Behaviour Policy

Principle

1. We should all behave with respect for self, others, our environment and the
aims and purpose of our school.

2. Adults should lead by example; older students should be the best possible
example to younger students.

3. Fundamental to our behaviour should be:

A Commitment to equality of opportunity

Care for others

Cooperation with others

Commitment to achieving our full potential

A sense of responsibility appropriate to age, maturity, ability and position

4. We should place greater emphasis on encouragement and rewards than on

sanctions. Where sanctions are necessary they should be fair and appropriate.

5. We should involve parents and families as often and as early as possible in the
process of encouragement/reward. We should, as soon as is appropriate,
inform and involve parents and families in the process of rebuking and sanction
for unacceptable behaviour.

Rewards

should recognise, celebrate and reinforce good behaviour, effort and achievement
should promote the ethos of the school
should encourage further responsibility
where possible, should be reported to parents; we should actively make opportunities
to involve parents and families

Sanctions
should be immediate and, where appropriate, discreet in order to minimise and
contain poor/unacceptable behaviour
should be fair, appropriate and commensurate with the offence and should attempt to
correct as well as punish
should be applied consistently imposition of a sanction should not cause surprise to
a student
should take into account individual circumstances this is part of fairness that most
students will recognise
should be carefully applied only to those who have behaved poorly again, this is
part of fairness that students recognise
should never humiliate or belittle students
Note: detentions at the end of a school day require 24 hours notice from the time the notice
is received by parents.

Responsibility

1. All of us are responsible for encouraging good behaviour and for

checking / preventing inappropriate or poor behaviour. Students themselves are
encouraged to take increasing responsibility for their own behaviour as appropriate to
their age.

2. Obviously, Teaching Staff have the heaviest responsibility for behaviour of

students in lessons and outside lessons, on the school site and, wherever
appropriate, in the neighbourhood.

3. In order to provide most effective support to encourage good behaviour and to

discourage or prevent poor/unacceptable behaviour the following hierarchy
exists;

Classroom Teachers are responsible for behaviour in their lessons or whenever they
encounter good or poor conduct

Form Teachers have primary responsibility to encourage good/appropriate behaviour

among students in their care; they will have first responsibility to monitor and report
on the behaviour of the Tutor Group;

Heads of Department will support staff in their subject areas and in their physical
areas of responsibility;

Heads of Year will provide direction, advice and coordination; where necessary they
will support Form Tutors and Heads of Department;

The Head Teacher and Deputy Head Teachers will support all efforts to encourage
good/appropriate behaviour but will usually (though not exclusively) work with Heads
of Department and Heads of Year (rather than short-circuit the efforts of Classroom
Teachers and Form Tutors)

The Head Teacher will be responsible for fixed term and/or permanent exclusions;
the Deputy Head Teachers will initiate these processes in the absence of the Head
Teacher.