceonhowtodevelopaschoolbehaviourpolicyhasbeenproducedbythePractitioners’GrouponSchoolBehaviourandDiscipline.ThePractitioners’Groupwascomprisedofheadteachersandotherschoolleaderswithparticularinterestandexpertiseinissuesaroundpupilbehaviour,includingrepresentativesofthesixmainteacherprofessionalassociations.Itdescribestenkeyaspectsofschoolpractice,whichschoolsshouldreflectonindevelopingtheirbehaviourpolicies.Theseare:

• aconsistentapproachtobehaviourmanagement,teachingandlearning;

• schoolleadership;

• classroommanagement,learningandteaching;

• rewardsandsanctions;

• behaviourstrategiesandtheteachingofgoodbehaviour;

• staffdevelopmentandsupport;

• pupilsupportsystems;

• liaisonwithparentsandotheragencies;

• managingpupiltransition;and

• organisationandfacilities.

ThefulladvicecanbefoundinthepublicationLearningBehaviourPrinciplesandPractice–WhatWorksinSchools(section2ofthefullLearningBehaviourreport).

3.1.10 AsindicatedbythePractitioners’Groupandbyotherstudies,includingtheEltonCommittee’s1989report,schoolsneedtoadoptproceduresandpracticesthathelppupilslearnhowtobehaveappropriately.

3.1.11 TheNationalPrimaryandSecondaryStrategiesonBehaviourandAttendanceofferschoolspracticalmaterialstohelpdeveloppupil’ssocial,emotionalandbehaviouralskills.SchoolsshouldfamiliarisestaffinprimarysettingswiththeSocialandEmotionalAspectsofLearning(SEAL)resourcethatcanbeusedthroughthetaughtcurriculumaspartofawholeschoolapproachtodevelopingpupils’emotionalliteracy.

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TheDepartmentisintheprocessofpilotingafollow-onprogrammeforsecondaryschoolswhichisduetobemadeavailableinSeptember2007.

3.1.12 ThePractitioners’Groupspecificallyrecommendedthatschoolsundertakeanauditofbehaviour,inordertoidentifystrengthsandweaknessesintheschoolsystemanddetectareasforimprovement.TheDepartmentrecommendsusingoneoftheNationalStrategiesforSchoolImprovementaudittools:

• theNationalStrategiesaudittoolforprimaryschools;or

• theNationalStrategiesaudittoolforsecondaryschools.

AnauditcanbefollowedupbyuseoftheNationalStrategiestoolkitforsecondaryschoolsandCPDmaterialsforprimaryschools,allofwhichcanbedownloadedon-line.

3.1.13 ThePractitioners’Groupalsoparticularlyunderlinedtheimportanceofgoodteachingandlearningasawayofimprovingbehaviourinschoolsandstressedtheimportanceofapproachingbehaviourasawhole-schoolissue.Schoolsneedtoensurethatclassroomsareeffectivelearningenvironmentsandthatthequalityoftherelationshipbetweenteacherandpupilisgivenutmostregard.

3.1.14 Schools,ofcourse,cannotbythemselvesresolveallofthebehaviourissuesthatsomechildrenface.Workinginpartnershipwithotherschoolsandwithoutsideagenciesisveryimportant,includingcommunicatingagencyreferralsystemstoallstaff.Thedesignprinciplesforschoolpartnershipsonimprovingbehaviourandtacklingpersistentabsencegivefurtheradviceonhowthiscanwork.

3.1.15 Forsomepupilswhomayhavearangeofneedsthatrequiresupportfromdifferentagencies,itmaybeappropriatetoassessthoseneedsbyusingtheCommonAssessmentFramework(CAF).CAFprovidesaprocesstoconsidertheneedsofachildoryoungpersonholistically,toenablepractitionersand/ormulti-agencyteamstoprovideaco-ordinatedresponse.Onepractitioneristhenlikelytoactasthe‘leadprofessional’,sothatthechildandfamilyhaveonepointofcontacttoco-ordinateandreviewtheactionagreed.AsCAFisimplementedacrossallareas,allmembersofstaffinaschoolshouldbeawareoftheCAFandknowwhoshouldundertakeanassessmentwiththechildandfamilyandliaisewiththemulti-agencyteamasappropriate.Forfurtherinformationontakingaccountoftheneedsofindividualpupils,seesection3.9.

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Staff development, training and support3.1.16 Theheadteachershouldensurethatallstaffareclearaboutthe

expectationsinthebehaviourpolicyandprocedureswhichtheyshoulduse.Wherespecifictrainingneedshavebeenidentifiedforparticularmembersofstaff,throughschoolself-evaluationandindividualperformancemanagementreviews,5theheadteachermustensurethatthosemembersofstaffhaveaccesstotheadvice,traininganddevelopmentopportunitiesappropriatetotheirneeds.6

3.1.17 Stafftraininganddevelopmentplaysakeyroleinbuildingthecapacityoftheschoolandindevelopinggoodpractice.AswellastheNationalStrategiestoolkitandothermaterials,aschoolmightuse:

• theImprovingBehaviourforLearningDVDforsecondaryschools,whichisavailablefromProlog(ref:DfES/0875/2004);

• theaccreditedNationalProgrammeforSpecialistLeadersinBehaviourandAttendance(NPSL-BA);

• theNationalProfessionalQualificationforHeadTeachers(NPQH);

• inductionandcontinuingtrainingprogrammesthroughtheTrainingandDevelopmentAgency(TDA)forHigherLevelTeachingAssistants(HLTAs)andothersupportstaff;

• existingornewarrangementsformentoringandcoachingfornewandexistingstaffaspartoftheircontinuingprofessionaldevelopment(CPD);

• theexperienceofthosewithspecificrolesinbehaviourtosupportstaffdevelopment.Forexample,LearningSupportUnit(LSU)managers,SENCOs,NurtureGroupmanagers,andotherstaffworkingintheschoolcommunitymayhavevaluableexpertise,understandingandknowledge.

3.1.18 LocalAuthoritiesandcommercialprovidersalsoofferarangeoftrainingprogrammeswhichcanbetailoredtomeettheneedsofspecificschoolsettings.

3.1.19 AllstudentteachersundertakingInitialTeacherTraining(ITT)havetomeetprofessionalstandardsrelatedtomanagingbehaviour.Schoolsshouldensurethatstudentteacherseitheronhighereducationinstitutionplacementsoronwork-relatedroutesarefullysupportedinunderstandingthepolicyandpracticeintheschoolandindevelopingtheirbehaviourmanagementskills.

5PerformancemanagementreviewsmustbecarriedoutunderTheSchoolTeachers’PerformanceManagement(England)Regulations2007(SI2007/2661).

6Thisisoneoftheheadteacher’sprofessionaldutiesspecifiedintheSchoolTeachers’PayandConditionsDocument(Part9).

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3.1.20 Headteachersshouldencourageschoolgovernorstodevelopappropriateskillsintheareaofbehaviouranddiscipline,eitherthroughtrainingoronthejobexperience.

3.2 Communicating the behaviour policy

What the head teacher is legally required to do3.2.1 Theheadteacherisunderalegaldutytopublicisethebehaviourpolicy

thathehasdeterminedintheformofawrittendocument(seesection3.1foranexplanationoftheprocessinvolvedindeterminingthepolicy).Theheadteachermusttakesteps,atleastonceayear,tobringthepolicytotheattentionofallpupils,parentsandschoolstaff(includinganyoneworkingintheschoolonanunpaid/voluntarybasis).Apartfromthisannualnotification,theheadteacherhasabroadlegaldutytomakethepolicygenerallyknowntopupilsandparents.Thiswouldimply,forexample,ensuringthatthepolicyisbroughttotheattentionofanynewpupilsandtheirparents–ifnecessaryoutsideandinadditiontotheannualnotification.

3.2.2 Thesedutiesontheheadteacher,asregardscommunicatingthebehaviourpolicy,complementthedutyongoverningbodiestoconsultwiththeschoolcommunityasthebehaviourpolicyisbeingformulated.Theoveralleffectshouldbetohelpsecureunderstandingand,insofaraspossible,assenttothepolicythroughouttheschoolcommunity.

3.2.3 Theheadteacher’sdutytopublicisethepolicyisparticularlyimportantasregardsdetentions(whichareanunlawfulsanctionifnotmadegenerallyknownwithintheschoolandtotheparentsofregisteredpupils)andinrelationtoconfiscation(whichnecessarilyentailsaninterferencewithapupil’spropertyrights).Whiletheheadteachermightseekhelpfromotherschoolstaffinpublicisingthemeasures,forexampleaskinganITspecialisttosendasystem-widenotificationtopupilsonhisbehalf,itispreferable–inordertoconveytheimportanceattachedtothebehaviourpolicy–thatitiscommunicatedundertheheadteacher’sname.

Key Points • Headteachersmustbringtheirschool’sbehaviourpolicytothe

attentionofpupils,parentsandstaffatleastonceayear.

• Staffshouldbeclearabout:

– whoisempoweredtoimposesanctions;and

– theimportanceoftakingaccountofpupilcharacteristicssuchasSENanddisabilitywhenapplyingthebehaviourpolicy.

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What this means for schools in practical termsHeadteacherswillneedto:

Ensurethatthereisclaritywithintheschoolcommunityaboutthebehaviourpolicybeingused3.2.4 Thismightinvolve,atthestartoftheschoolyear,engagingthewhole

schoolcommunityinconsideringthepolicyonbehaviour,includingsanctions,sothatallareawareofwhatisexpected.Itisimportantthatpupilsorstaffjoiningduringtheschoolyearhaveinductionintoexpectationsandprocesses.Publisheddocuments(prospectus,website,planners)oftheschoolcanincludethesedetails.Itisalsoimportantthat,onarrivalattheschool,supplyteachersareimmediatelyprovidedwithaninductionpackthatincludesacopyoftheschool’sbehaviourpolicy.

3.2.5 Ifpupilsfromanotherschoolareattendingforparticularlessonsorsportsevents,theyshouldalsobemadeawareoftherulesandsanctionsthatapplyattheschoolandhowtheseimpactonthem.

Ensurethattheauthoritytousedisciplinarysanctionsofftheschoolsiteisclearlystatedforpupils,staff,volunteersandparents3.2.6 Lettersinvitingparentstoapplyforschooltripsshouldmakecleartheright

toapplysanctions.Agreementswithtransportproviderscanbedrawnuplocallytomakeclearexpectationsofbehaviourandwhatsanctionstheschoolwillapplyifreportsofpoorbehaviourarereceived.

Ensurethatstaffareinstructedtoactinawaywhichisreasonableandproportionatetothecircumstances3.2.7 Thisappliestoallstaff,whetherpaidorvolunteers,includingsupply

teachers.Communicationsaboutthebehaviourpolicyshouldhighlighttheneedtotakeappropriateaccountoftheindividualpupil’sage,anyspecialeducationalneedsand/ordisability,andanyreligiousrequirementstheymighthave(seefurthersection3.9ofthisguidance).Headteachersshouldarrangetrainingandmanageinformation-sharingroutineswhichensurestaffareabletofulfilthisrequirement.

3.2.8 Itisnotpossibleinlargeschoolsforallstafftobeawareofallindividualneeds.However,effectiveschoolinformationsystemscanmakeavailableinformationwhichstaffneedtotakeintoaccount.Inaddition,forthemostvulnerablepupils,staffmayreferasappropriatetopastoralstafforspecialistssuchastheSENCO,learningmentororHigherLevelTeachingAssistant(HLTA)foradviceandsupport.Schoolswillrightlyexpectthatteachershavethecoreresponsibilityformanagingpupilsintheirclasses,buttheremaybeindividualpupilswho,ifaproblemoccurs,needtobereferredimmediatelytoanotherspecificmemberofstaff.ThismightbebecausethepupilisonaPastoralSupportProgramme,orbecauseofaspecificmedicalorpersonalcircumstance.

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3.2.9 Ifvolunteersareassistingtheschool,andiftheheadteachergivesthemtheauthoritytousesanctions,clearinstructionsshouldbegivenaboutactinginwayswhicharereasonableandproportionate,thesanctionswhichtheycanuseandsupportstrategies.

Beclearaboutwhichmembersofstafforvolunteersareauthorisedtoimposewhichlevelsofsanction3.2.10 Theheadteachershouldensurethatcommunicationsmakeclearwhich

sanctionscanbeusedbyteachers,supportstafforauthorisedvolunteers,andwhetheranyparticularsanction(suchasdetention)isreservedforaparticularcategoryofstaff.Inparticular,theheadteachershouldensurethatstaffandvolunteerstakingpupilsofftheschoolsiteareclearabouttheirauthoritytoapplysanctionsasdefinedbytheschoolpolicy.

Howshouldtheheadteachermakeavailablethewrittenpolicytoallwhoneedit?3.2.11 Theheadteachershouldensurethatthefullwrittenpolicyisavailable

inthestaffhandbook(usuallynowinelectronicform),andalsoperhapsinthehandbookforthegovernors’disciplinarycommitteeand/orinthelibraryforpupils.Thepolicyorkeyprinciplescouldalsobeclearlysetoutintheprospectus,homeschoolagreement,websites,informationforprospectivepupilsandinformationforstaffapplyingtoworkattheschool.Theycanalsobesetoutinpupilandstaffplannersiftheseareused.

3.2.12 Headteachersshouldtakeallreasonablestepstomakeavailablethebehaviourpolicy,anditsunderlyingprinciples,inarangeofaccessibleformatsandinminoritylanguagestoreflectthecommunityservedbytheschool.

3.2.13 Schoolsmaychoosetohavekeymessagesdisplayedonclassroomandstaffroompostersandinthereceptionandpublicroomsoftheschool–sothatanyoneusingtheschoolsiteisclearabouttheprinciplesandremindedaboutthem.Schoolsshouldmonitorandevaluatetheeffectivenessofdifferentstrategiesforcommunicatingthebehaviourpolicy.

Communicatethepolicywithinthelocalschoolbehaviourpartnership3.2.14 Althoughthisisnotalegalrequirement,schoolsinpartnerships

toimprovebehaviourandtacklepersistentabsence,Federations,EducationImprovementPartnershipsorothercollaborativegroupingsshouldsharebehaviouralpolicieswitheachother.Thiswillhelpschoolsacrossthepartnershipunderstandeachother’spoliciesbetter,sharegoodpracticeand,asappropriate,developaclosermeasureofagreementoncommonstandardsacrossthepartnership.Itwillalsohelpwhereapupilfromoneschoolisspendingpartoftheirtimeatanother.SuchsharingofpoliciesshouldincludeanyPRUorsharedfacilitywithinthepartnership.

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Ensureparentsandpupilsareawareoftheschool’scomplaintsprocedure3.2.15 Aschoolshouldgatherevidenceofsatisfactionwiththebehaviour

policysothatgoodpracticecanbeaffirmed.Inthesamewaytheschoolshoulddealeffectivelywithcomplaintsbypupilsorparentsaboutthebehaviourpolicy.

3.2.16 Schoolgoverningbodiesarerequiredtohaveageneralcomplaintsprocedure.7Ifapupilorparentfeelsthatthemeasuresorsanctionsinthebehaviourpolicyareunfairorhavebeenunfairlyapplied,thentheycanlodgeacomplaintthroughtheschool’scomplaintprocedure.Schoolshavealegalresponsibilitytopublicisetheircomplaintsmechanism.Itisusuallybestforissuestoberesolvedinformally,butparentsandpupilsneedtobeawareoftheirrighttomakeformalcomplaintsaboutdisciplinary(andother)mattersandthatschoolsmusthaveproperprocedurestodealwithsuchcomplaints,includingmeansofredressifthecomplaintisupheld.Schoolsshouldreviewhowcomplaintscanbemanagedwithintheschool,includingproceduresforescalatingtogovernors,thelocalauthorityorotheragenciesasappropriate.FulleradviceiscontainedintheDepartment’sguidanceonschoolcomplaintsprocedurewhichcontainsadviceonrecording,dealingwith,investigatingandresolvingcomplaintsandhowtodealwithvexatiouscomplaints.

3.2.17 Whereapupilisfoundtohavemadeafalseormaliciousallegationofabuseagainstamemberofschoolstaff(orindeedanotherpupil)thisisaseriousmatteronwhichtheschoolshouldtakeappropriatedisciplinaryaction(seechapter5oftheDepartment’sguidanceonSafeguardingChildrenandSaferRecruitmentinEducationformoreinformationofdealingwithallegationsofabuse).

3.3 The power to discipline: what it means

7Section29(1)oftheEducationAct2002formaintainedschoolsandregulation5andparagraph7oftheEducation(IndependentSchoolStandards)(England)Regulations2003(SI2003/1910)forindependentschoolsandcitycolleges.

Key Points • Schoolshaveastatutorypowertodisciplinepupilsforbreachesof

schoolrules,failuretofollowinstructionsorotherunacceptableconduct.

• Allteachersandotherstaffinchargeofpupilshavethepowertodiscipline.

• Theheadteachermaylimitthepowertoapplyparticularsanctionstocertainstaffand/orextendthepowertodisciplinetoadultvolunteers.

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3.3.1 Section91oftheEducationandInspectionsAct2006introduces,forthefirsttime,astatutorypowerforteachersandcertainotherschoolstafftodisciplinepupils.

Why this power has been introduced3.3.2 Hithertothelegalauthorityofschoolstodisciplinepupilshasbeen

primarilybasedonthecommonlawprincipleoftheteacherbeinginlocoparentis(‘inplaceoftheparent’).Muchoftherelatedcaselawdatesbacktothe19thcentury.BoththeEltonCommitteein1989andthePractitioners’GrouponSchoolBehaviourandDisciplinein2005identifiedarisktoschoolsofhavingtheirdisciplinaryauthoritychallenged.Thiswaspartlybecausetheinlocoparentisprinciplehasbeensignificantlyqualifiedinrecentyears–nolongerapplyingatallto18yearolds–andpartlybecauseofaperceptionofanincreasingwillingnessamongcertainfamiliestochallengetheauthorityofschools.Moreover,thereisnoreliablecommonlawauthoritythatateacher’spowersareacquiredsolelybyvirtueofbeingateacher;anditisnotalwayscertainwhetherthepowerisonetheparentactuallyhasorwishestodelegate.So,toquotetheLearningBehaviourreport,therewasneedtoestablisha“singlepieceoflegislationtoclarifytheoverallbasisoftheauthoritytodisciplinepupils”.

3.3.3 TheActpowertackles,inparticular,the‘youcan’ttellmetodothat’cultureamongcertainpupilsandtheirparents.Itgivesschoolstaffaclearstatutoryauthorityforpunishingpupilswhosebehaviourisunacceptable,whobreakschoolrulesorwhofailtofollowareasonableinstruction.

What the legal power covers3.3.4 Thepowercoversthoseissuesonwhichschoolsaremostlikelytofaceany

legalchallenges,asregardstheirdisciplinaryauthority.Thelegislationdoesnotcovermeasuresschoolsusetorewardgoodbehaviourandbuildgoodrelationshipsbecausetheseareunlikelytobechallenged.Inparticular,theActspecifiesapowerforteachersandcertainotherschoolstafftoenforcedisciplinarypenalties.Thepenaltycouldbeforfailingtofollowaschoolrule,aninstructiongivenbyamemberofstaffoftheschool,orforanyotherreasonthatcausesthepupil’sbehaviourtofallbelowthestandardwhichcouldreasonablybeexpectedofhim.

3.3.5 TheActgivesthispowertoallteachersandotherpaidmembersofstaffwhoareinlawfulcontrolorchargeofpupils,exceptiftheheadteacherhasdeterminedthatamemberofstaffisnotpermittedtoimposethepenaltyonthepupilinquestion.TheActalsoempowerstheheadteachertoextendthepowerasisreasonabletoanyotheradultwhohaslawfulcontrolorchargeofpupils–suchasaparentvolunteeringtosuperviseafootballmatchorhelponaschooltripforexample.TheActstipulatesthattheheadteachermayempowerstaffbyreferencetoanindividualpupilorstaffmember,agroupofpupilsofaparticulardescription,allpupils,oragroupofstaffofaparticulardescription.

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Therearenolegalrequirementsasregardshowstafforpupilsshouldbenotifiedofsuchadecision,thisbeingamatterofcommonsenseandprofessionaljudgement.Headteachersshould,however,dothisinwritingforthesakeofcertainty–includingreflectingasappropriateinstaffmembers’contracts,andmakingthisapartofthemeasuresthattheheadteachersetsdownintheschool’sbehaviourpolicy.

3.3.6 Headteacherscannotgivethepowertodisciplinetopupils.Thelegalprovisionsonlyrelatetomembersofstafforotheradultsauthorisedbytheheadteacherandthereforedonotincludeprefectsoranyotherpupils.Prefectscanhaveanimportantroletoplayinmaintaininggoodorderintheschool,butitisimportanttodistinguishbetweengivinginstructionstohelpupholdthebehaviourpolicyandthepowertoimposesanctions.Pupilsarenotpermittedtodothelatter.

3.3.7 Thepowertodisciplineisapplicabletoanypupilataschoolwhereeducationisprovidedforthem,andalsotomisbehaviourbypupilsoutsideschoolpremiseswhentheyarenotinthelawfulcontrolorchargeofamemberofstaff,sofarasthisisreasonable(seesection3.4forfurtherdetails).

3.3.8 Tosafeguardtheinterestsofpupilsagainstunfairorinappropriatepunishments,theActalsoprovidesthatthedisciplinarypenaltiesinquestionmustbereasonable,notbreachanystatutoryrequirementorprohibition(whichwouldincludelegislationonSEN,disability,raceandotherequalitiesandhumanrights);andtakeaccountofthepupil’sage,anyspecialeducationalneedsordisabilitythepupilmayhave,andanyreligiousrequirementsaffectingthepupil(seesection3.9ofthisguidance).

3.3.9 Exclusionofpupils,whetheronafixedperiodorpermanentbasis,isnotcoveredbythegeneralpowertodiscipline.Thisisbecauseitisalreadycoveredbyseparatelegislation,whichreservesthepowertoapplythisparticularsanctionsolelytotheheadteacherortotheteacherinchargeofaPRU(or,theirabsence,theactingheadteacheroractingteacherinchargeofaPRU).

3.3.10 Corporalpunishment–asdefinedinsection548oftheEducationAct1996–isunlawful.

What this means for schools in practical terms3.3.11 Allstaffshouldbeclearaboutwhichsanctionstheycanapplyandwhich

mayonlybeappliedbymoreseniorstaff.Forexample,theschool’spolicymightbethatdetentionsheldonaweekendandontrainingdayshavetobeauthorisedbyamemberoftheseniorleadershipteam,whilelunchtimedetentionscanbesetbyanystaffmember.

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3.3.12 Othertypesofstafforadultsonsitewillalsoneedtobeawareoftheauthorisationlevels.Temporarystaff,studentteachersandvolunteers(providing,forexample,helpwitheducationalvisitsormentoringsupport)shouldbeinformedofthelevelsofsanctionstheycanapply.

3.3.13 SchoolsshouldapplytotheCriminalRecordsBureau(CRB)foranEnhancedDisclosureforregularvolunteerswhohavecontactwithpupils(i.e.threeormoretimesina30dayperiodoronceamonthormore,orovernight).Forfurtheradviceonvettingandrecruitmentofstaffandvolunteers,seeSafeguardingChildrenandSaferRecruitmentinEducation.Thissetsouttheresponsibilitiesoflocalauthorities,schoolsandFEcollegestosafeguardandpromotethewelfareofchildrenandyoungpeople,anddetailstheprocessfordealingwithallegationsofabuseagainststaff.

3.4 Regulating pupils’ conduct and disciplining them for misbehaviour outside school premises

Schools’ legal powers3.4.1 Underthecommonlaw,theextentofschools’powertoregulatethe

conductofpupilsattimeswhentheyarenotonthepremisesoftheschoolandnotunderthelawfulcontrolorchargeofamemberofstaffwasnotfullyclear.Section89(5)oftheEducationandInspectionsAct2006givesheadteachersaspecificstatutorypowertoregulatepupils’behaviourinthesecircumstances“tosuchextentasisreasonable”.

3.4.2 TheGovernmentbelievesthatindividualschoolsarebestplacedtomakejudgmentsaboutwhatisreasonableintheirparticularcircumstances.However,paragraph3.4.5suggestsfactorsthataschoolcouldtakeintoaccountinmakingsuchjudgments.

3.4.3 Whileschoolsareabletoregulatecertainconductoffschoolpremises,theycanonlyimposesanctionswhenthepupilisontheschoolsiteorunderthelawfulcontrolorchargeofamemberofstaff.Asanctioncouldbeimposedwhilstapupilisonaschooltrip,butnotwhilstthepupilisonhisjourneyhomefromschoolforinstance.Insuchcircumstances,thememberofstaffcouldindicatetothepupilthathehasbeenseenmisbehavingandwillbepunished,butmustwaituntilthepupilisnextinschooltoissuethepunishment.

Key Points • Schoolshaveastatutorypowertoregulatethebehaviourofpupils

whenoffschoolpremisesandnotsupervisedbyschoolstaff.

• Regulationmustbereasonable.Schoolsshouldbeclearaboutthefactorstheytakeintoaccountindecidingwhetheraruleorsanctionisreasonable.

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What this means for schools in practical terms3.4.4 Aneffectivepolicyonschooldisciplineandpupilbehaviourshouldalsoset

expectationsforpositivebehaviourofftheschoolsite.Thisincludesbehaviouronactivitiesarrangedbytheschool,suchasworkexperienceplacements,educationalvisitsandsportingevents;behaviouronthewaytoandfromschool;andbehaviourwhenwearingschooluniform(ifany)inapublicplace.

Possiblecriteriaforregulatingoff-sitebehaviour3.4.5 Schoolsmustactreasonablybothinrelationtoexpectationsofpupil

behaviourandinrelationtoanymeasuresdeterminedforregulatingbehaviourbypupilswhenofftheschoolsiteandnotunderthelawfulcontrolorchargeofaschoolstaffmember.Ultimatelyonlyacourtoflawcoulddecidewhatwasreasonableinaparticularcase,butschoolsshoulddecidewhattotakeintoaccountindecidingwhetheraruleorsanctioninaparticularcaseisreasonable.Aschoolcouldsensiblytakeaccountofthefollowingfactors(whichmaynotallapplytoeveryincident):

• theseverityofthemisbehaviour;

• theextenttowhichthereputationoftheschoolhasbeenaffected;

• relatedtothis,whetherthepupil(s)inquestionwerewearingschooluniformorwereotherwisereadilyidentifiableasmembersoftheschool;

• theextenttowhichthebehaviourinquestionwouldhaverepercussionsfortheorderlyrunningoftheschooland/ormightposeathreattoanotherpupilormemberofstaff(e.g.bullyinganotherpupilorinsultingamemberofthestaff);

• whetherthemisbehaviourinquestionwasonthewaytoorfromschool,outsidetheschoolgatesorotherwiseincloseproximitytotheschool;

• whetherthemisbehaviourwaswhilstthepupilwasonworkexperience,takingpartinafurthereducationcourseaspartofaschoolprogrammeorparticipatinginasportseventwithanotherschool(i.e.whenthepupilmightbeexpectedtoactasanambassadorfortheschool)whichmightaffectthechanceofopportunitiesbeingofferedtootherpupilsinthefuture.

3.4.6 Applyingsuchfactors,therewould,forexample,beastrongcaseforpunishingapupilforharassingamemberofstaffoffschoolpremises,includingthroughtheinternet.Therewouldalsobeastrongcaseforpunishingapupilforverballyabusingmembersofthepubliconabusonthewaytoschool.However,thecaseforpunishingapupilforverballyabusingsomebodywhohadnoconnectionwiththeschoolataweekendwouldbemuchweaker.Thisisnot,ofcourse,tosaythatschoolsshouldtakenointerestinbehaviourtheydonotregulate.Liaisonbetweentheschoolandthelocalauthorityanti-socialbehaviourteammaybeparticularlyrelevantinthiscontext.

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3.4.7 Schoolsmayfindithelpfultorelatewhateverfactorstheydecidetousetoasetofoverallobjectivesthatmakeclearwhyapolicyforregulatingbehaviouroffschoolpremisesisbeingapplied.Suchobjectivesmightinclude:

• tomaintaingoodorderontransport,educationalvisitsorotherplacementssuchasworkexperienceorcollegecourses;

• tosecurebehaviourwhichdoesnotthreatenthehealthorsafetyofpupils,stafformembersofthepublic;

• toprovidereassurancetomembersofthepublicaboutschoolcareandcontroloverpupilsandthusprotectthereputationoftheschool;

• toprovideprotectiontoindividualstafffromharmfulconductbypupilsoftheschoolwhennotontheschoolsite.

3.4.8 Manyextendedschoolactivitiestakeplaceonschoolpremises.Behaviourduringsuchactivitiesmaybedealtwithinthesamewayasforanyotheron-siteactivity.Itwouldbelogicaltodealwithbehaviourduringoff-siteextendedschoolactivitieswhicharenotsupervisedbyschoolstaffinthesamewayasbehaviourduringfurthereducationcollegeorworkexperienceplacements.

Communicatingtherulesonbehaviouroutofschool3.4.9 Schoolsshouldworkwithtransportproviderstoagreehowbehaviouron

publicorcontracttransportshouldbeaddressed.Clearstatementsaboutrewardsandconsequences(includinglossofaccesstotransport)canimprovebehaviour.Expectationscanbemadeclearthrougha‘safetravel’lessonaspartofpupils’inductiontotheschool.

3.4.10 Someschoolsdiscusspoliciesrelatingtoout-of-schoolbehaviourwithlocalgroupssuchasNeighbourhoodWatch,retailstaff,streetwardensandpolicetoestablishclearcommunicationroutesandoperationalstrategies.Thisisoftenaneffectivewaytomanagecomplaintsbyindividualsinthecommunity.

3.4.11 Schoolsshould,throughtheirstandardcommunicationroutes,setouthowparentscan:

• reportpoorout-of-schoolbehaviourofspecifictypesbypupils;and

• beassuredthatcloseliaisonasnecessarywithneighbourhoodpoliceteamsorotheragencies,suchastransportproviders,candealwiththeissues.

3.4.12 Astandardprocedureforapplicationsforeducationalvisitsshouldincludeclearstatementstoparentsandpupilsaboutbehaviourstandardsandprocesses.

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3.4.13 Thestaffhandbookshouldincludeclarityabouttheexpectationsandproceduresrelatedtotransport,educationalvisits,workexperienceandcollegeplacements.Itshouldalsomakecleartostaffproceduresrelatedtopoorconductbypupilsoffsite.(Seesection3.2forgeneralguidanceoncommunicatingthebehaviourpolicy).

Waysinwhichthepolicymightbeapplied3.4.14 Ifpupilsusecontracttransportservices,schoolscannegotiatewith

pupilsandthetransportprovidersacodeofconduct,measuresformonitoringbehaviour(forexampleusingpupilsurveys,incidentlogs,bussupervisorsanddriverreports)andproblemsolvingstrategieswhenincidentsoccur.

3.4.15 Ifpupilsuseservicebusesortrains,schoolscouldenterintodiscussionswithserviceprovidersandotheragenciesasappropriate(forexampleBritishTransportPolice)aboutpromotingclearexpectationsofbehaviourmonitoringandproblemsolvingroutines.

3.4.16 Astaffeducationalvisitsprocedurespackshouldstateclearlytheexpectationsanddisciplinarysanctionsavailabletostaff.Headteachersshouldbeexplicitaboutlevelsofauthoritywhicharedelegatedtostaffoneducationalvisits.Forresidentialtrips,andparticularlyforinternationalvisits,acontactstrategyshouldbegiventoaseniorleadersothatadviceforstaffisavailableinacrisis.

3.4.17 Forworkexperienceandcollegeplacementstheschoolcontractwiththeproviderscanmakeclearexpectationsofstandardsofbehaviourandprocedurestouseinthecaseofpoorconduct.Schoolsgivebriefingsandcontractsforpupilsandparentsabouttheseopportunities–andshouldusethesemeanstomakeclearexpectedstandardsofbehaviour.

3.4.18 Newmedia(suchasmobilephones,internetsitesandchatrooms)canbeexploitedbypupilsinordertobullyorembarrassfellowpupilsormembersofstaff.Schoolsshouldmakeclearintheirbehaviourpolicythattheuseofdefamatoryorintimidatingmessages/imagesinsideoroutsideofschoolwillnotbetoleratedandthatdisciplinarysanctionswillbeappliedtoperpetrators.SchoolsshouldalsobeawarethattheorganisationsbehindsomeofthemostpopularinternetsitesamongstyoungpeopleareworkingwiththeDepartmenttohelppreventandtacklecyberbullying.

Abuseorintimidationofstaffoutsideschool3.4.19 Headteachersshouldadoptfirmmeasuresagainstabuseorintimidation

ofstaff.Thisincludesunacceptableconductbypupilswhennotontheschoolsite,andwhennotunderthelawfulcontrolorchargeofamemberofstaffoftheschool.Staffshouldbemadeawarethat:

• theyhavethesamerightsofprotectionfromthreatasanycitizeninapublicplace;

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• theyshouldusetheirprofessionaljudgementaboutimmediateactiontotakeincircumstanceswhereanumberofyoungpeoplearepresentanddisplayingintimidatingbehaviour:

– theirfirstconcernmustbefortheirownpersonalsafety;

– theyshouldmakeclearthatthepupilhasbeenrecognised,evenifinagroupofyoungpeople;

– theyshouldthenusetheirjudgementabouthowtoleaveadifficultsituationwithoutprovokingfurtherconfrontation;

• theschoolwillapplyappropriatedisciplinarysanctionswhenthepupilisnextinschool.

3.4.20 SchoolsshouldliaisewithNeighbourhoodPoliceTeams(andYouthOffendingTeamsforspecificindividuals)todevelopagreementsaboutwhichseriousbehavioursrequirereferraltothepolice.Schoolpartnershipshavefoundthatthiscanbedoneforthewholepartnership.DfESandHomeOfficeguidanceonSaferSchoolPartnershipsillustrateshowthistypeofagreementcanbedeveloped.

3.5 Promoting and rewarding good behaviour

3.5.1 Ithaslongbeenestablishedthatrewardsaremoreeffectivethanpunishmentinmotivatingpupils.Bypraisingandrewardingpositivebehaviour,otherswillbeencouragedtoactsimilarly.Theschoolbehaviourpolicyshouldthereforenotonlyspecifywhatsanctionsareavailabletostaffbutalsohowpositivebehaviourwillbereinforcedthroughpraiseandrewards.

3.5.2 TheEltonReportnotedthatarewards/sanctionsratioofatleast5:1isanindicationofaschoolwitheffectiverewardsandsanctionssystem.TheLearningBehaviourreport(paragraphs37-39)similarlyrecommendedthatallschoolsshouldhaveawiderangeofrewardsandsanctionswhichareappliedfairlyandconsistently.Theheadteacher’slegaldutieswithregardtodeterminingtheschoolbehaviourpolicyincludeadutytodeterminemeasuresaimedtoencouragegoodbehaviourandrespect.

Key Points • Striketherightbalancebetween:

– rewardsandsanctions

– rewardingconsistentlygoodbehaviourandrewardingimprovedbehaviour

• Monitordistributionofrewardsbyage,ethnicity,gender,specialeducationalneeds(SEN)anddisability.

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3.5.3 Praisebeginswithfrequentuseofencouraginglanguageandgestures,bothinlessonsandaroundtheschool,sothatpositivebehaviourisinstantlyrecognisedandpositivelyrewarded.Amoreformalsystemofcredits,meritsandprizescanalsobeusedtorecogniseandcongratulatepupilswhentheysetagoodexampleorshowimprovementintheirbehaviour.Rewardsmightinclude,forexample:

• ‘congratulations’and‘goodnews’postcardshome;

• personalisedletterstoparents;

• certificateswhichrecognisepositivecontributionstotheschoolcommunity;

• celebrationassemblies,involvingparents;

• specialprivileges;

• prizesor,inthecaseofyoungerchildren,goldstars(prizescouldbepurchasedfromaschoolrewardshop).

3.5.4 Praiseandrewardsmaybeforanindividualpupil,wholeclassoryeargroup.Itisadvisabletopayattentiontothosewhohavepreviouslybeenassociatedwithpoorbehaviourorwhohavebeenlesslikelytomeetstandardssothatitisnotalwaysthesame(‘good’)pupilswhoreceivepraiseandrewards.Strikingtherightbalancebetweenrewardingpupilswithconsistentlygoodbehaviourandthoseachievingsubstantialimprovementintheirbehaviourisimportant.AsnotedintheLearningBehaviourreport,thiscanhelpimproverelationswithparentswhohavebecometiredofreceivinglettersandphonecallswhenthingsgowrong.Staffshouldalsomonitoranyemergingpatterns–revealedthrough,forexample,anannualbehaviourauditoraroutinerecordingsystem–inrelationtoage,ethnicity,gender,specialeducationalneeds,disabilityetc.andtakeappropriateactiontoavoidbias.

3.5.5 Praiseandrewardscanalsobeusedtohelpreinforceaschool’seffortstotackleoneparticularaspectofbehaviour.Forexample,ifaschoolhasparticularconcernsoverprejudice-drivenbullying,itmightactivelyseektopraiseandrewardpupilswho–ratherthanactingaspassivebystanders–actpositivelyinstandingupagainstsuchbehaviour.Orifthereareconcernsaboutmisbehaviouronjourneystoandfromschool,onworkplacementsoratexternalsportsevents,praiseandrewardsmightbetargetedparticularlyonpupilswhomakeeffortstoactaspositiveambassadorsfortheschool.Celebratinggoodpupilbehaviouroutsideschoolmayalsohelpinensuringthatsomepupilswhodonotusuallyreceivepraiseinschoolaresingledoutforrecognition.

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3.6 Punishing poor behaviour – use of disciplinary sanctions

What the law says3.6.1 TheGovernmentisdeterminedtosupportteachersandotherschoolstaff

insecuringhighstandardsofbehaviourinschools.Thissupportincludeslegislation.TheEducationandInspectionsAct2006confirmsandclarifiestherightoftheschooltoimposedisciplinarysanctionsonapupilwhentheirconductfallsbelowthestandardwhichcouldreasonablybeexpectedofthem.Thesedisciplinarysanctionsareactionswhichaimtomakecleartheboundariesofacceptablebehaviourtothepupilandtheschoolcommunity.

3.6.2 ThewayinwhichtheActdefinesthepowertoimposesanctions–includingwhoisabletousethispowerandinwhatcircumstances–isdescribedinsection3.3ofthisguidance.

3.6.3 Anylawfuluseofsanctionsmustbereasonableandproportionatetothecircumstancesofthecase.Inparticular,theActrequiresthataccountbetakenofthepupil’sage,anyspecialeducationalneeds,anydisabilityandanyreligiousrequirementsaffectingthepupil(seesection3.9ofthisguidanceforfurtherdetails).

What this means for schools in practical termsEffectivedisciplinarysanctions3.6.4 TheLearningBehaviourreporthighlightedseveralkeyaspectsofgood

practiceintheuseofbothrewardsandsanctions.Asindicatedinthereport,schoolsshouldhaveanappropriatelywiderangeofsanctions.Itwillhelpifthereisalsoascaleofdisciplinarysanctionsallowingresponseswhicharereasonableandproportionate.Theschoolbehaviourpolicyshouldexplainthereasonswhythesedisciplinarysanctionsareused.

3.6.5 Disciplinarypenaltieshavethreemainpurposes,namelyto:

• impressontheperpetratorthatwhatheorshehasdoneisunacceptable;

• deterthepupilfromrepeatingthatbehaviour;

• signaltootherpupilsthatthebehaviourisunacceptableanddeterthemfromdoingit.

Key Points • Schoolstaffhaveastatutorypowertoimposesanctions.

• Sanctionsmustbereasonableandproportionatetothecircumstancesofthecase.

• Schoolsshouldmonitortheuseofsanctionsbyage,ethnicity,gender,specialeducationalneeds(SEN)anddisability.

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3.6.6 Onewayofdevelopinganappropriatescaleofsanctionsistouseawhole-schoolstafftrainingsessionorformaldiscussiononthedifferentformsofmisbehaviour.Thiscanhelpbuildagreementaboutwhatarelow-levelmisbehaviours(forexampleonlyrequiringaquietreprimand)andwhatareseriousmisbehaviours(requiringreferraltoseniorstaffandarangeofinterventionstrategies).Thetrainingobjectiveistoensuresharedunderstandingofproportionateanddifferentiatedsanctions,andthethresholdsfortheiruse.

3.6.7 Schoolsshouldensuretheirreferralsystemsidentifywhichmatterscanbedealtwithbyanystaffmemberwiththepowertodisciplineandwhichrequirereferraltoamoreseniormemberofstaff.ReferralsforassistanceinacrisissituationinclasscanbebasedonusingpupilstocallforassistanceorusingITorwirelesssystems.Schoolsshouldalsoworkoutprotocolswithlocalpoliceandyouthoffendingservices,foruseifveryseriousincidentsoccur.

3.6.8 Dependingonthenatureoftheincidentandthecircumstancesoftheindividualpupilinvolved,areferraltoseniorstaffmightalsoinvolve:consultationwiththeparent,engagementwithmulti-agencystaff,useofcontinualreportingsystems(books,cards)forthepupil,and/orcreationofapastoralsupportprogramme(PSP).

3.6.9 APSPisaschool-basedinterventiontohelpindividualpupilstomanagetheirbehaviour.Itisparticularlyusefulforthosewhosebehaviourisdeterioratingrapidlyandwhoareindangerofpermanentexclusion.ThePSPshouldidentifypreciseandrealistictargetsforthepupiltoworktowards;itshouldbeshort,practicalandagreedwithparents.Thelocalauthoritywillbeinformedandotheragenciesinvolved.InsomecircumstancesitmayalsobeappropriateforschoolstoofferaparentingcontractalongsidethePSP.Pastoralsupportisnot,however,justaboutaddressingbehaviour,however.Goodpastoralsupportshouldalsobeconcernedwithacademicattainmentanddevelopingpupils’abilitytobecomegoodcitizens.

3.6.10 Staffneedtoapplysanctionsconsistentlyandfairly.Schoolsshouldmonitortheoverallimpactoftheirsanctionsbyage,ethnicity,gender,specialeducationalneedsanddisability(whichwouldnotmeanmonitoringeveryindividualsanction,howeversmall,butrathertakingreasonablestepstogetapictureofwhetheroverallanyparticulargroupsofpupilsaredisproportionatelyaffected).Suchinformationis,forexample,requiredaspartofaschool’sdisabilityequality,raceequalityandgenderequalityschemes.Schoolsshouldbeawarethatfailuretomonitortheuseofsanctionsinthiswaymightleavethemopentolegalchallenge.Anypatternsrevealedwhichraiseconcernsabouttheapplicationofthepolicyagainsttheprinciplescanthendriveamendmentstopractice.

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3.6.11 Thereareanumberofwaysinwhichschoolsmaychoosetomonitorpupils’behavioursandtheuseofsanctions.Theymay,forexampleuserecordssuchasStafforPupilPlanners,wallchartsorIT-baseddatarecordingsystems,asacontinualprocessortomonitorspecificbehaviours.Itisimportanttousethesetocapturebothdesirableandundesirablebehaviourssothatbalancedevaluationscanbereached.Thissortofdatacanalsoidentifycommontimesandlocationsforissuingsanctionsandsoidentifywhereotherinterventionsareneededtosupportstaff.

3.6.12 Datagatheredconsistentlyandanalysedcanreinforcegoodnewsstoriesaboutschoolimprovement;contributetotheschoolSelfEvaluationForm;andinformdiscussionswithstaff,governors,pupils(includingthroughtheschoolcouncil),parentsandmulti-agencystaffaboutpatternsofpoorbehaviourandstepstakentotackleit.

3.6.13 Monitoringsystemsshouldbedesignedwithstaffworkloadinmind.Theaimshouldbetogathernecessaryinformationinthemostefficientandleastbureaucraticway.

3.6.14 Sanctionsaremorelikelytopromotepositivebehaviourifpupilsseethemasfair.Theguidelinestostaffforimplementingtheschool’sbehaviourpolicyshouldthereforeadvisethemto:

• makecleartheyaredealingwiththebehaviour,ratherthanstigmatisingtheperson;

• avoidearlyescalationtoseveresanctions,reservingthemforthemostseriousorpersistentmisbehaviour;

• avoidsanctionsbecomingcumulativeandautomatic(sanctionsshouldalwaystakeaccountofindividualneeds,ageandunderstanding–seesection3.9formoreinformation);

• avoidwholegroupsanctionsthatpunishtheinnocentaswellastheguilty;

• whereverpossible,usesanctionsthatarealogicalconsequenceofthepupil’sinappropriatebehaviour(forexample,ifworkisnotfinishedinclasstheteachermightmakethepupilstaybehindatbreaktimetofinishitoff);

• usesanctionstohelpthepupilandotherstolearnfrommistakesandrecognisehowtheycanimprovetheirbehaviour(i.e.alearningoutcome);

• whenappropriate,usesanctionstoputrightharmcaused;

• neverissueasanctionthatishumiliatingordegrading;

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• usesanctionsinacalmandcontrolledmanner;

• ensurethatsanctionsareseenasinevitableandconsistent(pupilsshouldknowthatasanction,whenmentioned,willbeused);

• attempttolinktheconceptofsanctionstotheconceptofchoice,sothatpupilsseetheconnectionbetweentheirownbehaviouranditsimpactonthemselvesandothers,andsoincreasinglytakeresponsibilityfortheirownbehaviour.

3.6.15 Sanctionsshouldnotbeusedwherelow-levelinterventions,suchasgivinganon-verbalsignalorremindingapupilofarule,areallthatisneeded.Staffshouldalsoconsiderwhenitmightbemoreappropriateto,ratherthanimposeasanction,encouragepupilstoreflectontheharmfuleffectsoftheirmisbehaviour,throughproducingawrittenaccountoftheproblemorthroughindividualorgroupdiscussionsaimedatrepairingrelationshipsforexample.

3.6.16 Someschoolsuserestorativeapproachestoaddresspoorbehaviour.Theunderlyingprincipleisthatpupilsareheldtoaccountfortheiractionsandencouragedtoputrighttheharmcaused.Restorativetechniquescanbeeffectivewhenusedcorrectlyandwhentherequisitetimeandresourcesarecommitted(moreinformationcanbefoundontheYouthJusticeBoardwebsite).Furtherinformationonrestorativeapproaches–andotherstrategiesformanagingpupilbehaviour–canbefoundintheDepartment’santi-bullyingguidance.

3.6.17 Staffshouldalsoconsider,whenusingsanctions,whetheranapparentbehaviourdifficultyisinfactamanifestationofunidentifiedlearningdifficultiesorothertypeofspecialeducationalneed(seefurthersection3.9).

Examplesofsanctionsusedbyschools3.6.18 Itisforindividualschoolstodeterminewhatsanctionstouse.

Examplesare:

• one-to-oneadmonishment;

• removalfromthegroup(inclass);

• withdrawalfromaparticularlessonorpeergroup;

• withdrawalofaccesstotheschoolITsystem(ifthepupilmisusesitby,forexample,accessinganinappropriatewebsite);

• withholdingparticipationinaschooltriporsportseventthatisnotanessentialpartofthecurriculum;

• withdrawalofbreakorlunchtimeprivileges;

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• carryingoutausefultaskintheschool;

• avarietyofformsofdetention(seesection3.7ofthisguidance);

• afixedperiodexclusion;

• permanentexclusion.

3.6.19 Separateguidanceisavailableontheuseofexclusions–theonesanctionreservedexclusivelytotheheadteacher–andondealingwithextremeorviolentbehaviour.

3.6.20 Corporalpunishmentisunlawful(thisincludestheuseofforceinordertopunish).

3.7 Detention

3.7.1 Section92oftheEducationandInspectionsAct2006providessignificantnewscopeforschoolstoapplythedisciplinarypenaltyofdetention.Schoolsnowhavemuchgreaterflexibilitytoimposedetentionswithoutparentalconsent,whichshouldhelpbothinstrengtheningtheirauthorityandinusingthiskeysanctioninwaysthataresuitablyresponsivetolocalcircumstances.Itis,however,importantthattheseenhancedpowersareusedresponsibly–takingappropriateaccountofarangeofissuesrelatingtothewelfareandrightsofstaff,pupilsandparents.Thisisparticularlyimportantwherethedetentionwouldinvolvethechildstayinglateorcomingintoschoolonadaywhentheywouldnotnormallybepresent.

What the law now provides3.7.2 Hithertoithasonlybeenlawfulforteacherstoimposethesanctionof

detentionwithoutparentalconsentduringtheschoolday,intheeveningsandatlunchtimes.Thelawalsorequired24hours’writtennoticetobegiventoparentsforlunchtimeandeveningdetentions.

Key Points • Schoolstaffhaveastatutorypowertoputpupilsagedunder18

indetentionafterschoolsessionsandonsomeweekendandnon-teachingdays.

• Detentionsarelawfulif:

– pupilsandparentshavebeeninformedthattheschoolusesdetentionsasasanction;and

– theschoolgivesparents24hours’noticeofdetentionsoutsideschoolsessions.

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3.7.3 TheActextendsschoolspowerstousedetentions,bymakingitlawfulforschoolstoputpupilsagedunder18indetentionwithoutparentalconsentatavarietyofothertimes,outsideschoolhours.Italsoremovestherequirementfor24hours’noticeforlunchtimedetentions(aslunchtimesoccurduringnormalschoolhoursandkeepingbackachildforashortperiodattheendofthemorningsessionwillnotusuallycausesignificantproblemsforthemasregardsluncharrangements).Moreover,alongwithallotherdisciplinarypenaltiesapartfromexclusion,thissanctionisnowavailabletoallschoolstaffinlawfulcontrolorchargeofpupilsandnotjusttoteachers.Theexceptionwouldbeifaheadteacherchosetolimitthepowerofdetentiontocertaingroupsofstaff.

3.7.4 Otherlegalrequirementsasregardsdetentionsremainunchanged:

• Detentionisonlyanavailablesanctiontoaschooliftheheadteacherhaspreviouslydeterminedthis,andmadeitgenerallyknownwithintheschoolandtotheparentsofregisteredpupilsoftheschool.

• Thesanctionofdetentioncanonlybeappliedtopupilsagedunder18.

• Therequirementof24hours’writtennoticetoparentscontinuestoapplytoalldetentionsoutsidenormalschoolhours.The24hournoticeperiodisintendedtoinformparentsofwheretheirchildisexpectedtobeandtoallowparentsanopportunitytomakealternativearrangementsfortravelforthechild.Schoolsshouldtakecarefulaccountofthecircumstancesofthedetentionknowntothem,forexamplefamilyholidaysandcaredutiesorothercommitmentsofthefamilysincethelegalityofthedetentionwouldbecalledintoquestioniftheschoolwasactingunreasonably.However,amereinconvenienceordisagreementwiththepenaltyonthepartoftheparentisnoexcusefornon-attendance.

3.7.5 Thetimesoutsidenormalschoolhourswhendetentionwithoutparentalconsentmaybegivenareevenings(aspreviously),plusweekendsandcertainnon-teachingdays(dayswhichhavebeensetasidewhollyormainlyformembersofstafftoworkbutnottoteachpupils,sometimesreferredtoas‘trainingdays’,‘INSETdays’or‘non-contactdays’).

3.7.6 Inthecaseofweekenddetentions,thisexcludesaSaturdayorSundaywhichfallsduring,orataweekendimmediatelyprecedingorimmediatelyfollowing,ahalf-termbreak.Someschoolsmadeuseofdetentionsatweekendsoronnon-teachingdaysbeforetheEducationandInspectionsAct2006wasintroduced,butthiswasonlylawfulwhereparentalconsenthadfirstbeenobtained.TheActremovestherequirementforparentalconsentforthesedetentions,thusremovingaburdenfromschoolsandstrengtheningtheirdisciplinaryauthority.Schoolsnowhavethepower,iftheywish,torequirepupilstoattenddetentionsonsuchdays.

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3.7.7 Aschoolmayrequireapupiltoattenddetentiononallnon-teachingdaysexceptthoseexcludedbyregulations.8Theregulationsexcludenon-teachingdaysthatoccuronpublicholidays;beforethefirstdayofterm;andduringahalf-termbreak.Non-teachingdaysthatfallafterthelastschooldayoftermarealsogenerallyexcluded,butthereisanexception:term-timeweekdaynon-teachingdaysthatimmediatelyfollowthedayaschoolbreaksupbeforehalf-termortheendoftermmaybeusedfordetentions(solongastheyarenotpublicholidays).

What this means for schools in practical termsLimitingtocertainstaffthepowertoimposethisparticularsanction3.7.8 Someschoolsmaywishtolimittocertainseniorstaffthepowerto

putpupilsindetention–forexample,toheadsofyearorheadsofdepartment.OtherschoolsmaywishtousetheflexibilitycreatedbytheActintheoppositeway–extendingthepowertoawiderrangeofstaff,includingsomeorallsupportstaffinlawfulcontrolorchargeofpupils.Thisisentirelyamatterforindividualschoolstodecide,andtoreflectintheirindividualbehaviourpolicies.Decisionswilldependonthecircumstancesandstaffingstructuresoftheschool.Schoolsshouldtakeappropriateaccountoftraininganddevelopmentneedsindecidingthis.Theyshouldalsomakeanysuchdecisionsinconsultationwithstaffandschoolworkforceunions.

Whatadetentioncanbeusedfor3.7.9 Arangeofactivitiescanberequiredofthepupilswhichwillbeengaging

andnotleadtofurtherilldiscipline.Suchactivitiesmightinclude:completingassessedcoursework;undertakingtaskstoassiststaffsuchasclassroomdisplayworkormaterialspreparation;orassistingstaffwithreparationtaskswhichdonotraiseanyhealthandsafetyorchildprotectionissues.

Notifyingparentsaboutadetention3.7.10 TheActrequiresthat24hours’noticebegiveninwriting,byanyeffective

method,foralldetentionsoutsidenormalschoolhours.Itisofcourseopentoschoolstonotifyparentsorcarersofdetentionsatothertimesiftheysowish.

3.7.11 Notifyingcanmean:

• aletter,memorandumorpro-formadeliveredbypupilpostorbymail(allowingforthetimethiswilltaketobedeliveredandthefactthatthe24hours’noticerequirementappliesfromthetimethatthenotificationisreceivedbytheparent);

• asigned,datednotebyateacherorstaffmemberinapupilplanner(acceptableifthereisclearlystatedexpectationintheschoolinformationtoparents–forexample,thehomeschoolagreement

8TheEducation(ExcludedDaysofDetention)(England)Regulations2007.

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orprospectus–thatparentswillreadtheplannereverydayfornotesfromschool);or

• ane-mailortextnotificationmaybeusedwhereschoolshavereasontobeconfidentthattheparentcanbecontactedreliablybythisroute,andwhereparentshavepreviouslysignifiedagreementthatcommunicationofthissortcanbesenttothemviae-mailortext.

3.7.12 Inbestpracticeacountersignatureorreturnmessageisproofthatparentsknowaboutthedetention–butthisisnotarequirementforthedetentiontoproceed.

3.7.13 Ifthereisdoubtabouttheparentsreceivingorrespondingtoadetentionnotification,thensomeschoolsuseaconfirmingphonecall,textmessage,ore-mail.Awrittenrecordshouldbemadeofsuchcontactsandretainedincaseofanysubsequentchallenge.

Detentionsoutsideschoolhours–includingweekendsandnon-teachingdays3.7.14 WhiletheEducationandInspectionsAct2006makesitpossiblefor

schoolstogivedetentionsatweekendsandoncertainnon-teachingdayswithoutparentalconsent,itisentirelyamatterforindividualschoolstodecidewhetherthiswouldbeanappropriatestrategyforthemandfitsintotheiroverallbehaviourpolicy.Thereisneitheradutynorexpectationonschoolstodothis.

3.7.15 Wheretheschoolwishestoincludeprovisionfordetentionsatweekendsoronnon-teachingdaysaspartofitsoverallbehaviourpolicy,itneedstoensurethatittakesappropriateaccountofissuesaroundstaffworkloadandconditionsofservice;issuesaroundpupilwelfareandnotificationtoparents;plusissuesaroundschoolsecurity,cleaning,andbudgets.Suchissuesmayalsoapplytodetentionsaftertheendofthenormalschoolday.Fordetentionsonnon-teachingdays,therearealsoparticularissuesfortheschooltoconsideraroundentitlementstostaffprofessionaldevelopment.

3.7.16 Theparticularissueswhichweekendandnon-teachingdaydetentionsraiseasregardsstaff,pupilsandparentsareconsideredmorefullyinparagraphs3.7.17to3.7.22,immediatelybelow.Moregeneralfactorsrelatingtothewelfareofstaffandpupilsareinparagraphs3.7.23to3.7.29below,undertheheading‘decidingifthetimingofadetentionisreasonable’.

Staff3.7.17 Itisvitalthatarrangementsforsupervisionbystaffareundertakenina

mannerthatisconsistentbothwiththeircontractsandjobdescriptions,andwiththeNationalAgreementonRaisingStandardsandTacklingWorkload.Schoolsshouldalsohaveregardtoissuesaroundwork-lifebalance.

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3.7.18 Schoolsalsoneedtobearinmindthatsupervisingdetentionsisnotgenerallysomethingwhichwouldrequiretheprofessionaljudgementandexpertiseofateacher.InaccordancewiththeprinciplessetoutintheNationalAgreementonRaisingStandardsandTacklingWorkload,itisataskthatshouldnormallybeundertakenbyappropriatelyskilledandrewardedsupportstaff.

3.7.19 Itisimportanttoensure,however,thatstaffmonitoringdetentionsarenotopentoanyallegationsofmisconduct.Thiswillusuallymeantwomembersofstaffsupervisingpupilsindetention,orthatamemberofstaffiscontinuallyvisiblebyanothermemberofstaff.SomeschoolsareusingCCTVtoprovideback-upsupportforstaffbutthisshouldnotbethesoleformforprotectingstafffromallegations.

3.7.20 Schoolsshouldalsobearinmindthatinmanycasesnon-teachingdayswillinvolvetrainingforalltheschoolstaff.Teachersandotherstaffshouldnotmisstrainingonsuchdaysbecauseapupilhasbeenputindetention.Similarly,schoolsshouldensurethatdetentionisnotarrangedatweekendstothedetrimentofextendedactivitiestakingplaceatthattime,orthatextendedschoolactivitiesarenotdisruptedbecausedetentionishappeningattheweekendaswell.

3.7.21 Theseissuesmaybeavoidedif,forexample,theschoolusesitsdelegatedbudgettobuyinsuitablehelpfromoutsidetheschool.Whereadetentionisarrangedforanon-teachingday,thefollowingprinciplesshouldbeapplied:

• thedetentionshouldnotinterferewiththetrainingofanymemberofstaff;

• itshouldbecarriedoutbysupportstaffexceptinexceptionalcircumstances;and

• itshouldonlyoccurwiththeagreementofthememberofstaffconcerned(unlessitisotherwisearequirementoftheircontractofemployment).

Pupils and parents3.7.22 Bearinginmindtherequirementfor24hours’noticetobegivento

parents,schoolsshouldensurethatbothparentsandpupilsareinformed:

• whatthedayisgoingtobeusedfor;

• whenthepupilisrequiredtoarriveandwhentheywilldepart,andthatthefamilyneedstoensuresuitablearrangementsareinplaceforthepupiltogettoandfromschool;

• whichmembersofstaffthepupilshouldreportto;

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• whetheruniformshouldbeworn;

• whetherthepupilneedstobring:

– packedlunchanddrink

– anymedication

– anycourseworkorotherlearningmaterials

• thattheschoolhasalegalpowertoimposethedisciplinarypenaltyofdetention,andwhattheconsequenceswouldbefornon-attendance.

Deciding if the timing of a detention is reasonable:3.7.23 Transport:Ifapupilisrequiredtousetransporttoorfromadetention

(especiallyonaweekendornon-teachingday)theschoolshouldtakeintoaccountwhethersuchtransportarrangementsarereasonableandpracticable.Thismaybeaparticularissueforschoolswherepublictransportislimitedorexpensive.Inthesecircumstancesschoolswillwanttomakereasonablearrangementswithparentswhileinsistingonthetermsofthedetentionbeingmet.

3.7.24 The pupil’s out of school responsibilities:Schoolswillneedtobesensitivetoissueswhereapupilisaprimarycarer,alookedafterchildorvulnerableinotherways.Forexample,apupilmayhaveresponsibilitiesforhelpingcareforasickfamilymemberorforescortingayoungersiblinghome.OrapupilwithahistoryofseverebehaviouralproblemsmayberequiredasapartofaYouthOffendingTeamcontractorcourtordertoattendspecificsessionswhichmayfallatthetimeofadetention.Closeliaisonbetweenschoolsandpartneragenciesisdesirable.

3.7.25 Family holidays and other commitments:Whensettingweekenddetentionsordetentionsonnon-teachingdays,schoolsshouldtakeintoaccountholidaysorothercommitmentsthathavebeenpre-planned.Itwouldnotbereasonabletoexpectapupiltomissafamilywedding,anextra-curricularactivitythattheirparentshavepaidforinadvance,orasporting/culturaleventthatthefamilyhasticketsfor,tonameafewexamples.Further,ifthenon-teachingdayonwhichtheproposeddetentionistobeheldisattheendoftheschoolterm,thefamilymayhavearrangedtostarttheirholidayonthatday.Itwouldbeunreasonabletoexpectthefamilytoaltertheirtravelarrangements.

3.7.26 Nutrition:Although24hours’noticeisnolongeralegalrequirementforlunchtimedetentions,schoolsshouldcontinuetobesensitivetothepersonalcircumstancesofpupilsexpectedhomeforlunchandshouldensurethatlunchtimedetentionsarenotofsuchdurationthatapupilmissestheopportunitytoeat(nottodosowouldaffectthereasonableness,andthuspotentiallythelegality,ofthesanction).

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3.7.27 Thefactthatlunchtimedetentionsmaynowbegivenwithout24hours’noticemakesitparticularlyimportantforschoolstoensuretheyareclearwhichpupilsareexpectedhomeforlunch.Inparticular,schoolsusuallyrequirethatparentsinformtheminwritingifapupilwillbegoinghomeforlunchtimeasaroutine.Insuchcircumstancesschoolsmayfindithelpfultodevelopguidelineswhichallowpupilstobeindetentionforacertainperiodoftimebeforereleasingthemtogohomeforlunchandgetbackintimeforafternoonschool.Alternatively–giventhecomplexityofmanagingthis–someschoolsadoptastandard‘5minute’lunchtimedetentionforpupilswhogohometolunchandasneededdeferalongerdetentiontoafterschoolthenextdayortoaweekend/non-teachingday.

3.7.28 Itisessentialthatstaffandpupilsgetareasonablebreakatlunchtimetoeat,drinkandusetoilets.Lunchtimedetentionsshouldnotbeofadurationthatwoulddepriveanyindividualstaffmemberorpupilfromtheirproperentitlementtothesethings.

3.7.29 Medical or religious circumstances:Schoolswillneedtorespondtospecificcircumstancesaffectingindividualpupils,forexamplearequirementtotakemedicationatspecifictimesortheneedforspaceforreligiousobservance.

Decidinghowlongthedetentionshouldbe3.7.30 Schoolswillwanttosetoutstandardprocedures.Forexample,a

detentiontocompleteoutstandingcourseworkmayneedtobelongerthanadetentionforanincidentofaggressionwhichmayachieveitspurposewithinashortertime.Questionstoconsiderinclude:

• Isthelengthreasonableinthelightoftheseriousnessofthemisbehaviour?

• Isthelengthreasonabletoachieveaspecificoutcome?

• Isthelengthproportionatecomparedtoothermisbehaviour?

• Ifthedetentionisoutsidenormalschoolhours,willitkeepthepupilbackbeyondatimethatmightberegardedasreasonable(e.g.intermsoftransport,latehoursorimplicationsformealtimes)?

Whattodoifapupilwalksoutofadetention3.7.31 Generally,arequirementtoremainintheclassroomorelsewhereinthe

schoolshouldnotbeenforcedbyuseofforce,althoughfailuretocomplymaybetreatedasadisciplinaryoffence.Theonlycircumstancesin

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whichusingforcewouldbejustifiablewouldbewherethestaffinvolvedjudgedthatallowingthepupiltoleavewould:

• entailseriousriskstothepupil’ssafety(takingaccountoftheirageandunderstanding),tothesafetyofotherpupilsorstafforofseriousdamagetoproperty;and/or

• leadtobehaviourthatprejudicedgoodorderanddiscipline.Initself,refusaltoremaininaparticularplacewouldnotbeenoughtojustifyuseofforce.Staffwouldhavetobeconvincedthat,ifallowedtoleave,thepupilwouldseriouslydisturbtherunningoftheschoolby,forexample,disruptingotherclasses.

3.7.32 Ifthepupilwalksoutofthedetention:

• Itisbesttoletastaffmemberdealwiththepupilafterleavingtheroom–thefirstaimbeingtopointouttheneedtoreturntothedetention,butthesecondpositionbeingtomakeclearthatthepupilswillbeheldtoaccountfortheactiontheyhavetaken.

• Itisimportanttomakecleartootherpupilsthatthepupilhasmadechoicesandwillbeheldtoaccountforthosechoices.Thepurposeofthisistocalmdownotherpupils.

• Afurtherandhigherlevelsanctionmaybeimposedonthepupil.Thishigherlevelsanctionmightbeafixedperiodexclusion,imposedbytheheadteacher.

3.8 Confiscation (including retention and disposal) of inappropriate items

Key Points • Schoolscanincludeconfiscationofpupils’propertyasadisciplinary

sanctionintheirbehaviourpolicy.

• Tobelawful,confiscationmustbeareasonablesanctioninthecircumstancesoftheparticularcase.

• Decisionsaboutretentionanddisposalofconfiscatedpropertymustalsobereasonableinthecircumstancesoftheparticularcase.

• TheEducationandInspectionsAct2006includesaspecificstatutorydefenceforschoolstaffwhohavereasonablyconfiscatedpupils’property.

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What the law now provides 3.8.1 TheEIA2006providestwothings.First,theoverallpowertoenforce

disciplinarypenalties,describedinsection3.3ofthisguidance,wouldcovertheuseofconfiscationasadisciplinarypenalty(sanction).Thatincludesseizureandalso,asappropriate,theretentionanddisposalofcertainitems.Aswithothersanctions,thesanctionofconfiscationmustbeappliedinareasonableandproportionateway.Butitwouldbeentirelyproperforaschooltoincludeconfiscationasoneofthedisciplinarymeasuresthatmightbeappliedaspartoftheschool’sbehaviourpolicy.

3.8.2 Second,theActprovidesamemberofstaffwithaspecificstatutorydefenceifheorsheprovesthattheseizure,retentionordisposalwaslawful.Unauthorisedseizure,retentionordisposalofapupil’spropertyinterfereswiththatpupil’srightsunderArticle1oftheFirstProtocoltotheEuropeanConventiononHumanRights,whichguaranteesentitlementtopeacefulenjoymentofone’spossessions.Italsointerfereswiththepupil’srightsunderdomesticlaw.Aconsequenceofthisisthatateacherorothermemberofstaffmayonlyseize,retainordisposeofapupil’spropertyifheorshehasauthoritytodoit.TheEducationandInspectionsAct2006providesthatauthoritywhentheconfiscationisalawfuldisciplinarypenalty.Itisforthestaffmemberconfiscatingtoshowthelegalityoftheconfiscationsinceheorshehasmadethedecisiontointerferewiththeproperty.Ifauthoritycanbeshown,thestaffmemberhasadefencetoallproceedingsagainsthimorherandisnotliableforanydamageorlossarising.

3.8.3 Fortheconfiscationtobelawfulitmustbeproportionate,necessaryinademocraticsocietyandinpursuanceofalegitimateaim.Generally,theaimpursuedinconfiscatingpropertyismaintaininganenvironmentconducivetolearning,onewhichsafeguardstherightsofotherpupilstobeeducated.However,proportionalityisveryrelevant,andthatinturndependsonthevalueoftheproperty.Ifapupilisplayingmusicloudlyonapersonalmusicplayer,itislikelythattotaldestructionofthedeviceafterithasbeenseizedisdisproportionate,whichwouldmakesuchastepunlawful.Takingthedeviceandreturningitattheendoftheschooldayismuchmorelikelytobeaproportionateresponse.Ontheotherhand,ifapaperballorpieceofchewinggumhasbeenconfiscated,disposaloftheitemislikelytobeaproportionateresponse.

3.8.4 AseparatelegalprovisionintheViolentCrimeReductionAct2006,insertedintheEducationAct1996,makesitlawfulforcertainschoolstafftosearchsuspectedpupilsforknivesorotherweaponswithoutconsent.Italsodealswiththeseizureofitemsfoundduringthecourseofasearch.Associatedguidancesetsoutthatschoolscanalsoscreenpupilswithoutsuspicionusingelectronicmeanssuchaswandsorarches.

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3.8.5 Schoolsshouldnote,however,thatthelegalpowerforschoolstafftosearchpupilscurrentlyonlyextendstoweapons.Apupilmightreasonablybeaskedtoturnouttheirpocketsortohandoveranitemsuchasapersonalmusicplayerthatiscausingdisruption,andtheschoolmightuseitslegalpowertodisciplineifthepupilunreasonablyrefusestocooperate.However,ifitisfeltnecessaryforapupiltobesearchedfor(say)illegaldrugsorstolenproperty,thatshouldbedonebythepoliceratherthanschoolstaffusingtheappropriatepowersavailabletothem.

3.8.6 Schoolsshouldalsonotethat,whileconfiscationofamobilephoneislegitimate,searchingthroughaphoneoraccessingtextmessageswithoutthepupil’spermissionisnot.Insomecircumstancesitmaybereasonableforamemberofstafftoaskapupiltorevealamessageforthepurposeofestablishingwhethercyberbullyinghasoccurred,forinstance,butifthepupilrefusesthenthememberofstaffshouldnotenforcetheinstruction.Thestaffmembercan,however,legitimatelyissueadisciplinarypenaltyforfailuretofollowareasonableinstruction.

What this means for schools in practical terms Whatcriteriaforconfiscationmightbeusedbyaschool?3.8.7 Thesecriteriaareforindividualschoolstodetermineinthelightoftheir

policiesonschooluniformorbehaviourgenerally.Theymightinclude:

• anitemposesathreattoothers:forexample,alaserpenisbeingusedtodistractandpossiblyharmotherpupilsorstaff;

• anitemposesathreattogoodorderforlearning:forexample,apupilusesapersonalmusicplayerinclass;

• anitemisagainstschooluniformrules:forexample,apupilrefusestotakeoffabaseballcaponenteringaclassroom;

• anitemposesahealthorsafetythreat:forexample,apupilwearinglargeornateringsinPEmaypresentasafetythreattootherpupils;

• anitemwhichiscountertotheethosoftheschool:forexample,materialwhichmightcausetensionbetweenonecommunityandanother;

• anitemwhichisillegalforachildtohave:forexample,racistorpornographicmaterial.Protocolsforhowtodealwithsuchitemscanbeagreedwithlocalpolice.

Confiscatingitemsofclothingorjewellery–risksforschoolstobearinmind3.8.8 Schoolsshouldtakeparticularcarewhendecidingwhetherto

confiscateitemsofclothingorjewellery.Inparticular,theyshouldhaveappropriateregardtowhethertheiteminquestionhasreligiousorculturalsignificancetothepupil(seefurthersection3.9)andshouldavoidphysicalcontactorinterferencewithpupils’clothingofakindthatmightgiverisetochildabuseallegations.Inordertominimise

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suchrisks,schoolsshouldensurethatifanitemofclothingorjewelleryisconfiscated,thisisdonebyastaffmemberofthesamegenderasthepupilandwithanotherstaffmemberpresentwherepossible.Confiscationofanyitemthatwouldleavethepupilonlypartlydressedmustbeavoided.

Whattodowithconfiscateditems3.8.9 Schoolsshouldkeeprecordsofconfiscateditemsandthegroundsforthe

action,sothattheymayjustifythemlaterifchallenged.Someschoolswriteanoteinthepupilplannertoinformthepupil’sparentthatanitemhasbeenconfiscated,andthenoteiscountersignedonreturn.

3.8.10 Pupilshavearighttoexpectthatconfiscateditems,especiallythoseofmonetaryoremotionalvalue,willbestoredsafelyuntiltheycanbereturned.Foritemsofobviousvalue,schoolsshouldensureappropriatestoragearrangements(forexample,inasafe,thefinanceoffice,ortheheadteacher’soffice).Allreasonablestepsshouldbetakentomakesucharrangementssecure.Ifsimilaritemshavebeenconfiscatedfromseveralpupils–suchasmobilephonesorpersonalmusicplayersforexample–schoolsshouldtakecaretoensurethattheyareclearwhichitembelongstowhichpupil.

3.8.11 Forsomeitemsschoolstaffshouldseekspecialistadvice–forexample,suspectedillegaldrugsoritemswhichmightbeusedasweapons.Schoolsshoulddevelopprotocolsinpartnershipwithpolice,YouthOffendingTeamsandotherspecialistagenciestocoversuchissuesandtoensurethatschoolshaveaccesstospecialistsupportandadviceifanincidentoccurs.Forfurtherinformationonestablishingrelationshipswiththepolice,seetheguidanceonSaferSchoolPartnerships,andforadviceonthesafestorageanddisposalofillegaldrugs,seetheDepartment’sDrugsguidance.

Mobilecommunicationtechnologies(includingmobilephonesandwirelesstechnologies)3.8.12 TheLearningBehaviourreportofthePractitioners’GrouponSchool

BehaviourandDisciplinesuggestedaneedforschoolstohaveaclearpolicyontheuseandpossessionofmobilephones.Thisshouldincludeclearstatementsaboutpowersofconfiscation,takingaccountof:

• thesafetyofpupilsonthejourneyhomeandparentalconcernsoverthisissue–schoolsshouldreturnconfiscatedphonesbeforethepupilleavestheschoolpremises,ifthesearerelevantfactors;

• examinationboardandschoolrulesabouttheuseofsuchtechnologiesinexaminationsettings,includingsupervisedcoursework;

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• theunacceptabilityofpupilsusingphonesorothertechnologicalequipmenttohumiliateorbullyothermembersoftheschoolcommunity(e.g.sendingabusivetextmessages,cyberbullyingorusingcameraphonesforso-called‘happyslapping’,i.e.recordingandtransmittingofimagesofabuse);

• whether,andinwhatcircumstances,theschooljudgesitappropriatetoinformparentsabouttheconfiscationofsuchitems.

Howlongshoulditemsbeconfiscatedfor?3.8.13 Inmostcases,confiscationisasufficientsanction,andreturnoftheitem

attheendofthelesson,schoolsession,orschooldayisadequatetimetoreinforcetheschoolrule.Thisalsolimitsthechanceofproblemswithlossofitemswhileinthecareofschoolstaff.

3.8.14 Theremaybesomeinstanceswhentheschoolchoosesnottoreturnanitemtothepupil:

• itemsofnovalue,suchasaninappropriatemessagescrawledonapieceofpaper,maysimplybedisposedof.However,schoolsshouldkeepinmindthatsomeitemsofseeminglynovaluemayhaveemotionalvaluetothechild–staffshouldestablishifthisisthecasebeforedecidingwhetherornottodisposeoftheconfiscateditem;

• itemsofvaluewhichthepupilshouldnothavebroughttoschoolorhasmisusedinsomewaymight–iftheschooljudgesthisappropriateandreasonable–bestoredsafelyattheschooluntilaresponsiblefamilyadultcancometoretrievethem.Forexample,thereisnoacceptablereasonwhyapupilshouldbringacigarettelightertoschool.Insuchcircumstances,retentionisareasonablestepbothtoprotectpropertyandtoenablediscussionaboutwhetherthepupilissmokingandhowthiscanbeaddressed;

• otheritemswhichthepupilshouldnothavehadintheirpossession–particularlyofanunlawfulorhazardousnature–maybegivenbytheschooltoanexternalagencyfordisposalorfurtheractionasnecessary.Thisshouldalwaysbefollowedbyalettertotheparentsconfirmingthatthishastakenplaceandthereasonsforsuchaction.

3.9 Taking account of individual pupil needs3.9.1 Thissectionprovidesguidancetohelpschoolstakeaccountofarangeof

individualpupilneedswhendevelopingandimplementingtheirbehaviourpolicies.ItfocusesprimarilyonpupilswithSENordisabilities,butalsoreferstoneedswithincertainothergroupsdefinedbyOfsted9as‘atrisk’withintheeducationsystem:minorityethnicandfaithgroups,travellers,

9EvaluatingEducationalInclusion:GuidanceforInspectorsandSchools(HMI235,October2000)

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asylumseekersandrefugees;pupilswhoneedsupporttolearnEnglishasanadditionallanguage(EAL);childrenlookedafterbythelocalauthority;sickchildren;youngcarers;childrenfromfamiliesunderstress;pregnantschoolgirlsandteenagemothers;andanyotherpupilsatriskofdisaffectionandexclusion.

3.9.2 Allthesegroupsmayatsomepointrequiretheadultsinschooltotakeaccountoftheirindividualneedsandcircumstanceswhenapplyingtheschool’sbehaviourpolicy.

Examplesofsituationsschoolsshouldavoid3.9.3 Thefollowingareexamplesofunfortunatesituationswhichschoolsshould

avoid.Theyillustratetheimportanceofsensitivitytoindividualneeds.Someoftheinappropriateschoolresponsesdescribedherecontravenelegislativerequirementsandcouldresultintheschool’sactionsbeingsubjecttochallenge.

• Apupilisadmonishedforfailuretofollowalongandcomplicatedinstructiongivenbyanadult,butthepupilhasspeechandlanguagedifficultiesandcannotprocesscomplexlanguage.

Amoreappropriateresponsewouldbefortheadulttomakeinstructionsshort,andclarifyunderstandingbyaskingthechildtorepeatthem.

• Apupilisputindetentionbecausehewouldnotlookathisteacherwhenbeingtoldoff.Theteacherinterpretedthisasdisobedienceanddisrespect,butinthispupil’scultureitisconsidereddisrespectfultolookanadultintheeye.

Amoreappropriateresponsewouldbetounderstandthatthepupilwasattemptingtoshowrespect.

• Alooked-afterpupilissentoutofclassafteranemotionaloutburst.Thishappensdespitethestaffmemberbeingawarethatthepupilhadbeentoldbyhersocialworkerthenightbeforethatherfosterfamilycouldnolongerkeepherandthatshewouldshortlybemovingtoanotherfamilyandschool.

Amoreappropriateresponsewouldbetouseapre-agreedmeansforthepupiltotakeherselftoaplacewhereshecouldcalmdownand,ifnecessary,talktoasympatheticlistener.

• Apupilontheautisticspectrumisdisciplinedformakingpersonalcommentsaboutanadult’sappearance.Thepupilhasnosensethatsuchcommentscanbehurtfulandshouldbeavoided.

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Amoreappropriateresponsewouldbefortheadulttotellthepupilthatthecommentwashurtfulandinappropriate,toinformthepupil’skeyworkerortheSENCO,butnotapplyasanction.

• Arefugeepupildivesunderthedeskatasuddennoisethatremindshimofaterrifyingeventinhispast.Otherpupilslaughandtheteacher,thinkingheisplayingtheclown,requireshimtomissthefirsttenminutesofhisbreaktime.

Amoreappropriateresponsewouldbetolettheclassknowtherearespecialcircumstancesandofferthepupilreassuranceandsupport.

• AGypsy/Romachildisputonreportforspeakinginaseeminglyover-familiarwaytoateacher,whenhehadnotpreviouslyhadexpectationsmadecleartohim,hadnointentionofbeingrudebutwassimplyusingtheregisterconsideredappropriateinhisculture.

Amoreappropriateresponsewouldhavebeentoexplainanddemonstratetothepupilwhatisexpectedinschool,andconsiderinvolvingtheTravellerEducationServiceinprovidingsupport.

Taking account of race, religion and culture

Whatthelawsays3.9.4 Schoolsmustbefullyawareoftheequalopportunitieslegislationasit

relatestobehaviourpolicies.TheRaceRelationsAct1976,asamendedbytheRaceRelations(Amendment)Act2000,andregulationsmadeunderitrequireschoolsto:

• eliminateunlawfulracialdiscrimination;

Key Points • Schoolsmustavoiddiscriminatingagainstparticularracialgroups

intheapplicationoftheirbehaviourpolicies.

• Schoolsmustmonitorandassesstheimpactoftheirbehaviourpolicyonpupils,staffandparentsofdifferentracialgroups.

• Schoolsshouldensurestaffarewellinformedaboutculturaldifferencesinbehaviourandtheirimplications.

• Schoolsshouldsupportnewlyarrivedpupilsinunderstandingandfollowingthebehaviourpolicy.

• Schoolsshouldtakeappropriateaccountofculturaland/orreligiousneedswhendevelopingorreviewingrulesrelatedtoschooluniformandappearance.

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• promoteequalityofopportunityandgoodrelationsbetweenpeopleofdifferentracialgroups;

• assesstheimpactofschoolpoliciesonpupils,staffandparentsofdifferentracialgroups;

• monitortheoperationoftheschool’spoliciesandtheirimpactonpupilsofdifferentracialgroups;and

• takereasonablestepstomakeavailabletheresultsofitsmonitoring.

Whatthismeansforschoolsinpracticalterms3.9.5 Schoolsneedtothinkcarefullyabouthowtheysupportnewlyarrived

pupilsinunderstandingandfollowingthebehaviourpolicy,howstaffareinformedaboutculturaldifferencesinbehaviourandtheirimplications,andthesupportsystemsinplaceforpupilswhosepersonalcircumstancesmayresultinparticularbehaviouraldifficulties.

3.9.6 Staffshould,forexample:

• beawarethatapupilwhoisbehavinginappropriatelymaybeexperiencinganongoing,repeatedbarrageofraciallybasedprovocation;

• beawareoftheriskofcertainpupilsbeing‘over-disciplined’throughmisinterpretationoftheirbehaviouralnorms,suchasa‘loud’socialstyle;

• beaware,ontheotherhand,thataninappropriatereluctancetodisciplinecertaingroupsofpupils(forfear,forexample,ofbeingthoughtofasracist)islikelytoresultintheirmisbehaviourescalatingsothatithastobedealtwiththroughexclusion;

• understandtheculturalimportanceofshowingrespect.Thismeanslisteningtopupils’perspectives;speakingcalmlyratherthanshouting;avoidinglanguagethatmighthumiliatethem;usingaquietwordafterclassratherthanadmonishingtheminthepresenceoftheirfriends.

3.9.7 Rulesrelatingtoschooluniformandappearanceshouldtakeappropriateaccountoftheculturaland/orreligiousneedsofparticulargroupsofpupils.Forexample:

• goldringsandearringsareoftenviewedasanintrinsicpartofGypsy/Romaidentity;

• Sikhpupilsmayberequiredbytheirreligiontocarryakirpan(ceremonialknife)orwearakara(metalbracelet)aftercompletingtheAmritPahulceremony;

• femaleMuslimpupilsmayobservethehijabandJewishpupilsthekippah/yarmulkeheadcovering.

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3.9.8 Indrawinguporreviewingtheirpolicies,schoolsshouldreachasensiblecompromisebetweenthepracticesofparticularminoritygroupsandtheneedtoensurethehealthandsafetyofallpupils,effectiveteachingandlearning,thepromotionofastrong,cohesiveschoolidentityandharmonybetweenthedifferentgroupsrepresentedintheschool.SeefurthertheDfESGuidancetoSchoolsonSchoolUniformRelatedPolicies.

3.9.9 Schoolsmusthavecarefulregardtotheirresponsibilitiesunderrelevantlegislation.Arulewhichresultedintheexclusionofapupilforwearingakirpan,forinstance,mightbeconsidereddiscriminatoryundertheracerelationslegislation.Takinghealthandsafetylegislationintoconsideration,aschoolgoverningbodymightdecidethataruleforbiddingkniveswasnecessarytosecurepupilwelfare,andwouldthenhavetodecidewhethertoallowkirpans,basedonwhethertheycouldsatisfythemselvesthattheydidnotpresentasafetyrisk.Insuchsituations,itisoftenpossibletoreachacompromise–manySikhsbelievethatkirpanswhicharesymbolic,orsecretedinclothingandunabletobedrawn,arepermissible(seeAnnexFoftheSchoolSecurity:DealingwithTroublemakersguidanceforfurtherinformationonthisissue.

3.9.10 Schoolsshouldconsultwidelyonproposedschooluniformrelatedpolicies(includingwithcommunityleadersofminorityethnicandreligiousgroups),considerhowtheproposedpolicymightaffecteachgrouprepresentedintheschool,consideranyconcernsexpressedintheconsultationanddocumentcarefullytheconsultationprocessanditsoutcomes.

Taking account of SEN, disability and the circumstances of other vulnerable pupils

Key Points • Schoolsmustmakereasonableadjustmentsintheapplicationoftheir

behaviourpolicytodisabledpupils.

• Schoolsmustmakespecialeducationalprovisionforpupilswhosebehaviour-relatedlearningdifficultiescallforittobemade.

• Schoolsshouldbealerttothepotentiallydisproportionateimpactoftheschool’sdisciplinaryframeworkonvulnerablepupils.

• Schoolsshouldidentifyat-riskpupilsinadvance.

• Schoolsshouldplanproactivelyhowtheschool’sdisciplinaryframeworkshouldbeappliedforeachofthesepupils.

• Schoolsshouldensurethatallthoseincontactwiththepupilknowwhathasbeenagreed.

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Whatthelawsays3.9.11 TheDisabilityDiscriminationAct1995andtheSENdutiesinthe

EducationAct1996(bothofwhichwereamendedbytheSENandDisabilityAct2001),togetherwiththeDisabilityDiscriminationAct2005(whichalsoamendedtheDisabilityDiscriminationAct1995),providethestatutoryframeworkthatunderpinsequalityofopportunityforpupilswithSENordisabilitiesinaccessingschooleducation.

3.9.12 Disabledpupilsarethosewhohaveaphysicalormentalimpairmentwhichhasasubstantialandlong-termadverseeffectontheirabilitytocarryoutnormalday-to-dayactivities.Thisbroaddefinitionencompassesanestimated7%ofthechildpopulationandincludeshiddendisabilitiessuchasdyslexia,autismandspeechandlanguageimpairments;sensoryandphysicalimpairments;andmedicalconditionssuchasdiabetes,epilepsyordisfigurement.Somepupilswithmorecomplexbehavioural,emotionalorsocialdifficulties(BESD)mayalsofallunderthedefinitionofdisabled.Thedefinitionofdisabilityincludesconductdisorderssuchasoppositionaldefiancedisorder(ODD);hyperkineticdisorderssuchasattentiondeficitdisorderorattentiondeficithyperactivitydisorder(ADD/ADHD);andsyndromessuchasTourette’sandothermentalhealthdisorders.Suchdisordersdonothavetohavebeenofficiallydiagnosedinorderforapupiltobeclassifiedasdisabled:theimpairmentsimplyneedstoexist.

3.9.13 ThereisasignificantoverlapbetweenthosewhohaveadisabilityandthosewhohaveSEN.ThedefinitionofSENincludesmanybutnotalldisabledchildren:disabledchildrenhaveSENiftheyhavelearningdifficultieswhichcallforspecialeducationalprovisiontobemadeforthem.Thedefinitionof‘learningdifficulty’undertheEducationAct1996includesadisabilitywhicheitherpreventsorhindersachildfrommakinguseofeducationalfacilitiesofakindgenerallyavailableinthearea.

3.9.14 UndertheEducationAct1996,asamendedbytheSENandDisabilityAct2001,schoolsmustmakespecialeducationalprovisionforpupilswhosebehaviour-relatedlearningdifficultiescallforspecialeducationalprovisiontobemadeforthem.LocalauthoritiesalsohaveadutyundertheActto,wherenecessary,assessachild’sSENanddrawupaSEN

Key Points (cont’d…) • Schoolsshouldmakesurethateveryvulnerablepupilhasakey

personinschoolwhoknowsthemwell,hasgoodlinkswiththehome,andcanactasareferencepointforstaffwhentheyareunsureabouthowtoapplythedisciplinaryframework.

• Schoolsshouldensurethatallstaffareawareofappropriatereferralprocedures.

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‘statement’settingouttheextraprovisionthechildrequirestomeethisorherSEN.Schoolscanrequestanassessmentforachild.

3.9.15 TheDisabilityDiscriminationAct1995(asamended)requiresmaintainedschoolsandotherpublicauthorities,whentheyarecarryingouttheirduties,tohaveregardtotheneedto:

• promoteequalityofopportunitybetweendisabledpeopleandotherpeople;

• eliminatediscriminationthatisunlawfulundertheAct;

• eliminateharassmentofdisabledpeoplethatisrelatedtotheirdisability;

• promotepositiveattitudestowardsdisabledpeople;

• encourageparticipationbydisabledpeopleinpubliclife;

• takestepstomeetdisabledpeople’sneeds,evenifthisrequiresmorefavourabletreatment.

3.9.16 Aschoolisdiscriminatingunlawfullyagainstdisabledpupilsif:

• ittreatsadisabledpupilorprospectivepupillessfavourablythananotherforareasonrelatedtotheirdisabilityandwithoutjustification;or

• itfails,withoutjustification,totakereasonablestepstoavoidplacingdisabledpupilsatasubstantialdisadvantage.Thisisoftenknownasthe‘reasonableadjustments’duty.

Whatthismeansforschoolsinpracticalterms3.9.17 TheDisabilityRightsCommission(DRC)hasprovidedguidancethat

illustratesareasofhighriskofdiscriminationforschoolsinrelationtotheapplicationoftheirbehaviourpolicy(www.drc.gb.org/thelaw/practice).Theseinclude,forexample:

• blanketpolicies,suchaspoliciesthatprovideafixedpenaltyforaparticularoffence:anautomaticinternalexclusionforapupilwhoswearsatateachermightputtheschoolatriskofdiscriminatingagainstdisabledpupils.Thepolicymightappeartohavetheadvantageofconsistency,butmaydiscriminatebecauseitfailstomakereasonableadjustmentsforthedisabledpupilsforwhomtheswearingmaybe‘relatedtotheirdisability’;

• failingtocommunicatetoallstafftheparticularreasonableadjustmentsthatneedtobemadeforindividualpupils,forexampleinmanagingpotentiallyconfrontationalsituations.Afailuretocommunicatetheneedtomaketheseadjustmentsmightput

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theschoolatriskofdiscriminatingagainstdisabledpupils.Thisisparticularlysowhenencountersaroundtheschoolbringpupilsintocontactwithstaffwhodonotworkwiththemonaregularbasisintheclassroom.

3.9.18 Section5oftheDRCguidanceclarifiestheoccasionswhenaschoolmightbeseentotreatapupillessfavourablythananotherforareasonlinkedtotheirdisability.ItgivestheexampleofapupilwithTourette’ssyndromewhoisstoppedfromgoingonaschoolvisitbecausehehasusedabusivelanguageinclass.Thiswouldconstitutelessfavourabletreatment,sincethepupil’sinvoluntaryswearingisasymptomofhisTourette’ssyndrome.

3.9.19 Anotherexampleisofaschoolwhichreceivescomplaintsfromlocalshopkeepersabouttherowdyanddisruptivebehaviourofsomeofitspupils.Itdecidesthatthepupilsinquestionshouldbebannedfromtakingpartinaschooltheatrevisitbecauseoftheirbehaviour.Oneofthepupilshasahearingimpairment.Therowdyanddisruptivebehaviourisnotinthiscasedirectlyrelatedtothepupil’simpairment.Astheschoolisnottreatingthepupillessfavourablythanothersforreasonslinkedtohisparticularimpairment,itisactinglawfully.

3.9.20 Thereasonableadjustmentdutyinthedisabilitydiscriminationlegislationrequiresschoolstothinkahead,anticipatethebarriersthatdisabledpupilsmayfaceandremoveorminimisethembeforeadisabledpupilisplacedatasubstantialdisadvantage.ForthepupilwithTourette’ssyndrome,theschoolwouldbeexpectedtoplanandimplementadjustmentssuchasintroducingnewideascarefullyinclassandavoidingputtingthepupilunderunduetimepressures.Leftunmanaged,bothofthesetendtoexacerbatetheeffectsofhisimpairment.Wellmanaged,theywouldreducetheriskofhimcontraveningschoolrulesbyusinginappropriatelanguage.

3.9.21 AnotherexampleintheDRC’sguidanceconcernsapupilwithdyslexia.Heisgivenadetentionfornotdoinghishomework,whenthehomeworkwasquicklywrittenontheboardattheendofalessonwithoutgivinghimtimetocopyitdown.Thismeansthatheisbeingtreatedlessfavourablythanothersforreasonslinkedtohisimpairment.Theschoolisalsoinbreachofitsdutytomakereasonableadjustmentssuchaswritingupthehomeworkearlierinthelesson,orprintingitoutontostickyaddresslabelssothatpupilswhofindithardtocopyfromtheboardorwriteatspeedcanputitintheirplanner.

3.9.22 Afinalexampleisofachildwithautismwhogoestothefrontofthedinnerqueue.Ateacherstandingnearbytellshimnotto‘bargein’.Thepupilbecomesanxiousbutdoesnotmove.Theteacherinsiststhatthepupilmustnot‘jumpthequeue’.Thepupilbecomesevenmoreanxiousandagitatedandhitstheteacher.Heisthenexcludedtemporarilyfromtheschool.

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3.9.23 Attacksonschoolstaffareclearlyanextremelyseriousmatter.AstheDepartment’sguidanceonpupilexclusionsmakesclear,permanentexclusionmaybeanappropriateresponsetoseriousactualorthreatenedviolence–evenwherethisisa‘one-off’offence.However,intheexamplequotedabove,thepupil’sdisabilityisclearlyafactor.Fortheheadteachersimplytoexcludethepupilwithouttakingaccountofthechild’sautismmightconstitutelessfavourabletreatmentforreasonslinkedtohisdisability.Pupilsontheautisticspectrumhavedifficultyinmanagingsocialsituationsandoftentakelanguageveryliterally.Thispupildoesnotunderstandthepurposeofaqueue.Hedoesnotunderstandfigurativetermsandtheinstructionnotto‘bargein’or‘jumpthequeue’isconfusing.Healsohasdifficultyinmanagingescalatinglevelsofanxiety.

3.9.24 Theschoolmightarguethatthelessfavourabletreatmentwasjustifiedintermsoforderanddisciplineintheschool.Anyassaultislikelytoconstituteamaterialandsubstantialreasonjustifyingexclusion,andthelawallowsforsuchjustification.Theissuewouldbe,however,whethertherewerereasonablestepsthatwouldhavepreventedtheincidentfromtakingplacewhichtheschoolcouldhavemadebutdidnot.Suchstepsmighthavebeenprovidingtrainingtoallstafftohelpthemunderstandautism,providingtrainingforthepupilonhowtohandlesocialsituationssuchasqueuing,andmakingarrangementsforthepupiltoexitquicklyfromasituationofescalatinganxietyinordertoseekhelpfromanidentifiedperson.Ifstepsofthistypehadbeentakenbuttheincidenthadstillhappened,theschoolwouldbelikelytobeabletojustifytheexclusion.Ifreasonablestepshadnotbeentaken,theywouldbecontraveningthelawinexcludinghim.

3.9.25 TheDfESpublicationInclusiveSchooling:ChildrenwithSENprovidesfurtherexamplesofreasonableadjustmentsforpupilswithautisticspectrumdisordersandforanumberofcommonlyoccurringscenariosthatmaybelinkedtoadisability:achildwhofindsitveryhardtositstillandpayattention,aprimaryagedchildwhohasseveretempertantrums,andasecondaryagedpupilwithemotionalandsocialdifficultiesleadingtochallengingbehaviour.AnotherusefulpublicationistheDfESguidanceImplementingtheDisabilityDiscriminationActinschoolsandearlyyearssettings,atrainingresourceforschoolsandlocalauthorities.The‘Essentialviewing’and‘Behaviourforlearning’sectionsontheDVDwithinthispublicationprovideexamplesofreasonableadjustmentstobehaviourpolicies.Specificguidanceondealing with severe behavioural difficulties and extreme behaviour in association with learning disability and/or autistic spectrum disordersisprovided.

3.9.26 NotallpupilswithBESDareclassifiedasdisabledorfallundertheprovisionsofdisabilitydiscriminationlegislation.TheschoolsinvolvedintheproductionoftheImplementingtheDisabilityDiscriminationActDVDmaterials,however,allemphasisethattheadjustmentsthey

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havemadefordisabledpupilshavehadanimpactbeyondthosepupilsdirectlytargeted.

3.9.27 Noguidancecancovereveryeventualityoreverytypeofneedthatmayrequireadjustmentstoaschool’sbehaviourpolicy.Thereare,however,somegeneralprinciplestoguidethecommon-sensedecisionsthatschoolswillmakewhenapplyingtheirpoliciestoindividuals.

3.9.28 Properassessmentandidentificationofneedsisessential.Itisgoodpracticeforschoolstocheckthatwhatareapparentlybehaviourdifficultiesarenotinfactamanifestationofunidentifiedlearningdifficulties.Equally,itisimportanttobeawarethatthereisaraisedincidenceofothertypesofSENinpupilsidentifiedashavingBESD.Itissometimesdifficulttodiscernthemaincauseofthebehavioursdisplayedortoidentifywhetheranunderlyingimpairmentorcondition–suchasAutisticSpectrumDisorders(ASD)orspeech,languageandcommunicationdifficulties–isactuallythemainneed.Understandingthemainneedordisordercanhelpinidentifyingsuitableinterventions;andmeetingthemainneedappropriatelycouldlessenthebehaviourssignificantly.

Reasonswhysomepupilsmaybehaveinappropriately3.9.29 ThereareanumberofreasonswhypupilswithSENordisabilitiesand

othervulnerablepupilsmaybehaveinappropriately.Thefirstreasonmaybethattheydonothavethecognitive,physicalorsocialandemotionalcompetencesnecessarytounderstandandfollowaschoolrule.Theymaynotunderstandaninstructionbecause,forexample,theyhaveahearingorspeechandlanguageimpairment.Theremaybeculturaldifferencesthatmeantheybehaveinwaysthatadultsinschoolmaynotbeusedto.Theymaynot,aswithachildwhohasseverelearningdifficulties,havereachedadevelopmentalstagewheretheyarecapableofcomprehendingsomethingasabstractasageneralrule.Theymayhaveattentiondifficultiesthatmeantheycannotsitstillforlongperiods,andsobeunabletocomplywithrequirementstositstillinanassemblyorwhilstlisteningtoastory.

3.9.30 Amoresubtleexamplewouldbepupilswhohaveneverbeentaughttheskillstheyneedinordertoregulatetheiremotionsorbehaveappropriatelyinsocialsituations.Suchpupilsmaynotbeawareoftheneedtousedifferentlanguageandbehaviouralregistersintheplaygroundandtheclassroom,maynotknowhowtomanageanxiety,mayknownowaytoresolveconflictotherthanthroughviolence,ormaynothavelearnedtheskillsinvolvedinworkinginagroupwithothers.

3.9.31 Asecondreasonforinappropriatebehaviourinvulnerablepupilsmaybethattheyhavethenecessaryunderstandingandcompetencestofollowtheschoolrulesbutarenotchoosingtodeploythosecompetencesbecausealternativechoicesofferthembiggerrewards,orbecausethe


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sanctionsthatareinplacedonotactasaneffectivedeterrent.Oneexampleisapupilwhofindsithardtomakefriendsbutknowsthattheywillgainattentionorapprobationfrompeersbymisbehaving.Therewardofbecomingmorepopularmayoutweighthesanctionsthatwillfollow.Anotherexampleisapupilwhosomuchneedsadultattentionthattheyactuallyfindrewardingtheschoolsanctionofbeingsenttotheheadteacherforpersistentmisbehaviour.

3.9.32 Athirdreasonforinappropriatebehaviourmightbethatalthoughthepupilhasthenecessarycompetences,andtherightincentivestousethemareinplace,theyareexperiencingsuchstressthattheyaretemporarilyunabletomakerationalchoices.Examplesincludeapupilwhohasbeenabused,livesinahouseholdwherethereisdomesticviolence,isworriedaboutasickparent,hasexperiencedabereavement,isbeingbullied,orwhoseparentsareintheprocessofanacrimoniousseparationordivorce.Anotherexampleisapupilwhoisrepeatedlyteasedbecauseofadisability.

3.9.33 Eachofthesepossiblereasonsforinappropriatebehaviourhasimplicationsforimplementingthebehaviourpolicytomeetindividualneeds.

Pupilswhodonothavethenecessaryunderstandingorskills3.9.34 Pupilswhofailtofollowschoolrulesbecausetheydonothavethe

necessarycognitive,physicalorsocialandemotionalcompetences,orsharetheculturalassumptionsofthemajority,requireacarefullyplannedresponse.

3.9.35 Asafirststep,schoolsshouldaimtoestablishreasonableexpectationsaboutthepupil’sabilitytounderstandandfollowrules.Forexample,forachildwithseverelearningdifficulties,itmightinvolveconsideringtheirabilitytocomprehendsimpleinstructions.Itis,however,possibleforstaffexpectationsaboutthebehaviourofsomepupilswithSENtobesettoolow.Anexamplewouldbeaschoolwhich,withthebestpossibleintentions,exemptedapupilwithDown’sSyndromefromallformsofsanctionsbecausetheyfeltherspecialneedsprecludedherfromconformingtobehaviouralexpectations.Thisisnotthecase:thechild,thoughbehindinacademicskills,mightbefullycapableofunderstandingandfollowingbasicrulesoncetheyhavebeencarefullytaughttoherbyherparentsandtheschool’sspecialneedsdepartment.Exemptingherfromsanctionsdoesnothelpherdevelopment,herpopularityamongstherpeersorthesmoothrunningoftheschool,andhastheeffectofmakingherfeellessincluded.

3.9.36 Takingappropriateaccountoftheindividualchild’sneeds,theschoolwillthenneedtoidentifyanyareasofthebehaviourpolicythatarelikelytocausedifficulty,andmakesurethatallstaffareinformedwell


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inadvanceabouthowtoimplementtheschool’spolicyforthesepupils.Therewillbeaneedtoaskquestions,suchas:Canthispupilreasonablybeexpectedtositthroughanassembly,oristhisbeyondtheircapacity?Whatlevelofadultlanguagecantheyunderstand?Arethereimportantculturaldifferencesweneedtobeawareof?

3.9.37 Thismaymeanconsultingpupils’parentsorcarers,otherswhoknowthechildwell,theinclusioncoordinator,thedesignatedteacherforlookedafterchildrenorSENCO,externalagencies,orthewidercommunity.Home-schoolagreementsprovideaframeworkfordiscussionwithparentsaboutanyareasoftheschoolbehaviourpolicythatmightproveproblematicfortheirchild;primaryschoolsneedtopassontosecondaryschoolsinformationaboutwhattoexpectandwatchoutfor.

3.9.38 Wherepupilsdonothavethenecessaryskillstofollowaschoolruleitwillbeimportanttoprovideappropriateteaching.Apupilwhodoesnotknowhowtocopeinadinnerqueue,forexample,canbetaughttodoso.Worktodevelopsocialandemotionalskills,suchasmanagingangerorworkingingroups,canbeanimportantpartoftheprovisionaschoolmakesforpupilswithSEN.

Pupilswhocanbehavebutchoosenotto3.9.39 Thefactthatsomevulnerablepupilshavethenecessaryunderstanding

andcompetencestofollowschoolrulesbutsimplymakeaconsciouschoicetobehavedifferentlyunderlinestheneedforafirmframeworkthatcanbeconsistentlyappliedinthesecases,evenwherepupilsmayhaveSENorotherdifficulties.Aclearframeworkofrules,rewardsandsanctions,thatislinkedtocommunallyagreedrightsandresponsibilitieshelpsallpupilstomakeappropriatechoices.Itprovidesclarityaboutwhatisexpectedandwhatwillhappenasaconsequenceoftheirbehaviouralchoices.Italsoallowsadultsinschooltoapplydisciplinarypoliciestovulnerablepupilsinwaysthatavoidemotionalconfrontationandfurtherdamagetoselfesteemthatisoftenfragile.Whenpupilsbegintomisbehave,forexample,adultscanremindthemoftherule(‘Theruleweagreedinourclassroomis…’)ratherthancriticisethemortheirbehaviour,andusethelanguageofchoice(‘Youhaveachoice–doxandywillhappen;doaandthenbwillhappen’)ratherthanissuedirectives.

3.9.40 Theframeworkofconsequences–positiveandnegative–canalsobemodifiedtomakeitmoreeffectiveforanindividualchild.Presumedpositiveconsequencesneedtobeexperiencedbyapupilaspositiveiftheyaretoprovideanincentivetobehavewell;equally,presumednegativeconsequencesneedtobeperceivedasnegative.Forsomepupils,ourassumptionsaboutwhatisarewardandwhatisasanctionmaybeinaccurate.Inthesecasesitishelpfultohaveadiscussionwiththepupiland/ortheirparentsinordertoidentifydeterrentsthatwillbemorepowerfulforthem,andrewardsthattheyfindimportant.


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Thesecanbebuiltintoanindividualbehaviourcontractspellingoutasetofconsequencesthatmaydifferfromthosethatapplyintheoverallschoolbehaviourpolicy,butwhichcanstillbeappliedinapredictableandconsistentwaybyallthosewhoworkwiththepupil.Suchindividualmodificationswouldbeexpectedtobeshort,andusedaspartofanoverallstrategytohelpthepupilmove,intime,towardsagreateraccommodationwiththenorm.

3.9.41 Individualbehaviourcontractslikethiscanbesupplementedbyworkwiththepeergroup,whoseapprovalmaybeactingasamorepowerfulmotivatorforthepupilthananyrewardsorsanctionstheschoolhastooffer.Similarly,one-to-oneworkwithpupilscanhelpthemlearnhowtoresistpeerpressure,ortoreconsiderthethinkingthatisinfluencingtheirfaultybehaviouralchoices.

Pupilswhohavethenecessaryskillsbutareexperiencingtrauma3.9.42 Pupilswhofailtofollowschoolrules,eventhoughtheyhavethe

necessarycompetences,presentthegreatestchallengestoourthinkingabouttheapplicationofbehaviourpolicies.Likeadults,somechildrendogoofftherailsiftheyexperiencesignificantlossortrauma,andactinwaysthatareoftenirrationalandunhelpfultothemselvesorothers.

3.9.43 Themosteffectiveschoolsseektopreventsuchincidentsbyestablishingsystemstodetectpupils’distressandprovidesafehavenstowhichtheycantemporarilyretreatwhentheyareatriskoflosingcontroloftheirbehaviour.Theyalsoliaisewithparentsand,asappropriate,withexternalagencies–suchassocialservicesorspecialistlocalauthoritystaff–toensurethatthechild’sneedsareaddressedinaholisticway.

3.9.44 Wherepupilsunderstandtherules,knowtheyshouldfollowthem,havethesocialandemotionalskillstofollowthembutsimply‘loseit’becauseoftheacutestresstheyareunder,schoolsmightfeelitappropriatetoexemptthemfromnormalsanctionsorhavethosesanctionsmodifiedsoastobelesssevere.However,therearerisksinsuchanapproach.

3.9.45 Modifyingornotapplyingasanctioniswhatwouldusuallyhappeninahomesetting,whereaparentorcarer,knowingtheirchildtobegoingthroughadifficulttime,wouldbemorelenientwiththemforaperiod.Thisismanageablewithintherelativelysmallcommunitythatisafamily.However,inthemuchlargercommunityofaschool,therewillbeconcernsabouttheimpactonothersofonechildbeingseentobetreateddifferentlyfromothers.

3.9.46 Therearealsoquestionsaboutwhetheritisalwayshelpfultowaiveorreduceexpectationssimplybecauseachildoradultisunderstress.Adultsdonotexpecttobeletoffaspeedingfinebecausetheywereunderstress,howevergreat:theconsistencyoftheruleoflawandthemaintenanceofexpectationsisanincentivetochoosesafeandappropriatebehaviour


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evenatthemostdifficulttimes.Similarly,itislikelythathavingpupilsunderstandthatsomebehaviours,particularlythosethatplaceothersatrisk,willalwayscarryasanctionwillhelpthemtomakeappropriatebehaviouralchoicesevenwhentheyareunderstress.

3.9.47 Whatisimportantishowthesanctionsaremanaged.Thepupilneedstoknowtherewillbeasanction,butalsothatadultsunderstandthefeelingsandpersonalcircumstanceswhichledtotheevent,areconcernedabouttheirwelfare,andwillputinplaceappropriatesupportsystemsforthefuture.

3.9.48 Forbehavioursthatdonotcarryarisktoothers,theschoolmaywelldecidetomodifyasanctioninthelightofthepupil’spersonalcircumstances.Sparinglyused,suchadaptationscanbeexplainedtootherpupilsandfullyacceptedbythemasappropriateandfair.Themosteffectiveschoolsareasexplicitaboutthedifferentiationoftheirbehaviourpolicyasabouttheirdifferentiationoflearningopportunitiesintheclassroom.Pupils,parentsandstaffareallawarethat,fromtimetotime,somepupilswillbetreateddifferentlybecausetheyhaveextraneedsthatcouldhappentoanypupilatanytime.

3.9.49 Suchschoolsalsoensurethatifextrarewardsareusedtohelppupilswithdifficultiesbehavewell,thesearesharedwithothers.Oneschool,forexample,whenrewardingapupilwithbehaviourdifficultieswithatripoutofschoolforachievingashort-termgoal,pairsthatchildontheoutingwithoneofwhattheycalltheir‘always’children–achildwhoalwaysbehaveswell.

3.9.50 Pupilswhoarelookedafterbythelocalauthorityhaveoftenexperiencedsignificantlossortrauma,andschoolsneedtobeawareoftheirparticularneeds.Manyshowremarkablestrengthinspiteofexperiencingtraumaandseparation.Thereshouldneverbeanautomaticassumptionthattheywilldisplaypoorbehaviour.However,somelookedafterpupilswillneedhelpwiththeiremotionalwell-beingandmayexpresstheirpainandangerthroughdifficultbehaviouratschool.Behaviourpoliciesshouldtakeaccountofhowtheschoolwillrespondtochallengingbehaviourinsuchcircumstances.

3.9.51 Youngpeopleincareusuallyprefernottobetreateddifferentlyfromothersbutsensitivesupportaspartoftheschool’spastoralsupportprogramme,andthroughinvolvementoftheschool’sdesignatedteacher,couldpreventproblemsaswellasdealingearlywithanyemergingorexistingbehaviourdifficulties.Theschoolmaywanttoplanhowtopromotepositivebehaviourbydevelopingthepupil’ssocial,emotionalandbehaviouralskills.Theschoolmightalsoconsiderhowstrategiessuchasprovidinga‘buddy’foranewpupil,useofmoreone-to-onesupportandtheinvolvementofotheragenciescan


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contributetopromotingpositivebehaviour.HelpfulguidanceisavailablefromtheBritishAssociationforAdoptionandFostering(www.baaf.org.uk).10

Practicalstepsforschoolleaders3.9.52 Thereareanumberofpracticalstepsschoolleaderscantaketoensure

thatthedesignandimplementationofthebehaviourpolicytakesaccountofbothcollectiveandindividualneeds,asregardsvulnerablepupils:

• InvolvinginclusioncoordinatorsorSENCOsinthedevelopmentorreviewofthepolicy,soastoprovideadviceonthecontentofthepolicyandcoordinateconsultationwithgroupsofvulnerablepupilsandwiththeirparents.

• Ensuringeveryoneintheschoolcommunityunderstandsthattherearecircumstancesinwhichsomepupilsmaybetreateddifferentlyfromothers,andwhy;buildingthisintotheconsultationonthepolicyandintoitswording.

• PlanningcarefullyhowtocommunicatethepolicytopupilswithlearningdifficultiesanddisabilitiesandtopupilsandparentswithEnglishasanadditionallanguage(seefurtheradviceoncommunicatingtheschoolbehaviourpolicyinsection3.2).

• MakingeffectiveuseofavailableresourcestoprovideappropriateprofessionaldevelopmentopportunitiestohelpstaffunderstandtheimplicationsofSEN,disabilityandpupils’personalcircumstancesfortheday-to-dayimplementationofthebehaviourpolicy.

• Providingappropriateopportunitiesforstafftohavetraininginavoidingandde-escalatingconflict.

• Identifyingat-riskpupilsinadvanceandusingestablishedpastoralandSENprocessestoidentifybarriersthatmaymakeitdifficultforthemtounderstandandfollowparticularschoolrules.

• Planningproactivelyhowtoovercomethesebarriers,involvingparents/carersandsocialworkers,whereappropriate,inthisdiscussion.

• Ensuringallthosewhoteachapupilknowwhathasbeenagreed,usingexistingsystemssuchasstudentinformationsheetsorclassSENoradditionalneedssummaries.Channelslikethesecanprovideeasilyaccessibleadvicetostaffabouthowtodisciplineparticularpupils,aswellashowtoteachthem.

10Learnthechild–helpinglookedafterchildrentolearn,KateCairnsandChrisStanway


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• Ensuringeveryvulnerablepupilhasakeypersoninschoolwhoknowsthemwell,hasgoodlinkswiththehome,andcanactasareferencepointforstaffwhentheyareunsureabouthowtoapplythedisciplinaryframework.

• Buildingintothedisciplinaryframeworktimeforadultstoconsultwiththiskeyperson,theSENCO,designatedteacherforlookedafterchildrenorotherseniorstaffmemberbeforeapplyingdisciplinaryconsequencestovulnerablepupils.

• Ensuringallstaffareclearaboutreferralprocedures.

• Teachingvulnerablepupilstotakesomeoftheresponsibilityforcommunicatingtheirneeds,particularlyinlargeschoolswherenotalltheadultscanknowallpupilsasindividuals.Forpupilswhohavedifficultiesinexpressingthemselvesorcopingwithsocialencounters,suchasthosewithcommunicationdifficultiesorautisticspectrumdisorders,itcanbehelpfulif,withtheirandtheirparents’agreement,theycarryawarningcardsayingthattheadultshouldtalktoanamedmemberofstaffbeforetakingdisciplinaryaction.

• Ensuringvulnerablepupilshaveanagreedmeansofremovingthemselvesfromsituationswheretensionsareescalating.

• Ensuringtherearesystemspupilscanusetoletakeyadultknowwhentheyareunderstress.

• Monitoringtheuseofdifferentiatedplansforindividualsaspartofmonitoringtheimplementationofthebehaviourpolicyasawhole,bothbydirectobservationinandoutofclass,andbymonitoringrecordsoftheuseofrewardsandsanctions.

• Havingsystemsinplacetoteachappropriatebehaviour,aswellastorespondtomisbehaviour.


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4. The rights and responsibilities of schools, pupils and parents in ensuring an orderly climate for learning

4.1 Thissectionoftheguidanceoffersaviewonthekindsofexpectationswhichtheschool,pupilsandparentsmightreasonablyhaveofoneanother–expectationsofwhateachwilldotohelpensureanorderlyandsafeclimateforlearning.

4.2 Asindicatedinsection2.13ofthisdocument,establishingabasicsetofexpectationsorvalueswithinaschoolisfundamentaltoestablishingtheprinciplesoftheschoolbehaviourpolicy.Rules,rewardsandpunishmentsdonotworkinavacuum.

4.3 Foreaseofreference,thesetofexpectationsissetdownbelowintheformofasummarychartwiththe‘rights’and‘responsibilities’ofschools,pupilsandparentsintwocolumns.Itshouldbeemphasisedthatthesearemoral,ratherthanlegal,rightsandresponsibilities(thoughanumberofthemlinktoparticularaspectsofthelaw)andalsothattheyareonlyintendedasillustrativeexamplesandnotasaprescriptivelist.Schoolswilldeterminetheirownvaluesandexpectationsofbehaviourinthelightoftheirindividualcharacteristics,communityandanylocalschoolpartnershiparrangements.

4.4 ‘Rights’and‘responsibilities’areoftentwosidesofthesamecoin.Forexample,whileaschoolhastherighttoenforceitsownbehaviourpolicy,thiscouldalsoberegardedasaresponsibility.Thechartbelowisthusonlyanapproximatemapping.TheDepartmenthopes,nonetheless,thatschoolsmayfindithelpfulwhenthinkingaboutsuchissues.

4.5 Effectiveapproachestodisciplinearecharacterisedbyahealthybalancebetweentherightsandresponsibilitiesofstaffandpupils,basedonmutualrespect.However,itshouldalwaysbeclearthatheadteachers,teachersandotherschoolstaffareincharge.

4.6 Itisimportantthatthevaluesandexpectationsoftheschoolareappropriatelycommunicatedtoparentsandthatschoolsdowhattheycantosecureagreementfromparentstothese.Seefurther2.22,3.2.4and3.2.11to3.2.13.


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Schools

Rights Responsibilities

• Tomakecleartheschool’sstatutorypowertodisciplinepupilsandthatpupilsandparentswillneedtorespectthis.

• Toenforcetheirschoolbehaviourpolicy–includingrulesanddisciplinarymeasures.

• Toexpectpupilsandparents’cooperationinmaintaininganorderlyclimateforlearning.

• Toexpectpupilstorespecttherightsofotherpupilsandadultsintheschool.

• Nottotolerateviolence,threateningbehaviourorabusebypupilsorparents.Ifaparentdoesnotconducthimself/herselfproperly,aschoolmaybanthemfromtheschoolpremisesand,iftheparentcontinuestocausenuisanceordisturbance,theymaybeliabletoprosecution.

• Totakefirmactionagainstpupilswhoharassordenigrateteachersorotherschoolstaff,onoroffpremises–engagingexternalsupportservices,includingthepolice,asappropriate.

• Toensurethewholeschoolcommunityisconsultedabouttheprinciplesoftheschoolbehaviourpolicy.

• Toestablishandcommunicateclearlymeasurestoensuregoodorder,respectanddiscipline.

• Tocooperateandagreeappropriateprotocolswithotherschoolsinthelocalschoolpartnershipforbehaviourandpersistentabsence.

• Toensuretheschoolbehaviourpolicydoesnotdiscriminateagainstanypupilone.g.groundsofrace,gender,disabilityorsexualorientationandthatitpromotesgoodrelationsbetweendifferentcommunities.

• Toensureteachers’rolesinschooldisciplinemattersareconsistentwiththeNationalAgreementRaisingStandardsandTacklingWorkloadandworkforceremodellingagenda,sothatthereisduerecognitionoftheenhancedrolesofsupportstaffandnotallresponsibilitiesarefocusedonteachers.

• Toensurestaffareclearabouttheextentoftheirdisciplinaryauthorityandreceivenecessaryprofessionaldevelopmentonbehaviourstrategies.

• Tosupport,praiseand,asappropriate,rewardpupils’goodbehaviour.

• Toapplysanctionsfairly,consistently,proportionatelyandreasonably–takingaccountofSEN,disabilityandtheneedsofvulnerablechildrenandofferingsupportasappropriate.


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• Tomakealternativeprovisionfromdaysixforfixedperiodexcludedpupils,and–whereappropriate–toarrangereintegrationinterviewsforparentsattheendofafixedperiodexclusion.

• Totakeallreasonablemeasurestoprotectthesafetyandwell-beingofstaffandpupils,includingpreventingallformsofbullyinganddealingeffectivelywithreportsandcomplaintsaboutbullying.

• Toensurestaffmodelgoodbehaviourandneverdenigratepupilsorcolleagues.

• Topromotepositivebehaviourthroughactivedevelopmentofpupils’social,emotionalandbehaviouralskills.

• Tokeepparentsinformedoftheirchild’sbehaviour–goodaswellasbad,useappropriatemethodsofengagingthemand,wherenecessary,supporttheminmeetingtheirparentalresponsibilities.

• Toworkwithotheragenciestopromotecommunitycohesionandsafety.

Pupils


• Tocontributetothedevelopmentoftheschoolbehaviourpolicy,witheverypupilinvolvedintheconsultationprocess.

• Tobetaughtinenvironmentsthataresafe,conducivetolearningandfreefromdisruption.

• Toexpectappropriateactionfromtheschooltotackleanyincidentsofviolence,threateningbehaviour,abuse,discriminationorharassment.

• Tofollowreasonableinstructionsbyschoolstaff,obeyschoolrulesandacceptsanctionsinanappropriateway.

• Toactaspositiveambassadorsfortheschoolwhenoffschoolpremises.

• Nottobringinappropriateorunlawfulitemstoschool.

• Toshowrespecttoschoolstaff,fellowpupils,schoolpropertyandtheschoolenvironment.


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Parents


• Tocontributetothedevelopmentoftheschoolbehaviourpolicy.

• Tobekeptinformedabouttheirchild’sprogress,includingissuesrelatingtotheirbehaviour.

• Toexpecttheirchildrentobesafe,secureandrespectedinschool.

• Tohaveanycomplainttheymakeabouttheirchildbeingbulliedtakenseriouslybytheschoolandinvestigated/resolvedasnecessary.

• Toappealtotheheadteacher/governors,andbeyondthattotheSecretaryofState,iftheybelievetheschoolhasexerciseditsdisciplinaryauthorityunreasonably.

• Toappealagainstadecisiontoexcludetheirchild,firsttothegoverningbodyoftheschoolandthen–incasesofpermanentexclusion–toanindependentappealpanel.

• Torespecttheschool’sbehaviourpolicyandthedisciplinaryauthorityofschoolstaff.

• Tohelpensurethattheirchildfollowsreasonableinstructionsbyschoolstaffandadherestoschoolrules.

• Tosendtheirchildtoschooleachdaypunctually,suitablyclothed,fed,rested,andequippedandreadytolearn.

• ToensureschoolstaffareawareofanySEN-relatedorotherpersonalfactorswhichmayresultintheirchilddisplayingbehavioursoutsidethenorm.

• Tobepreparedtoworkwiththeschooltosupporttheirchild’spositivebehaviour.

• Toattendmeetingswiththeheadteacherorotherschoolstaff,ifrequested,todiscusstheirchild’sbehaviour.

• ToadheretothetermsofanyParentingContractorOrderrelatingtotheirchild’sbehaviour.

• Iftheirchildisexcludedfromtheschool,toensurethechildisnotfoundinapublicplaceduringschoolhoursinthefirstfivedaysofexclusionand,ifinvited,toattendareintegrationinterviewwiththeschoolattheendofafixedperiodexclusion.

• Toappealtotheheadteacher/governors,andbeyondthattotheSecretaryofState,iftheybelievetheschoolhasexerciseditsdisciplinaryauthorityunreasonably.

• Nevertodenigrate,harmorbullyotherpupilsorstaff.

• TocooperatewithandabidebyanyarrangementsputinplacetosupporttheirbehavioursuchasPastoralSupportProgrammesorParentingContracts.


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School discipline and pupil-behaviour policies – Guidance for schools

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