newsome high school assertive discipline policy · 2018-03-07 · 1. assertive discipline key...

Newsome High School Assertive Discipline Policy

Policy Sections

1. Assertive Discipline Key Objectives, Vision, Mission and Values

2. Classroom Expectations

3. Around School Expectations

4. Social Time Expectations

5. Rewards & Recognition

6. Sanctions

7. Communication Home & the Importance of the Student Passport

8. Catering for Students with Special Educational Needs & Disabilities

9. Attitude to Learning (ATL)

10. Use of Reasonable Force

11. Uniform and Equipment Expectations

12. Frequently Asked Questions


SECTION 1: Assertive Discipline Key Objectives, Vision, Mission and Values

Our objectives are simple - to provide a positive school where discipline promotes progress for all students.

Schools develop a student’s character, not just their ability to pass exams. At Newsome we will all follow the following vision, mission and values in order for our students to become successful and responsible citizens.

VISION Everyone Exceptional, Every Day

MISSION To enable everyone in our school community to achieve their very best.

VALUES

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STATEMENT OF PRINCIPLES

Ethos The Behaviour for Learning Policy at Newsome High School is a statement of good practice that covers all aspects of a High School that contribute to the development and maintenance of good behaviour and a positive ethos. All members of the High School are expected to help maintain an atmosphere conducive to learning, with courtesy and mutual respect as basic requirements.

Aims

1. To encourage adherence to an agreed set of principles of behaviour by students.

2. To support effective teaching and learning.

3. To contribute to mutual respect.

4. To gain the agreement and support of all staff (teachers and non-teaching staff) and parents.

Our school policy has been aligned with guidance from the Department for Education (link below).

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https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf


SECTION 2: Classroom Rules

To ensure that our school expectations are crystal clear to all within our school community, the following set of rules will be displayed in every classroom in school. These will be referred to when needed and parents/carers should familiarise themselves with these if the need to have discipline discussions arise. Failure to comply will result in the use of sanctions.

Classroom Rules

1 Arrive on time, fully equipped and ready to work for each lesson.

2 Complete all tasks set.

3 Be polite, courteous and respectful. Do as you are told by all staff – first time, every time.

4 Listen/watch carefully when the teacher or another person is talking/signing.

5 Put your hand up and wait for permission to speak/sign.

6 Always try your best.

7 Do not impede the progress of others.

8 Always do your homework properly and on time.

9 Mobile phones are not to be used or seen.

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Classroom Rules Explained

Rule 1: ‘Arrive on time, fully equipped and ready to work’

We want all students to recognise the importance of operating in a punctual and time-efficient manner. Additionally, we want students to understand the usefulness of being settled and ready to work with appropriate equipment without constant reminders from the member of staff.

Rule 2: Complete all tasks set.

Whilst some students may not complete every single task, there are expectations that 100% effort will be given. Help should be asked for if there is an issue.

Rule 3: ‘Do as you are told by staff – first time, every time’

All students are expected to be polite, courteous and respectful to everyone on the school site and to comply with reasonable requests or instructions made by staff on the first time of asking. In short, we want all students to do as they are told - without a negative attitude and a lack of respect.

Rule 4: Listen and watch carefully when the teacher or another person is talking/signing.

Students are to be respectful and not speak/sign over other students or staff.

Rule 5: ‘Put your hand up and wait for permission to speak/sign’

The ‘hands up’ routine will be a central feature of each classroom, except when staff are engaging students in a question and answer session.

Rule 6: Always try your best.

All students are to know and understand their Pathway and Attitude to Learning scores. There are to be no negative attitudes such as ‘I can’t’ - instead students are to put their hand up and ask politely for support.

Rule 7: Do not impede the progress of others.

Misbehaving and taking unnecessary amounts of the teacher’s time to deal with behaviour impedes on the progress of others who want to learn. All students are to abide by the clear rules set out on classroom posters and ask politely should they not understand.

Rule 8: Always do your homework properly and on time.

Homework is regularly published online through our Class Charts software. Both parents and students are expected to be aware of issued homework by accessing this online under the students>homework tab. Failure to do so will result in a departmental sanction which will be decided by the class teacher. Parents and students are reminded to use the Passport as the main point of communication.

Rule 9: Mobile phones are not to be used or seen

Mobile phones are not to be used or seen within the classroom. All mobile phones should be switched off or on silent at all times.

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Classroom Assertive Discipline Record Board

Every classroom will have the following display board to record sanctions in the lesson. The Pastoral Team and members of the Senior Leadership Team will visit classrooms to see behaviour recorded on the board and students will be dealt with appropriately to ensure this does not progress onto more serious sanctions.

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SECTION 3: Around School Expectations

Around School Rules

1 Be polite and show respect for yourself and other people.

2 Do as you are told by all staff – first time, every time.

3 Wear your school uniform correctly at all times.

4 Look after property and put all litter in bins.

5 Eat and drink in the right place at the right time.

6 Walk around the school sensibly, quietly and keep to the left.

7 The school opens at 8.00am; be in your room and ready for registration at 8.40am. The school closes at 3pm; after 3pm no student should be on site without staff permission.

8 Adhere to the ‘Be Ready’ ethos.

9 Mobile phones are not to be used or seen.

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Around School Expectations Explained

Rule 1 Be polite and show respect

for other people.

Students should walk on the left to allow for students and staff to move around the school safely. Students should maintain a low level of noise at all times on the corridor, particularly at lunchtimes when some pupils are still learning in classrooms. Students will not swear at anyone when on the Newsome High School site. Students should also be aware of and show respect for the needs of VI, Hi and PI students. With regards to showing respect for yourself, students should not draw on their property or themselves. Students should show pride in their appearance at all times.

Rule 2 Do as you are told by all

staff, first time every time.

All staff includes any adult employed by Newsome High School or any visitor to the school. Students will adhere to this rule whether or not they are taught by or know who the member of staff or visitor is.

Rule 3 Wear your school uniform

correctly at all times.

Boys: Blazer on fully, shirt buttoned up to the top and tucked in. Tie securely in place at the collar. Trousers at waist height and secured correctly. Black school shoes securely fastened. No other form of clothing to be worn/draped around the shoulders. Girls: Blazer on fully, shirt buttoned up to the top and tucked in. Tie securely in place at the collar. Trousers at waist height and secured correctly. Skirt at knee length. Black school shoes fastened securely. No other form of clothing to be worn/draped around the shoulders.

Rule 4 Look after property and put

all litter in bins.

Students are expected to throw away their own litter in appropriate bins. Students also have a duty of care to throw away litter they may see others have dropped. School property, e.g. benches, tables, notice boards are also the responsibility of students to look after, i.e. no graffiti, report breakages etc.

Rule 5 Eat and drink in the right

place at the right time

Appropriate times for eating and drinking are break and lunch. The places are the ‘Smiles’ and ‘Laughter’ dining areas. Outside areas are for drinking only and students should then adhere to Rule 4. No chewing gum or energy drinks allowed at any time.

Rule 6 Walk around sensibly,

quietly and keep to the left

Students should adhere to Rule 1. Sensible walking means no running, jumping or shoving. A suitable walking pace is required to ensure smooth transition of students between lessons.

Rule 7 The school opens at

8.00am; be in your room and ready for registration

at 8.40am. The school closes at 3pm; after 3pm no student should be on

site without staff permission.

When entering school, students will remove coats and other outerwear. They will be prepared to have their uniform and equipment checked by any staff member at the Be Ready store. Students should make their way to the ‘Smiles’ and ‘Laughter’ dining areas. Students will remain in these areas until the bell signals movement towards form/assembly. ALL students will be in form/assembly by 8.45am. At the end of school, ALL students will leave the school site unless they are attending the following:

● Detention ● Sporting fixture ● Rehearsals ● After school club ● Revision session ● Period 6 session ● Educational visit

Permission should be noted in the Passport.

Rule 8 Adhere to the Be Ready

ethos.

All students should have the required equipment every day: Pen, Pencil, Ruler and Passport. All students should also wear the correct uniform everyday: Blazer, white school shirt, tie, black trousers/skirt (knee length) and black school shoes. Students will be expected to produce all equipment on arrival and be in correct uniform before entering the building. This will also be checked in Form and at the start of every lesson as part of the Be Ready and Activate section of each lesson.

Rule 9 No mobile phones to

be used or seen

Mobile phones are not to be used or seen in school or on the school site. All mobile phones should be switched off or on silent at all times.

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SECTION 4: Social Time Expectations

We focus a strong emphasis on conduct during social times to ensure a safe and calm environment. The following poster will be displayed around school social areas to ensure clarity and understanding by all.

1. No sitting on tables 2. Put all rubbish away 3. Remain seated whilst eating 4. No outdoor clothing when inside the building 5. No loitering on corridors - remain in the dining halls or in the outdoor areas 6. No boisterous behaviour (running, throwing, shouting & play fighting) 7. No mobile phones to be used or seen during the school day* 8. No food to be taken out of the canteen 9. Use toilets appropriately, no large groups

*Mobile phones can cause disruption to learning. The school can be contacted should there be the need for an urgent message and special requirements will be assessed on an individual basis - a special request form must be submitted for this and displayed in the student Passport. Mobile phones will be confiscated and held by the Headteacher’s PA and parents/carers must collect the phone from school in person.

Sanctions for Social Time Misdemeanours All staff are responsible for ensuring students behave appropriately and adhere to school expectations during social times. A C3 will be issued for inappropriate corridor behaviour.

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SECTION 5: Rewards and Recognition

At Newsome High School we pride ourselves on a highly effective rewards system that acknowledges and celebrates the achievements and successes of all our students.

We strongly believe that students should be regularly and fairly rewarded for their achievements, to not only celebrate students’ successes, but to also inspire and motivate young people to achieve their very best and become confident, independent learners.

We offer a range of reward points that link directly to our school values and include recognition for the following:

● academic achievement ● progress ● contributions to the classroom ● contributions to the whole school community ● positive behaviour ● good time keeping ● homework ● readiness to learn ● working well with others ● working well independently

The number of positives collected by students are recorded centrally on Class Charts and used to build up points towards recognition badges, certificates and vouchers.

See rewards and recognition policy.

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SECTION 6: Sanctions

All pupils should be aware that disruption of teaching and learning is not tolerated by staff at Newsome High School, where the highest value is placed on providing an appropriate environment in which pupils can learn. Pupils who deliberately disrupt lessons/activities will be removed from the class/activity and, in the first instance, will be given a series of comments.

The Headteacher and Senior Leadership Team reserve the right in their absolute discretion to exclude from the school any pupil whose behaviour, attendance or academic progress is unsatisfactory.

Every effort is made to prevent a student from missing education in the classroom but there will be instances where a student may progress all the way through the stages if they fail to meet school expectations. In these events the stage pyramid will be followed.

Sanctions or Classroom-Based Misdemeanours

In terms of classroom-based sanctions there are four key comments (C1,C2,C3,C4). It is hoped that the vast majority of students will choose to spend their time with us progressing through the rewards framework. It is expected that, of the students whose performances are deemed to be unsatisfactory, only a small minority will move beyond C3.

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It is essential that all students, parents and teachers understand this framework and its consequences. At all times the intention of the policy is to bring a halt to unacceptable working performance and from this point to encourage each child to rejoin the road to achievement.

Verbal Warning Comment 1 Comment 2 Comment 3 Comment 4 Continued failure to

comply will result in a fixed-term

exclusion and further

sanctions.

Reminder of school

expectations. Not recorded.

Formal Warning. Recorded.

Formal Warning. Recorded.

Department Referral & 1hr Whole-School

Detention*

Rest of the day in Restart** (Isolation)

1 hr Detention still owed.

*to be booked the following day ** at the discretion of the appropriate staff member

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Sanctions or Classroom-Based Misdemeanours Explained

It is anticipated that many students will receive the occasional FIRST WARNING in their time with us. Hopefully, as students mature and become more self-disciplined the great majority of student/teacher contact will be positive and enthusiastic. Students should become accustomed to operating within the confines of our learning framework. This will include settling to work quickly, listening properly to the ideas of others and participating constructively in discussion. It goes without saying that students must clearly understand the fact that they have received each warning. This will be indicated by staff when giving each warning. (See appendix 1 for Comment list.)

Verbal The verbal warning has the following purposes: (i) To indicate to students that they have done or are doing something which is unacceptable. (ii) To give the student the chance to modify their behaviour without any formal sanction. (iii) To form a link to the more serious warning.

C1 ● A student who continues to behave unacceptably despite being given a verbal warning will move onto C1 and receive a formal warning. This is recorded on class charts with a brief comment.

● Students could move onto C2 as a result of continuing the behaviour which led to the initial FIRST WARNING or for behaving in a way which is considered too serious to receive only a FIRST WARNING.

C2 ● A student who continues to behave unacceptably despite being given a FIRST WARNING will move onto C2 and receive a second formal warning. This is recorded on class charts with a brief comment.

● Students could move onto C3 as a result of continuing the behaviour which led to the initial 1st & 2nd WARNING or for behaving in a way which is considered too serious to receive only a FIRST WARNING.

C3 ● Occasionally, students will continue to behave in an unsatisfactory manner despite receiving both a FIRST (C1) and a SECOND (C2) WARNING. Such behaviour will result in the student moving onto C3. Students will be moved into another area of the department as the first part of the sanction. They will be taken to another area of the department by a member of SLT/ Pastoral staff. The student will also receive a 1 hour after-school detention to be completed the following school day.

● A yellow C3 sticker will be issued into the student’s passport and will include detention information for home communication purposes.

C4 ● At this point the department referral classroom teacher would come to the decision that a child is impeding on the progress of others. This is despite receiving three clear formal warnings at this stage.

● Alternatively, it may be that a child behaves in such an unacceptable way that the initial classroom teacher chooses to move straight to C4. Though there is always the possibility of this occurring, we support the importance of working through the phases in a cumulative manner whenever possible.

● A student who has gained a C4 is likely to have caused considerable disruption and inconvenience. The student will be taken to Restart by a member of SLT or the pastoral team. They will then remain in Restart at the discretion of staff.

● A red C4 sticker will be issued into the students passport and will include details of the behaviour and the day allocation for Restart, for home communication purposes.

Beyond ● Students that continue to impede the progress of others and continue to refuse to follow instructions will receive further serious and formal sanctions in the form of a Fixed-Term Exclusion (FTE). Parents will be notified and arrangements made for their child to be sent home.

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Restart (Isolation)

Isolation is an extremely serious sanction. The Restart room will have a functional and purposeful environment with a bank of work which covers every curriculum area. The Restart room will be staffed by Heads of Year and members of the Senior Leadership Team. The room will be used for three reasons:

1. Student reintegration after a fixed term exclusion 10am-4pm 2. C4 issued within lesson 3. 2 x C3 sanctions issued within a day 4. Sanction for a L1 - L4

A video camera will be in operation at all times.

● Students will be ‘isolated’ in the fullest sense of the word. Lunch-break will be taken in the Restart room and at no time will the isolated student be allowed to socialise with other students.

● The duration of the day in the Restart room will depend on the time of the sanction. All students who are placed in Restart must bring their Restart equipment for that day.

● Students placed in Restart arriving late without good reason will repeat the full day at the earliest opportunity.

● A student who is absent during the course of an isolation session and does not produce a formal medical note from the doctor will repeat the full period of isolation. The period of isolation should begin at the earliest convenient time.

● The behaviour of the student will be recorded on the isolation Comment board throughout the day. C1-C4 will be in use at all times. A C4 will result in a FTE.

● A student who works satisfactorily or better will rejoin mainstream education though a record of the period of isolation will be kept in the child’s personal file. It may also be worth noticing once again that this sanction, as with any sanction, can be reached through a gradual process of continued unacceptable behaviour or through the committing of a misdemeanour which is considered sufficiently serious to warrant such an immediate sanction.

● The first period will be for one day. Students who continue to underperform will work through further periods of isolation and may lead to a fixed term exclusion.

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Sanctions for Around-School Misdemeanours

All staff are responsible for ensuring students behave appropriately and adhere to school expectations during lesson changeover and when moving on corridors. A C3 whole-school detention will be issued for inappropriate corridor behaviour and all staff will have the authority to do this if they feel it necessary.

Behaviour Tariff To aid understanding and consistency, the school follows a set of behaviours and an associated tariff or sanction beside each one. This is not an exhaustive list and the school will decide on the most appropriate sanction based on every individual incident. The headteacher reserves the right to issue a Permanent Exclusion should it be deemed necessary. The table below shows the criteria for each level of behaviour - 4 being the most serious.

1 1. Repeated defiance (eg 2 C3 faculty referrals in the same day) 2. Selling of goods 3. Verbal aggression (including intimidation) towards student or staff 4. Fighting (joint responsibility) – Including dangerous play-fighting 5. Self exit or defiance in On Call 6. Self exit or defiance in Isolation room 7. Smoking on school site including E-Cigarettes 8. Smoking in school 9. Failure to complete detention 10. Failure to attend detention 11. Damage to another pupil’s property 12. Truanting/lesson refusal

2 1. Behaviour that continually disrupts the learning of others 2. Directed swearing at staff 3. Bullying (Repeated) 4. Assault of another student eg Punching, Hitting, throwing objects, play fighting.

3 1. Theft 2. Pushing and boisterous behaviour on corridors 3. Unprovoked violence 4. Threatening behaviour towards staff and students 5. Racism / Homophobia / Sexism (LA form filled in) 6. Sexually inappropriate behaviour (LA form to fill in) 7. Radicalisation / Extremism / Gangs (LA form to fill in) 8. Vandalism 9. Causing injury through dangerous behaviour 10. Repeated C4 incidents or repeated Restart 11. Failure of Isolation Room 12. Possession of drug paraphernalia 13. Coercion / Extortion / Bribery

4 1. Carrying an offensive weapon 2. Substance misuse on school premises 3. Possession of drugs on school premises 4. Persistent defiance of school expectations 5. Serious assault to staff or students 6. Repeated internal/external exclusions 7. Arson 8. Setting off fire alarm

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Sanctions for Outside School Time Misdemeanours Students of Newsome High School represent the ethos and values of the school not just during school hours but also before and after school. Because of this, the school can exclude a student if they misbehave in or outside school. Appropriate sanctions will be decided based upon the seriousness and appropriateness of the behaviour and how this affects and brings the operation of the school into disrepute.

Staff Responsibility Whilst all aspects of a particular incident will be investigated fairly, it must be understood that school staff are the adults responsible for discipline in school. Should a student disagree with a decision and demonstrate inappropriate behaviour, this will be dealt with as a separate sanction and appropriate action taken.

Deciding Sanctions There are times when an incident needs investigation before a decision can be made. This may be because it is a reported concern without direct evidence as yet and/or because student accounts are at variance with other reports. In these instances, the following general procedure is followed:

● Students concerned are asked to give an account and investigatory staff will ask additional questions to clarify sequencing, detail or any apparent discrepancies.

● Any witnesses will be asked for their account; this will include students and staff. Where possible, witnesses who are neutral i.e. not part of involved students’ friendship groups, will be used.

● Any available camera footage of the area at the time will be viewed ● A decision will be made as to the likely pattern of events based on the evidence collected.

If an incident has occurred and there is no clear evidence, the school will decide based on the legal standard of proof, the ‘balance of probabilities’. The school will make the final decision of the sanction that applies in any situation; this is its responsibility. Any decision is not subject to parental/carer approval, though the school would make every effort for parents/carers to understand the reasons behind its decision and how this complies with it’s behaviour policy. The school will not accept that any individual student should be exempt from school sanctions. All students must comply with sanctions set by the school.

Fixed-Term Exclusion (FTE) A fixed term exclusion is for a specific period of time. A student may be excluded for one or more fixed periods (up to a maximum of 45 school days in a single academic year). In exceptional cases, usually where further evidence has come to light, a fixed period exclusion may be extended or converted to a permanent exclusion. Students whose lunchtime behaviour is disruptive may be excluded from the school premises for the duration of the lunchtime period. An exclusion that takes place over a lunchtime would be counted as half a school day. The legal requirements relating to exclusion, such as the head teacher’s duty to notify parents, apply in all cases. When a student of NHS, students represent the ethos and values of the school at all times and not just during school hours. FTEs can be issued for actions or behaviour outside school if this is deemed to affect or cause issues in school in any way.

Students issued with a FTE must have a Reintegration Meeting (RI) before they enter mainstream education.

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Reintegration Students issued with a FTE must have a Reintegration Meeting (RI) before they enter mainstream education. This meeting should take place at 9.30am on the first day back in school following an FTE. The pupil will then spend the day in Restart before returning to mainstream school the following day. If a student returns to school without a meeting taking place, they will be placed in Restart (Isolation) until one is carried out. A date and time should be arranged when a FTE is issued. The school follows a set format for RI Meetings and this will be completed and shared during the meeting. Appropriate follow-up actions and targets will be set.

Permanent Exclusion (PX) Permanent exclusion is the most serious sanction a school can give if a child does something that is against the school’s behaviour policy (the school rules). It means that the child is no longer allowed to attend the school and their name will be removed from the school roll. Permanent exclusion is used as a last resort.

National information for PXs can be found here.

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https://www.gov.uk/school-discipline-exclusions/exclusions


Section 7: Communication Home & the Importance of the Student Passport

It is vital that students understand the range of equipment and tools needed for employment in order to instil good organisational skills. Having the correct equipment is also important to ensure lessons run smoothly with no disruptions to learning and equipped with the necessary tools to learn. This includes the school’s Passport to Learning.

The Student Passport is the main communication tool between school and home - this includes informing parents of detentions. Ensuring students have a Passport is the responsibility of parents and carers and the school is not responsible if a parent/carer states they have not been informed of an after-school detention and their child is not equipped with a Passport.

All students are issued with a Passport at the start of term and are to have this with them at all times. Parents are expected to check and sign the Passport every week in conjunction with the Form Tutor. Failure to have a Passport will result in a sanction. Students who do not have their Passport on a one-off occasion will be issued with a temporary Passport.

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Section 8: Catering for students with Special Educational Needs & Disabilities

Any student with a special educational need or disability is not discriminated against. When supporting the behaviour modification of students, a ‘Reasonable Adjustment Placemat’ is used. This records the range of interventions (reasonable adjustments) made in order to support each student. Parents will be informed throughout dealings of what adjustments and actions are taking place and this is tracked.

The diagram below are just some of the adjustments that the school may deem appropriate. When the school feels that it has implemented an appropriate and reasonable amount of adjustments, more serious decisions will have to be made to ensure the student is in the best educational environment according to their needs.

Please refer to the school’s SEND Report/Policy for more information.

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https://newsomehigh.co.uk/wp-content/uploads/SEND-Report-2017-18.pdf


Section 9: Attitude to Learning (ATL)

In conjunction with our assessment procedures (Creating Futures), we track each student’s ATL. This information is harvested during each data cycle and reported to parents alongside progress.

A good attitude to learning is crucial in order for students to make progress and reach their potential. An exceptional attitude to learning will see students exceeding their potential and give them the greatest opportunities and choices for the future. We have high expectations of our students and reward those who are motivated and engaged with their learning both in and outside the classroom through our rewards system. Students consistently demonstrating ‘Outstanding’ and ‘Motivated’ attitudes to learning across all their subjects will be eligible for special recognition.

Similarly, we will challenge students who are ‘Coasting’ as a lack of motivation and participation in the classroom or with independent learning, which puts them in danger of not reaching their full potential and limiting their future options. These students may be selected for intervention or placed on report to encourage them to get back on track.

Students displaying an ‘Unacceptable’ attitude are not only failing to comply with our school expectations, values and ethos, they are also preventing the learning and progress of others. This will not be tolerated and these students will face the appropriate sanctions and may be placed on report so they can be monitored and supported to improve.

Please see the below matrix for a detailed explanation of each ATL grade.

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Section 10: Use of reasonable force

In some cases, there will be a need to use reasonable force in order to ensure the safety of staff and students. Where this is the case, the school will follow the REACT positive handling procedures. REACT is a form of positive handling training given to staff. The training provides staff with appropriate techniques for de-escalation and handling of students. REACT training is extensive and ensures that both the safety of the student and staff members is of the utmost concern at all times. Staff will use, where appropriate, six restraint techniques and verbal commands. These ensure that care and control are taken by staff at all times.

● The term ‘reasonable force’ covers the broad range of actions used by most teachers at some point in their career that involve a degree of physical contact with students

● Force is usually used either to control or restrain. This can range from guiding a student to safety by the arm through to more extreme circumstances such as breaking up a fight or where a student needs to be restrained to prevent violence or injury.

● ‘Reasonable in the circumstances’ means using no more force than is needed. ● As mentioned above, schools generally use force to control students and to restrain them. Control

means either passive physical contact, such as standing between students or blocking a student's path, or active physical contact such as leading a student by the arm out of a classroom.

● Restraint means to hold back physically or to bring a student under control. It is typically used in more extreme circumstances, for example when two students are fighting and refuse to separate without physical intervention.

● School staff should always try to avoid acting in a way that might cause injury, but in extreme cases it may not always be possible to avoid injuring the student.

Our school policy has been aligned with guidance from the Department for Education (link below).

Reasonable force will only be used when a member of staff deems it necessary due to a situation presenting a danger to themselves, staff, students or both.

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https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/444051/Use_of_reasonable_force_advice_Reviewed_July_2015.pdf


Section 11: Uniform and Equipment Expectations

Newsome HIgh School expects all students to follow the uniform and equipment rules as stated in rule 8 of the around school rules:

It is vital that students understand the range of equipment and tools needed for employment in order to instil good organisational skills. Having the correct equipment is also important to ensure lessons run smoothly with no disruptions to learning and equipped with the necessary tools to learn. These include: Passports to Learning, pens, pencils and rulers.

All students should have the required equipment every day: Pen, Pencil, Ruler and Passport. All students should also wear the correct uniform everyday, as outlined below. Students will be expected to produce all equipment on arrival and be in correct uniform before entering the building. This will also be checked in form and at the start of every lesson as part of the ‘Be Ready’ and ‘Activate’ section of each lesson.

Uniform Expectations ● Blazers must be worn on the corridors and public places at all times. When working in the classroom

or subject area, the Blazer may be removed and placed on the back of a chair or on a hook. ● Blazers must be the school blazer with the school logo purchased from an official supplier. ● The tie must be worn at all times. ● Rain jackets/outdoor coats must be removed on entry to the school building. ● No pin badges are allowed, with the exception of the school reward badges and Duke of Edinburgh. ● No polo shirts allowed. ● No fashion accessories allowed such as large belts, bangles, bracelets, hats/caps and scarves. ● All uniform items should have the student’s name on the inside label. ● Smart Black Trouser must be worn. NOT jeans, leggings, tracksuit bottoms, shorts or culottes. ● Smart black shoes or pumps with no branding - NO trainers.

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We understand that uniform can be a financial issue for some families which is why we are giving advance notice to parents and carers regarding expectations. If your child has a valid reason for not having the correct uniform and equipment, we require a written note in the planner and short-term allowances can be granted until these are purchased. If you require any information regarding support to achieve the uniform and equipment expectations above, please contact the school and we can discuss.

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SECTION 12: Frequently Asked Questions

1. What happens if you can’t prove, without any doubt, what happened in a given incident? ‘We do not need to prove any matter ‘beyond reasonable doubt’. Schools are expected and required to determine issues on the ‘balance of probability’, namely that we are satisfied that something is ‘more likely than not’ to have happened rather than ‘we are sure that something has happened’. We are required to make decisions on the Civil rather than Criminal law standard of proof. In all cases however we always try to get as accurate a picture as possible before making any decision’

2. What happens if the school and a parent/carer disagree about the way to respond to an incident? The vast majority of parents/carers are very supportive of the school stance, understanding that the school is a large and complex organisation with 600 students who all come from a range of home backgrounds with the subtle differences that make every family dynamic unique.

a. We cannot promise that our values and judgements will automatically reflect an individual parent's/carer’s views – though we do try to make sure that our stance is logical, clearly explained and that we have a consistent rationale that we apply fairly.

b. The school has the right to impose sanctions without parent/carer consent and – if necessary - will do so to make sure that, within the school context, children are dealt with fairly and consistently. However, we would always prefer to explain the rationale and gain parent/carer support rather than simply state our right to impose any sanction.

3. Can I refuse a sanction set for my child? No. The school is legally entitled to set and impose detentions and other permitted sanctions, and does not require parent/carer permission to do so. However, if you feel that there is evidence that the school has not considered in making this decision, then we would encourage you to contact the member of staff, department or Year Team concerned.

4. What do I do if my child is upset by being given a school sanction? It is very easy to become upset when your child is upset, and to act upon the information that they give you without knowing the full story.

a. We would recommend that you talk to your child and try to find out what is at the root of their upset. Often, it is worry about your reactions or your disappointment in them.

b. If children are upset that they have a sanction because they feel they have let themselves or you down, then that is a great credit to them – and makes it more likely that any misbehaviour is a “one off”.

c. If your child is saying that the sanction is unfair, see if he/she can explain why. As an adult, you may be able to give them the wider perspective that children typically lack. However, if you think that what your child is saying doesn’t sound right, then the best thing to do is to contact the school to check whether you have the full picture.

d. We would strongly recommend that you ask for clarification first, rather than going solely on what your child says to you. Children can be prone to selecting the bits that soften a loved one’s anger with them – and this can give you a misleading picture of the situation!

e. However, there are also occasions when we haven’t got the full context of the situation; your help in giving us this extra information means we can make sure we are being as fair as possible to any children involved.

5. Does my child being given a sanction mean that the school will then view him/her as a problem or failure?

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No. In the same way that parents/carers will pick up on misbehaviour at home, the school picks up misbehaviour at school. We all know that children will test the boundaries, make some poor decisions or let their emotions rule their response on occasion. Growing up and developing the skills to cope successfully with adult life is about learning from these mistakes.

6. However, where children don’t learn from the advice given at home or school, and keep on making the same mistakes, then this will become a more serious concern. The school will then talk to parents/carers about different ways to try to resolve the issues identified.

7. Does my child being given a sanction mean that parents/carers are at fault? No. There are very rare cases when a child carries out instructions given by a parent/carer which puts the child into a position where the child is in conflict with the school ethos. In these situations, the parents/carers are compounding their child’s difficulties.

a. However, the vast majority of misbehaviours are not in this category – but result from the child deciding on a course of action that parents/carers would not condone (and the child knows it too!).

8. What can parents/carers do to reinforce any sanction given by the school? Parents/carers have a huge influence on how their children react to any sanctions given; the messages given by parents/carers at home are very important in terms of the effectiveness of any sanction. Parents'/carers’ discussions with their child about the better way to handle a situation, the rationale behind the school’s response (plus any sanctions you feel appropriate) are enormously helpful and supportive of your child’s good behaviour at school.

9. Do I have the right to be present if my child is seen by the Headteacher? No. Parents/carers do not have the right to be present in discussions between any member of staff and a student, including the Headteacher. However, the school will often invite parents/carers to join a discussion of concern, or to review progress where issues have been identified and an action plan put into place.

10. What can I do if I believe that the school’s response to an incident is unfair or unreasonable? As always, if you feel an approach is unfair or unreasonable, then you can write to the Headteacher and/or Governing Body asking for a review of the policy. If you think the sanction given for a particular incident is unfair eg not in line with stated school policy, then you can use the informal or formal complaints procedure to make your case.

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newsome high school assertive discipline policy · 2018-03-07 · 1. assertive discipline key...

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