St Clare’s School Behaviour Policy

 Please find below St Clare’s new Behaviour Policy.  There has been a big shift in the promotion of positive behaviour at St Clare’s and this new Policy reflects this in greater detail.


The Rationale behind our Policy

This policy has been radically changed to reflect the school’s shift in approach in promoting and teaching good behaviour. Consideration has been given to DfE guidance, specifically Ensuring Good Behaviour in Schools (updated 2015), The Common Inspection Framework (August 2015) and Ofsted Inspection Handbook with the purpose of satisfying the key objectives set out by the DfE and addressing the specific individual needs of our pupils.


Our school is vision “Where we meet our goals! Success through Care, Support, Friendship and Learning” can only be met within an environment where all feel safe and supported and our behaviour policy is the document that sets out our approach to creating and maintaining such an atmosphere.

Our behaviour policy determines our corporate response to rewarding, challenging, monitoring and responding to behaviours in a corporate way that ensures consistency and is therefore most effective. Behaviours that challenge are addressed in a positive, appropriate way and recognise the needs of the individual. Rather than “punishments”, we have established a culture of “consequences” that includes post incident learning, restorative justice and repairing relationships through solution focussed outcomes. We do not punish behaviours as we firmly believe this is ineffective and counter-productive.

The new pastoral system (launched September 2015) has been developed with opinions of all stakeholders and crucially, pupils have contributed heavily in the creation of the new system and a review of its impact (School Council Oct 2015).


We recognise that our diverse cohort may display challenging behaviour through negative life experiences, learning delays or behaviours associated with their specific special educational needs.

Whilst we understand that we must have outstanding behaviour for outstanding progress, negative behaviours will on occasions be presented by our increasingly diverse cohort. It is our duty to respond to these accordingly and, even when such behaviours challenge us, we will treat all young people with dignity and respect.


We seek to address issues and teach alternative, positive choices. Our culture is one of togetherness and celebrating positive actions and based on respectful relationships.

At St Clare’s the personal development, behaviour and welfare of learners is addressed holistically. Through our curriculum and systems all pupils will develop pride in personal achievement and a commitment to learning by ensuring;

  • we develop self-confidence, self-awareness and an understanding of how to be a successful learner
  • that all pupils have prompt and regular attendance
  • that we teach how to manage their own feelings, behaviour and relationships
  • we promote personal development, so that they are well prepared to respect others and contribute to wider society and life in Britain
  • we recognise that behaviours exhibited are not personal, but symptomatic of other issues that we have a responsibility to address them

Government Expectations:

The Government have stated that all pupils are to show respect and courtesy towards teachers and other staff and towards each other. They also state that they expect;

  • parents to encourage their children to show that respect and support the school’s authority to discipline its pupils;
  • head teachers to help to create that culture of respect by supporting their staff’s authority to discipline pupils and ensuring that this happens consistently across the school;
  • governing bodies and head teachers to deal with allegations against teachers and other school staff quickly, fairly and consistently in a way that protects the pupil and at the same time supports the person who is the subject of the allegation;
  • and that every teacher will be good at managing and improving children’s behaviour.

Expected standards of behaviour at St Clare’s School

Staff and Governors firmly believe that outstanding progress can only occur with outstanding behaviour and that safe, calm and respectful relationships are the platform on which we develop individuals optimally.

Every pupil has the right to learn, to be respected and to be safe. Should an individual exhibit behaviours that infringe on these rights, appropriate consequences should follow. Crucially, it is the belief of the staff and Governors, that these address the issues and be logical consequences and not be a simply punitive, one-size-fits-all punishment.

Achieving Our Standards

As a starting point we recognise that adult staff must model appropriate behaviour. We set the tone and will only gain the respect of our young people by showing ourselves as trusted caring people. This is achieved by listening to them, involving them in discussions and ensuring we never talk down to them.

Adults may need to correct poor behaviour and we accept that corrective strategies can be taught. As such it is vital that adults model appropriate positive behaviours.

Class form tutors, supported by Leaning Support Assistants, are primarily responsible for pastoral care of pupils within the form group. Together they will monitior good behaviour and effort with learning using our merit system (see section on rewards) and record and respond to issues using the class file system (see The Class File). Tutor group teams are the first point of contact for families and should be active in engaging with homes in order to celebrate successes as well as informing presenting issues. As a whole-school staff, we agree that we have a pastoral responsibility for all of the young people in our care and will seek to address issues when we see them.

Colin Marshall (Assistant Head Teacher) is responsible for overseeing pastoral care and reporting data based on specific issues and reports half-termly to the teaching staff. This data is made available to the Governing Body. It includes exclusion data and incidents of referrals due to behaviour problems. The data looks at the type of behaviour as well as key groups of interest. This may provide the basis for interventions being actioned, involving external agencies and where need is identified, a basis for professional development opportunities.


Staff employ a wide variety of strategies (Whilst not exhaustive, the behaviour toolkit – see appendix – has key examples) and the key principles for dealing with behaviour have been formed through whole staff INSET by Team Teach, Eileen Murphy Solution Focussed Outcomes approaches and Dr Niki Daniels of The National Autistic Society.

Where intervention has been required due to unacceptable behaviours, an alternative behaviour should be considered through reflective post incident learning, a logical consequence or some form of restorative justice.

The first item on each morning staff briefing agenda is “Pupil Issues.” This item keeps staff up to date with information that may help to support that pupil during the day. It may also serve as an opportunity to highlight a pupil’s achievements. Pupils or tutor groups experiencing behaviour difficulties may also be discussed and strategies may be devised and agreed to support them. Any staff member may suggest items to discuss in this regard.


Bullying is never acceptable and goes entirely against our school values. It is through our values system and specific annual focus on Anti-Bullying Week and supported play during breaks that we seek to teach the most desirable characteristics and role-model behaviours we prefer.

We have a culture of reporting any issue to LSA’s and Teachers. Such is our understanding of pupils, we recognise changes or worries early and all staff know that such signs prompt interventions. These ensure a quiet, calm setting to express concerns without judgement or interference. We report such incidents or concerns using the Yellow form systems that have specific indicators so that our office can log any reported bullying incidents.

There is no legal definition of bullying. However, it’s usually defined as behaviour that is:

  • repeated
  • intended to hurt someone either physically or emotionally
  • often aimed at certain groups, eg because of race, religion, gender, ethnicity or sexual orientation

It takes many forms and can include:

  • physical assault
  • teasing
  • making threats
  • name calling
  • cyberbullying – bullying via mobile phone or online (eg email, social networks and instant messenger)

In extreme cases, bullying may be reported to the police.

Any bullying issue must be reported without delay and it is the responsibility of the tutor to ensure that home is contacted.

Depending on the individual situation interventions will occur to resolve and repair relationships. Should interventions not be successful, then alternative options, including exclusion may be sought.

It is noted that bullying may exist between adults as well as students and from adults towards students. Our professional protocol states that we always report such concerns at the first opportunities.

Referral for Support

We have an annually revised rota of staff available for Pastoral Support. This may be used where staff have exhausted behaviour management strategies or where a pupil is unable to be maintained within the learning environment as they are negatively impacting on the learning of their peers. It may also be used as a pre-emptive measure and provide pastoral support when we can see behaviours are becoming concerning/ early signs of stress occurring (in these later cases, where referral is a preventative strategy, record the action in the class file. It does not need a green form). Staff on rota are required to be aware of the possibility and are to be available.

We recognise that to make best progress, the classroom provides the best opportunities and as skilled practitioners, should seek to positively address issues and maintain the pupil-teacher relationship within the lesson where possible.

Our pastoral system is based on the belief that negative behaviour can be corrected and taught. Positive behaviour is key to successful learning and should disruption occur, we have a system of pastoral support. It is hoped that, with interventions and support from staff, individuals can return successfully to the learning environment. This time out the room may be for reflection and exploring better choices through using a Post Incident Learning form (see appendix) or employing strategies to calm and correct behaviours. We seek to offer purposeful tasks during such time and a folder of subject related tasks is available with differentiated work.


The Class File

Concerning behaviours are recorded in a class file that follows a tutor group from lesson to lesson every day. Using this, we can build up a picture of where issues occur, what these issues are and seek to intervene.

The class file is a live record of evidence and communication between Learning Support Assistants, subject teachers, tutors and senior management. As this contains pupil information and may detail behaviour issues, we ensure it is only available to and used by staff (although we may celebrate progress with the document controlled by staff) and that the document is considered confidential material.

Meticulous monitoring and reporting behaviours is crucial. We have an established culture of reporting incidents using forms (see Reporting: Which Form? In appendix) that are completed at the first opportunity and passed to the most appropriate person (often the form tutor or LSA unless…

Issue Inform…
ANY Safeguarding issue WITHOUT DELAY! Designated Senior Persons (Megan Stratton and Jody Specht)
Extreme aggression (verbal or physical) WITHOUT DELAY! Senior Leadership and any area of foreseeable risk (e.g. pupil/staff target)
The next tutor/ staff on duty (pastoral or lunch/break) Should an issue require highlighting as a pre-emptive measure


Note: From 1 July 2015 all schools are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015, in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty.

Derby City is at particular risk from influences of extremist Islamic and ‘Far Right’ groups. (see Prevent Policy)


Autism and Behaviour

At St Clare’s we have a significant cohort that exhibit autism (or share commonalities in behaviour profiles e.g. those with attachment disorders). In order to best serve this group we have sought advice and training from the National Autistic Society.

Responding to behaviours that challenge associated with autism requires staff to consider, plan for and empathise with the perceptions, sensory profiles and possible inflexibility of individuals. We will seek to establish coping strategies and it is our belief that providing the widest range of positive experiences will best provide our young people for life beyond school.

As autistics may struggle to identify their emotions and those of others we may be presented with behaviours that challenge. It is for this reason that we teach values through the whole school approach to emotional literacy (see Tutorial Support Policy).

Staff will have an awareness of each pupil’s profile and consider this in planning learning experiences. This will include sensory aspects, routines, special areas of interest and/or repetitive behaviours.

Recognising when anxiety is building through an awareness of indicators is crucial in prompting preventative measures and reducing pupil stress.

Managing Behaviour out of Lessons

Teaching Staff are required to perform break and lunch duties on a rota basis. This is devised at the start of each academic year and ensures that sufficient monitoring occurs and that this demand is spread across the teaching team. A member of staff is also deployed to address behavioural issues and supervise any students who are either catching up on work or completing Post Incident Learning. All staff have been trained in how to address this.

All staff on duty are required to be at their designated location promptly, and recognise that in doing so we can pre-empt or respond to issues at the earliest opportunity. In best practice, being on duty requires our engagement in play or facilitating opportunities for developing friendships and including a diverse range of pupils. Staff are encouraged to explore creative opportunities to use such time.

Any pupil referred away from the learning environment must be either addressing their behaviour (see Post Incident Learning) or completing tasks so they do not fall behind. The teacher referring has the responsibility to set this work. As the circumstances may not always make this practical, a range of different curriculum based tasks are available for differing abilities in the Pastoral Referral folder (staff room).

As with all behaviour management, PREVENTION IS BETTER THAN CURE.

In the rare event that a pupil leave the school site, we never give chase due to our proximity to traffic hazards. If appropriate we may employ calm talking strategies and if safe and possible, seek a swift return to school. This may require a period of “cooling off” and will always need Post Incident Learning (see next section). We recognise that, unless such pupil has proven independence skills in travel, we must act due to our cohort having those with poor risk assessment skills, mobility issues and general vulnerability. Please let the Senior Leadership Team know as soon as possible.


Post Incident Learning (PIL)

Following an incident of negative behaviour a pupil may be required to engage in post incident learning. PIL forms ask three key areas that aim to address managing the feelings that lead up to whatever negative actions were made.

Following advice from behaviour consultant Dean Cotton of TeamTeach, we have developed a system of three simple questions;

  • “What happened?” We seek to understand the situation and the recognition of valuing the pupil voice has proven powerful. We can use this and refer to their words as well as establishing where responsibility for behaviour has occurred.
  • “How did it make you feel?” This is crucial and seeks to establish the signs/internal cues that preceded the behaviour. This now gives us a “signpost” to recognise and prompt a new, more appropriate action.
  • “What will you do next time?” We establish the better choice and effectively set a realistic target for next time. Ideally, the LSA/tutor is aware of this and can remind/ reward positive actions.

We have differentiated versions of this in order to suit individuals. Whilst our visually supported PIL PLUS supports low expressive/receptive language skills it has specific features that assist the emotional understanding of our autistic cohort. (see appendix for PIL and PIL PLUS).

Successful engagement in a PIL session may negate any further action, but a logical consequence may occur (e.g. vandalism = reparation of damage). It is agreed that we are in the business of correcting and supporting behaviour and insisting on punishment would undermine efforts to promote better behaviours.

Advice if needed can be sought from the Senior Leadership Team, but it is recognised that as outstanding practitioners, we may use professional discretion for the benefit of the pupil.

It may be that in some cases, a PIL takes place later after an event so that a pupil is emotionally better prepared to engage and deal with the situation calmly and for the safety of all.


Rewards and Achievements at St Clare’s

At St Clare’s, we strongly believe that good behaviour and effort deserves rewarding and celebrating. Pupils may earn merits for undertaking learning in a positive way, but also through displaying school values and taking on additional tasks. Progress against individual targets can also be rewarded with additional merits and as these accumulate, students earn badges and certificates to recognise meeting certain key landmarks.

Merits attained to be awarded badge/certificates
100 500 750 1000 1500 2000
 100  500  750  1000  1500  progress


We have taken elements of the school logo for our badges (which were co-designed with the Joint Chairs of the School Council).

Each term, the Senior Management of the school nominate pupils for a Progress Leaf badge – these are not linked to numbers of merits, but celebrate individual progress in a key area (such as communication, behaviour, academic progress, social development and friendship). Progress badges are leaf shaped and symbolise personal growth (see right).

All staff may celebrate any positive aspect of a students work or behaviour by awarding certificates to any two pupils of their choosing for a half-termly Certificate Assembly. These add up and can be “cashed-in” for prizes in a special and very popular celebration event. Excellent behaviour and attendance also contribute into this reward system.

At the end of every school year, we take nominations for Pupil of the Year in each tutor group and this is rewarded with a medal. The nominees go in to a school-wide vote for overall Pupil of the Year. The winner is awarded a shield and their name joins previous winners on a large display shield in the school foyer.

Parental Involvement – Working in Partnership

At St Clare’s we recognise how important it is for parents and staff to work together to develop good behaviour and discipline. We feel that dialogue between parents and school is essential to the education, emotional and social wellbeing of the pupils.

Parents and Carers have knowledge of their child’s needs – educational, social, emotional and behavioural. It is important that this information is shared with school as soon as a child is referred for admission. It is equally important that parents recognize their responsibility in familiarizing themselves with the schools expectations around rewarding and dealing with behavior. Whilst establishing a relationship is so important, the ongoing two-way process of communication is critical in maintaining the best view of a pupil’s situation and celebrating their achievements or difficulties (so that we may put interventions in place, to recognize any external issues and so that home are aware of issues at an early stage).

St Clare’s aims to develop positive and productive partnerships with parents as an aid for learning and for promoting good behaviour. Parents are always welcome to visit the school (preferably by appointment) or to contact the staff. We aim to involve the parents in their child’s learning through home/school books and diaries. The school endeavours to always provide a welcoming, caring and supportive environment.

Parents are expected to send their child to school wearing appropriate clothing as described in the school’s agreed Dress Code. This also stipulates that Pupils are not to wear jewellery (including facial Jewellery) or have extreme hairstyles. Pupils are not allowed to bring mobile telephones into school except where a Pupil travels independently and only after agreement with the Head Teacher. Any such telephone or any recording device must be immediately handed in to the school office or they may lose the right that only comes with responsible use.

Regular contact with parents is maintained through:

  • Home/school diaries
  • Telephone calls (any call is logged in the office log with a brief note)
  • Our website (inc Newsletters and Prospectus)
  • Attendance of special events (e.g. Enterprise Fayre)
  • Informal conversation whenever on coming to school
  • Parent-Carer / Teacher meetings (autumn and summer terms)
  • EHCP Review Meetings


St Clare’s Dress Code

We wish to allow pupils to develop as individuals and recognise that this is important to the development of each young person’s sense of identity. We also believe it is important to establish and maintain a strong sense of community and that providing a consistent, predictable environment is vital to the emotional welfare of many of our young people. To address this, we have established the following dress code;

Clothing/appearance Notes
Trousers (tailored shorts in summer)

Skirts (No shorter than knee length)

Black or grey


Polo shirt, shirt or blouse



Black or white
Jumper, cardigan or sweater



Footwear. To be safe for working in technology lessons (no open toes or steel toe-capped shoes).


Jewellery No facial jewellery at all. Ear studs only. Jewellery should be avoided unless religiously significant.
Hair Hair must not be ‘extreme’ in style. We reserve the right to ask such judgements to be corrected.
Make-up We do not mind subtle make-up but reserve judgement to ask that, what make-up senior leadership judge excessive, is removed.

Some make-up may be used as an independence/ self-help skill as part of a lunchtime club.

Jumpers, cardigans and polo shirts embroidered with the school logo are available to order via the school office (01332 511757) but are not essential and you may choose plain items that comply with the school code (above).

Highly Challenging/Aggressive Behaviours

Schools have the power to…

  • Discipline pupils for breaking rules, failing to follow instructions or other unacceptable behaviour – using a range of sanctions and consequences.
  • Discipline pupils for misbehaviour outside the school gate, including journeys to and from school.
  • Detain pupils – including in the evening and at weekends if the school wishes.
  • Confiscate inappropriate items (e.g. mobile phones or any inappropriate materials)
  • Search pupils for weapons, drugs, alcohol and stolen property.
  • Exclude (fixed period or permanent)
  • Use reasonable force to control or restrain pupils.

Schools have all the legal powers they need to promote good behaviour and enforce discipline.

It is the duty of all staff to promote self-discipline and a positive regard for authority among pupils. The encouragement of good behaviour, respect for self, others and their property should be part of everyday life at St Clare’s.


Physical Intervention and Positive Handling Strategies

Attempt to diffuse situations orally, by speaking calmly and quietly. A pupil is likely to respond to the tone and volume of the voice.

Any intervention should always be preceded by calm, clear and simple verbal instructions relating to the consequences of ignoring them and then accompanied throughout by attempts to de-escalate and calm the situation until any risk has passed.

Adults should never give the impression that they have lost their temper or are acting out of frustration or anger, and when having to physically intervene with a pupil, they should be in complete control of his or her emotions.

A teacher should not intervene without help if it puts him/herself at risk. In these circumstances all other individuals should be supported in safely leaving the area and assistance should be summoned from a colleague or the Police.

Following an incident of positive handling there should be the opportunity for both the pupil and the teacher to discuss the event with a senior member of staff.

Our approach to challenging behaviour at St Clare’s will take account of Section 550A of the Education Act 1996. Further to this, notes of guidance are contained within the body of the School Behaviour Policy document.

Recording an Assault

All incidents of verbal or physical assault are to be recorded on the Derby City Authority Assault proforma.

Parents are to be aware that, in the course of maintaining the safety of each young person, their peers and our staff, we may in extreme incidents, be required to employ positive handling techniques. All staff are trained in TeamTeach positive handling strategies. These may leave marks and any restraint will only occur for the least possible time. Any such incident must be recorded and reported to the Head and all staff involved in the incident are expected to follow LA guidance.


Other Agencies

Support services can offer additional skills and new perspectives in helping schools with both individual and whole school approaches to behaviour management. These include:

  • Educational Psychologists
  • Social Care Services
  • Education Welfare Services
  • Home Tuition Services
  • Behavioural Support Service
  • Police
  • Child Psychiatrist
  • Community Nurse etc.
  • Hearing Impaired Specialist
  • Youth Service
  • Occupational Therapy
  • Physiotherapy
  • Speech Therapy
  • Youth Offending Service
  • Mentoring Schemes
  • Connexions Service


The professional approach of staff

We aim to provide a caring, nurturing environment where everyone feels safe. This culture is key to success in any aspect of school life. We always treat young people with dignity and respect.

We will never;

  • isolate themselves with a young person who is behaving in a challenging way. Seek support from other adults.
  • shout aggressively at, threaten or show anger, ridicule or use sarcasm towards pupils or other staff (or indeed any other person encountered in our professional duty).
  • use degrading, insulting or any other abusive actions (including corporal punishments towards others (this includes withdrawing of food or drink, medicines or treatments)
  • The Children Act 1989 and its supplementary guidance is very specific with regard to methods of control which are not permitted.

It is expected that any concerns around staff conduct are reported following our safeguarding systems without delay.

Procedures for allegations against staff

The school has adopted the Derby City policy for “Managing Allegations and Concerns about Education Service Employees.” A copy of this policy is on file in the school office and in the Head teacher’s office.

All staff will receive annual training regarding this policy and its procedures.


Sanctions following behaviours

We always aim to address behaviours and move on to a positive future, and so the traditional formula of detentions and exclusions are now significantly less applied.

Detentions are NOT punishments, but rather logical consequences and to teach or correct unacceptable behaviour and may include reparation of damage/vandalism or catching up on work deliberately avoided.

We reserve the right to employ such strategies as seen fit by the Senior Leadership and in such cases will follow Derby City Council guidance.

When using the sanction of detention the school can detain a pupil after school providing parental consent has been given. The school can detain any pupil providing the parent/carer has 24 hours’ notice (or agrees on a same day detention). Detention will last no longer than 1½hours.


The responsibility for detention will be with individual teachers. Parents are aware that we may require their support in collecting their child from school.


Exclusion Policy

We seek to maintain students in school wherever possible an in some case, internal exclusion occurs. In this way we allow for a controlled calm environment and there is the most reduced impact on the learning of the student. Any exclusion must be lawful, reasonable and fair. We will give full recognition of guidance outlined by the DfE and our Local Authority.

On rare occasions we may decide that, owing to the significance of the behaviour (e.g. sudden, violent, aggressive outbursts), a pupil may be temporarily excluded for a fixed period. This may take place without any prior actions, but could also be the culmination of many incidents.

Decisions regarding pupil exclusion are made by the Head teacher only.

It is recognised as outlined in DfE guidance that exclusion behaviours may indicate other issues and every effort will always be made to ensure that no discriminating aspects. Most importantly, we consider the safeguarding risks that may be presented should any pupil be considered for or at risk of exclusion.

Exclusion is used as a last resort when other strategies have failed

If the pupil is excluded the parent and Chair of Governors should be informed by telephone and a letter from the school. The Local Authority will receive a copy of the letter and an exclusion form.

The Head teacher and the Senior Management Team will consider the duration of any exclusion and plan for reintegration. Work will always be provided. As pupils maintain a right to be educated, any work completed will be marked within 5 days of their return.


The requirements on a governing body to consider an exclusion:

A guide to the law

Section 51A Education Act 2002 and regulations made under this section, as well as the School Governance (Procedures)(England) Regulations 2003.

Governing bodies are no longer prevented from meeting within the 5 school days after an exclusion.

Where the chair is unable to make this consideration then the vice-chair may do so instead. A parent may invite a representative of the local authority to attend a meeting of an Academy’s governing body as an observer; that representative may only make representations with the governing body’s consent.

The governing body has a duty to consider parents’ representations about an exclusion. The requirements on a governing body to consider an exclusion depend upon a number of factors (these requirements are illustrated by the diagram in Annex A of this guidance, A summary of the governing body’s duties to review the head teacher’s exclusion decision).

The governing body may delegate their functions with respect to the consideration of an exclusion decision to a designated sub-committee consisting of at least three governors.

The governing body must consider the reinstatement of an excluded pupil within 15 school days15of receiving notice of the exclusion if:

  • the exclusion is permanent;
  • it is a fixed period 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.

If requested to do so by the parents, the governing body must consider the reinstatement of an excluded pupil within 50 school days of receiving notice of the exclusion if a pupil would be excluded from school for more than five school days, but not more than 15, in a single term.

Where an exclusion would result in a pupil missing a public examination or national curriculum test there is a further requirement for a governing body, so far as is reasonably practicable, to consider the exclusion before the date of the examination or test. If this is not practicable, the chair of governors may consider the exclusion independently and decide whether or not to reinstate the pupil16. These are the only circumstances in which the chair can review an exclusion decision alone. In such cases parents still have the right to make representations to the governing body and must be made aware of this right.

The following parties must be invited to a meeting of the governing body and allowed to make representations:

  • parents;
  • the head teacher; and
  • a representative of the local authority (in the case of a maintained school or PRU).

The governing body must make reasonable endeavours to arrange the meeting for a date and time that is convenient to all parties, but in compliance with the relevant statutory time limits set out above. However, its decision will not be invalid simply on the grounds that it was not made within these time limits.

In the case of a fixed period exclusion which does not bring the pupil’s total number of days of exclusion to more than five in a term, the governing body must consider any representations made by parents, but it cannot direct reinstatement and is not required to arrange a meeting with parents.

Imposition of Fines

In cases of willful damage or misappropriation of monies or goods belonging to others, it would be perfectly proper for the perpetrator to pay for, or make a contribution towards the cost of repairs or replacement. However, the imposition of fines, simply as a punishment, is not acceptable.

Documents referred to in creation of this policy

  • Keeping children safe in education: Statutory guidance for schools and colleges. DfE July 2015
  • Behaviour and discipline in schools: Advice for head teachers and school staff. DfE February 2014
  • Use of reasonable force: Advice for head teachers, staff and governing bodies. DfE July 2013
  • The Prevent Duty: Departmental advice for schools and childcare providers. DfE June 2015
  • Exclusion from maintained schools, Academies and pupil referral units in England: A guide for those with legal responsibilities in relation to exclusion. DfE February 2015