1. Aims

This policy aims to:

• Create a positive culture that promotes excellent behaviour, ensuring that all pupils have the opportunity to learn in a calm, safe and supportive environment
• Establish a whole-school approach to maintaining high standards of behaviour that reflect the values of the school
• Outline the expectations and consequences of behaviour
• Provide a consistent approach to behaviour management that is applied equally to all pupils
• Define what we consider to be unacceptable behaviour, including bullying and discrimination

2. Legislation, statutory requirements and statutory guidance

This policy is based on legislation and advice from the Department for Education (DfE) on:

• Behaviour in schools: advice for headteachers and school staff 2024
• Searching, screening and confiscation: advice for schools 2022
• The Equality Act 2010
• Keeping Children Safe in Education 2023
• Suspension and permanent exclusion from maintained schools, academies and pupil referral units in England, including pupil movement 2023
• Use of reasonable force in schools
• Supporting pupils with medical conditions at school
• Special Educational Needs and Disability (SEND) Code of Practice

In addition, this policy is based on:

• Section 175 of the Education Act 2002, which outlines a school’s duty to safeguard and promote the welfare of its pupils
• Sections 88 to 94 of the Education and Inspections Act 2006, which requires schools to regulate pupils’ behaviour and publish a behaviour policy and written statement of behaviour principles, and gives schools the authority to confiscate pupils’ property
• DfE guidance explaining that maintained schools must publish their behaviour policy online

3. Definitions

Misbehaviour is defined as:

• Disruption in lessons, in corridors between lessons, and at break and lunchtimes
• Repeated low level disruption
• Non-completion of classwork or homework
• Poor attitude
• Swearing
• Incorrect uniform or wearing it incorrectly

Serious misbehaviour is defined as:

• Repeated breaches of the school rules
• Refusal to follow staff instructions
• Swearing at a member of staff
• Any form of bullying
• Sexual violence, such as rape, assault by penetration, or sexual assault (intentional sexual touching without consent)
• Sexual harassment, meaning unwanted conduct of a sexual nature, such as:

• Sexual comments
• Sexual jokes or taunting
• Physical behaviour such as interfering with clothes
• Online sexual harassment, such as unwanted sexual comments and messages (including on social media), sharing of nude or semi-nude images and/or videos, or sharing of unwanted explicit content

• Vandalism
• Theft
• Fighting
• Smoking/ Vaping (see Appendix 7)
• Racist, sexist, homophobic or discriminatory behaviour
• Possession of any prohibited/banned items. These are:

• Knives or weapons, imitation weapons of offensive objects
• Alcohol
• Any Illegal substances
• Any form of smoking materials, vapes, matches or lighters
• Fireworks
• Pornographic images or offensive literature
• Any article a staff member reasonably suspects has been, or is likely to be, used to commit an offence, or to cause personal injury to, or damage to the property of, any person (including the pupil)

4. Bullying/ Harassment

Bullying is defined as the repetitive, intentional harming of 1 person or group by another person or group, where the relationship involves an imbalance of power.

Bullying is, therefore:

• Deliberately hurtful
• Repeated, often over a period of time
• Difficult to defend against

Harassment is defined as aggressive pressure or intimidation.

Bullying can include:

TYPE OF BULLYING	DEFINITION
Emotional	Being unfriendly, excluding, tormenting
Physical	Hitting, kicking, pushing, taking another’s belongings, any use of violence
Prejudice-based and discriminatory, including: Racial Faith-based Gendered (sexist) Homophobic/biphobic Transphobic Disability-based	Taunts, gestures, graffiti or physical abuse focused on a particular characteristic (e.g. gender, race, sexuality)
Sexual	Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching
Direct or indirect verbal	Name-calling, sarcasm, spreading rumours, teasing
Cyber-bullying	Bullying that takes place online, such as through social networking sites, messaging apps, gaming sites, devices or via images, audio, video, or written content generated by artificial intelligence (AI)

Swanmore College is determined that all pupils should feel safe at college and enjoy their education. A key feature of this is the strong stance taken against all forms of bullying. The College’s policy on dealing with bullying including cyber-bullying, prejudice-based and discriminatory bullying can be found in the Anti-Bullying policy.

5. Roles and responsibilities

5.1 The governing body

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. We aim to promote the skills needed for good behaviour to flourish by encouraging positive relationships, self-esteem, fairness and care and respect for one another, the college facilities, and the environment. In order for good behaviour to flourish the college also aims to:
 

• Deliver effective lessons in which pupils can be fully engaged in their learning
• Ensure all staff challenge poor behaviour and follow college procedures
• Have clear rules and high expectations
• Have clear sanctions and rewards which are consistently applied
• Provide effective support systems for pupils with particular behavioural or language needs 
• Create a climate of mutual respect. This is explicitly linked to the UN Rights Respecting Schools programme, RSHE and SMSC

The Governing Body is responsible for:

• Reviewing and approving the written statement of behaviour principles (appendix 1)
• Reviewing this behaviour policy in conjunction with the headteacher
• Monitoring the policy’s effectiveness
• Holding the headteacher to account for its implementation

5.2 The headteacher

The headteacher is responsible for:

• Reviewing this policy in conjunction with the Governing Body  
• Giving due consideration to the school’s statement of behaviour principles (appendix 1)
• Approving this policy
• Ensuring that the school environment encourages positive behaviour 
• Ensuring that staff deal effectively with poor behaviour
• Monitoring that the policy is implemented by staff consistently with all groups of pupils
• Ensuring that all staff understand the behavioural expectations and the importance of maintaining them
• Providing new staff with a clear induction into the school’s behavioural culture to ensure they understand its rules and routines, and how best to support all pupils to participate fully
• Offering appropriate training in behaviour management, and the impact of special educational needs and disabilities (SEND) and mental health needs on behaviour, to any staff who require it, so they can fulfil their duties set out in this policy
• Ensuring this policy works alongside the safeguarding policy to offer pupils both sanctions and support when necessary
• Ensuring that the data is reviewed regularly, to make sure that no groups of pupils are being disproportionately impacted by this policy (see section 13.1)

5.3 Staff

Staff are responsible for:

• Creating a calm and safe environment for pupils
• Establishing and maintaining clear boundaries of acceptable pupil behaviour 
• Implementing the behaviour policy consistently
• Communicating the school’s expectations, routines, values and standards through teaching behaviour and in every interaction with pupils
• Modelling expected behaviour and positive relationships
• Providing a personalised approach where practical and deliverable to the specific behavioural needs of particular pupils
• Considering the impact of their own behaviour on the school culture and how they can uphold school rules and expectations
•  Recording behaviour incidents promptly
• Challenging pupils to meet the school’s expectations

The senior leadership team (SLT) will support staff in responding to behaviour incidents.

5.4 Parents and carers

Parents and carers, where possible, should:

• Get to know the school’s behaviour policy and reinforce it at home where appropriate 
• Support their child in adhering to the school’s behaviour policy
• Inform the school of any changes in circumstances that may affect their child’s behaviour
• Discuss any behavioural concerns with the class teacher promptly
• Take part in any pastoral work following misbehaviour (for example, attending reviews of specific behaviour interventions)
• Raise any concerns about the management of behaviour with the school directly, while continuing to work in partnership with the school
• Take part in the life of the school and its culture

The school will endeavour to build a positive relationship with parents and carers by keeping them informed about developments in their child's behaviour and the school’s policy and working in collaboration with them to tackle behavioural issues.

 5.5 Pupils 

Pupils will be made aware of the following during their induction into the behaviour culture:

• The expected standard of behaviour they should be displaying at school
• That they have a duty to follow the behaviour policy
• The school’s key rules and routines
• The rewards they can earn for meeting the behaviour standards, and the consequences they will face if they don’t meet the standards
• The pastoral support that is available to them to help them meet the behaviour standards

Pupils will be supported to meet the behaviour standards and will be provided with pastoral support wherever appropriate.

Pupils will be supported to develop an understanding of the school’s behaviour policy and wider culture.

Pupils will be asked to give feedback on their experience of the behaviour culture to support the evaluation, improvement and implementation of the behaviour policy.

Extra support and induction will be provided for pupils who are in-year admissions.

5.6 UNICEF Rights Respecting School

As a UNICEF Rights Respecting School, Swanmore College continues to develop as a rights respecting service advocating for the rights of the child; our work is underpinned by the United Nations Convention on the Rights of the Child (UNCRC).

https://www.unicef.org.uk/wp-content/uploads/2019/10/UNCRC_summary-1_1.pdf (this document is available to download at the bottom of this page)

We will embed our philosophy, as detailed through Rights Respecting Schools, through a whole community approach that reinforces the UN rights of all children and the key principles:

• Equalities
• Respect
• Dignity
• Non-discrimination
• Participation.

6. School behaviour curriculum

We, at Swanmore College, believe that all our pupils deserve disruptive free learning every minute of every lesson.

Pupils are expected to:

•   Behave in an orderly and self-controlled way
•   Show respect to members of staff and each other
•   In class, make it possible for all pupils to learn
•   Move quietly around the school
•   Treat the school buildings and school property with respect
•   Wear the correct uniform at all times
•   Accept sanctions when given
•   Refrain from behaving in a way that brings the school into disrepute, including when outside school or online

Where appropriate and reasonable, adjustments may be made to routines within the curriculum to ensure all pupils can meet behavioural expectations in the curriculum.

6.1 Mobile phones

Year 7 Pupils

•  No Smart Phones allowed

Year 8 -11

•  Pupils must have phones always turned off and, in their bags,
•  Pupils are not to use their mobile phones or use earphones/earbuds/Air Pods/smart watches for any reason in school between the hours of 08:00 –15:30
• Pupils caught with mobile phones or using earphones/earbuds/Air Pods/smart watches during the day will be asked to hand over the phone to the member of staff who will then take it to reception for collection at the end of the day
• Reasonable adjustments are made for pupils with medical needs e.g. diabetic monitoring.

Should a pupil refuse to hand over their phone, the pupil will be sent straight to the Learning Hub.

7. Responding to behaviour

We follow a one warning and then removal from the classroom system (See appendix 3). However, to enable pupils to positively change any misbehaviour, all staff must communicate to the pupil why the sanction is being applied and what the pupil must do to avoid future sanctions.

7.1 Classroom management

Teaching and support staff are responsible for setting the tone and context for positive behaviour within the school.

They will:

• Create and maintain a stimulating environment that encourages pupils to be engaged
• Display the behaviour curriculum
• Develop a positive relationship with pupils, which may include:
  • Greeting pupils in the mrning/at the start of lessons
  • Establishing clear rutines
  • Cmmunicating expectations of behaviour in ways other than verbally
  • Highlighting and prmoting good behaviour
  • Cncluding the day positively and starting the next day afresh
  • Using psitive reinforcement

7.2 Safeguarding

The school recognises that changes in behaviour may be an indicator that a pupil is in need of help or protection.

We will consider whether a pupil’s misbehaviour may be linked to them suffering, or being likely to suffer, significant harm. 

Where this may be the case, we will follow our child protection and safeguarding policy, and consider whether pastoral support, an early help intervention or a referral to children’s social care is appropriate. 

Please refer to our child protection and safeguarding policy for more information

7.3 Responding to good behaviour 

Swanmore College believes that rewarding desired behaviour is as effective as sanctioning unacceptable behaviour. Reward and praise are motivational and can be used to model to all pupils that their good behaviour is valued. It is a college expectation that verbal and non-verbal praise should be personalised and used daily by all college staff to individuals and groups of pupils both on a formal and informal basis. We would also expect all teaching staff to provide opportunities within their classrooms for pupils to be able to use personalised praise to their peers. In addition, the college operates an agreed college wide rewards system.

When a pupil’s behaviour meets or goes above and beyond the expected behaviour standard, staff will recognise it with positive recognition and reward. This provides an opportunity for all staff to reinforce the school’s culture and ethos.

Positive reinforcements and rewards will be applied clearly and fairly to reinforce the routines, expectations and norms of the school’s behaviour culture.

Positive behaviour will be rewarded with:

• Verbal Praise
• House Points (ICC Points)
• Communicating praise to parents/carers via phone call or written correspondence
• Certificates, celebration assemblies
• Whole-class or year group rewards

7.4 Responding to misbehaviour

When a pupil’s behaviour falls below the standard that can reasonably be expected of them, staff will respond in order to restore a calm and safe learning environment, and to prevent recurrence of misbehaviour. 

Staff will endeavour to create a predictable environment by always challenging behaviour that falls short of the standards, and by responding in a consistent, fair and proportionate manner, so pupils know with certainty that misbehaviour will always be addressed.

De-escalation techniques, can be used to help prevent further behaviour issues arising.

All pupils will be treated equitably under the policy, with any factors that contributed to the behavioural incident identified and taken into account.

When giving behaviour sanctions, staff will also consider what support could be offered to a pupil to help them to meet behaviour standards in the future.

The school may use 1 or more of the following sanctions in response to unacceptable behaviour:

• Tick on PROUD cards
• Being referred to the Reset Room (being trialled for the Autumn term)
• Being referred to The Learning Hub
• Detention for failure to complete Independent Learning tasks
• A verbal reprimand and reminder of the expectations of behaviour
• Referring the pupil to a senior member of staff
• Letter or phone call home to parents/carers
• Agreeing a behaviour contract
• Putting a pupil ‘on report’
• Removal of the pupil from the classroom
• Removal from an activity/trip
• Pupil being placed in our on-site alternative provision (R&R)
• In another setting under off-site direction
• Suspension
• Permanent exclusion, in the most serious of circumstances

Personal circumstances of the pupil will be considered when choosing sanctions, and decisions will be made on a case-by-case basis, but with regard to the impact on perceived fairness.

The balance of proof required to sanction a pupil is based on the balance of probabilities and not beyond all reasonable doubt which is the test applied for a criminal case.

The college reserves the right to sanction pupils appropriately and will endeavour to investigate thoroughly any misbehaviour or serious misbehaviour. Parents/Carers do not have the right to refuse permission for a child to be sanctioned. Parents/Carers play a crucial role in helping us develop and maintain good behaviour in accordance with this behaviour policy. All sanctions will comply with Department for Education guidance and education legislation. If pupil refuses to comply with a sanction, this will be treated as a further breach of this policy and the College reserves the right to impose a new sanction depending on the specific circumstances, for example, by issuing a day in the Learning Hub or external suspension in accordance with our Suspension and Permanent Exclusion Policy.

7.5 Reasonable force

At Swanmore College, staff are discouraged from touching pupils because this can be misinterpreted. All staff may on occasion, need to control or, in extreme circumstances, restrain a pupil.

Reasonable force covers a range of interventions that involve physical contact with pupils. All members of staff have a duty to use reasonable force, in the following circumstances, to prevent a pupil from:

• Causing disorder
• Hurting themselves or others
• Damaging property
• Committing an offence
• Prejudice the good order of the College

Incidents of reasonable force must:

• Always be used as a last resort
• Be applied using the minimum amount of force and for the minimum amount of time possible
• Be used in a way that maintains the safety and dignity of all concerned
• Never be used as a form of punishment
• Be recorded and reported to parents/carers

When considering using reasonable force, staff should where practicable, in considering the risks, carefully recognise any specific vulnerabilities of the pupil, including SEND, mental health needs or medical conditions. 

7.6 Searching and confiscation                       

Searching and confiscation is conducted in line with the DfE’s latest guidance on searching, screening and confiscation. The College reserves the right to screen all pupils for banned objects – this may involve asking pupils to turn out their bags or searching lockers.

It may occasionally be necessary to search a pupil with their consent. This will only be done when the college has reasonable grounds to believe a pupil may be carrying illegal, stolen or prohibited items.

Confiscation

Any prohibited items (listed in section 3) found in a pupil’s possession as a result of a search will be confiscated. These items will not be returned to the pupil.

We will also confiscate any item that is harmful or detrimental to school discipline. These items will be returned to pupils after discussion with senior leaders and parents/carers, if appropriate.

Searching a pupil

Searches will be carried out by two members of staff and one of those members of staff will be a member of the Senior Leadership Team who has been authorised to do so by the headteacher, or by the headteacher themselves.

There will always be two members of staff present when a search takes place and one or both members of staff will be of the same sex as the pupil.

Pupils will NOT be frisked or asked to remove clothing other than outerwear, but they may be asked to remove their coats, blazers, turn out their pockets and bags and lift up their trouser legs to reveal their socks. A pupil may be asked to use a handheld metal detector wand on occasion to scan for concealed objects that contain metal.

Throughout the search pupils will be reassured that there is no threat to them and that they have nothing to fear if they are not carrying anything.

An appropriate location for the search will be found. Where possible, this will be away from other pupils. The search will only take place on the school premises or where the member of staff has lawful control or charge of the pupil, for example on a school trip.

Before carrying out a search the authorised member of staff will:

• Assess whether there is an urgent need for a search
• Assess whether not doing the search would put other pupils or staff at risk
• Consider whether the search would pose a safeguarding risk to the pupil
• Explain to the pupil why they are being searched
• Explain to the pupil what a search entails – e.g. “I will ask you to turn out your pockets and remove your scarf”
• Explain how and where the search will be carried out
• Give the pupil the opportunity to ask questions
• Seek the pupil’s co-operation

If the pupil refuses to agree to a search or if they abscond, the parent will be informed. If pupils become abusive or threatening the search will be stopped, the pupil will be withdrawn from normal school lessons and the Police may be called.  

If they still refuse to co-operate, the member of staff will contact the headteacher or the Designated Safeguarding Lead (DSL), to try to determine next steps. The pupil will be supervised by a member of staff throughout this process.

All searches will be logged on CPOMs and the details included in the log will be:

• Grounds for the search
• Time and place
• Who searched
• Who else was present
• What, if any, reasonable force was used, and if so why
• How the search began and progressed
• A pupil’s response and how staff managed them (e.g. steps taken to calm the pupil)
• Outcomes and follow-up actions

Informing parents/carers

Parents/carers will always be informed of any search for a prohibited item (listed in section 3). A member of staff will tell the parents/carers as soon as is reasonably practicable:

• What happened
• What was found, if anything
• What has been confiscated, if anything
• What action the school has taken, including any sanctions that have been applied to their child

Support after a search

Irrespective of whether any items are found as the result of any search, the school will consider whether the pupil may be suffering or likely to suffer harm and whether any specific support is needed (due to the reasons for the search, the search itself, or the outcome of the search).

If this is the case, staff will follow the school’s safeguarding policy and speak to the Designated Safeguarding Lead (DSL). The DSL will consider whether pastoral support, an early help intervention or a referral to children’s social care is appropriate.

7.7 Off-site misbehaviour

Sanctions may be applied where a pupil has misbehaved off-site when representing the school. This means misbehaviour when the pupil is:

•   Taking part in any school-organised or school-related activity (e.g. school trips)
•   Travelling to or from school
•   Wearing school uniform
•   In any other way identifiable as a pupil of our school

Sanctions may also be applied where a pupil has misbehaved off-site, at any time, whether or not the conditions above apply, if the misbehaviour:

•   Could have repercussions for the orderly running of the school
•   Poses a threat to another pupil 
•   Could adversely affect the reputation of the school

Sanctions will only be given out on school premises or elsewhere when the pupil is under the lawful control of a staff member (e.g. on a school-organised trip).

Misbehaviour on the buses may result in the transport companies barring pupils from travelling on the buses.

7.8 Online misbehaviour

The school can issue behaviour sanctions to pupils for online misbehaviour when:

• It poses a threat or causes harm to another pupil
• It could have repercussions for the orderly running of the school
• It adversely affects the reputation of the school
• The pupil is identifiable as a member of the school

Sanctions will only be given out on school premises or elsewhere when the pupil is under the lawful control of a staff member.

7.9 Suspected criminal behaviour

If a pupil is suspected of criminal behaviour, the school will make an initial assessment of whether to report the incident to the police. 

When establishing the facts, the school will endeavour to preserve any relevant evidence to hand over to the police.

If a decision is made to report the matter to the police, the headteacher/ member of the senior leadership team/ member of the pastoral team will make the report.

The school will not interfere with any police action taken. However, the school may continue to follow its own investigation procedure and enforce sanctions, as long as it does not conflict with police action.

If a report to the police is made, the Designated Safeguarding Lead (DSL) will make a tandem report to children’s social care, if appropriate.

7.10 Zero-tolerance approach to sexual harassment and sexual violence

The school will ensure that all incidents of sexual harassment and/or violence are met with a suitable response, and never ignored.

Pupils are encouraged to report anything that makes them uncomfortable, no matter how ‘small’ they feel it might be.

The school’s response will be:

•   Proportionate
•   Considered
•   Supportive
•   Decided on a case-by-case basis

The school has procedures in place to respond to any allegations or concerns regarding a child’s safety or wellbeing. These include clear processes for:

• Responding to a report
• Carrying out risk assessments, where appropriate, to help determine whether to:
  • Manage the incident internally
  • Refer t early help
  • Refer t children’s social care
  • Reprt to the police

Please refer to our child protection and safeguarding policy for more information.

7.11 Malicious allegations

Where a pupil makes an allegation against a member of staff and that allegation is shown to have been deliberately invented or malicious, the school will consider whether to discipline the pupil in accordance with this policy.

Where a pupil makes an allegation of sexual violence or sexual harassment against another pupil and that allegation is shown to have been deliberately invented or malicious, the school will consider whether to discipline the pupil in accordance with this policy.

In all cases where an allegation is determined to be unsubstantiated, unfounded, false or malicious, the school (in collaboration with the Local Authority Designated Officer (LADO), where relevant) will consider whether the pupil who made the allegation is in need of help, or the allegation may have been a cry for help. If so, a referral to children’s social care may be appropriate.

The school will also consider the pastoral needs of staff and pupils accused of misconduct.

Any allegation of misconduct against a member of staff will be taken seriously and referred to the Headteacher. Pastoral support will be offered to any individual against whom an allegation is made and the matter kept strictly confidential. If the allegation is against the Headteacher, the Chair of Governors will be responsible for investigating the matter and reporting the incident to the LADO if required. In the event of an allegation proving unfounded or malicious the matter will be referred to the Governors’ Discipline Committee for action.

Staff are advised to familiarise themselves with the Government Guidance on Safer Working Practice to minimise the risk of allegations being made. (See Safeguarding and Child Protection policy)

8. Serious sanctions 

8.1 Detention

Break Detentions

Pupils mainly only receive detentions for missed Independent Learning tasks or 3 Strikes on the PROUD Card. Pupils will be issued a break detention for 20 minutes. Pupils will be expected to attend a detention on the date and at the time set. Pupils are given two opportunities to attend this detention, failure to attend these detentions will result in the pupil being placed in the Learning Hub.

Heads of Year reserve the right to place pupils in a Pastoral Lunchtime detention when deemed necessary in order to maintain good order and high expectations around the college site.

8.2 Suspension and permanent exclusion

The school can use suspension and permanent exclusion in response to serious incidents or in response to persistent poor behaviour which has not improved following in-school sanctions and interventions.  

The decision to suspend or exclude will be made by the Headteacher and only as a last resort.

Please refer to our exclusions policy for more information.

9. Responding to misbehaviour from pupils with SEND

9.1 Recognising the impact of SEND on behaviour

The school recognises that pupils’ behaviour may be impacted by a special educational need or disability (SEND).

When incidents of misbehaviour arise, we will consider them in relation to a pupil’s SEND, although we recognise that not every incident of misbehaviour will be connected to their SEND. Decisions on whether a pupil’s SEND had an impact on an incident of misbehaviour will be made on a case-by-case basis. 

When dealing with misbehaviour from pupils with SEND, especially where their SEND affects their behaviour, the school will take its legal duties into account when making decisions about enforcing the behaviour policy. The legal duties include:

• Taking reasonable steps to avoid any substantial disadvantage to a disabled pupil being caused by the school’s policies or practices (Equality Act 2010)
• Using our best endeavours to meet the needs of pupils with SEND (Children and Families Act 2014)
• If a pupil has an education, health and care (EHC) plan, the provisions set out in that plan must be secured and the school must co-operate with the local authority and other bodies

As part of meeting these duties, the school will anticipate, as far as possible, all likely triggers of misbehaviour, and put in place support to prevent these from occurring.

Any preventative measures will take into account the specific circumstances and requirements of the pupil concerned.

Pupil inclusion plans contain suggestions for teachers to anticipating and removing triggers of misbehaviour, some examples are below:

• Short, planned movement breaks for a pupil with SEND who finds it difficult to sit still for long periods of time
• Adjusting seating plans to allow a pupil with visual or hearing impairment to sit in sight of the teacher
• Adjusting uniform requirements for a pupil with sensory issues or who has severe eczema
• Training for staff in understanding conditions such as ASC
• Use of separation spaces (sensory zones or nurture rooms) where pupils can regulate their emotions during a moment of sensory overload
• Making reasonable adjustments not listed where appropriate

If a child has a PIP (Pupil inclusion plan), we will ensure all staff are made aware of the needs of the child, reasonable adjustments and provisions required

9.2 Adapting sanctions for pupils with SEND

When considering a behavioural sanction for a pupil with SEND, the school will consider whether:

• The pupil was unable to understand the rule or instruction 
• The pupil was unable to act differently at the time as a result of their SEND 
• The pupil was likely to behave aggressively due to their particular SEND 
• The pupil responded adversely to the approach adopted by the teacher, and this unintentionally caused a reactive response.

If the answer to any of these is ‘yes’, it may be unlawful for the school to sanction the pupil for the behaviour.

The school will then assess whether it is appropriate to use a sanction and if so, whether any reasonable adjustments need to be made to the sanction.

9.3 Considering whether a pupil displaying challenging behaviour may have unidentified SEND

The school’s special educational needs co-ordinator (SENCO) may evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.

Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.

When acute needs are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. We will work with parents/carers to create the plan and review it on a regular basis.

9.4 Pupils with an education, health and care (EHC) plan

The provisions set out in the EHC plan must be secured and the school will co-operate with the local authority and other bodies.

If the school has a concern about the behaviour of a pupil with an EHC plan, it will make contact with the local authority to discuss the matter. If appropriate, the school may request an emergency review of the EHC plan.

10. Supporting pupils following a sanction

Following a sanction, the school will consider strategies to help the pupil to understand how to improve their behaviour and meet the expectations of the school.

• Reintegration meetings, to discuss the Pupil’s feedback form (Pupil Voice)
• Daily contact with the pastoral team
• Restorative Justice meetings
• Onsite alternative provision (R&R)
• In another setting under off-site direction

11. Pupil transition

11.1 Inducting incoming pupils

The school will support incoming pupils to meet behaviour standards by offering an induction process to familiarise them with the behaviour policy and the wider school culture.

11.2 Preparing pupils for transition

To ensure behaviour is continually monitored and the right support is in place, information relating to pupil behaviour issues may be transferred to relevant staff at the start of the term or year.

12. Training

As part of their induction process, our staff are provided with training at least annually on managing behaviour, including training on:

• To be fully conversant with school policies and procedures
• The needs of the pupils at the school
• How SEND and mental health needs can impact behaviour

Behaviour management will also form part of continuing professional development.

13. Monitoring arrangements

13.1 Monitoring and evaluating behaviour

The school will collect data on the following:

• Behavioural incidents
• Attendance, permanent exclusions and suspensions 
• Use of pupil support units, off-site directions and managed moves
• Incidents of searching and confiscation
• Perceptions and experiences of the school behaviour culture for staff, pupils, governors, and other stakeholders (via anonymous surveys)

The data will be analysed at regular intervals and reported to the Board of Governors for scrutiny.

The data will be analysed from a variety of perspectives including:

• At school level
• By age group
• At the level of individual members of staff
• By time of day/week/term/location
• By protected characteristic

The school will use the results of this analysis to make sure it is meeting its duties under the Equality Act 2010. If any trends or disparities between groups of pupils are identified by this analysis, the school will review its policies to tackle them.

The college will collect, monitor and analyse removal data internally in order to interrogate repeat patterns and the effectiveness of the use of removal. This will enable the college to make data-based decisions to consider whether frequently removed pupils may benefit from additional and alternative approaches, a pastoral review or investigation by the Special Educational Needs Co-ordinator (SENCo), or whether specific departments or teachers may require more.

13.2 Monitoring this policy

This behaviour policy will be reviewed by the Headteacher and Board of Governors/Standards and Wellbeing Committee at least annually, or more frequently, if needed, to address findings from the regular monitoring of the behaviour data (as per section 13.1).

The written statement of behaviour principles (appendix 1) will be reviewed and approved by the Board of Governors/Standards and Wellbeing Committee annually.

14. Links with other policies

This behaviour policy is linked to the following policies, please contact us if you would like copy of any of the policies on enquiries@swanmore-sec.hants.sch.uk

• Suspension and Permanent Exclusions policy
• Child protection and safeguarding policy
• Physical restraint policy
• Anti-bullying policy

Appendix 1: Written statement of behaviour principles

• Every pupil understands they have the right to feel safe, valued and respected, and to be able to learn free from the disruption of others
• All pupils, staff and visitors are free from any form of discrimination
• Staff and volunteers set an excellent example to pupils at all times
• Rewards, sanctions and reasonable force are used consistently by staff, in line with the behaviour policy
• The behaviour policy is understood by pupils and staff
• The exclusions policy explains that exclusions will only be used as a last resort, and outlines the processes involved in suspensions and exclusions
• Pupils are helped to take responsibility for their actions
• Families and carers are involved in the handling of behaviour incidents to foster good relationships between the school and pupils’ home life

The governing board also emphasises that violence or threatening behaviour will not be tolerated in any circumstances.

This written statement of behaviour principles is reviewed and approved by the Board of Governors/ Standards and Wellbeing committee annually.

Appendix 2: Sanctions

SANCTION	DETAILS	PARENTAL CONTACT
Detention for failure to complete independent learning tasks.	Break detentions are set and run every day for any pupils who fail to complete Independent Learning tasks	Parents are informed through ClassChart App as the detentions occur during the college day.
Detention for failure 3 ticks on PROUD Card.	Break detentions are set and run every day for any pupils who has 3 ticks on their PROUD Card	Parents are informed through ClassChart App as the detentions occur during the college day.
The Reset Room (being trialled Autumn term)	Pupils who are sent to the Reset Room will be given a maximum of 10 minutes to regulate before returning to their class	Parents are informed through ClassChart App confirming details of why pupil has been sent to the Reset Room
The Learning Hub	Pupils who are sent to the Learning Hub will spend 6 periods in the Learning Hub, depending on their behaviour can be out in 4 periods	Parents are informed through ClassChart App confirming details of why pupil has been sent to the Learning Hub.
Suspension	Pupils are suspended for a period of days and parents have to take responsibility for them.	Telephone call. On return a meeting with HOY/SLT/HDT and 6 periods in The Learning Hub depending on their behaviour can be out in 4 periods
Permanent exclusion	Pupils are made to leave the school.	Meeting with the Headteacher. Disciplinary committee

Appendix 3: The Reset Room and Disruption free learning guidance

The Reset Room (Being trialled for the Autumn term)

We at Swanmore College believe that all our pupils deserve disruption free learning every minute of every lesson.

The Process

Purpose

The ‘Reset’ Room is a calm, supervised space where pupils can spend up to 10 minutes regulating their behaviour after receiving two classroom warnings for disruption. It is designed to prevent further escalation and support positive reintegration.

Step-by-Step Protocol

1. Classroom Teacher Action

• Issue behaviour warnings clearly and in line with the school’s behaviour system (name on the board).
• On the second warning, inform the pupil:

“You now need to go to the ‘Reset’ Room to reset for a maximum of 10 minutes, on returning you will rejoin the class ready to learn.

• Log the incident on Classcharts.

2. Pupil Arrival

• Pupil should report to the ‘Reset’ room.
• Pupil must arrive within 3 minutes.
• Reset staff logs:
  • Time of arrival
  • Referring staff
  • Reason for referral
  • Start 10 minute timer

3. Regulation (Maximum 10 Minutes)

• Pupil is:
  • Greeted calmly.
  • Reminded:

“This is a space to help you reset before returning to learning.”

• • Shown where they are to reset
  • Given access to calming resources (e.g., reflection sheet, breathing prompts, fidget toys, weighted blankets).
• No talking, or disruption permitted.
• Quiet, structured environment is maintained by supervising staff.

If they are disruptive then they are sent to the Learning Hub

4. Ready to Return

• After 10 minutes (or earlier if ready), pupil completes a short regulation/reflection prompt:
  • “How do you feel now?”
  • “What can you do differently when you go back?”
• Pupil is escorted to the Classroom for reintegration.
• Pupil is greeted warmly by teacher and welcomed back into the classroom

“Welcome back — I’m glad you’re here. This is a fresh start. Let’s finish the lesson strong. If you need help, I’m here for you."

• If pupils disrupt learning once they have returned - sent straight to the Learning Hub

• Teacher speaks to the pupil at the end of the lesson

"Thanks for coming back to the lesson calmly — I noticed you settled really well. Let’s keep that going next lesson

• If pupils refuse they go back to lesson they are sent to The Learning Hub

• If a pupil is sent to the Reset Room twice in one day, they will be referred to the Learning Hub

5. Reintegration and Follow-Up (HOD)

• HOD monitor behaviour within department:
  • Use Power Bi to track behaviour patterns
  • Identify training needs for staff
  • Support staff to rebuild relationships with pupils – contact parents post Reset
  • Check in with the members of staff and support where necessary with pupils
  • Further intervention (e.g., change seating plan, work in a different subject room for a couple of lessons, teacher to call home)
  • Attend GA meetings to discuss pupils with HOY for next steps

Key Reminders

• This room is not a sanction – it’s a regulation space.
• Calm, consistent language must be used at all times.
• Do not debate the incident in this space – reflection happens later with the HOD and classroom teacher.
• Maximum stay is 10 minutes – no extended removals.

Reset Room and Disruption free Learning- Guidance

Warnings given for the following (2 warnings = Reset Room)

Immediate referral to The Learning Hub

Late to period 6 Calling out Off-task in general Inadequate work Talking over a teacher Distracting others Rudeness Bickering or unkindness Refusal to follow instructions Shouting Refusal to work Throwing an object (silly behaviour e.g. paper) Leaving seat without permission Eating in class Swinging on chair Turning around on seat Failing to sit up straight and pay attention Head on desk or in your arms Use of mobile phone/headphones (handed over to teacher) Inappropriate use of school equipment

Repeated questioning why the warning has been given Fighting Abusive or offensive language Dangerous or violent behaviour Significantly disruptive behaviour Refusal to hand over mobile phone Refusal to go to the Reset Room Refusal to go back to lesson Disruptive behaviour in the Reset room 2 Late marks to AM registration in 1 week 2 Late marks to lessons in 1 day Extended truancy   Straight to the Reset Room Truancy - wandering the site

This is not a definitive list but guidance towards a clear and transparent system

Appendix 4: The Learning Hub

The Learning Hub

We at Swanmore College believe that all our pupils deserve disruption free learning every minute of every lesson.

The Process

• First incident - pupil is given first warning and their name is written on the board. Teachers will make it clear to the pupil why their name has been written on the board
• Second incident - pupil is sent to the Learning Hub if behaviour
• Pupils once sent to the Learning Hub must go to the Learning Hub Triage to be registered in the Learning Hub
• Pupils will be placed in the Learning Hub for 6 periods but can leave after 4 if the pupils behaviour is acceptable
• Teacher must complete a restorative meeting with the pupils before they leave the Learning Hub.
• Teacher will inform parents through ClassChart App confirming details of why pupil has been sent to the Learning Hub.
• If a pupil refuses to go into the Learning Hub the following will take place:

1. Spend the rest of that day with a member of SLT,
2. Arrangements may be made for the pupil to attend another school the following day or spend the following day in the Learning Hub
3. On return from the other school, spend the day in the Learning Hub

• If a pupil does not successful complete the Learning Hub they will be placed in Pastoral Inclusion for the remainder of the day and repeat their day in the Learning Hub the next day

Rules of the Learning Hub

Pupils are required to:

• Work in silence at all times
• Face the front
• Must not attempt to communicate with any other pupils
• Raise your hand if you need extra work
• If you are unable to complete the work then move on or copy out the work

 

Break/toilet times:

Break 10:50- 11:10 

Lunch 13:10 – 13:30.

 

Appendix 5: The Learning Hub- Record Sheet and Reflection Sheet

The Learning Hub- Record Sheet

You have disrupted the learning of others and will now spend time in the Learning Hub. Whilst in The Learning Hub you must meet the following expectations:

• Do not speak or distract others. Put your hand up if you need something.
• Work hard. There is no minimum or maximum amount of work required.
• Complete your reflective sheet on the back of this page.
• If you write on this record sheet, walk out of the room or are seen with a phone, you will begin your sanction again.

For each session you meet these expectations, you will receive a tick on this form. Each time you break one of these rules you will receive a warning.

• 0 warnings - leave early
• 1st warning - standard session time
• 2nd warning hub sanction - additional session added
• 3rd warning hub sanction- additional session added
• 4th warning hub sanction - removal from room. Either suspended or taken elsewhere. Begin sanction again the following day.

You will have your break for 15 minutes under the blue canopy, starting at 10:50 and 13:10. You must eat your food and use the toilet at this time, unless you have a toilet pass.

 

Name:                                                                              Tutor group:              Date:

 

Lesson you were asked to leave: …………………………Teacher’s name……………………

 

Reason: ……………………………………………………………………………………………..

 

You are in for 6 periods but can leave after 4 if your behaviour is acceptable, you will depart from the hub at the end of

 

Period:_______________________        Date:_________________________

 

	Session 1 8:30-9:35			Session 2 9:35 – 10:40	Session 3 10:40– 11:45	Session 4 11:45 –12:50	Session 5 12:50-13:55	Session 6 13:55-15:00
√ or x
Signature
	Session 1 8:30-9:35			Session 2 9:35 – 10:40	Session 3 10:40– 11:45	Session 4 11:45 –12:50	Session 5 12:50-13:55	Session 6 13:55-15:00
√ or x
Signature
		Time	Reason						Initials
Warning 1
Warning 2
Warning 3
Warning 4

 

 

The Learning Hub - Reflection Sheet