Brighton Hill Community School

3. Behaviour Management Policy

Information & Policies

Published on - 15-12-2016

This Policy applies to all teaching staff.

Related policies and documents: Learning & Teaching; Anti-bullying and the school’s response to bullying, including cyber-bullying; Single Equality; Physical intervention policy; Special Educational Needs and Disabilities; Use of the internet; Uniform; Home School Agreement


Relevant Middle Leaders will have an overview of behaviour incidents and patterns of behaviour in their areas of responsibility, together with resolutions; they will report regularly to their SLT line-manager.
Note that this policy has been constructed in line with guidance from the Department for Education with direct reference to the documents entitled ‘Behaviour and Discipline in Schools’ and ‘Ensuring Good Behaviour in Schools’.
Please also note that for the purposes of this policy, ‘parents’ refers to any adults with legal responsibility for children in their care, i.e. biological parents, legal guardians and carers.

1. Rationale
2. Purpose
3. Principles
4. Roles and Responsibilities
5. General school rules
6. General behaviour in and around the school
7. Rewards
8. Use of mobile phones & other electronic devices in school
9. Sanctions
10. Screening, Searching and Confiscation
11. Use of Reasonable force and physical contact
12. Malicious allegations by students against school staff
13. Discipline beyond the school gate
14. Training
15. Involvement of outside agencies
16. Review
i) Statement Form
ii) Teachers’ Toolkit for Positive Discipline
iii) Behaviour for Learning materials
iv) Managing and responding to behaviour issues: levels and actions

1. Rationale
Students have a right to learn and teachers to teach and, without good behaviour, neither is possible. The school has a responsibility both to manage students’ behaviour and to encourage students to manage their own behaviour in such a way that learning and teaching can be effective in school, on school visits and on their way to and from school. Whilst it is possible to produce a list of school rules, students’ good behaviour is secured in the longer term through modelling very high expectations, respectful relationships and clear boundaries. The management of students’ behaviour in schools is a complex and challenging area for schools’ and school leadership and the aim is to ensure that effective learning and teaching can take place in a well-ordered environment. To this end, the school’s expectations of student behaviour, of the quality of teaching, of the interactions between students and staff which facilitate positive behaviour for learning and of the supportive involvement of parents and outside agencies in promoting good behaviour are high.

It is our belief that excellent student behaviour is promoted through an engaging and challenging curriculum, and from excellent teaching; to this end, the principles of Behaviour for Learning are promoted in our Learning and Teaching Policy.

This policy will also apply at other times when misbehaviour could have repercussions for the orderly running of the school, or poses a threat to another student or member of the public, or might bring the school into disrepute.

2. Purpose
Our aim is to encourage students to adopt attitudes and standards which will produce a positive learning environment and a happy and ordered school atmosphere, and to:

3. Principles
We believe that in order to enable effective learning and teaching to take place, good behaviour in all aspects of school life is necessary. We therefore seek to create a caring learning environment in the school by:

4. Roles and responsibilities
To ensure the principles of this policy are met,

- For example: any bad language used by a student must be recorded fully including the exact words used

5. General expectations. Students should;

Students will/must not:

6. Behaviour in and around the school

7. Rewards
A school ethos of encouragement is central to the promotion of good behaviour. Rewards have a motivational role in helping students to realise that good behaviour is valued. Our view is success is its own reward but we also recognise that students respond positively to a system whereby they can earn points for meeting standards of good behaviour. To that end, all students can earn Merit Stamps from their subject teachers for their conduct and performance in lessons and from their tutors for attendance and punctuality; these Merit Stamps are collected in the Student Planner.
Academic – Faculty Stamps
Meeting expectations – The 5 Golden Rules
1. Uniform
2. Behaviour
3. On Time
4. Equipment
5. On Task
Attendance – Merit Stamps
Students receive a merit stamp if they have been punctual to both morning and lunchtime Tutor period.

8. Use of mobile phones & other electronic devices
At Brighton Hill, students are normally permitted to bring mobile phones and other electronic devices to school for use if necessary before entering the school site at the start of the day and after leaving the school site at the end of the day after 3.15pm. This concession is purely, therefore, a health and safety consideration; students and families should be aware that use of mobile phones and other electronic devices between these times is not permitted unless explicitly permitted by a member of staff.

If mobile phones and other electronic devices are brought into school, these items remain solely the responsibility of the student; they must be kept out of sight and switched off whilst on school site, including at Powerleague, as well as throughout break and lunchtime and up to 3.15pm.

Telephone communication between parents and students must only take place through school staff; this is so that the authority of the school is not undermined, so that learning is not interrupted and so that the safety of students is not compromised. In addition, parents are specifically requested not to send (or respond to) text messages from students during the school day.

If a student is using (or allowing another student to use) a mobile phone or other electronic device for any reason other than a legitimate one (e.g. in a lesson with permission from staff), the device will be confiscated by the member of staff concerned and kept safely until after 3.15pm. If the mobile phone contravention involves other related misdemeanours, such as rude, argumentative or obstructive behaviour, the appropriate sanction will be applied. All such devices will be placed in an envelope marked with the following details: student’s name, tutor group, date, name of staff who has confiscated the item, brief description of the item; the device will then be taken by a member of staff to the Student Welfare Office where it will be kept securely in the school’s safe (see Section 10 – Confiscation – for further details) and details of the confiscation logged onto SIMS by a member of staff in the Student Welfare Office. In the event of confiscation, a member of staff (usually the Student Welfare Officer) will, where possible, attempt to contact the parent to inform him/her of the confiscation and to explain how the device can be recovered at the end of a school day by the parent or by a nominated responsible adult by arrangement with the parent; ultimately, the student involved has the responsibility of explaining the confiscation to his/her parents. Repeated use of an electronic device will be reported to relevant senior staff and a suitable sanction will be issued. A sanction could involve a permanent ban on a student bringing the device into school, or other appropriate sanction, up to and including an exclusion.

9. Sanctions
Teachers have statutory authority to discipline students for misbehaviour which occurs in school and, in some circumstances, outside of school (see Section 12 below). At the Headteacher’s discretion, the authority to administer sanctions in line with this policy applies to all paid staff with responsibility for students, such as teaching assistants.

Sanctions are needed to respond to inappropriate behaviour; a sanction serves as a punishment and as a deterrent. Reasonable penalties can include: confiscation, retention or disposal of a student’s property (see Section 9); internal isolation; and detention. Headteachers can also decide to exclude a student for a fixed period or to permanently exclude them.
The school uses detentions as a form of sanction; whilst home/school communication is important, parental consent is not required with regard to the serving of detentions, and parents are responsible for their children’s journey home following a detention.

Teachers also have a specific legal power to impose detention outside school hours, e.g. Saturday morning detentions.

In line with this policy, school staff will base their judgements regarding the appropriateness of a sanction on their professional experience and discretion and in the best interests of the school and its student body. Normally, parents will be notified via the student’s planner and/or with a phone call regarding the setting of a detention outside normal school hours at least 24 hours before the detention is due to be served. Whilst we want to operate this and all policies with the support of parents (under the Education Act of 2011) a school wishing to detain students outside of normal school hours as a means of sanctioning unacceptable behaviour is not obliged to give 24 hours’ notice to parents, only to inform parents on the day.

After school sanctions that might be used:

Length of detention

Staff involved


Up to 15minutes detention after school hours

Class teacher/tutor


15-30minutes detention after school hours

Class teacher/tutor

Planner (and SLG for detentions of 30mins)

15-30minutes during school hours (break/lunch time)

Class teacher/tutor

Planner (the students right to eat during lunch time will not be removed)

60 minute detention after school hours

Class teacher/tutor

Planner and SLG and phone call where possible

75 minute detention after school hours

Heads of Faculty/
Heads of Year

Planner, SLG and phone call where possible

 90 minute Senior Staff Detention after school hours

Senior and Extended Leadership Team

Written communication, phone call, planner, SLG

 Student Isolation

Senior and Extended Leadership Team

Phone call, SLG

 Saturday morning detention

Senior and Extended Leadership Team

Written communication, phone call, SLG

 Fixed Term Exclusion


Communicated with parents in line with Local Authority guidelines & procedures

 Permanent Exclusion

 Headteacher/Governing Body/Local Authority

In line with Local Authority guidelines & procedures

10. Screening, Searching and Confiscation


Searching with the student’s consent:

Searching without the student’s consent:

Other issues pertaining to searches


*Banned items at BHCS: cigarettes/tobacco products, including e-cigarettes or other simulated cigarette/nicotine related products; chewing gum; carbonated drinks and
energy drinks high in caffeine content, e.g. Monster, Relentless;
fireworks/firecrackers; matches/lighters; water pistols or any toy that resembles a weapon; chemical substances other than controlled drugs, e.g. ‘legal highs’; pornographic material; also any other items or materials that are prohibited for
children under the age of 16 if the student in question is under the age of 16 that do not appear in the ‘Prohibited items’ list.

**Prohibited items: weapons, knives, alcohol, illegal/controlled drugs, stolen items.

11. Use of restrictive physical intervention
We do all we can within our school to manage behaviour positively. However, there are times when we may need to use force to keep a child or children safe, or to maintain good order within the school. In such cases, we would always act within the principle of reasonable force; 'reasonable' means using no more force than is necessary.

The Children Services department acknowledges that there may be times when restrictive physical intervention is an appropriate response to the risks present in a given situation. The intervention must be reasonable and proportionate in relation to the situation. The force used needs to be in proportion to the risks present and the minimum needed to achieve the desired result. All school staff may use physical control or restraint when a student is: (a) committing an offence (or, for a student under the age of criminal responsibility, what would be an offence for an older student); (b) is causing personal injury to, or damage to the property of, any person (including the student himself/herself); (c) prejudicing the maintenance of good order and discipline at the school or among any students receiving education at the school, whether during a teaching session or otherwise.

12. Malicious allegations/accusations by students against school staff
Allegations of abuse of students by school staff are taken seriously and we will deal with allegation quickly in a fair and consistent way that provides effective protection for the child and supports the person who is the subject of the allegation. Students who are found to have made false allegations will/are likely to be sanctioned with a Fixed Term or Permanent exclusion.

13. Discipline beyond the school gate

14. Training
The Governing Body will ensure that the Senior Leadership Team will provide appropriate high quality training on all aspects of behaviour management to support the implementation of the policy.

15. Involvement of outside agencies

16. Review
The Headteacher will undertake an annual systematic monitoring and review of the behaviour management policy and procedures in order to evaluate it and ensure that the operation is effective, fair and consistent. The Head teacher will keep the Governing Body informed.

The Governing Body will regularly review this policy and associated procedures to ensure its continuing effectiveness and impact.


The relevant staff will report to the Headteacher in review meetings.

Last Ratified: December 2016
Next Review: December 2018