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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.
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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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Non-Statutoryguidanceforheadteachersandotherschoolstaff–14
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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15–Non-Statutoryguidanceforheadteachersandotherschoolstaff
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
Rights Responsibilities
• Tocontributetothedevelopmentoftheschoolbehaviourpolicy,witheverypupilinvolvedintheconsultationprocess.
• Tobetaughtinenvironmentsthataresafe,conducivetolearningandfreefromdisruption.
• Toexpectappropriateactionfromtheschooltotackleanyincidentsofviolence,threateningbehaviour,abuse,discriminationorharassment.
• Tofollowreasonableinstructionsbyschoolstaff,obeyschoolrulesandacceptsanctionsinanappropriateway.
• Toactaspositiveambassadorsfortheschoolwhenoffschoolpremises.
• Nottobringinappropriateorunlawfulitemstoschool.
• Toshowrespecttoschoolstaff,fellowpupils,schoolpropertyandtheschoolenvironment.
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Parents
Rights Responsibilities
• 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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