Holsworthy Community College

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Behaviour Policy

Holsworthy Community College

Behaviour Policy

Adopted May 2019

To be reviewed May 2020

The College will implement its behaviour policy with due regard to: the 2006 Education and Inspections’ Act; the implications arising from the Special Educational Needs and Disability Act 2001, the Race Relations (Amendment) Act 2000, the Human Rights Act 1998 and any other relevant legislation.


1. The Governing body believes that in order to enable effective teaching and learning to take place, good behaviour in all aspects of College life is necessary. It seeks to create a caring learning environment in the school by:

promoting good behaviour;

promoting self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect;

ensuring fairness of treatment for all;

encouraging consistency of response to both positive and negative behaviour;

promoting early intervention; including Restorative Approaches/Justice;

providing a safe environment free from disruption, violence, bullying and any form of harassment;

encouraging a positive relationship with parents and carers to develop a shared approach, involving them in the implementation of the College’s policy and associated procedures.


The Governing body will establish, in consultation with the Principal, staff, trade unions and parents, the policy for the promotion of good behaviour and keep it under regular review (every three years). It will ensure that the policy is communicated to students and parents, is non-discriminatory and the College’s expectations about student behaviour are clear. Governors will support the College in maintaining high standards of behaviour.

The Principal will be responsible for the College’s policy and procedures, and may delegate aspects of its day-to-day implementation and management to a designated member of the College’s leadership team. Support for staff faced with challenging behaviour is also an important responsibility of the Principal.


All staff, including teachers, support staff and volunteers, will be responsible for ensuring that the policy and procedures are followed, and consistently and fairly applied. Mutual support amongst all staff in the implementation of the policy is essential. Staff have a key role in advising the Principal on the effectiveness of the policy and procedures. They also have responsibility, with the support of the school leadership team, for creating a high-quality learning environment, teaching good behaviour and implementing the agreed policy and procedures consistently.

The Governing body, Principal and staff will ensure there is no differential application of the policy and procedures on any grounds, particularly ethnic or national origin, culture, religion, gender, disability or sexuality. They will also ensure that the concerns of students are listened to and appropriately addressed.

Parents and carers will be expected to take responsibility for the behaviour of their child both inside and outside the College. They will be encouraged to work in partnership with the College to assist the College in maintaining high standards of behaviour and will have the opportunity to raise with the College any issues arising from the operation of the policy.

Students will be expected to take responsibility for their own behaviour and will be made fully aware of the College policy, procedure and expectations. Students also

have a responsibility to ensure that incidents of disruption, violence, bullying and any form of harassment are reported.


The procedures arising from this policy will be developed by the Principal in consultation with the staff and trade unions. The procedures will make clear to the students how acceptable standards of behaviour can be achieved and will have a clear rationale which is made explicit to staff, students and parents. The procedures will be consistently and fairly applied and promote the professional responsibility of every member of the school towards the whole community.



     A College ethos of encouragement is central to the promotion of good behaviour. Rewards - credit points (ten equals a House point), postcards, extensions to privileges, phoning/texting parents etc. are means of achieving this. They have a motivational role in helping students to realise that good behaviour is valued, and are clearly defined in the procedures. Integral to the system of rewards is an emphasis on praise, both informal and formal to individuals and groups.

Consequences and Sanctions


There are consequences of all forms of negative behaviour and students will be required to face up to their actions via Restorative Approaches/Justice; victim and perpetrator being brought together. Sanctions are used, as appropriate to respond to inappropriate behaviour.

A range of restorative approaches and sanctions are clearly defined in the procedures and their use will be characterised by clarity as to why each is being applied and what changes in behaviour are expected/required to avoid future harm being caused. The procedures make a clear distinction between the restorative approaches/sanctions applied for minor and major offences.


The Governing body will ensure that appropriate high-quality training on all aspects of behaviour management is provided to support the implementation of the policy. All staff, teaching and non-teaching receive training in Restorative Approaches.

Interrelationship with other school policies

In order for the behaviour policy to be effective, a clear relationship with other College policies, particularly equal opportunities, special educational needs and anti-bullying, has been established.

Involvement of outside agencies

The College works positively with external agencies. It seeks appropriate support from them to ensure that the needs of all students are met by utilising the range of

external support available.


The Principal, in consultation with the staff, will undertake monitoring and conduct regular reviews of the behaviour management policy and procedures in order to evaluate them to ensure that the operation is effective, fair and consistent. The Principal will keep the Governing body informed.





The Governing body will regularly review this policy and associated procedures to ensure its continuing appropriateness and effectiveness. The review will take place in consultation with the Principal, staff, trade unions and parents.

The outcome of the review will be communicated to all those involved.


1.1 The College’s Behaviour Policy has been adopted by the Governing body on

12 November 2014.

1.2 The College will ensure that parents/carers are fully informed of the Behaviour Policy by communicating it through the school prospectus, home-school agreements, newsletters and other normally used channels, including the College’s website.

1.3 The College will communicate the Behaviour Policy to all new and existing students through the College rules / expectations, College prospectus, student notice boards, newsletters, mentor time assemblies, and within the curriculum wherever relevant, but specifically through SEAL/Life Skills.

1.4 The College will seek to ensure that the Policy and procedures are accessible to parents/carers and students by providing these in appropriate formats where available.

1.5 The College will ensure that all staff and trade unions are consulted regularly about the Policy and its implementation.

1.6 The College has communicated the Behaviour Policy to all staff by providing copies of the Policy and through the staff training programme.


1.7 The College defines acceptable behaviour as that which promotes courtesy, cooperation and consideration from all students in terms of their relationships with other students within/outside the College, teachers and other College staff and with visitors or other persons within/outside the College premises

1.8 The College has identified examples of unacceptable behaviour as that which includes name calling, verbal abuse, threatening language or behaviour, intimidation, physical abuse, damage to or theft of property belonging to another, harassment and all forms of prejudice-related behaviours including: bullying on the grounds of body image/size/obesity; homophobic bullying; racist bullying; faith-based bullying; ageist bullying; disability bullying and sexist bullying.


1.9 The College will promote good and improved behaviour of students through a system of recognition and reward. This will include the use of:

praise and positive feedback;

credit points (earning House points) and awards;

letters, post cards and telephone calls to parents/carers;

extension of school privileges.


1.10 The College will ensure it gives appropriate support to individual students who may be at risk of disaffection or exclusion, including:

Community Action;

learner support;


individual education planning;

curriculum and curriculum resources;

teaching strategies;

study support;

anger management;


1.11 The College will implement an agreed range of strategies to deal with inappropriate behaviour by students, including:

engaging student in 'reflective' activity;

verbal reprimand;

time out / ‘parking’;

referring matters to the appropriate member of staff;


instituting student searches, as appropriate;

withdrawal of College privileges;

letters to parents/carers;

meetings with parents/carers;

referral to external agencies;

detentions (break, lunchtime and after College);

fixed-term or permanent exclusion (see annex 1).

1.12 The College will monitor the use of rewards, Restorative Approches and sanctions to ensure that its arrangements operate with due regard to equal opportunities and antidiscrimination, and the College’s statutory duties in respect of SEN and disability, race relations and gender equality.


1.13 The College has developed measures to encourage students to take responsibility for their own behaviour and to help them to recognise the consequences of inappropriate behaviour. Some restorative training/activity has been carried out via mentor groups and is reinforced continually during the  

Life Skills programme and through day to day 'learning relationships' management.

1.14 The College will undertake reviews of the educational needs of students, as appropriate. Details of reviews undertaken will be included within each student’s file.

1.15 The College will involve external agencies where it is appropriate to do so, for the purposes of student education and guidance.

1.16 The College will provide appropriate training for all staff in order to promote positive and consistent behaviour standards within the College.

1.17 Parents/carers will be contacted promptly by the College and normally within
working days to notify them of any reported serious incidents of misbehaviour in which their child has been involved.



1.18 The College will investigate, as appropriate, reported incidents of student mis- behaviour.

1.19 The College will ensure that relevant staff receive adequate and appropriate training for the conduct of any investigations, including in respect of the recording of evidence and the taking of witness statements

1.20 The College will provide adequate time for the conduct of investigations.

1.21 The College will notify the police and other relevant bodies of incidents where it is appropriate to do so.

1.22 The College will complete investigations within a reasonable timescale and not normally exceeding 2 days

1.23 The College will ensure that appropriate feedback from any investigation
undertaken is provided to relevant persons together with recommendations for action

1.24 A copy of the results of all investigations undertaken will be held on record until such time as the student leaves the College. Where an investigation finds that there is no case to be heard, the report will be held by the College but will not be kept within the student’s file.



2.1 The College has a Restorative Approaches to behaviour management training programme which has been reviewed to ensure that it is appropriate to the needs of staff and the circumstances of the College.

2.2 The College reviews regularly the health, safety and welfare of all staff and provides
for professional and personal support (including coaching and training).

2.3 The College provides relevant information and training on restorative behaviour management matters to all groups of staff, including:

lunchtime supervisors;

support staff (e.g. lunchtime supervisors, teaching assistants and councellors);

newly qualified teachers during their formal induction period;

students undertaking programmes of initial teacher training;

supply teachers;

class teachers / mentors;

Heads of Key Stage/Heads of House

Senior leadership team

2.4 The College will provide for the training and development of all staff on behaviour management matters through induction training for all new staff, whole-College INSET and specific planned / tailored training.


      2.5 The College undertakes annual reviews of the continuing professional development (CPD) needs of teachers through the Appraisal process.


2.6 The College provides opportunities, as appropriate, for staff to develop their knowledge and skills in relation to such issues as:

implementing the College’s behaviour policy;

logging and recording of incidents on SIMS;

College leadership;

teaching strategies;

lunchtime supervision;

classroom management;

educational visits;

learning styles;

the implications of legislation affecting behaviour management (e.g. detention, exclusion & child protection);

mentoring/student support;

equal opportunities and anti-discrimination;

techniques for promoting positive behaviour.


2.7 The College ensures that staff job descriptions include appropriate reference to responsibility for implementing the College’s behaviour policy.

2.8 The governing body is advised of the implications of the behaviour policy for their own practice and relevant committees recognise their responsibilities under the terms of the policy and any other Regulations and Government guidance.


2.9 The College will undertake reviews of students’ needs prior to identifying suitable educational plans, strategies and alternatives for students; mentors and Heads of Faculty/Key Stage/House carry out this responsibility. Referrals for LSU support are made to the Assistant Head (Pupils).

2.10 The College undertakes regular monitoring and review of its internal and external arrangements for student referral and support.

2.11 The College has identified the main points of external referral (including student counseling via CAMHS, education welfare officers, educational psychologists, voluntary sector, health authority/trust, social services/child protection, police).

2.12 The College maintains appropriate records on the use of referrals, using the relevant referral forms.

2.13 The College ensures that appropriate staff (including the class teacher / mentor) are informed in full of the outcome of any referral.



2.14 The College will provide the resources needed to ensure the effective implementation of the behaviour management policy, including reviews of the following:

(i) staffing issues:

staffing levels;

staff training and development;

provision of appropriate time to carry out their professional roles and



health and safety.

(ii) data management and record keeping:

provision of administrative and record keeping systems (including use

of SIMS);

monitoring arrangements.

(iii) curriculum review and alternative provision:

alternative education provisions for students, including the use of off-site

provisions (where available);

review of curriculum appropriateness;

use of curriculum flexibility, including Responsive Curriculum and

disapplication (where appropriate);

on-site facilities wherever possible and appropriate (e.g. ‘time-out’ space,

‘parking’, and the LSU providing access to learning support & mentoring).

2.15 The College will participate appropriately in implementing the Common Assessment Framework to ensure effective early identification and integration of services to meet the needs of children and families, including:


Education Welfare Service;

Education Psychology Service;

Health Services, including Child and Adolescent Mental Health Services (CAMHS);

social services;

information, advice and guidance (inc. Careers SW);

youth workers;

Youth Offending Team;

drug counselors agencies;

learning mentors;

College counselors;


2.16 The College has a pupil support programme (PSP), and has reviewed the need for mentoring, counseling and restorative practice/peer mediation.


3.1 Through its referral processes, the College will undertake assessments and reviews of the needs of students whose behaviour is disruptive.

3.2 The College provides appropriate training for all relevant persons responsible for the conduct of assessments and reviews; most recently THRIVE training has been provided for 2 Learning Support Unit staff.

3.3 The College ensures that adequate time is given during the normal school day for the conduct of student assessments and reviews and for the development and implementation of the PSP.

3.4 The College ensures that staff receive adequate time to provide support to individual students.


3.5 The College’s curriculum is appropriate to the needs of students; the College’s curriculum provides an opportunity for students to talk about behaviour issues and to formulate personal and group strategies to minimize and avoid conflict.

3.6 The Learning Support Unit (LSU) is a facility utilised to offer a curriculum, part-time or full time, shot-term/longer term, that provides for the needs of students in need of behaviour intervention, with a clear Retracking focus aimed at enabling students to returning (ideally full-time) to mainstream lessons.


3.7 The College encourages students to take responsibility for their own learning and behaviour.

3.8 The College encourages students to take responsibility for developing a positive behaviour culture within the College.

3.9 The College provides opportunities for students’ positive involvement in the life of the College and community.

3.10 The College seeks to engage students in the review of the behaviour policy.


3.11 The College ensures that parents / carers are informed promptly of any concerns regarding their child and are given the opportunity to be involved in responding to their needs.

3.12 The College provides opportunities to encourage parental involvement and support for the behaviour policy.


3.13 The College liaises with a range of bodies as appropriate to support and promote positive behaviour.


4.1 The prompt and accurate reporting of incidents is considered particularly important to the effectiveness of the College’s behaviour policy.

4.2 The College maintains accurate records of all behaviour incidents and in respect of the conduct of student searches and the application of rewards and sanctions.

4.3 The College has a low bureaucracy system of data collection and record keeping.

4.4 The College has advised all staff of the need for timeliness, accuracy and completeness in the recording of behaviour management incidents and has advised staff of the correct procedures for recording statements.

4.5 The College provides for the logging of incidents and monitoring of trends as appropriate.

4.6 The College deploys appropriate staff to undertake routine administration and record keeping.


4.7 The College monitors behaviour incidents in order to identify issues and trends.

4.8 The College makes effective use of SIMS to support the implementation of its procedures.

4.9 Staff receive individual and collective feedback (as appropriate) on behaviour management issues, trends and the outcome of referrals.

4.10 The College monitors incidents of disruptive behaviour in terms of:

type of incident (including prejudice-related incidents);

critical days/times in the week;

critical places within/outside the school;

students involved;

profile of students involved (ethnicity, gender, disability, age, SEN);

timeliness of response;


4.11 The College reports details of racist and bullying incidents in accordance with its statutory duties.

4.12 The College ensures that its student record keeping systems provide analysis of the impact of its behaviour policy on particular groups of students and in respect of special educational needs, disability, ethnic origin, gender and children in care.


4.13 The College ensures appropriate levels of confidentiality within its monitoring and reporting arrangements.

4.14 The College evaluates its policy and effectiveness of its implementation strategies against key improvement objectives which include:

(i) individual measures:

improvement of individual behaviour;

academic progress.

(ii) class / department / whole-college measures:

general behaviour patterns;

balance in the use of rewards and sanctions;

staff support and training needs;

curriculum access and academic progress;

equal opportunities;

behaviour management trends over time;

effectiveness of the policy in encouraging positive behaviours.

4.15 The College provides details of issues and trends to staff and the governing body as a basis for effective decision making.


4.16 The College shares information on good practice gleaned from:

reviews of individual practice;

reviews of whole-college practice;

reviews of practice in other schools; inc. LAP

reviews of cross-phase practice;

reviews of cross-departmental practice.

4.17 Relevant information is shared with all members of staff and the governing body to better inform decision making, and to assist in meeting the educational

needs of all students at the school.



To include:

Code of Behaviour

Home – school agreement

Classroom protocol

Managing in-class behaviour

Out-of class protocol

Managing out-of-class behaviour

Rewarding exemplary behaviour

Managing inappropriate behaviour





Support structures

Uniform code


(see Annex 2 – 6 for info)


     Annex 1


Under the law, the Principal, Governing body, Local Authority and independent appeals panel must have regard to the relevant DfES guidance when deciding:

whether to exclude a student or (where applicable) to uphold an exclusion;

the period of exclusion;

whether to direct the Principal to reinstate an excluded student (where


The Governing body and Principal of the College are responsible for promoting good behaviour on the part of the College’s students and for securing an orderly and safe environment for students and staff.

The College’s response to challenging and disruptive behaviour will be made in the context of the behaviour policy, and will encompass a range of strategies, with exclusion as one option. The College will ensure that the interests of the whole college are considered within any action taken.

Deciding whether to exclude a student

Only the Principal or, in his or her absence, a ‘senior’ teacher acting with his or her authority, can exclude a student from the College. A decision to exclude a student will be taken only:

in response to serious breaches of the College’s behaviour policy; and

if allowing the student to remain in College would seriously harm the

education or welfare of the pupil or others in the College.

The decision to exclude a student is a matter of judgement for the Principal, who will take into account the likely impact of the misconduct on the life of the College. This may include behaviour on or off College premises which is in breach of the standards of behaviour expected by the College.

Before reaching a decision to exclude either permanently or for a fixed period, the Principal will:

ensure that a thorough investigation has been carried out;

consider all the evidence available to support the allegations, taking account of the College’s behaviour and equal opportunities policies, and, where applicable, the Race Relations Act 1976 as amended and the Disability Discrimination Act 1995 as amended;

allow and encourage the student to give his or her version of events;

check whether the incident may have been provoked, for example by bullying, including homophobic bullying, or by racial or sexual harassment;

when appropriate, consult others, but not anyone who may later have a role in reviewing the Principal’s decision, for example a member of the Governing body.


     Permanent exclusions

Permanent exclusions will normally be used only as a last resort when a range of other strategies has been exhausted.

In exceptional circumstances, the Principal might consider it appropriate to permanently exclude a child for a first or one-off offence. Such circumstances might include:

where there has been serious actual or threatened violence against another

student or member of staff;

sexual misconduct;

supplying an illegal drug;

carrying an offensive weapon

Fixed-term exclusion

In the case of fixed-term exclusions, the Principal may exclude a student for up to 45 days

any one year. 5 days to be administered as a general maximum for any one incident or series of incidents.

Lunchtime exclusion

Students whose behaviour at lunchtime is disruptive may be excluded from the College premises for the duration of the lunchtime period. A lunchtime exclusion is treated in the same way as any other fixed-period exclusion.


Unofficial exclusions

Informal or unofficial exclusions are illegal regardless of whether they are done with the agreement of parents or carers.

The relevant regulations do not state a minimum length of exclusion. If students are sent home in response to a breach of discipline, even for short periods of time, this must be formally recorded as an exclusion.

In every instance where a student is sent home for disciplinary reasons, the Principal / designated Senior Teacher shall formally record and specify the length of the exclusion (for reporting purposes this will be recorded as a half day, whole day or lunchtime).

Providing full-time education from the sixth day

From September 2007 schools are required to provide full-time education from and including the sixth day of any period of fixed-period exclusion of six days or longer. Days of fixed-period exclusion are not to be aggregated. The education must not be provided at the school unless the excluding schools hosts shared provision for excluded students with at least one other school.

Parents are responsible for the whereabouts of their child during the first five days of any period of fixed-period exclusion up to five days and will face a fixed penalty notice if their child is found in a public place in school hours without reasonable justification during this period.

From September 2007, local authorities are required to provide full-time education from the sixth day of a permanent exclusion. Principals (and in the case of PRUs, teachers in charge) will be required to inform the appropriate local authority of the permanent exclusion.

At Holsworthy Community College, the decision has been taken by the Governors and the Principal not to exclude on a fixed-period basis for any longer than 5 days.



     Procedures following permanent exclusion

In the case of a permanent exclusion the student remains on the roll of the College until any appeal is determined, or until the time limit for the parents to lodge an appeal has expired without an appeal being brought, or the parent has told the LA in writing that no appeal is to be brought.

Once a permanent exclusion has been upheld by the Governing body, the LA has a duty to assess the student’s needs and how to meet them, including any special educational needs the student may have. Once the student is removed from roll, the LA is responsible for ensuring that suitable full-time education is provided, either at another school or, where necessary, making use of a Pupil Referral Unit or other alternative provision.

If the College or LA considers that parenting is a factor in the behaviour of the student who has been excluded, consideration shall be given as to whether it may be appropriate to offer a parenting contract or apply to the magistrate’s court for a parenting order. The College may not require a parent to sign a parenting contract as a condition of their child being admitted following permanent exclusion.

When exclusion is not appropriate

Exclusion should not be used for:

minor incidents such as failure to do homework or to bring dinner money;

poor academic performance;

lateness or truancy;


breaches of school uniform rules or rules on appearance (for example, relating to jewellery, body-piercing, hairstyles, etc), except where these are persistent and in open defiance of such rules;

punishing students for the behaviour of their parents, for example where parents refuse, or are unable, to attend a meeting.


A reintegration meeting following the expiry of a fixed-period exclusion will be arranged by the College prior to a student returning from a period of exclusion and in the case of any student who has been excluded from another school. The meeting will establish a risk assessment of the student and identify the resources needed to provide the necessary support to the student.

Informing parents / carers

The Principal will inform the parent / carer of the period of the exclusion (it may not run for an indefinite period) and the reasons for it. The parent / carer has the right to make representations about the exclusion to the Discipline Committee.

Where a parent / carer refuses to comply with the terms of an exclusion, the College may notify the Social Services department and the police if, in the Principal’s view, the child or any other person may be at risk as a result of a failure to meet the terms of the exclusion.



     Informing the Governing body and the LA

Within one College day the Principal will inform the Governing body and the LA of:

permanent exclusions;

exclusions which would result in the student being excluded for more than five

College days (or more than ten lunchtimes) in any one term;

exclusions which would result in the student missing a public examination.

For a permanent exclusion, if the student lives outside of Devon the Principal should also advise the ‘home’ LA (probably Cornwall) of the exclusion, so that they can start to make arrangements for the student’s full-time education in the event of the exclusion being upheld by the Governing body and independent appeal panel.

For fixed-period exclusions totalling five or fewer school days, or ten or fewer lunchtimes or half days, in any one term will be reported to the Governing body and LA once a term.