POSITIVE CONDUCT POLICY - headlands.org.uk · Equality and Equal Opportunities, Inclusion, Anti-Bullying, E-Safety and Exclusions. October 2016 - Positive Conduct Policy replaced

POSITIVE CONDUCT POLICY

(Includes Positive Conduct Policy, Exclusion, Restrictive

Intervention and Positive Handling and Additional Fixed Term

Exclusion Provision Policies)

Name of the School: Headlands Primary School

Person(s) Responsible: Headteacher, Chairs Sub-Group

and Inclusion Manager

Review Date: October 2017 (Annual)

Distribution: Governors and whole staff

Web Page: www.headlands.org.uk

This policy should be implemented in conjunction with the school’s Written Policy on Behaviour

Principles and should be read alongside other school policies, particularly Safeguarding, Race

Equality and Equal Opportunities, Inclusion, Anti-Bullying, E-Safety and Exclusions.

October 2016 - Positive Conduct Policy replaced the Behaviour Policy March 2017 - Anti-Bullying section removed and replaced with separate policy.

Headlands Primary School

Positive Conduct Policy

Introduction

At Headlands Primary School we hold an unconditional positive regard for children and

have high expectations for the conduct of everyone at our school. We strive to be a safe,

happy, successful community where individuals are welcomed, accepted and equally

valued. Positive conduct allows for a focus on learning and success in all areas of the

curriculum and school life. Children have the right to learn in a classroom free from

disruptive conduct and in an atmosphere in which their self-esteem can flourish.

All adults in school should be good role models to children and enable positive conduct

in our community. Staff at Headlands Primary School share an understanding of the

language, non-verbal communication and consistent procedures we use to manage

learner’s positive conduct. Through teaching and learning, our intention is that children

should ultimately assume responsibility for their own actions and be able to self-regulate

their own conduct.

Aims

to make clear the ethos and expectations of positive conduct that are expected at

Headlands Primary School

to ensure consistency of approach to managing conduct in school

to provide guidance on the systems and processes to use when managing

conduct

School Rules

At Headlands Primary School, we have the following simple and clear rules that apply to

all members of the school community:

I will always try my best in all of my work

I will always use kind words and kind hands and feet

I will look after my own property and that of others

I will look out for and support everyone around me

Expectations of the school community

Head Teacher and SLT

to build positive relationships with children and adults amongst the school based

on mutual respect

to take overall responsibility for the positive conduct of children and staff

to lead by example when dealing with conduct

to provide training and support for staff

to intervene with conduct at Level 2 and 3 .

Staff and Governors

to lead by example when dealing with positive conduct

to build positive relationships with children and adults amongst the school based

on mutual respect

to have high expectations of children and be consistent in applying rewards and

sanctions

to meet the educational, social and emotional needs of all children through

appropriate curriculum and individual support

to be proactive in communication regularly between home and school.

Children

to know and respect the School Rules

to attend school regularly and on time, with the correct equipment and uniform

to take responsibility for their own actions and positive conduct

to understand how their conduct can have positive or negative effects on others.

Parents/Carers

to work with the school to ensure that their child behaves positively

to ensure that children come to school regularly, on time and with the appropriate

equipment

to support the development of positive home/school partnerships

where possible, inform the school of any changes in home circumstance which

may affect the conduct of their child in school.

Curriculum and teaching

At Headlands Primary School we understand the importance of providing an engaging

and challenging curriculum that meets the needs of all children. By delivering this

curriculum in interesting and imaginative ways we will inspire and excite. We

appropriately structure the curriculum and create an effective learning environment to

ensure that inappropriate conduct is minimal.

Circle time and the PHSE curriculum is used to boost interpersonal skills, strengthen

relationships and enhance confidence whilst at the same time, allowing all involved to

have fun together.

Relationships

Healthy, trusting relationships built upon mutual respect are an essential element of

developing positive conduct amongst children and staff.

We always focus on positive conduct and try to spot children who are doing the

right thing. “Thank

you ___ for being ready to listen”; “Thank you ___ for looking this way”; “Thank

you ___ for your maturity” etc.

Proximity praise - we praise other children, seated around a child, who are doing

the right and required thing.

A phone call home to a parent for praise is far more effective than several

negative calls.

Praise and rewards

At Headlands Primary School, we praise and reward positive conduct; our approach is

designed to promote and acknowledge good conduct rather than to deter inappropriate

conduct. Reward schemes are in place to recognise this.

The core values

To provide focus and structure to encourage children to make good choices, the school

has adopted four core values. The core values are: Determination, Achievement,

Respect and Enjoyment and children at Headlands talk about being D-A-R-E-ing in their

actions and conducts. Each year, the school holds a sticker design competition. The

purpose of this competition is to design a KS1 and KS2 DARE sticker which is awarded

to children for demonstrating the core values. Furthermore, the school benefits from D-

A-R-E TV. This is a screen that identifies the names (first name only) and actions/work

that children have completed which exemplify the core values. This TV "show" is

updated weekly and found outside the school's main hall. The TV show is also displayed

on the Head teacher blog site with links to it being shared through the school Twitter

account and school Facebook account.

House points

On admission to the school, each child is allocated a house to which he/she is a

member. House names are Cedar, Birch, Oak and Cherry. Each week house points are

collected by Year 6 House Captains from across the school. They are added to previous

totals for the term. At the end of each seasonal term the winning house is awarded with

the House Cup that is decorated in the winning house colours. Children in the winning

house also get to attend a special event in school to celebrate at the end of each term.

Each house point awarded also supports each child's own personal achievement record.

In KS1 these records are sticker charts (Appendix 1). Each completed sticker chart

results in a certificate (Appendix 2) which is presented during the awards and

celebrations assembly. In KS2 these records are charts which result in certificates and

medals being awarded to the child. The process in KS2 commences with a bronze

certificate moving into a bronze medal and develops into silver, gold and platinum

awards before concluding with the coveted "WOW" award (Appendix 3).

Parents/ Carers are invited to awards assembly on a Friday to see their child presented

with their certificate. Parents/Carers must be informed the week before the award is

presented. Teachers are responsible for arranging this.

House points are awarded for areas where children go above and beyond the school

rules to reward their effort. These can be awarded for the following areas:

great effort within class or around school with their work and positive conduct

reading at home at least 4 times a week and having this recorded

good effort demonstrated with their home learning

House points in books are evident by a gold star stamper.

Level Number of house points required

Bronze 100

Silver 101-250

Gold 251-450

Platinum 451-750

Trophy 751-1150

Wow 1151-1600

The Positive process during lunchtimes

The school works very hard during lunchtimes to ensure the children have activities

which they can enjoy. We have an "active dinnertime" philosophy which encourages

children to be "busy" during these unstructured times. The school has a well-resourced

playground. The distribution of the equipment is overseen by the school's trained play

leaders. The older children have the opportunity to take part in organised football and

netball tournaments each lunchtime. During lunchtimes the teaching assistants on duty

are able to award additional house points for children they see exhibiting the school's

core values. Prefects (Year 6) will also award house points to children who they see

entering the school after break and lunchtime positively.

Head Teacher Awards

Alongside house points, amazing effort and commitment can result in a Head Teachers

award. The child is sent to see the Head Teacher/ Deputy Head Teacher for a "gold"

sticker, a praise postcard may also be sent home. In addition the child will be a

"celebrity" on the following week's DARE TV.

Chill Out Zone

The chill out zone is staffed each morning break and lunchtime. The purpose of this

room is to provide a space for children who have chosen to take themselves out of a

situation which they are finding difficult to manage. In this room they will be provided

with time out of the situation to reflect or to be provided with appropriate activities. This

room is not used as a consequence.

Levels of unacceptable conduct

We divide unacceptable conduct into three broad bands:

Level 1: Low level

Level 2: Consistent/significant disruption

Level 3: Extreme

The use of sanctions should be characterised by certain features:

it must be clear why the sanction is being applied

it must be clear what changes in conduct are required to avoid future sanctions

group sanctions should be avoided as this breeds resentment

it should be the conduct rather than the person that is sanctioned

Support systems for individual pupil need

From time to time some children may display challenging conduct which may require

more individual intervention and support to address. In these cases, it is appropriate to

develop individualised reward/target systems as a motivation to improve positive

conduct. The Inclusion Leader will be involved to monitor these at this stage. Parents

must be notified of these systems. A pastoral support programme or positive conduct

plan may be introduced at this time.

Support systems for staff

The school will support staff to ensure that standards of pupil positive conduct are met.

Through professional development opportunities and in-house training, we seek to

develop a staff that is confident in dealing with challenging conduct effectively and

successfully. All staff have a copy of this policy in order to ensure that positive conduct

is consistent throughout school. Staff having difficulties should speak to their Phase

Leader in order to receive guidance and support.

Support systems for parents/carers

Headlands Primary School has an open door policy where parents and carers are

encouraged to visit and discuss any relevant issues. It is acknowledged that difficulties

at home can have an impact on positive conduct in school and vice versa. An open and

supportive dialogue between school and home is often the best way to support changes

in a child’s positive conduct. Discussions involving a child’s conduct should be done

confidentially and in private. Such discussions should be recorded in class pastoral file

(lined sheet). The Family Support Worker is available to work with families and make

links with other agencies where necessary.

Whole School approach to consequences

Level 1 Dealt with by the class teacher

Stage 1 First reminder

Stage 2 Second l reminder. Child’s peg is moved from the sunshine to the cloud in F/KS1 and name is written on the board at KS2 next to a yellow face.

Stage 3 Third reminder. miss minutes of next break (minutes relate to age).

Level 2

Stage 4 Refer to Phase Leader. Parents/ carers to be informed. Involvement of Inclusion Leader

Level 3 Stage 5 As defined in Level 3. Dealt with by Phase Leader. HT/ DHT involvement. Parent/ carer involvement

Level 1

At FS/KS1- ‘Pot of Gold’ (sun/ cloud/ thunder)

The visual display using the sun/ cloud/ thunder with named/photos pegs helps younger

children to understand the concept that conduct is a choice and gives them clear signals

about what is expected. Following an individual reminder (stage 1), if a child’s conduct

continues, their peg is placed on the cloud and the child is given a warning and the

conduct is identified with them and the school/ class rule they are breaking (stage 2). If

there is no further breaking of the school/ class rules, then the peg is placed back on the

sun at the end of that lesson. If the child continues to choose to break the school/ class

rules, then their peg is moved to the cloud and they miss minutes (related to age e.g. 7

years = 7 minutes) of playtime/lunchtime (stage 3). Parents will be informed if this

pattern of inappropriate conduct continues over a week.

At KS2- Yellow strike/ orange strike/ red strike

The visual display using yellow/ orange/ red strike depicted on coloured faces on the

board. Following an individual reminder (stage 1), if a child’s inappropriate conduct

continues they will be given a yellow strike and their name is placed next to the yellow

face on the board. The child is given a warning and the inappropriate conduct is

identified with them and the school/ class rule that they are breaking (stage 2). If there

is no further breaking of the class/ school rule, then their name is deleted from the board

at the end of the morning or afternoon. If a child continues to break the school/ class

rules, the child will be issued with an orange strike and their name placed next to the

orange face on the board and will miss minutes of either their lunch or playtime related

to their age as above (stage 3). Parents will be informed if this pattern of positive

conduct continues over a week.

A visual reminder will be on display in the classroom (Appendix 4).

The Phase Leader will be the point of contact for staff to refer to for support and advice.

Level 2

If, over time, there is consistent, inappropriate conduct and the child chooses to break

the class/school rules then the situation will be elevated to level 2 and the Phase Leader

will become involved. The class teacher and phase leader will discuss the child’s

inappropriate conduct and will begin to monitor using the ABC sheet (Appendix 5). At

this point the child’s parent/ carer will be informed.

The child’s conduct will then be supported by a positive conduct support plan.

The Inclusion Leader will monitor children at Level 2 and will provide support for staff,

parents/ carers to ensure effective provision is in place for the child. A referral may be

made to the Family Support Worker.

At times it may be necessary for outside professionals to be involved to support social,

emotional and mental health needs.

Level 3

Examples of serious inappropriate conduct which is classed as Level 3 are as follows:

bullying

persistent disruptive conduct

damage to property

physical assault against an adult

physical assault against a pupil

racist abuse

theft

verbal abuse against an adult

verbal abuse against a pupil

sexual misconduct

drug and alcohol related

any other offensive deemed serious

If a child engages in any of the above they will go straight to Level 3. This will be dealt

with by the Phase Leader and a behaviour report form will be completed (Appendix 6).

The Head/ Deputy Head Teacher must then be informed without delay and will see the

child concerned and will decide a suitable consequence. This will be followed up by a

phone call and letter home to parents/ carers. This will be recorded centrally on SIMS.

In extreme cases a child may be excluded. The Head Teacher/ Deputy Head Teacher

has the responsibility for issuing exclusions to individual children for serious acts of

inappropriate conduct.

Management of conduct at lunchtimes including consequences and sanctions

If a child is behaving in an inappropriate way the following system will be used by staff

on duty:-

1. Remind the child of the positive conduct you want to see.

2. If the conduct does not change give the child 5 minutes thinking time.

3. FS/KS1 – walk around with the adult.

4. KS2 – sit in the pergola.

5. If the conduct does not change send the child to the senior member of staff on

duty.

The senior member of staff meets the child at the staffroom door and whilst on the

"reflection line" discusses with the child the conducts that have resulted in this action

being needed. During this discussion, the member of senior leadership makes a

decision about the next steps. If, after reflection time, a child is deemed to require further

support, they will then be kept in for the remainder of lunchtime. At this point, parents/

carers will be informed.

Any serious inappropriate conduct will be dealt with immediately by a senior member of

staff.

Code of conduct for everyone

Teachers will promote a consistent, effective approach to gaining the children’s attention

in their classroom.

Movement around school

Always walk sensibly in school

Use quiet voices

Open doors for class to walk through and for oncoming adults

Use good manners, such “excuse me,” “welcome to our school,” “good

morning/afternoon”

Greet everyone with a smile

Adults explicitly comment on positive conduct when witnessed

Assembly

We sing on the way in and the way out of assembly

Use hand signals instead of verbal commands to direct children

Stand until told to sit.

Be a quality listener!

Stand up to sing and sing well (KS2)!

(Year 6 sit on benches)

PE:

wear PE kit – no jewellery and hair tied back (borrow school kit if there are spare

otherwise evaluate lesson or do other appropriate work, parents to be informed

by letter if they continue to forget kit)

staff dressed appropriately (at least wearing appropriate footwear, trainers)– no

jewellery

have an agreed STOP signal

follow instructions

good sportsmanship to be rewarded

children who forget their kit will have a note posted home to remind parents

(sticker in home/ school partnership book. Children will not borrow other

children’s kits.

Outside work areas:

Go to table or area quietly

quiet voices

work on task – do not engage in conversation to people walking past

tidy areas when finished

children at all times need to be monitored by adults.

Playtimes:

playtime throughout the school will start at 10.30. Children will then lead out to

play quietly and efficiently onto the playground

playtime will finish at 10.45 and at this time staff on duty will ring the bell

the first bell means stop. At this point the Prefects will lead into position. The

second bell will signal the children to walk quietly to their class lines. Staff on duty

will send classes back into school

children will walk quietly and efficiently back to class, awarded with house points

by the Prefects for appropriate conduct.

the class teacher will await the children to ensure that learning begins promptly at

10.50 with all relevant books and equipment prepared on tables.

Also

at play and lunchtime the buddy system and bench will be in use

children go to staff on duty if there are any problems e.g. hurt, disputes

Toileting

encourage children to go at the beginning of playtime/ lunchtime

children are allowed to go to the toilet during lessons and teachers have a system

set up to ensure children are safe and learning is least interrupted

Cloakroom

hang up coat and PE bag on peg/ locker

children/ adults to pick up others coats if knocked off

Other

unfinished work may be completed during break and lunchtimes. Children are not

to miss the whole of their free time (this will be monitored)

only children with adult supervision should be allowed in at lunchtimes

Monitoring and review

Positive conduct will be under constant review throughout the school on a class and

individual basis.

It will be reviewed on a bi-annual basis.

Appendix 1

Sample of Sticker Chart – there are 6 designs the children can choose from

(Master copies can be found in the behaviour drawer in the front office)

Headteacher’s Certificate

Appendix 2

Bronze House Point Chart

Name ………………………..……. Date started ……………. Class …………………..

1 2 3 4 5 6 7 8 9 10

11

12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61

62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

Appendix 4 Appendix 3a

Appendix 3b

Silver House Point Chart

Name ………………………..……. Date started ……………. Class ………………………….

101 102 103 104 105 106 107 108 109 110

111

112 113 114 115 116 117 118 119 120

121 122 123 124 125 126 127 128 129 130

131 132 133 134 135 136 137 138 139 140

141 142 143 144 145 146 147 148 149 150

152 152 153 154 155 156 157 158 159 160

161 162 163 164 165 166 167 168 169 170

171 172 173 174

Well Done!

175

176 177 178 179 180

181

182

183 184 185 186 187 188 189 190

191 192 193 194 195 196 197 198 199 200

201 202 203 204 205 206 207 208 209 210

211 212 213 214 215 216 217 218 219 220

221 222 223 224 225 226 227 228 229 230

231 232 233 234 235 236 237 238 239 240

241 242 243 244 245 246 247 248

249

Well Done!

250

Gold House Point Chart Name ………………………..……. Date started ……………. Class ………………………..

251 252 253 254 255 256 257 258 259 260

261

262 263 264 265 266 267 268 269 270

271 272 273 274 275 276 277 278 279 280

281 282 283 284 285 286 287 288 289 290

291 292 293 294 295 296 297 298 299 300

301 302 303 304 305 306 307 308 309 310

311 312 313 314 315 316 317 318 319 320

321 322 323 324 325 326 327 328 329 330

331 332 333 334 335 336 337 338 339 340

341 342 343 344 345 346 347 348 349

Fantastic! 350

351 352 353 354 355 356 357 358 359 360

361

362 363 364 365 366 367 368 369 370

371 372 373 374 375 376 377 378 379 380

381 382 383 384 385 386 387 388 389 390

391 392 393 394 395 396 397 398 399 400

401 402 403 404 405 406 407 408 409 410

411 412 413 414 415 416 417 418 419 420

421 422 423 424 425 426 427 428 429 430

431 432 433 434 435 436 437 438 439 440

441 442 443 444 445 446 447 448 449

Fantastic! 450

Appendix 3c

Platinum House Point Chart Name ………………………..……. Date started ……………. Class ………………………..

451 452 453 454 455 456 457 458 459 460

461 462 463 464 465 466 467 468 469 470

471 472 473 474 475 476 477 478 479 480

481 482 483 484 485 486 487 488 489 490

491 492 493 494 495 496 497 498 499 500

501 502 503 504 505 506 507 508 509 510

511 512 513 514 515 516 517 518 519 520

521 522 523 524 525 526 527 528 529 530

531 532 533 534 535 536 537 538 539 540

541 542 543 544 545 546 547 548 549 550

551 552 553 554 555 556 557 558 559 560

561 562 563 564 565 566 567 568 569 570

571 572 573 574 575 576 577 578 579 580

581 582 583 584 585 586 587 588 589 590

591 592 593 594 595 596 597 598 599 Fantastic!

600

601 602 603 604 605 606 607 608 609 610

611 612 613 614 615 616 617 618 619 620

621 622 623 624 625 626 627 628 629 630

631 632 633 634 635 636 637 638 639 640

641 642 643 644 645 646 647 648 649 650

651 652 653 654 655 656 657 658 659 660

661 662 663 664 665 666 667 668 669 670

671 672 673 674 675 676 677 678 679 680

681 682 683 684 685 686 687 688 689 690

691 692 693 694 695 696 697 698 699 700

701 702 703 704 705 706 707 708 709 710

711 712 713 714 715 716 717 718 719 720

721 722 723 724 725 726 727 728 729 730

731 732 733 734 735 736 737 738 739 740

741 742 743 744 745 746 747 748 749 Fantastic!

750

Appendix 5

Appendix 3d

Trophy House Point Chart Name ………………………..……. Date started ……………. Class ………………………..

Tro

ph

y A

wa

rd

751 752 753 754 755 756 757 758 759 760

761 762 763 764 765 766 767 768 769 770

771 772 773 774 775 776 777 778 779 780

781 782 783 784 785 786 787 788 789 790

791 792 793 794 795 796 797 798 799 800

801 802 803 804 805 806 807 807 809 810

811 812 813 814 815 816 817 818 819 820

821 822 823 824 825 826 827 828 829 830

831 832 833 834 835 836 837 838 839 840

841 842 843 844 845 846 847 848 849 850

851 852 853 854 855 856 857 858 859 860

861 862 863 864 865 866 867 868 869 870

871 872 873 874 875 876 877 878 879 880

881 882 883 884 885 886 887 888 889 890

891 892 893 894 895 896 897 898 899 900

901 902 903 904 905 906 907 908 909 910

911 912 913 914 915 916 917 918 919 920

921 922 923 924 925 926 927 928 929 930

931 932 933 934 935 936 937 938 939 940

941 942 943 944 945 946 947 948 949 950 See Mr

Smith

Please turn over for the award

Appendix 3e

Tro

ph

y A

wa

rd

951 952 953 954 955 956 957 958 959 960

961 962 963 964 965 966 967 968 969 970

971 972 973 974 975 976 977 978 979 980

981 982 983 984 985 986 987 988 989 990

991 992 993 994 995 996 997 998 999 1000

1001 1002 1003 1004 1005 1006 1007 1008 1009 1010

1011 1012 1013 1014 1015 1016 1017 1018 1019 1020

1021 1022 1023 1024 1025 1026 1027 1028 1029 1030

1031 1032 1033 1034 1035 1036 1037 1038 1039 1040

1041 1042 1043 1044 1045 1046 1047 1048 1049 1050

1051 1052 1053 1054 1055 1056 1057 1058 1059 1060

1061 1062 1063 1064 1065 1066 1067 1068 1069 1070

1071 1072 1073 1074 1075 1076 1077 1078 1079 1080

1081 1082 1083 1084 1085 1086 1087 1088 1089 1090

1091 1092 1093 1094 1095 1096 1097 1098 1099 1000

1101 1102 1103 1104 1105 1106 1107 1108 1109 1110

1111 1112 1113 1114 1115 1116 1117 1118 1119 1120

1121 1122 1123 1124 1125 1126 1127 1128 1129 1130

1131 1132 1133 1134 1135 1136 1137 1138 1139 1140

1141 1142 1143 1144 1145 1146 1147 1148 1149

Fanta

stic

1150

Appendix 3f

WOW House Point Chart

Name ………………………..……. Date started …………..…….

Class ………………………..

WO

W A

wa

rd

1151 1152 1153 1154 1155 1156 1157 1158 1159 1160

1161 1162 1163 1164 1165 1166 1167 1168 1169 1170

1171 1172 1173 1174 1175 1176 1177 1178 1179 1180

1181 1182 1183 1184 1185 1186 1187 1188 1189 1190

1191 1192 1193 1194 1195 1196 1197 1198 1199 1200

1201 1202 1203 1204 1205 1206 1207 1208 1209 1210

1211 1212 1213 1214 1215 1216 1217 1218 1219 1220

1221 1222 1223 1224 1225 1226 1227 1228 1229 1230

1231 1232 1233 1234 1235 1236 1237 1238 1239 1240

1241 1242 1243 1244 1245 1246 1247 1248 1249 1250

1251 1252 1253 1254 1255 1256 1257 1258 1259 1260

1261 1262 1263 1264 1265 1266 1267 1268 1269 1270

1271 1272 1273 1274 1275 1276 1277 1278 1279 1280

1281 1282 1283 1284 1285 1286 1287 1288 1289 1290

1291 1292 1293 1294 1295 1296 1297 1298 1299 1300

1301 1302 1303 1304 1305 1306 1307 1307 1309 1310

1311 1312 1313 1314 1315 1316 1317 1318 1319 1320

1321 1322 1323 1324 1325 1326 1327 1328 1329 1330

1331 1332 1333 1334 1335 1336 1337 1338 1339 1340

1341 1342 1343 1344 1345 1346 1347 1348 1349 1350

1351 1352 1353 1354 1355 1356 1357 1358 1359 1360

1361 1362 1363 1364 1365 1366 1367 1368 1369 1370

1371 1372 1373 1374 1375 1376 1377 1378 1379 1380

1381 1382 1383 1384 1385 1386 1387 1388 1389 1390

1391 1392 1393 1394 1395 1396 1397 1398 1399 1400*

*Please see Mr Smith

Please turn over for the award

WO

W A

wa

rd

1351 1352 1353 1354 1355 1356 1357 1358 1359 1360

1361 1362 1363 1364 1365 1366 1367 1368 1369 1370

1371 1372 1373 1374 1375 1376 1377 1378 1379 1380

1381 1382 1383 1384 1385 1386 1387 1388 1389 1390

1391 1392 1393 1394 1395 1396 1397 1398 1399 1400

1401 1402 1403 1404 1405 1406 1407 1408 1409 1410

1411 1412 1413 1414 1415 1416 1417 1418 1419 1420

1421 1422 1423 1424 1425 1426 1427 1428 1429 1430

1431 1432 1433 1434 1435 1436 1437 1438 1439 1440

1441 1442 1443 1444 1445 1446 1447 1448 1449 1450

1451 1452 1453 1454 1455 1456 1457 1458 1459 1460

1461 1462 1463 1464 1465 1466 1467 1468 1469 1470

1471 1472 1473 1474 1475 1476 1477 1478 1479 1480

1481 1482 1483 1484 1485 1486 1487 1488 1489 1490

1491 1492 1493 1494 1495 1496 1497 1498 1499 1500

1501 1502 1503 1504 1505 1506 1507 1508 1509 1510

1511 1512 1513 1514 1515 1516 1517 1518 1519 1520

1521 1522 1523 1524 1525 1526 1527 1528 1529 1530

1531 1532 1533 1534 1535 1536 1537 1538 1539 1540

1541 1542 1543 1544 1545 1546 1547 1548 1549 1550

1551 1552 1553 1554 1555 1556 1557 1559 1559 1560

1561 1562 1563 1564 1565 1566 1567 1569 1569 1570

1571 1572 1573 1574 1575 1576 1577 1579 1579 1580

1581 1582 1583 1584 1585 1586 1587 1589 1589 1590

1591 1592 1593 1594 1595 1596 1597 1599 1599 1600

Bronze certificate

Appendix 3g

Silver certificate Appendix 3h

Appendix 3j

Appendix 3i

Appendix 3k

Appendix 4

Our school rules

I will always try my best in all of my work

I will always use kind words and kind hands and feet

I will look after my own property and that of others

I will look out for and support everyone around me

If you break the rules:

Once - Your name will be put on the board- this is a WARNING!

Once - Your name will be put on the board- this is a WARNING!

After 3 warnings, you will spend some of your free

time reflecting your behaviour.

If you continue to do the wrong thing or if you hurt another person, swear or make a racist and/or discriminatory comment you will go straight to the Head Teacher/ Deputy Head Teacher and your parents/carers will be informed by letter. Sanctions will be determined at the time.

Over time, if your conduct does not improve you will be sent to the Phase leader. Your will miss your free time and your parents/ carer will be informed. The Head Teacher/ Deputy Head Teacher will be informed at this time.

Appendix 5

ABC Behaviour Sheet

Name of child –

Date & time Antecedents Behaviour Consequences

Additional comments

Date & time Antecedents Behaviour Consequences

Additional comments

Appendix 6

Headlands Primary School Conduct incident report (LEVEL 3)

Date____________________

Name of child (victim):

Age: Year:

Name of child (perpetrator):

Age: Year:

Name of person investigating the incident:

Description of the incident

Actions taken:

Outcome:

Parents/ carers informed of child (victim) Yes

Parents/ carers informed of child (perpetrator) Yes

Reported to governors Yes

___________________________________ (Head Teacher/ Deputy) Date _____________________ TO BE SECURED BY HEAD TEACHER

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Exclusions Policy

Introduction

The current DFE guidance to be followed in relation to exclusion from school was published

in June 2012 and relates to all exclusions which occur from 1 September 2012. In this

policy reference to ‘exclusion’ includes both fixed term and permanent exclusions. Where

the policy is referring to a specific type (i.e. fixed term or permanent) of exclusion, the

wording will make this clear.

Principals, Local Governing Bodies, United Learning, independent review panel members

and clerks, and SEN experts must by law have regard to this guidance when deciding:

mend or direct that the governing body considers the exclusion again.

Schools must have policies, procedures and staff training in place that will promote good

behaviour. Behaviour policies must be widely publicised so that pupils, parents and all

school staff are aware of the standards of behaviour expected and the range of sanctions.

Exclusion is recognised as an appropriate sanction, however permanent exclusion should

only be used as a last resort when a range of other strategies have been tried and

exhausted. Most exclusions are the result of persistent breaches of the schools discipline

policy. A permanent exclusion for a serious breach (e.g. a one-off or first offence) should

only happen in the most serious of circumstances.

Maintained schools and academies have the power to direct a pupil off-site for education to

improve his or her behaviour. A pupil can also transfer to another school/academy as part

of a ‘managed move’. The latter requires the consent of the parent/carer.

This policy provides an overview of the exclusion process. It should be read alongside

current DFE Exclusion Guidance, which should be followed in all cases. Advice and

support with regard to exclusion from school is available from central office.

Any decision of a school or academy in relation to exclusion must be made in line with the

principles of the Human Rights Act – that it is lawful, rational, reasonable, fair and

proportionate.

Any reference in this policy to parent(s) includes all those with parental responsibility.

Exclusion from school

In some circumstances, schools have agreed to participate in what are known as Fair

Access Panels (FAPs) which are local agreements between schools and local authorities

that significantly reduce or eradicate the need to permanently exclude pupils. Where a

school is part of such an arrangement, the sections of this policy that refer to permanent

exclusion are effectively redundant, but have been retained in case a particular FAP

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agreement ceases to operate.

There are two types of exclusion:

1. Fixed term exclusion

This is an exclusion for a fixed number of days. The pupil must remain at home up to the

first 5 days (during which time the school should take reasonable steps to set and mark

work for the pupil). For a fixed term exclusion of more than 5 days, full time education

provision commences from the 6th day and must be organised by the excluding school. A

pupil may be not be excluded for more than 45 days in a school year. A pupil is entitled to

return to school once the period of exclusion has ended.

A pupil may be excluded during lunchtimes for a fixed number of days. Each lunchtime

exclusion is equivalent to half a day’s fixed term exclusion. Arrangements will be made to

provide a lunch if the pupil is entitled to free school meals.

2. Permanent Exclusion

This is where the Headteacher’s intention is that the pupil should not be allowed to return

to the school. The decision should only be taken if:

(a) the pupil has committed a serious breach or persistent breaches of the school’s

behaviour policy;

and

(b) allowing him/her to remain in the academy seriously harms the learning or welfare of

the pupil or others in the school;

In most cases, this will be after a wide range of alternative strategies have been tried

without success. However, there will be exceptional circumstances where, in the

Headteacher’s judgement, it might be appropriate to permanently exclude a child for a

single serious breach (one-off or first offence). Examples of misconduct that might be

considered as a serious breach are set out in Appendix 1.

3. Unofficial exclusions

Formal exclusion is the only legal method of removal if a pupil is sent home for disciplinary

reasons (including lunch times). “Informal or unofficial exclusions are unlawful”

regardless of whether they are done with the agreement of parents or carers.

4. Fixed Term Exclusion – Additional Provision

The school may consider it appropriate for your child to attend a different school for a Fixed

Term Exclusion. Please see Fixed Term Exclusion – Additional Provision document for

more information.

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The decision to exclude

1. General Advice

Only the Headteacher, (or, in their absence, the acting Headteacher or teacher in charge)

can exclude a pupil. The Headteacher may consult others, but not anyone who may later

have a role in reviewing the Headteacher’s decision.

Exclusion should not be imposed in the heat of the moment, unless there is an immediate

threat to the safety of others in the school or the pupil concerned.

The exclusion process falls into three stages:

1. Decision by the Headteacher to exclude

2. Consideration of the Headteacher’s decision by the Local Governing Body (LGB),

usually delegated to a Behaviour Committee

3. [In the case of a permanent exclusion, and only if requested by parents], consideration of

the Headteacher’s decision by an Independent Review Panel

The initial decision on whether to exclude is therefore for a Headteacher to take. Where

practical, Headteachers should ensure that a thorough investigation has been carried out

and allow and encourage pupils to present their case before taking the decision to exclude.

Establishing facts are to be decided on the balance of probabilities.

Whilst exclusion may still be an appropriate sanction, Headteachers should take account of

any contributing factors that are identified after an incident of poor behaviour has occurred.

For example, where it comes to light that a pupil has suffered bereavement has mental

health issues or has been subject to bullying or provocation.

Early intervention to address underlying causes of disruptive behaviour should include an

assessment of whether appropriate provision is in place to support any SEN or disability

that a pupil may have. Headteachers should also consider the use of a multi-agency

assessment (including CAF) for pupils who demonstrate persistent disruptive behaviour.

Such assessments may pick up unidentified special educational needs but the scope of the

assessment could go further, for example, by seeking to identify mental health or family

problems.

2. Fixed Term or Permanent

In many cases investigation may not be immediately possible if, for example, the incident is

complex and a number of witness statements are required.

In this case, a Headteacher may issue a fixed term exclusion for a short period (a maximum

of 5 school days is advised):

In this case the letter informing of the fixed term exclusion should clearly state that the

reason for the fixed term exclusion is “to allow investigation into an incident which may

result in permanent exclusion”. The letter should not state that the fixed term exclusion

is, in itself, punishment for the incident under investigation. Once the investigation is

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complete, a further letter should be sent containing one of the following;

notification for the pupil to return to school;

an extension to the fixed term exclusion;

notification of a permanent exclusion.

In exceptional cases, usually where further evidence, not available at the time of the

investigation, has come to light a fixed term exclusion may be extended or converted to a

permanent exclusion. Similarly, a Headteacher may choose to withdraw an exclusion in the

light of new evidence.

3. Pupils from vulnerable groups

Pupils with Special Educational Needs (SEN)

Schools and governing bodies have a statutory duty to do their best to ensure that the

necessary provision is made for any pupil who has SEN and to avoid excluding

permanently any pupil with a statement of SEN. Where a pupil has a statement of SEN and

is at risk of exclusion, schools should consider an early annual review or interim/emergency

review.

Equality Duty

The law places a general duty on academies and maintained schools, in the exercise of

their functions, to have due regard to the need to eliminate discrimination, harassment,

victimisation and any other conduct prohibited by the Equality Act 2010.

Furthermore such schools must advance equality of opportunity and good relations

between people of different groups (for example different races, those with a disability and

those without, age, gender) and foster good relations between all people.

The law also places a number of specific duties on schools, including duties to assess the

impact of policies and to monitor the operation of those policies on pupils, parents and staff

in the context of the public sector equality duty.

Disabled Pupils

Schools have a legal duty under the Equality Act 2010 not to discriminate against disabled

pupils by excluding them from school because of their disability. This applies to permanent

and fixed term exclusions.

Race Relations

The need to eliminate unlawful racial discrimination, the advancement of equality of opportunity

and good relations between people from different racial groups is set out in the public sector

equality duty.

Looked After Children

Looked After Children are at risk of low attainment in school and exclusion. Schools should be

especially sensitive to exclusion issues where Looked After Children are concerned. Schools

should try every practicable means to avoid exclusion.

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4. Behaviour outside School

An academy has the right to make decisions about behaviour taking place on trips, outings,

sporting fixtures, or travel/movement in the vicinity of the academy. Subject to the requirements of

this policy, the Headteacher (or designated teacher in charge) may exclude students even if the

circumstances giving rise to exclusion occur when the student is out of school..

5. Police Involvement and Parallel Criminal Proceedings

The process of exclusion from school and criminal proceedings can and should run parallel.

However, in certain circumstances it may be appropriate for a decision to permanently exclude to

be postponed if a police investigation has not been concluded. In such circumstances, an extended

fixed term exclusion should be used.

Responsibilities of the Headteacher

Headteachers should follow the procedures set out in the DFE Exclusion Guidance, which has

been designed to ensure fairness and openness in the handling of exclusions. Following the

guidance will reduce the chance of any successful legal challenge to the exclusion at a later stage.

1. Informing parents

Once a decision to exclude has been reached, the parent must be notified without delay, ideally by

telephone, followed up with a letter preferably within one school day. There are specific

requirements for what should be stated in the letter. Copies of model letters can be found in the

appendices of this policy.

It is important to ensure the reason/s for the exclusion are stated clearly in the letter, as further

reasons cannot be introduced at a later date.

2. Informing Governors and the LA

Without delay, preferably within one school day, the Headteacher must inform the governing body

and LA of:

all permanent exclusions (if the pupil resides in another authority, the home LA should also

be informed);

exclusions that would take the term’s total for that pupil to more than five days;

exclusions that would result in the pupil missing a public examination or national curriculum

test.

All other fixed term exclusions should be notified termly. Schools must keep a record of all

exclusions for reporting to the DFE Census.

Pupils who have been permanently excluded should not be deleted from the school roll until the

independent review panel process is completed, or the deadline for review is reached and no

review has been applied for.

Where a fixed term exclusion results in a pupil missing an examination, although there is no right

for the excluded pupil to take such an examination (or test) on school premises, the school should

exercise its discretion to allow the pupil to enter the school premises for the sole purpose of taking

the examination.

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3. Education provision for excluded pupils

The school’s obligation to provide education continues while the pupil is on roll. In all cases of

exclusion work should be set from day one and marked.

Where a pupil is given a fixed term exclusion of six school days or longer, the school must arrange

full time educational provision from and including the sixth day of exclusion. This should be day 1

where possible for pupils with SEN and looked after children.

During the initial period of up to five school days, the parents are solely responsible for the child

and must ensure that he/she is not present in a public place during normal school hours without

reasonable justification.

From the sixth day of a permanent exclusion, the home LA is statutorily responsible for ensuring

that suitable full time education is provided. Schools must ensure that the LA is notified on day one

of any permanent exclusion.

4. Governing body meetings

If a meeting of the LGB Behaviour Committee is to be held, the Headteacher should prepare all

supporting papers for the exclusion and pass them to the Clerk for circulation to all parties at least

five days in advance of the meeting. The paperwork should include:

t policies;

– or Individual Education Plan with clearly identified

behaviour targets, where appropriate;

5. Reintegration interviews

Reintegration interviews are not mandatory but are good practice.

A fixed term exclusion must not be extended if such an interview cannot be arranged in time or the

parents do not attend. Pupils have a right to return to school as soon as the period of fixed term

exclusion ends.

Role of the LGB (Local Governing Body)

The Local Governing Body (LGB) must consider any representations about an exclusion made by

the parents of the excluded pupil. The LGB usually delegates some or all of its functions in respect

of exclusions to a committee consisting of at least three governors and such a committee may be

called the Behaviour Committee.

The LGB’s role is to review exclusions. The LGB can either uphold an exclusion, or direct

reinstatement immediately or by a particular date. The LGB cannot extend a fixed term exclusion

nor substituted it with a permanent exclusion.

The Behaviour Committee, which meets to consider any exclusion must be made up of at least

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three members.

The governors should appoint a Clerk to the Behaviour Committee to handle the administrative

arrangements. The Clerk’s responsibilities are described later.

The Behaviour Committee of the governing body has a duty to meet within 15 school days and

consider the reinstatement of an excluded pupil if:

the exclusion is permanent;

it is a fixed term exclusion which would bring the pupil’s total number of school days of

exclusion to more than 15 in a term; or

it would result in a pupil missing a public examination or national curriculum test

(The Committee should make all efforts to hold the meeting before the exam/test, but if this

is not possible the Chair of Governors can consider the exclusion independently and decide

whether or not to reinstate the pupil. Where this happens, parents still have the right to

make representations to the governing body).

Where a pupil is excluded from school for a fixed term of more than 5 but not more than 15 school

days in a single term, and if requested to do so by the parents, the Behaviour Committee must

meet and consider the reinstatement of an excluded pupil within 50 school days of receiving notice

of the exclusion.

In the case of one or more fixed term exclusions totalling 5 days or less in a school term, the

Behaviour Committee must consider any written representations from the parent. They cannot

direct reinstatement in this case. For the avoidance of doubt there is no obligation to meet with the

parents regarding their representations.

In all exclusion cases, the governing body should comply with the statutory time limits, but are not

relieved of their obligation to carry out the relevant duty if they fail to do so. Accordingly, their

decision will not be invalid simply on the grounds that it was made out of time.

1. Prior to the meeting

The governing body should invite the parent and Headteacher to the meeting, at a time and place

convenient to all parties. The parent can be accompanied by a friend or legal representative at

their request. A parent may also invite an LA representative to attend the meeting as an observer

but representations can only be made by the LA with the consent of the LGB.

The pupil is also entitled to attend the meeting, and should be encouraged to participate, taking

into account their age and understanding.

Any written statements should be requested prior to the meeting. These should be circulated to all

parties at least five school days in advance of the meeting, along with a list of those who will be

present at the meeting.

Governors should read all the paperwork and prepare relevant questions to assist them in making

a decision.

2. Procedure for the meeting

An agenda for Behaviour Committee meetings is set out later in this policy. The meeting should be

conducted in line with guidance on natural justice:

the Headteacher and parents should all enter the room together, at the invitation of the

Committee, at the beginning of the meeting;

parents must not receive any impression that the Headteacher and Committee have

discussed the exclusion prior to all parties being invited into the meeting;

8

all parties, except the Committee and the clerk, should be asked to leave the room before

the Committee discuss their views and make a decision.

Following this procedure ensures that all parties have an opportunity to present their views and ask

questions. At the meeting, the Behaviour Committee should consider;

any representations made by the parent and the pupil;

whether the Headteacher has complied with the exclusion procedure and has had regard to

the Secretary of State’s Guidance on Exclusion;

on the balance of probabilities, has the pupil done what they are accused of;

whether:

o allowing him/her to remain in the academy seriously harms the learning or welfare of

the student or others in the school;

the behaviour is a serious breach of the school behaviour policy, and finally, in most

cases, that a wide range of possible strategies to improve a pupil’s behaviour were

tried and have failed. Strategies could include the use of a Pastoral Support

Programme or an alternative curriculum.

Governors should have particular regard to:

the needs of children with Special Educational Needs and those with disabilities (refer to

the Equality Act 2010);

the needs of Looked After Children.

3. Governing Body’s decision

A checklist for Behaviour Committees is available in the appendices. This should be used when

making the final decision for every permanent exclusion.

The Behaviour Committee must inform the parent, Headteacher and the LA of their decision, in

writing without delay, preferably within one school day of the meeting, stating their reasons. Where

the pupil resides in a different LA, they must also inform the pupil’s ‘home’ LA.

A note of the Behaviour Committee’s views on the exclusion should be placed on the pupil’s school

record with copies of relevant papers.

If the Behaviour Committee directs reinstatement, this should take place as soon as possible. No

conditions can be attached to any direction to reinstate the pupil save that the Committee can

direct reinstatement on a particular date.

Where the Behaviour Committee upholds a permanent exclusion, there are specific requirements

for what information should be included in the letter to parents. Model letters are contained in the

Appendices.

Role of the Clerk to the Behaviour Committee

1. Background

The Behaviour Committee may appoint a Clerk. The Clerk must not be a member of the governing

body or the Headteacher.

The role of the Clerk is to handle the administrative arrangements for considering exclusions. The

Clerk should not have taught the pupil or been involved in any of the incidents involved in the case,

and should not contribute to the meeting other than in an administrative capacity. Where possible

the Clerk should be experienced in exclusion matters so that the meeting can progress smoothly.

9

2. Before the Meeting

When the Headteacher notifies the Clerk that s/he has excluded a pupil for more than five days,

the Clerk should:

ensure that the Headteacher’s letter of notification has been sent to all relevant parties and

that any further information is being prepared;

set up a meeting of the Behaviour Committee within the timescales (allowing two days for

receipt of notification) and formally invite the parents and Headteacher to the meeting at a

time and place convenient to all parties;

obtain written information/statements and circulate to all parties at least five days in

advance of the meeting, along with a list of those who will be attending and a copy of the

procedure for the meeting (this set out overleaf).

3. At the meeting

The Clerk should:

ensure that the Behaviour Committee has all of the information it requires, and that it has

appointed a Chair for the meeting;

invite all other parties in to the meeting at the same time, when the Behaviour Committee

has indicated it is ready to begin;

prepare a written record of the meeting;

stay with the Behaviour Committee to help them with reference to his/her notes of evidence

and in wording their decision;

record the Behaviour Committee’s decision and reasons for it.

Procedure for the Behaviour Committee

1. Before the Meeting

Election of Chair for meeting (usually the Chair of the Behaviour Committee).

Confirm arrangements for a clerk to record the meeting (should not take any part in the

proceedings).

2. During the Meeting - Agenda

Introductions

The Chair should:

explain the purpose of the meeting, which will be: to hear any representations the parents

and the pupil may wish to make; and for the committee to consider whether or not to uphold

the exclusion;

circulate copies of this procedure; and

go through the procedure for the meeting as outlined below.

A decision will be made whether or not to include the pupil. The involvement of the pupil in the

meeting should be encouraged, unless there are strong reasons for this not to happen.

The Headteacher’s Case for Exclusion

The Headteacher will be invited to explain what has happened to lead to his/her decision to

exclude the pupil and summarise his/her reasons for it. He/she may ask other relevant colleagues

to help explain what has happened.

10

Questions to the Headteacher from the Parents

The parents and/or friend will be given the opportunity to ask questions of the Headteacher and

his/her colleagues.

Questions to the Headteacher from the Committee

The committee will be given the opportunity to ask questions of the Headteacher and his/her

colleagues.

The Parents’ Representations/Views

The parents, pupil and/or friend will be invited to present their views concerning the exclusion and

any other related matters.

Questions to the Parents from the Headteacher

The Headteacher will be given the opportunity to ask questions of the parents, pupil and/or friend.

Questions to the Parents from the Committee

The governors will be given the opportunity to ask questions of the parents, pupil and/or friend.

Any other related matters

Any other questions

Summary by the Headteacher of the case for exclusion

Summary by the parents of their representations/views

At the end of the Representations Stage of the Meeting

The Chair should explain:

that there are two possible outcomes from this meeting:

o that the governors direct the Headteacher to reinstate the pupil; or

o that the governors uphold the Headteacher’s decision to exclude the pupil;

that the governors will be the only people involved in the decision making for this meeting.

that the governors’ decision will be communicated to the parents, Headteacher and the

Local Authority in writing without delay, preferably within one school day of the meeting

and, if applicable, that the governors would be prepared to make their decision known

verbally prior to this;

that everyone but the committee members and the clerk to the committee will now be asked

to withdraw.

Making the Decision

The Headteacher, the parent and the pupil may be invited back into the meeting to offer

further information and/or clarification. All parties should be invited in together.

The governors should complete the Checklist (see appendix 7), in order to determine

whether the Headteacher has complied with all of the necessary procedural requirements.

Having completed the Checklist, the governors should then make their decision and record

their reasons for their decision.

The committee should ensure that the necessary arrangements are made to inform parents,

the Headteacher and the Local Authority without delay, preferably within one school day.

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3. After the Meeting

The Behaviour Committee should;

inform the parent, the Headteacher and the LA of the decision, in writing without delay,

preferably within one school day of the meeting, stating the reasons for the decision. Where

the pupil resides in a different LA, they must also inform the pupil’s ‘home’ LA;

a note of the governing body’s views on the exclusion should be placed on the pupil’s

school record with copies of relevant papers;

where the Behaviour Committee upholds a permanent exclusion, there are specific

requirements for what information should be included in the letter to parents. Model letters

are contained in the appendices.

Education of excluded pupils

The LA is required to arrange full time educational provision for permanently excluded pupils from

the 6th day of a permanent exclusion. Once a Headteacher has decided to permanently exclude a

pupil, the LA will arrange to assess the pupil’s needs and how to meet them (even though the

exclusion might still be overturned by the school governors). The pupil’s name will be deleted from

the school roll only if:

(i) the pupil was permanently excluded; and

(ii) decision to uphold the permanent exclusion; or

(iii) the parents have stated in writing they will not be applying for an independent review panel.

It will be the responsibility of the LA to offer an alternative school place.

Independent Review Panels

Each LGB must take responsibility for setting up and training Independent Review Panels or make

arrangements to use the service provided by the Local Authority. Note that the Independent

Review Panel is only involved in reviewing permanent exclusions and only if requested by the

parent/carer of the excluded pupil, and/or the pupil if over 18

1. Notifying parents When a permanent exclusion is upheld by the Behaviour Committee, the Committee’s decision

letter to the parent must state the reasons for the decision, give the last day for lodging a review

(within 15 school days) and explain that the grounds for the review should be set out in writing. If a

parent does not request a review within the timescales the LGB must reject the application.

2. The timing of the hearing An independent review panel must meet to consider an exclusion no later than the 15th school day

after the day on which the review was requested. However, if necessary, the panel may then

decide to adjourn the hearing.

3. Composition of independent review panels Review Panels must consist of 3 or 5 members. One must be a lay member (can be an ex-

governor), one must be a Headteacher or was one within the last 5 years (two for panels of 5), and

one must be a governor who has served for 12 consecutive months in the last 5 years (two for

panels of 5).

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Role of the Clerk to the Independent Review Panel

It is strongly advised that the Independent Review Panel has a Clerk. The Clerk, if appointed,

provides an independent source of advice on procedures for all parties.

In advance of the independent review panel, whoever is convening the panel must take reasonable

steps to find out when the parent and others entitled to attend the hearing would be available in

order to ensure that all parties are able to attend. They must also arrange a suitable venue for

hearing the independent review panel.

The following are entitled to make written representations, appear and make oral representations,

and to be represented (including legally):

the parent (or, if aged over 18, the pupil);

the Headteacher;

the governing body;

The LA is entitled to attend if requested to do so by the parent (or pupil if over 18) but only as an

observer and may only make representations with the consent of the Academy. The LA is not

entitled to legal representation.

The SEN Expert must attend if requested to do so by the parent (or pupil if over 18) but there is no

right for this person to be legally represented.

The pupil is also entitled to attend the review, but if not attending then their views can be presented

through a representative or by written statement.

The clerk should circulate all written evidence to all parties at least 5 working days before the

hearing, including information about the parties attending.

Request for a SEN Expert (see Section 9 DFE Exclusion Guidance)

If requested by the parents, the person convening the panel must appoint a SEN Expert to attend

the independent review panel.

Parents have a right to the above, regardless of whether their child has recognised or identified

SEN.

The SEN Expert’s role is to provide impartial advice to the independent review panel on how

special educational needs may be relevant to the exclusion. Including whether school policies in

relation to SEN were legally reasonable and procedurally fair, whether the school acted in a legal,

reasonable and procedurally fair way with regards to identification of SEN and any contribution that

this could have made to the circumstances of the pupils exclusion.

The SEN Expert’s role does not include making an assessment of the pupil’s special educational

needs.

Conduct and role of the independent review panel

It is for the independent review panel to decide how to conduct the proceedings, which should be

reasonably formal so that all parties can present their case effectively. The meeting should take a

similar form to that of the Behaviour Committee meeting.

The role of the panel is to review the Behaviour Committee’s decision not to reinstate a

permanently excluded pupil. The panel must take account of the circumstances of the excluded

pupil and all others in the school. The panel must apply the civil standard of proof (the balance of

probabilities).

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1. Reaching a decision

Information on what the panel should consider when coming to their decision can be found in

section 9 of the DFE Guidance on exclusions.

2. The decision

An independent review panel can decide to:

uphold the exclusion decision;

recommend that the governing body reconsiders their decision; or

quash the decision and direct that the governing body considers the exclusion again.

The panel’s decision can be decided by a majority vote. The panel can request that a copy of the

decision letter is placed on the pupil’s record and the school must comply with this request.

The panel may only quash a decision and direct reconsideration where it considers that the

exclusion was flawed when considered in the light of the principles applicable on an application for

judicial review; illegality, irrationality and procedural impropriety.

3. Financial Penalties

Where a panel directs a governing body to reconsider an exclusion it has the power to order that a

readjustment of the academy budget be made if the governing body does not offer to reinstate the

pupil within 10 school days of receiving notification. The sum of this adjustment must be £4000,

payable within 28 days, and will be in addition to other monies that follow permanently excluded

pupils.

4. Reconvening a Behaviour Committee

If the independent review panel directs or recommends that the governing body reconsider the

exclusion, the governing body must meet to reconsider within 10 school days of notification.

Where a governing body has reconsidered an exclusion decision it must inform the relevant

person, the Headteacher and the LA of its reconsidered decision and the reasons for it without

delay.

5. After the independent review panel

The independent review panel is independent. Its decision is binding on the parent, the LGB and

the Headteacher. The panel cannot revisit its decision once made.

The panel must let all parties know its decision without delay. The decision letter should give the

panel’s reasons for its decision in sufficient detail for the parties to understand why the decision

was made.

If the independent review panel upholds the permanent exclusion, the Clerk should immediately

report this to the LA. If the pupil is of compulsory school age, it is for the LA in whose area the pupil

lives to make arrangements as quickly as possible for the pupil to continue in suitable full-time

education. If the pupil lives outside the area of the LA, the Clerk should make sure that the home

LA is also informed immediately of the position.

Where the exclusion is upheld the Clerk should also advise the parent to contact the appropriate

person at the home LA about arrangements for their child's continuing education. The Headteacher

should remove the pupil's name from the school roll the day after the conclusion of the

independent review panel.

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6. Remedies after the independent review panel

A parent can complain to the Secretary of State via the Education Funding Agency at the

Department for Education.

7. Judicial review

Decisions of both governing bodies and independent review panels can be subject to judicial

review.

8. Claims of Discrimination in relation to exclusion

Parents can also apply to the First-tier tribunal to hear cases of alleged disability discrimination, in

addition to their current right to apply to a County Court to hear other cases of discrimination under

the Equality Act 2010. The First-tier Tribunal will be able to direct reinstatement.

15

APPENDICES

Appendix 1 Examples of Misconduct that May Lead to Permanent

Exclusion

A note of examples of misconduct is set out below. This list is intended to show examples

only and is not intended to be exhaustive.

a serious breach of safety requirements likely to endanger other people or yourself,

or to cause damage to academy property;

unauthorised use of or supply of alcohol or drugs within the academy premises or

whilst in the company of teachers, students or parents of students or during any

extra-curricular activities organised by the academy at any time;

unauthorised removal of academy property;

stealing from the academy, employees of the academy, or from students and other

serious and deliberate offences of dishonesty;

intentional damage to property;

abuse of the academy’s computer system and of the internet and non-compliance

with any policy issued by the academy addressing these matters specifically;

sexual misconduct, abuse or assault;

serious actual or threatened violence, physical assault or fighting against another

student or member of staff or worker in the academy;

carrying an offensive weapon;

bullying and/or harassment including racial, sexual or homophobic harassment;

wilful defiance of the properly exercised authority of the academy and its staff;

bringing the academy into disrepute or acting in a manner deliberately to undermine

the academy’s principles or ethos to the detriment of students and staff.

16

Appendix 2 Model letter one

From the Headteacher notifying parent of a fixed term exclusion of 5 school days or fewer

in one term, and where a public examination is not missed

Date:

Name

Address

Pupil Name: (Full name of pupil)

D.O.B: (Date of birth)

Year Group:

Dear [parent's name]

I am writing to inform you of my decision to exclude [child's name] for a fixed period of

[specify period]. This means that he/she will not be allowed in school for this period. The

exclusion begins/began on [date] and ends on [date].

I realise that this exclusion may well be upsetting for you and your family, but the decision

to exclude [child's name] has not been taken lightly. [child's name] has been excluded for

this fixed period because [reason for exclusion].

You have a duty to ensure that your child is not present in a public place in school hours

during this exclusion on [specify dates] unless there is reasonable justification for this.

We will set work for [name of child] to be completed on the days specified in the previous

paragraph [detail the arrangements for this].

Please ensure that work set by the school is completed and returned to us promptly for

marking.

You have the right to make written representations about this decision to the governing

body. If you wish to make representations please contact [name of contact] on/at [contact

details — address, phone number, email], as soon as possible.

Whilst the governing body has no power to direct reinstatement, they must consider any

representations you make and may place a copy of their findings on your child’s school

record.

Excluded pupils should be enabled and encouraged to participate at all stages of the

exclusion process, taking in to account their age and understanding.

You should also be aware that if you think the exclusion relates to a disability your child

has, and you think disability discrimination has occurred, you have the right to make a

claim to the First-tier Tribunal

www.justice.gov.uk/tribunals/send/appeals

You and your child are requested to attend a reintegration interview with me on [date] at

[time]. The purpose of the reintegration interview is to discuss how best your child’s return

to school can be managed.

http://www.justice.gov.uk/tribunals/send/appeals

17

You also have the right to see a copy of [name of child]'s school record. Due to

confidentiality restrictions, you will need to notify me in writing if you wish to be supplied

with a copy of [name of child]'s school record. I will be happy to supply you with a copy if

you request it. There may be a charge for photocopying.

Further guidance on the exclusions process can be found at:

https://www.education.gov.uk/publications/standard/AllPublicationsNoRsg/Page6/DFE-

00042-2012

the Coram Children’s Legal Centre: www.childrenslegalcentre.com 08088 020 008; and

• [where considered relevant by the head teacher], links to local services, such as Traveller

Education Services or the local parent partnership (www.parentpartnership.org.uk).

[name of child]'s exclusion expires on [date] and we expect [name of child] to be back in

school on [date] at [time].

Yours sincerely

[name]

Headteacher

https://www.education.gov.uk/publications/standard/AllPublicationsNoRsg/Page6/DFE-00042-2012


http://www.parentpartnership.org.uk/

18

Appendix 3 Model letter two

From the Headteacher notifying parent of a fixed term exclusion of more than 5 and up to

and including 15 school days in total in one term, or where a public examination would be

missed

Date:

Name

Address



Year Group:



[period]. This means that [child's name] will not be allowed in school for this period. The






during the first 5 days of this exclusion, that is on [specify dates] unless there is reasonable

justification for this.

We will set work for [name of child] to be completed during the first 5 days of this exclusion

[detail the arrangements for this]. Please ensure that work set by the school is completed

and returned to us promptly for marking.

From the 6th day of this exclusion [specify date] until the expiry of the exclusion, we will

provide suitable full time education. On [date] he/she should attend at [name and address

of alternative provider if not home school] at [time] and report to [staff member’s name].

You have the right to request a meeting of the school’s Behaviour Committee to whom you

may make representations, and my decision to exclude can be reviewed. As the period of

this exclusion is more than 5 school days in a term the Behaviour Committee must meet if

you request it to do so. The latest date by which the Behaviour Committee can meet, if you

request a meeting is [specify date — no later than the 50th school day after the date on

which the Behaviour Committee were notified of this exclusion].

If you wish to make representations to the Behaviour Committee, and wish to be

accompanied by a friend or representative please contact [name of contact] on/at [contact

details — address, phone number, e-mail], as soon as possible. Please advise if you have

a disability or special needs which would affect your ability to attend or take part in a

meeting at the school. Also, please inform [contact] if it

19

would be helpful for you to have an interpreter present at the meeting.


exclusion process, taking in to account their age and understanding. You should also be

aware that if you think the exclusion relates to a disability your child has, and you think

disability discrimination has occurred, you have the right to make a claim to the First-tier

Tribunal:











00042-2012


• [where considered relevant by the head teacher], links to local services, such as Traveller




Yours sincerely

[name]

Headteacher




20

Appendix 4 Model letter three

From the Headteacher notifying parent of a fixed term exclusion of more than 15 school

days in total in one term

Date:

Name

Address



Year Group:



[period]. This means that [child's name] will not be allowed in school for this period. The








We will set work for [name of child] to be completed during the first 5 days of this exclusion

[detail the arrangements for this]. Please ensure that work set by the school is completed

and returned to us promptly for marking.

From the 6th day of this exclusion [specify date] until the expiry of the exclusion, we will

provide suitable full time education. On [date] he/she should attend at [name and address

of alternative provider if not home school] at [time] and report to [staff member’s name].

As the length of the exclusion means that [ ] has been excluded for more than 15 school

days in total in one term the governing body must meet to consider the exclusion. At the

review meeting you may make representations to the governing body if you wish. The latest

date on which the governing body can meet is [date here — no later than 15 school days

from the date the governing body is notified]. If you wish to make representations to the

governing body and wish to be accompanied by a friend or representative please contact

[name of contact] on/at [contact details — address, phone number, e-mail], as soon as

possible. You will, whether you choose to make representations or not, be notified by the

clerk to the governing body of the time, date and location of the meeting.

Please advise if you have a disability or special needs which would affect your ability to

attend or take part in a meeting at the school. Also, please inform [contact] if it would be

helpful for you to have an interpreter present at the meeting.



21














00042-2012


[where considered relevant by the head teacher], links to local services, such as Traveller




Yours sincerely

[name]

Headteacher




22

Appendix 5 Model Letter 4

From the Headteacher notifying parent of a permanent exclusion

Date:

Name

Address



Year Group:


I regret to inform you of my decision to permanently exclude [child's name] with effect from

[date]. This means that [child's name] will not be allowed back to this school pending a

meeting of the Behaviour Committee.


to exclude [child's name] has not been taken lightly. [child's name] has been excluded

permanently because [reason for exclusion — serious breach (one off incident) or

persistent breaches of the school’s behaviour policy - also include any other relevant

previous history here].




Alternative arrangements for [child's name] education to continue will be made. For the first

five days of this exclusion we will set work for him/her and would ask you to ensure this

work is completed and returned promptly to school for marking. From the 6th day of the

exclusion onwards [specify date] the Local Authority in which you reside will provide

suitable full time education. I have also today informed the Local Authority of your child’s

exclusion and they will be in touch with you about arrangements for his/her education from

the 6th school day of exclusion. You can contact them on [insert telephone number and

name]

As this is a permanent exclusion the governing body must meet to consider it. At the

meeting you may make representations to the governing body if you wish and ask them to

reinstate your child. The governing body have the power to reinstate your child immediately

or from a specified date, or, alternatively, they have the power to uphold the exclusion in

which case you may request an independent review panel to review their decision. The

latest date on which the governing body can meet is [specify date — no later than 15

school days from the date the governing body is notified].

If you wish to make representations to the governing body and wish to be accompanied by

a friend or representative please contact [name of contact] on/at [contact details —

address, phone number, e-mail], as soon as possible. You will, whether you choose to

make representations or not, be notified by

23

the Clerk to the governing body of the time, date and location of the meeting. Please advise

if you have a disability or special needs which would affect your ability to attend or take part

in the meeting. Also, please inform [contact] if it would be helpful for you to have an

interpreter present at the meeting.













00042-2012


[where considered relevant by the head teacher], links to local services, such as Traveller


Yours sincerely

[name]

Headteacher




24

Appendix 6 Model

Letter from the Clerk upholding a permanent exclusion

Date:

Name

Address



Year Group:

Dear [Parents name],

The meeting of the governing body at [school] on [date] considered the decision by

[Headteacher] to permanently exclude your son/daughter [name of pupil]. The governing

body, after carefully considering the representations made and all the available evidence,

have decided to uphold [name of pupil]'s permanent exclusion.

The reasons for the governing body's decision are as follows: [give the reasons in as

much detail as possible, explaining how they were arrived at].

You have the right to request an Independent Review Panel to reconsider the exclusion. If

you wish to do so, please notify the Clerk to the Independent Review Panel. You must set

out the reasons for your request in writing, and send this request to [insert contact details

for Clerk] by [specify the latest date — no later than 15 school days from the date the

letter is posted, allowing 2 school days for receipt of letter]. If you have not lodged a

request for an Independent Review Panel by [repeat latest date], your right will lapse.

Please advise if you have a disability or special needs which would affect your ability to

attend the hearing. Also, please inform the Clerk to the Appeal Panel if it would be helpful

for you to have an interpreter present at the hearing.

Your request would be heard by an Independent Review Panel. A three or five member

panel will comprise one serving, or recently retired (within the last 5 years) Headteacher,

one serving, or recently serving, experienced governor and one lay member who will be the

Chair. The Independent Review Panel will rehear all the facts of the case — if you have

fresh evidence to present to the panel you may do so. The panel must meet no later than

the 15th school day after the date on which your request is lodged. In exceptional

circumstances panels may adjourn a hearing until a later date.

In determining your request for reconsideration the Independent Review Panel can make

one of three decisions: they may uphold your child's exclusion; they may recommend the

governing body reconsiders their decision or quash the decision and direct that the

governing body considers the exclusion again. However, the independent review panel

cannot direct your child be reinstated at the school.

You have the right to request an SEN expert to attend the above panel meeting, regardless

of whether the excluding school recognises that your child has SEN. You must make it

clear if you wish for such an

25

SEN expert to be appointed. Please advise as soon as possible.

Please also note you are permitted, at your own expense, to appoint someone to make

written or oral representations to the Independent Review Panel and you may bring a friend

to support you.









00042-2012


[where considered relevant by the governing body], links to local services, such as

Traveller Education Services or the local parent partnership

(www.parentpartnership.org.uk).

The arrangements currently being made for [pupil's name]'s education will continue. The

LA / LGB [delete as appropriate] convened panel will shortly send you correspondence and

guidance with regards to the Independent Review Panel.

Yours sincerely

[name]

Clerk to the Governing body




26

7 Governor Checklist

This should be used in the Behaviour Committee to ensure proper process has been

followed.

Pupil Name: Date of Meeting:

1 Telephone call to parent/visit from parent on (date):

Letter of notification using model text sent on (date):

Copied and sent to Behaviour Committee on (date):

2 Date of Behaviour Committee Meeting:

Within 15 school days from Headteacher’s letter, for permanent and fixed term

exclusions of more than 15 school days (or total more than 15 school days in a term)

OR

Within 50 school days from Headteacher’s letter, for fixed term exclusions of less than

15 school days

Yes/No

3 All written statements/evidence circulated in advance of this meeting (at least 5 school

days before)

Yes/No

4 Procedure for the meeting and confirmation circulated in advance of the meeting

Yes/No

5 Where it is a permanent exclusion decision that it:

meets the conditions in which permanent exclusion is appropriate:

allowing him/her to remain in the academy seriously harms the learning or

welfare of another student or students in the school

allowing him/her to remain in the academy seriously harms the welfare of an

adult or adults in the school

his or her behaviour seriously undermines the ethos of the academy

the student’s behaviour is judged to be misconduct or is cumulative persistent

misconduct to justify permanent exclusion

is consistent with other similar incidents (where appropriate)

Yes/No

27

6 Evidence and use of procedures are satisfactory in relation to:

The investigation conducted

Firm evidence collected to support decision to exclude

Pupil has been given the opportunity to give his/her version of events

Provocation/harassment has been taken into account, if appropriate

Any SEN taken into account

Where appropriate, a Pastoral Support Programme – or Individual Education

Plan has been tried.

There is evidence of other interventions that have been tried including, where

appropriate:

o alternative or enhanced curriculum

o mediation

o education welfare involvement

o family support

o mentor support for the pupil

No more strategies are available that the school could reasonably be expected

to initiate

Requirements of discrimination (under the Equality Act 2010) have been

considered

Parent has been given adequate time to make representations

All parties to the meeting know how this decision will be communicated

Satisfactory arrangements in place for pupil to continue their education during

exclusion period

Yes/No

If no, what concerns exist:

7 To be completed after the Behaviour Committee meeting Parent, Headteacher and Local Authority notified of decision on (date): Letter regarding decision sent out on (date): Signed (Clerk to the Behaviour Committee): Date:

.

28

POLICY FOR THE RESTRICTIVE INTERVENTION

AND POSITIVE HANDLING OF STUDENTS

Rationale

Objectives

1. Deciding if the use of physical intervention is appropriate

2. Using physical interventions

3. Alternatives to physical intervention

4. Reducing the likelihood of situations arising where the use of physical intervention may be

required

5. Authorisation of staff to use physical intervention and staff development.

6. Positive handling plans

7. Recording and reporting incidents

8. Post-incident support

29

Rationale

Headlands Primary School is committed to ensuring that all staff and adults with responsibility for

students’ safety and welfare will deal professionally with all incidents involving aggressive or reckless

behaviour and use physical intervention only as a last resort. If used at all, it will be in the context of a

respectful, supportive relationship with the student, and be reasonable and proportional to the

circumstances of the incident. We will always aim to ensure minimal risk of injury to students and

staff.

It is recognised in both Statute and Common Law that there is a need to intervene when there is an

obvious risk of safety to students, staff and property.

This policy is based on The Department for Education guidance Use of Reasonable Force Advice for

Head Teachers, staff and Governing Bodies 2012.

Objectives

The key objectives of this policy are to:

maintain the safety of students, staff and visitors;

prevent serious damage to property;

prevent serious breaches of School discipline.

Deciding if the use of restrictive physical intervention is appropriate

Staff will view the use of physical intervention of students as a last resort. If students are behaving

disruptively or anti-socially, every effort will be made to manage behaviour positively to prevent the

need for restrictive physical intervention.

In the following situations staff must judge whether or not physical intervention would be reasonable

or appropriate.

risk to the safety of staff, students, or visitors

where there is a risk of serious damage to property

where a pupil’s behaviour is seriously prejudicial to good order and discipline.

where a pupil is committing a criminal offence.

Any member of staff who undertakes a restrictive physical intervention should be clear as to why it is

necessary and be able to show that it was in the student’s best interest and that it was reasonable

and proportionate. For those students assessed as being at risk of restrictive physical intervention

Positive Handling Plans will be developed. These plans outline what techniques should/should not be

used, along with appropriate de-escalation strategies.

The judgement on whether to use physical intervention and what type of physical intervention should

be used, should always depend on the circumstances of each case and in the case of students with

Special Educational Needs, information about the individual concerned.

30

Staff need to make the clearest possible judgements about

A. The seriousness of the incident, assessed by the effect of the injury, damage or disorder

which is likely to result if force is not used. The greater the potential for injury, damage or

serious disorder, the more likely it is that using force may be justified.

B. The chances of achieving the desired result by other means. The lower the probability of

achieving the desired result by other means, the more likely it is that using force may be

justified.

C. The relative risks associated with physical intervention compared with using other strategies.

The smaller the risks associated with physical intervention compared with other strategies, the

more likely it is that using force may be justified.

Staff should also be aware of guidance which states

Reasonable force can be used to prevent students from hurting themselves or others, from

damaging property or from causing disorder.

In a school, force is used for two main purposes – to control students or to restrain them.

The decision on whether or not to physically intervene is down to the professional judgement

of the staff member concerned and should always depend on the individual circumstances.

School does not use force as a punishment – it is always unlawful to use force as a punishment.

Using physical interventions

Before using restrictive physical intervention staff should, wherever practicable, tell the pupil to stop

their specific undesired behaviour and communicate in a calm and measured manner throughout the

incident. Staff should be specific in telling the pupil that physical contact or restraint will stop as soon

as it ceases to be necessary.

The types of physical intervention could include:

a) Passive physical contact resulting from standing between students or blocking a pupil’s path.

b) Active physical contact such as:

i. Leading a pupil by the hand or arm;

ii. Ushering a pupil away by placing a hand in the centre of the back;

iii. In more extreme circumstances, using appropriate restrictive interventions, which

require specific expertise and training.

The restrictive physical interventions authorised by the school are those techniques in which staff

have received appropriate training and development through ‘Team Teach’.

The core principles of ‘Team Teach’ include:

Minimum of two staff involved.

Last resort minimum force and time.

Techniques that do not rely on pain or locks and allow for verbal communication.

Staff safety and protection addressed.

Planned responses and techniques are written out and included in positive handling plans for

individual students.

Where there is a high and immediate risk of death or serious injury, any member of staff is justified in

taking any necessary action (consistent with the principle of seeking to use the minimum intervention

required to achieve the desired result.)

Alternatives to physical intervention

A member of staff who chooses not to make a physical intervention can still take effective action to

reduce risk. They can:

31

Show care and concern by acknowledging unacceptable behaviour and requesting

alternatives using negotiation and reason.

Give clear directions to the students to stop.

Remind them about rules and likely outcomes.

Remove any audience or take vulnerable students to a safer place.

Make the environment safer by moving furniture and removing objects which could be used as

weapons.

Use ‘positive touch’2 to guide or escort students to somewhere less pressurised.

Ensure that colleagues know what is happening and get help.

Reducing the likelihood of situations arising where physical intervention may be required

All physical interventions at the School are conducted within a framework of positive behaviour

management. The Behaviour Policy rewards effort and application, and encourages students to take

responsibility for their own behaviour. It also outlines the steps the School undertakes to ensure a

calm, orderly and supportive school climate which minimises the risk and threat of violence of any

kind, thereby reducing the need for physical intervention.

A structured approach to staff development is adopted through the ‘Team Teach’ programme, which

allows staff to develop the skills of positive behaviour management and de-escalating incidents.

Staff should recognise the need to effectively manage individual incidents. It is important to

communicate calmly with the pupil, using non-threatening verbal and body language and ensuring

that the pupil can see a way out of the situation. Strategies might include, for

example, going with the staff member to a quiet room, away from bystanders or other students, so

that the staff member can listen to concerns; or being joined by a particular member of staff well

known to the pupil.

Wherever practicable, a pupil should be warned that physical intervention may have to be used

before applying it.

Authorisation of staff to use physical intervention and staff development

As stated in the 2012 guidance use of reasonable fore ‘All members of school staff have a legal

power to use reasonable force’.

School believes in ensuring the Staff are trained in specific physical interventions and de-escalation

strategies through the ‘Team Teach’ approach. Once staff have received their full train ing, refresher

training will take place 2-3 years following initial training.

The names of staff who have been trained to use physical intervention techniques with permission

from the Head Teacher are kept by the Headteacher.

‘Positive touch’ is a ‘Team Teach’ technique where the pupil is guided by touching the arm above the

elbow: refer to the Team Teach training manual for specific guidance on the technique.

Positive Handling Plans

Individual pupils assessed at being at greatest risk of requiring restrictive physical intervention will be

identified through the member of staff with responsibility for Positive Behaviour. These students will

be placed on Positive Handling Plans developed in consultation with the school, Parents/Carers and

the student.

Positive Handling Plans set out the situations that may provoke difficult behaviour, preventative

strategies and the de-escalation strategies that are most effective. Specific strategies and techniques

that have been agreed by staff when physical intervention is required are also included.

32

Recording and reporting incidents

The School keeps a record of all physical interventions. The bound and number order booklet incident

book is located in the School Office.

The purpose of recording is to ensure that policy guidelines are followed, to inform parents/carers, to

inform future planning as part of the School improvement process, to prevent misunderstanding or

misinterpretation of the incident and to provide a record for any future enquiry.

Accounts of the incident should be taken from the member of staff who undertook the physical

intervention, the pupil/s involved and any third party witnesses.

Parents/carers will be informed as soon as possible after any recordable incident. Parents/carers will

be telephoned before details are confirmed in writing. Parents/carers will be informed of

when and where the incident took place, which members of staff were directly involved (anonymised

where necessary), why they decided physical intervention had to be used, what physical intervention

was used, whether there were any injuries and what follow up action was being taken in relation to

their child. Parents/carers will also be given a copy of the ‘Policy for the Restrictive intervention and

Positive Handling of Pupils.’

The Headteacher will be informed at the earliest possible opportunity that a physical intervention has

taken place. The Headteacher will initiate the recording process and review the incident.

Governors will be informed of the number of physical interventions on an annual basis.

Post-incident support

The School recognises the need to ensure that staff and pupils have appropriate emotional support.

The pupil and the member of staff will be checked for any sign of injury after an incident. Immediate

action will be taken to provide first aid for any injuries requiring attention.

The pupil will be given time to become calm whilst staff continue to supervise. When it is deemed that

the pupil is composed, a senior member of staff will discuss the incident with the pupil and ascertain

the reason for its occurrence. All necessary steps will be taken to re-establish a positive relationship

between the pupil and the member of staff involved in the incident.

All members of staff involved will be allowed a period to debrief and recover from the incident. This

may involve access to external support. A senior member of staff (or his/her nominee) will provide

support to the member of staff involved.

Parents/carers will be engaged in discussing the incident and for setting out subsequent actions and

support.

Complaint Procedure

If a parent/carer or pupil is concerned about any aspect of the management of an incident requiring

physical intervention, the Headteacher should be informed of their concern. The Head Teacher will

respond to the complaint in accordance with School Policy and Procedure.

33

HEADLANDS ADDITIONAL FIXED TERM EXCLUSION

PROVISION

KEY CONTACTS FOR PARTNER SCHOOL

PARTNER SCHOOL DETAILS

NAME AND ADDRESS:

TEL:

FAX:

HEAD TEACHER:

KEY CONTACT:

CHILD PROTECTION OFFICER:

FIRST AIDER:

EMERGENCY SCHOOL CONTACT:

ADDITIONAL INFORMATION:

34

1. Objectives of Additional Exclusion Provision:

Under new regulations, schools who issue a fixed term pupil exclusion of more than 5

days, are legally required to provide full time education off-site, from Day 5 until the

remainder of the fixed term exclusion.

2. Line Management and Health and Safety:

The responsibility for the running of the additional exclusion rests with the excluding

school. The health and safety of the staff and the pupil is paramount in the systems and

protocols that have been set up.

The partner school will provide health and safety training for the staff in line with their

school policy. If a pupil’s behaviour is deemed inappropriate for them to attend or

continue at the partner school, the excluding Head Teacher will formulate a suitable plan.

Permission from the parent will be required for a pupil to attend an exclusion provision –

the parental permission is not given, school may take further appropriate action. The

partner school will require all completed exclusion documentation from the excluding

school prior to the pupil arriving at the partner school.

3. Philosophy:

The primary objective of the fixed term additional provision is to sustain an appropriate

educational provision for pupils who require education in an alternative temporary off-site

environment.

The excluding school will provide appropriate learning activities for the pupil. There will

be minimal interaction between school staff and the pupil. The pupil will not interact with

the pupils from the partner school. They will have a separate start, break, lunchtime and

end time to the day at the alternative school to the pupil’s own school.

4. Transport:

When a pupil has to attend an alternative educational setting during a fixed term

exclusion there may be some difficulty transporting the pupil to their temporary setting. It

is the responsibility of the excluding school to transport the pupil to and from their partner

school in line with existing school transport protocol. The parent/carer may accompany

the pupil during transportation and handover periods.

5. Daily Routine:

Pupil and parent/carer to arrive at the excluding school at 9.00am for registration. The

excluding school must ensure that the register is properly coded. The parent/carer will be

briefed on key issues, details of contact numbers will be checked and a Parent

Declaration form completed and signed. On further mornings the pupil needs to arrive at

excluding school by 9.00am for registration.

Pupil and excluding school staff member will arrive at the partner school by 9.30am,

where they will be met by school staff in the reception area.

35

It is important that schools complete all required documentation and ensure all relevant

academic work is passed on to the partner school staff on arrival.

It is the responsibility of the senior staff at the partner school to ensure that staff are

briefed on the necessary procedures and protocols that are applicable whilst supervising

the pupil.

School staff must ensure that all appropriate information/documentation is provided. The

pupil will be collected at the end of the day by the excluding school staff at 2.45pm – they

will return to the excluding school for a handover at 3.15pm.

6. Legal Guide to Exclusion:

Parents do not have a choice whether their child undertakes a fixed term exclusion – it is

the Head Teacher’s decision to issue a period of fixed term exclusion. However,

parents/carers do have rights of appeal that are detailed in the official letter. Head

Teachers should ensure that the parent/carer is sent full information regarding the off-site

educational provision to include parental consent letters for this to take place.

If a parent/carer does not support the alternative provision and refuses to give permission

for the off-site education of their child – schools should clarify the situation. Both the

school and the parent/carer are required to ensure appropriate off-site education for

pupils undertaking a period of 5 or more days of fixed term exclusion is available and

provided. It may be necessary to emphasise that they are not taking up a very important

opportunity to support their child; neither are they supporting the school in meeting their

child’s needs.

7. Procedure for Additional Exclusions:

In the event of an Additional Exclusion being necessary from a school the following

procedure should be followed:

a. Telephone partner school named staff to discuss pending additional exclusion. b. Inform the parent/carer of the decision of the school to exclude, and the period of the

fixed term exclusion. c. Explain the process of attending the partner school. d. Send exclusion letter. e. Arrange transport. f. Complete placement paperwork and e-mail to the partner school. g. During the period of additional exclusion, the pupil is recorded as attending another

educational establishment on the register.

8. Pupils with statements:

If a pupil has a statement it is important that the partner school is aware of the details of

the statement. The pupil’s designated support staff should accompany the pupil and

assist the partner school staff as required during the exclusion. The excluding school

should inform their Educational Psychologist of the fixed term exclusion;

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9. Pupils with Medical Requirements:

It is vital that the excluding school pass on information regarding medical or dietary needs

of the pupil to the partner school. If a pupil has a specific medical intervention or serious

allergy issues, e.g. nut allergy or Epi-pen, the Head Teacher of the excluding school must

telephone the Head Teacher of the partner school to discuss arrangements and complete

a risk assessment.

10. Re-integration Meeting:

A full re-integration meeting with the pupil and parent/carer should be arranged for the

first morning after the exclusion period. Re-integration meetings should be attended by

the excluding school’s Head Teacher, parent/carer and pupil. It may be appropriate for

other agencies to attend at the schools discretion.

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Additional Exclusion Checklist

Prior to Additional Fixed Term Exclusion 1 Contact Partner school named member of staff to pass on all relevant

details and ensure protocols are in place.

2 Inform parent/carer by telephone and letter and arrange Re-Integration

meeting – time and date (Send letters: Parent1 and Parent 2).

3 Complete LA paperwork.

* Internal Exclusion Information Forms AF1 and AF2

4 Arrange transport in compliance with Health and Safety requirements (e.g.

car insurance).

On Morning of Exclusion: 1 Complete Parental declaration (Form Parent 3). 2 Transport pupil to partner school and handover to named Staff at 9.30am. 3 Return to partner school at 2.45pm for handover and transport pupil back

to school to arrive at 3.15pm.

4 Accompany pupil to school to appropriate handover with Parent/Carer.

Confirm details of re-integration meeting.

5 Pass partner school correspondence and paperwork to the school’s

Headteacher.

6 Complete Re-Integration documents where applicable (Forms PSP1,

PSP2, PSP3 and PSP4.

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(Parent 1)

Dear (Parent/Carer’s Name)

I am writing to inform you of my decision to exclude (Pupil’s Name) for a Fixed term of days.

This means that (Pupil’s Name) will not be allowed in school for this period.

I realise that this exclusion may well be upsetting for you and your family, but the decision to

exclude (Pupil’s Name) has not been taken lightly. (Pupil’s Name) Has been excluded

because (Reason for Exclusion).

During this period it will be necessary for your child to be educated at (Partner School Name)

so that their learning is not disrupted. We hope that at the end of this period your child will

return successfully to their normal school routine.

You have the right to make representations to the School Governors Discipline Committee. If

you do wish to make representations please contact (Name of Contact) on/at (Contact details

– address, telephone number, email) as soon as possible.

You also have a right to see a copy of (Name of Pupil)’s school record. Due to confidentiality

restrictions, you will need to notify me in writing if you wish to be supplied with a copy of (Name

of Pupil)’s school record. I will be happy to supply you with a copy if requested but there may

be a charge for photocopying.

You may wish to contact (Name) at (LA Name) Local Authority on/at (Contact Details –

address, telephone number, email) who can provide advice. You may also find it useful to

contact the Advisory Centre for Education (ACE), which is an independent national advice centre

for parents and children in state maintained schools. They offer information and support on

state education in England and Wales, including exclusion from school. They can be contacted

on 020 7704 9822 or at www.ace-ed.org.uk .

(Name of Pupil)’s exclusion expires on (Date) and we expect (Name of Pupil) to be back in

school on (Date) and (Time) . In order to ensure a successful return to school, it will be

necessary for us to meet to discuss (Name of Pupil)’s return before they are due back.

The requirements of the exclusion are attached.

Yours sincerely

Mr D Smith

Head Teacher

http://www.ace-ed.org.uk/

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Your child will need to wear their normal school uniform.

You must accompany your child to school to sign the relevant paperwork.

Your need to arrive at 9.00am.

You may accompany your child on their journey to the partner school.

Your child will work supervised on their own and not as part of a class.

Your child will follow a structured timetable.

Your child will have break and lunchtimes, but not with other children.

Your child’s school will provide appropriate work to be completed.

It is expected that you will provide a suitable packed lunch for your child.

If your child normally takes medication at school, you will need to take this to school on

the morning and fill in the necessary paperwork.

Your child will be accompanied back to school by school staff where you will need to

collect him/her at 3.15pm.

If your child is ill, please inform his/her school. It will be necessary for the exclusion to be

completed before your child may return to their school.

If you have any particular issues please contact: (key member of staff contact details).

POSITIVE CONDUCT POLICY - headlands.org.uk · Equality and Equal Opportunities, Inclusion, Anti-Bullying, E-Safety and Exclusions. October 2016 - Positive Conduct Policy replaced

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