Behaviour Policy

Behaviour Policy

including reference to the Anti-Bullying Policy and Safeguarding Policy

Approved by: Local Governing Committee

Approved on: 5th September 2022

Review date: September 2025 Revision approved: 9th July 2025

Version No: 4

Originator(s): LT/DFE Guidance

“When the Pharisees heard that he had silenced the Sadducees, they gathered together, and one of them, a lawyer, asked him a question to test him. “Teacher, which commandment in the law is the greatest?” He said to him, “‘You shall love the Lord your God with all your heart,

and with all your soul, and with all your mind.’ This is the greatest and first commandment. And a second is like it: ‘You shall love your neighbour as yourself.’ On these two commandments hang all the law and the prophets.”

Matthew 22:38-40

1. Statements of Principles

1.1 School Mission

St Cuthbert’s Catholic High School is a community gathered together by God, to form fine young men of integrity who will live according to the pattern of life given to us by Jesus Christ. We will strive, through dedication to academic excellence and the formation of the whole person, to form young men of competence, conscience, compassion, and commitment, who, educated in faith and for justice, will live their lives in the service of others.

1.2 Aims of this policy

The aims of this policy are:

(i) to enable the headmaster to carry out his responsibilities of maintaining order and good discipline

(ii) to promote and encourage good, positive behaviour

(iii) to ensure that, so far as possible, every pupil in the school is able to benefit from and make his full contribution to the life of the school, consistent always with the needs of the school community.

This policy is to be regarded as a guidance document for staff and governors. Any examples of behaviour and sanctions listed are intended to be illustrative and should provide staff with a good indication of what is appropriate. Nevertheless, individual circumstances may always be considered when decisions are made.

1.3 Statutory Duties

This statement of principles underlying the behaviour policies and arrangements at St Cuthbert’s Catholic High School has been drawn up by the local governing committee in compliance with Section 61 of the School Standards and Framework Act 1998. Governors, pupils, and the headmaster have been consulted on their views about the behaviour expectations and disciplinary arrangements at the school. Their views are incorporated into this policy.

The headmaster has a statutory duty to establish detailed measures on behaviour and discipline which aim to:

(i) promote self-discipline, proper regard for authority and respect for others (ii) prevent bullying

(iii) ensure that pupils complete assigned work (iv) regulate the conduct of pupils

In particular, the headmaster has a responsibility to enforce measures which prevent all forms of bullying and harassment.

1.4

Principles

In a Catholic school, academic and co-curricular activities take place in a moral context. The attitudes and values of the school are those of Christ's radical command to love one another as I have loved you (Jn 13:34), where this love 2 | Page

means putting others first (Mk 9:35), turning the other cheek (Mt 5:39), and going the extra mile (Mt 5:41).

Pupils are taught, encouraged, and expected to develop and maintain a strong personal integrity that is truthful, generous, courteous, and considerate of the needs and feelings of others. They are expected to have a positive and purposeful attitude to their studies and school lives and to their relationships with staff and other pupils.

Staff exercise authority over pupils in the conduct of classes and in the maintenance of good order and safety around the school generally. This allows pupils to accept responsibility for what they have done, to serve their sanction and to improve their behaviour and so grow in self-discipline and maturity. More serious or persistent breaches of discipline, including disruptive behaviour in lessons, will be referred to the Head of Year, or to the Senior Staff who have overall responsibility for discipline in the school, and parents will be informed. Parents are asked to support the disciplinary arrangements of the school.

2. Positive Behaviour: a whole-school approach to discipline

2.1

Our Basic Expectations (the 4Cs)

Our basis expectations consist of four simple points which sum up the school’s expectation of behaviour and attitude at all times:

(i) competence: be positive; be punctual and prepared, properly equipped, homework done.

(ii) conscience: have a clear sense of right and wrong, letting this guide your behaviour, following instructions first time, every time, always stand on the side of truth and that which is right.

(iii) compassion: ‘treat others as you wish to be treated’, always care for others, especially those most in need.

(iv) commitment: 100% effort in everything you do, approaching all tasks with a ‘can do’ attitude, a desire to succeed, not being afraid of failure or doing the right thing,

St Cuthbert’s strives to create fine young men of integrity. Therefore, our expectations of competence, conscience, compassion, and commitment are underpinned by that of integrity. We expect that every boy will be honest.

We believe that every boy can become a ‘great man’ and take his place in the Church and the world. The expectations are designed to encourage the boys to be ‘great men’. They are linked to our Vision, Mission and Values.

They are also designed:

(i) to be about behaviour only

(ii) to cover all behaviour at all times, including, where appropriate beyond the school gate

(iii) to be limited in number and therefore memorable

(iv) to relate to observable behaviour (it is clear you are either meeting this rule or not, leaving little room for argument)

A relentless focus on positive behaviour enables learning to take place in a safe and orderly environment. It was intended to replace the emphasis on rules and sanctions and maintaining a punitive disciplinary ethos. Underpinning the positive behaviour approach is the simple reality that we all like to be praised for what we do well.

The positive behaviour approach proposes that teachers who praise pupils who are on task achieve better results from other children who notice and copy this good behaviour. The positive behaviour approach:

 promotes good relations between pupils and staff based on mutual respect and trust, common purpose and values

 promotes an uncompromising focus on learning and achievement, and developing self-confidence and self-discipline

 looks for the positive (staff find opportunities to praise many times more often than punish) and reduces the public attention paid to pupils who are not on task

 separates the behaviour from the pupil (the teacher shows that s/he dislikes the behaviour not the child)

 is assertive but avoids confrontation (staff de-escalate situations by being firmly in control of their own reactions and by following a universally recognised method of positive behaviour)

 is based on simple rules which are clear and known to everyone (pupils, parents, staff) and which establish expectations and boundaries

 is talked about and used all the time and everywhere in the school

 has clear consequences (for misbehaviour which cannot be ignored) which are consistently implemented.

2.2 Learning Habits

The Catechism of the Catholic Church teaches that ‘human society can be neither well-ordered nor prosperous unless it has some people invested with legitimate authority to preserves its institutions and to devote themselves as far as is necessary to work and care for the good of all.’ (CCC1897) We believe that our expectations are linked to specific ‘learning habits’ which underpin the success of every young man in our care.

Expectation Learning Habit Rationale

best effort

In seeking to form fine young men of competence, we need to equip them with clear learning habits. In order to stretch one’s capabilities boys need to be focused on best effort, always giving of their best.

focus / on task

equipment

conscience behaviour

honesty / integrity

Retrieval practice is the foundation of learning and therefore homework is an essential part of the learning process. It is not optional. Arriving equipped and staying on task contributes to the creation of a learning environment where every boy can flourish.

In seeking to form fine young men of conscience we need to create an environment where positive behaviour is the norm and honesty, and integrity are prized as essential virtues of a good man. Our high standards and expectations of behaviour, honesty and integrity will enable boys to become men who are true to themselves and model their lives on the person of Jesus Christ and the teachings of His Church.

compassion

fairness/justice

The Golden Rule ‘treat others as you wish to be treated’ (Matthew 7:12) is a foundational Catholic teaching, indeed Jesus says ‘on this hangs the law and the prophets’. As a Catholic community the virtue of compassion, lies at the heart of our work. In seeking to form fine young men of compassion we must teach the boys about the impact that their thoughts, words, and actions have on others. We must teach them that to be men of compassion is not just about caring for those less fortunate than us, but about making best use of time, our gifts, and abilities so that we might put these at the service of others and so create a world of justice.

attendance

commitment

In seeking to form fine young men of commitment, we need to create an environment where the first step to achieving success is truly recognised as turning up, on time and prepared. Boys need to be taught about the impact their attendance, punctuality and preparedness has on themselves and others and that commitments should be honoured and respected. In Luke 9:62 Jesus says “No one who puts a hand to the plough and looks back is fit for the kingdom of God.” –this reminds us as a Christian community of the importance of commitment of giving our all for the glory of God and the good of others. This is what it means to be a man of commitment.

2.3 Routines/Rules

The school also needs rules (such as those governing uniform and appearance, more detailed rules about classroom routines, fire drills, behaviour out of school,

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2.4

etc.). These have been recast as routines. In this way our basic expectations of competence, conscience, compassion, and commitment are given central place.

The school has 5 Non-Negotiables for behaviour in lessons and 5 for behaviour around school. These rules are in place to maintain good order and good manners from pupils in school. They are our basic behaviour expectations and are therefore ‘Non-Negotiable’.

Non-Negotiables

for the Classroom:

1. Follow instructions 1st time, every time

2. Enter and exit the room in silence

3. Sit down, placing your planner and equipment on your desk

4. The teacher will start the lesson with ‘Good morning/afternoon’ and you will respond ‘Good morning/afternoon Sir/Miss. The teacher will end the lesson with ‘Good morning/afternoon and thank you’ and you will respond ‘Good morning/afternoon and thank you Sir/Miss’

5. Display great manners at all times e.g. yes miss, please, thank you etc

Non-Negotiables

Around School:

1. Follow instructions 1st time, every time

2. Stand in silence when an adult enters the room and greet the adult with ‘Good morning/afternoon Sir/Miss’

3. Walk on the left and hold doors open for others

4. Hands off

5. Coats off inside

From time to time, the headmaster will prescribe rules and routines which make explicit the goals of the behaviour policy as they apply to specific aspects of school life. Such detailed rules are necessary for the efficient and harmonious running of a complex institution. The school looks for the support of parents and carers in its expectation that pupils follow school rules and routines.

Rewards

The positive behaviour approach is based on praise and reward. Teachers should use praise many more times (in a lesson, on yard duty, in a day) than they use consequences. In practice this may be difficult but as an attitude with which to embark upon every lesson it is crucial to the success of a positive behaviour approach to school discipline.

Further information about rewards can be found in our Rewards Policy.

2.5

Recognition of Achievement

The school recognises and rewards achievement in the following ways:

 House Points

 4Cs postcards

 Head of Year 4Cs certificates

 Zero demerits Termly Draw

 Rewards Store

 Rewards events

 Very Impressive Pupil Award (VIPA)

 House and School Colours

 All Stars Assembly

Pupil achievements should be displayed in Year and departmental areas of the school and celebrated on the school’s electronic noticeboards and on the school’s website. This is a primary responsibility of HLTA for Behaviour, Rewards and Inclusion, Heads of Year and Form Tutors.

3. Policies & Guidance

3.1 Behaviour around the school

Pupils are expected to behave sensibly and with consideration for others when moving to and from class. Behaviour which is not acceptable on corridors and stairways and other communal areas includes:

 jostling and pushing

 holding onto other pupils’ clothing or bags

 jumping onto or into other pupils

 lying in wait to ambush other pupils

 running

 jumping downstairs or sliding down stair banisters

 pushing into spaces which are obviously already overcrowded

 slamming through doors

 making unnecessary noise

Pupils who persistently ignore expectations of behaviour around the school and/or display defiance/gross defiance will be subject to the sanctions as outlined in this policy.

3.2 Movement Around the School

Movement around the school should, always, be orderly. At the end of a lesson, all pupils must stand behind their desks and the teacher must wait for silence. Once the class is silent the teacher will say “Good morning/good afternoon and thank you gentleman” or “Good morning/good afternoon and thank you Year 10”. Pupils should respond “Good morning/good afternoon and thank you sir/miss”. Pupils must be dismissed in an orderly fashion, usually row by row. Teacher will complete a final uniform check being on dismissal.

Pupils must proceed immediately, sensibly, and without delay to their next lesson. Pupils must act with orderly conduct, with quiet and calm movement throughout the school site. Pupils must be courteous to all, hold doors open and allow adults to walk through before themselves. Pupils must always walk on the left in corridors and on stairs and no more than two abreast and in most instances should walk in single file. Pupils must not allow their bags to drag along corridor walls and display cases. When standing in corridors, outside rooms or lining up for lessons pupils must not lean against walls or display cases. Pupils must not run in the corridors or stairs and must take particular care when moving up and down stairs. When leaving classrooms for break, lunch or the end of school, pupils must leave by the nearest or allocated exit.

During lessons pupils should be in the allocated classroom. Pupils should not be wandering around the school site.

3.3 Pupil/Student Access to the Buildings & Grounds

Pupils (Years 7-11) are not permitted to access the school grounds before 8am. Pupils should enter the school site via the allocated entrance. From 8am pupils 7 | Page

may access the Dining Room, school yard or Chapel. They may not enter any unsupervised area. Only the Dining Room and yard will be supervised.

3.4 Out of Bounds Areas

Specific areas of the school site may be considered out of bounds for all boys or for boys in specific Year Groups. Only Sixth Form students are permitted to access and use the Sixth Form Common Room or Sixth Form study areas. Pupils are not allowed on any other yard than their designated year group yard at social times.

3.5 Expectations for Learning in the Classroom

At St Cuthbert’s focusing upon giving our first attention to ‘positive behaviour’, we strive to ensure that praise far outweighs the use of sanctions.

3.5.1

Creating the Climate

Creating a positive climate in each classroom is key to creating a positive climate across the school. We recognise that we have limited control over pupil behaviour. However, we have total control over our response.

3.6

3.5.2

Positive Role Model

At St Cuthbert’s, all staff will act as a positive role model for the boys. All members of staff will model the behaviour they expect. Teachers will be at the door of their classroom at the beginning and end of each lesson. Teachers will smile, be enthusiastic and welcoming to each boy. They will model and require high expectations of themselves and the boys.

3.5.3 Praise, praise, praise

Staff will ensure that rewards and praise are used with care, explaining why a pupil has received the praise. Staff will award five House Points per class they teach per week in accordance with the school’s Rewards Policy.

3.5.4 A clean slate every day

Staff will ensure that any instances of negative behaviour from previous lessons are dealt with appropriately before the next lesson. Issues that have been addressed will not be revisited or referred to in the next lesson (cf. Luke 6:37 & Mt 6:15).

3.5.5 Calm & Consistent

All staff will work together in a calm and consistent manner. The expectations of conduct and behaviour will not differ from class to class or subject to subject. All lessons and classes in the school have the same high expectations and boys can expect the same calm and consistent response from all teachers.

Behaviour out of school

The school expects pupils to behave well out of school, on journeys to and from school and school events, and to other venues for school activities, and on school trips. Pupils’ behaviour should be orderly and respectful of the people and environment around them.

The school will investigate instances of poor behaviour out of school and may impose sanctions, including suspension, against those who have brought the name of the school into disrepute. Pupils are expected to wear their uniform correctly on the journey to and from school. When staff have direct control of pupils out of school (eg. at a sports fixture, school visit or trip, in proximity to the school gate, at local bus stops), they have the same powers as when in school.

When dealing with pupils outside the school gates but in reasonable proximity to the school, staff may instruct a pupil to return to school to deal with disciplinary matters. Failure to do so will itself be seen as a serious disciplinary offence.

In referencing behaviour outside of school. the DfE statutory guidance on behaviour states that:

“Schools have the power to sanction pupils for misbehaviour outside of the school premises to such an extent as is reasonable.

Maintained school and academies’ behaviour policies should set out what the school will do in response to non-criminal poor behaviour and bullying which occurs off the school premises or online and which is witnessed by a staff member or reported to the school, including the sanctions that will be imposed. Schools should collaborate with local authorities to promote good behaviour on school transport.

Conduct outside the school premises, including online conduct, that schools might sanction pupils for include misbehaviour:

 when taking part in any school-organised or school-related activity

 when travelling to or from school

 when wearing school uniform

 when in some other way identifiable as a pupil of the school

 that could have repercussions for the orderly running of the school

 that poses a threat to another pupil; or

 that could adversely affect the reputation of the school

The decision to sanction a pupil will be lawful if it is made on the school premises or elsewhere at a time when the pupil is under the control or charge of a member of staff of the school.”

(DfE Behaviour in Schools, July 2022 § 92-95)

The DfE statutory guidance on Suspensions and Permanent Exclusions states: “A pupil’s behaviour outside school can be considered grounds for a suspension or permanent exclusion.” (Part three §2 page 11)

3.7 Responding to negative behaviour (The 3 Rs)

As staff in a Catholic School, we believe that all people are made in the image and likeness of God. People are therefore innately good. We do not ignore poor behaviour but give our first attention to noticing and pointing out good behaviour. We always, respond, remind and (if necessary) reprimand. We always use the language of choice. It is possible to challenge negative behaviour by praising those boys who are behaving well. ‘That’s great, 28 boys are paying attention, just waiting for two more…’ or ‘Well done, X, perfect uniform, can you please tuck your shirt in Y’

The 3Rs are:

Respond: we never ignore negative behaviour, always make an appropriate response

Remind: in challenging negative behaviour we always use the language of choice and always remind the pupil of our basic expectations (4Cs), of competence, conscience, compassion, and commitment.

Reprimand: (if necessary) we issue the appropriate sanction ensuring that this is recorded in Classcharts as a demerit and/or behaviour incident.

3.8 Staged Behaviour Referral System

St Cuthbert’s operates a six-step procedure as a means of addressing the problem of poor behaviour and encouraging positive behaviour. The school recognises that staff have an important role in developing a calm and safe environment for the pupils and for establishing clear boundaries of acceptable pupil behaviour.

All boys deserve to learn in an environment that is calm, safe, and supportive and where they are treated with dignity. This staged approach is designed to help pupils to clearly understand and positively respond to the school’s behaviour standards, expectation, and consequences. However, it is also designed to ensure that the appropriate pastoral support is available.

Step Who is responsible ? Action

Teachers have a professional responsibility to instil and maintain a disciplined, orderly, and positive atmosphere in the classroom which enables teaching and learning to take place.

One Class Teacher

Two Class Teacher

The class teacher will use a range of classroom and behaviour management strategies to enable the pupils to participate fully in the lesson, remain focused and on task. These strategies may vary from class to class and teacher to teacher. They may be verbal and/or non-verbal in nature.

Where a member of staff has cause to challenge the behaviour of an individual pupil, the member of staff will issue a specific verbal warning to a pupil by name. Failure to respond to a warning will result in a pupil/student ‘crossing the line.’

Verbal warnings should be phrased as:

 ‘<Name>, you are coming very close to ‘crossing the line’… is this how a man of compassion acts?’

 ‘<Name>, in choosing this behaviour, you are choosing to ‘cross the line’ is this how a man of commitment acts?’

 ‘Young man, that behaviour is not acceptable you are coming very close to ‘crossing the line.’

The language of ‘crossing the line’ is indicative that this is the final warning before a demerit is issued. The language the teachers use should be consistent

Three Class Teacher

across the school. This should include the phrase “cross(ing) the line”

If the action taken by the teacher in ‘Step Two’ has not resulted in the expected behaviour, it is appropriate to move to Step Three, as the pupil has ‘crossed the line’. At an appropriate point during the lesson, a demerit is logged on Classcharts with the appropriate reason selected.

The teacher will inform the pupil of this demerit. However:

 depending on the situation, a pupil may not be informed of the demerit immediately as it may be prudent to allow them to ‘cool off’. This is for the teacher to determine.

 Informing a pupil about receiving a demerit should be done discreetly, in order to avoid confrontation and maintain/regain a positive learning environment for the remainder of the lesson.

A class teacher may only issue one demerit per pupil, per lesson (except for non-completion of Homework and breach of mobile ‘phone policy).

A second demerit within a day will trigger a 30 minute after-school detention the following day. This detention will be served according to the school’s centralised detention arrangements.

There may be instances where it is appropriate for a pupil to receive a Step Three demerit without a Step Two warning, as the behaviour displayed may not meet Serious Incident Protocol, but a verbal warning is insufficient.

Four Class Teacher Head of Department

Where the teacher’s action in Step Three has not resulted in the required improvement in the pupil’s behaviour, the teacher should then consider the ‘Moved Rooms Protocol’.

The ‘Moved Rooms Protocol’ is primarily to be used for:

 persistent low level for which the class teacher has already applied Steps 1-3 clearly with the pupil, and for which the behaviour of the pupil remains the same, i.e. the lesson cannot continue with the pupil in the classroom.

 disruption of an internal calendared examination following one warning which includes the phrasing “cross(ing) the line”

 high-level disruption which does not meet the ‘Serious Incident Protocol’ as defined in paragraph 3.10 of this policy, but the lesson cannot continue with the pupil present

Direction to Moved Rooms should be phrased as:

'NAME, you are continuing to cross the line by_____ you are now going to be removed from the classroom. Please pack up and go to room (as given on Moved Rooms Timetable).

In the event of this failing, the class teacher should press ‘On Call’ to request assistance from another member of staff.

Within each department, the Head of Department is responsible for providing a timetable, which should be displayed in each classroom.

Moved rooms will result in a 50-minute detention the following day (this includes the 30- minute detention at Step 3 issued for the demerit) and can only be added onto PARS by a Middle Leader/member of the Leadership Team.

In exceptional circumstances, should the normal department moved rooms facility be unavailable, classroom teachers may use the ‘On Call’ system. However, the sanction for this would be equivalent to the Departmental Moved Rooms sanction detention. In such cases, the On Call staff will briefly discuss incident with classroom teacher.

This Staged Behaviour Referral System will be closely monitored by the Pastoral Team. Pastoral Staff will monitor the patterns and trends of demerits and, where they occur, serious incidents. Where appropriate and deemed necessary, staged personalised and targeted behaviour interventions take place to improve the presenting behaviour. Interventions may include, but are not limited to:

 in-school behaviour report system

 1:1 or small group interventions with HLTA, Behaviour, Rewards, and Inclusion

 referral to external services

 referral to the local authority Team Around the School

 referral to the local authority Inclusion Panel

 off-site direction

 managed move

3.9 Persistent Low-Level Disruption

The most common form of poor behaviour is low level disruption. This can be subjective as what concerns one teacher may not be of concern to another. However, at St Cuthbert’s our collective approach is designed to address lowlevel disruption and not allow behaviour to escalate.

Low-level disruption is not characterised by behaviours that are overtly confrontational or challenging, but those which nonetheless distract from teaching and learning. There are generally five broad categories of low-level disruption:

(i) talk

(ii) movement

(iii) time

(iv) pupil-pupil relations

(v) teacher-pupil relationships

If these disruptions are not challenged, they can severely damage pupil learning and lead to frustrations and stress for the teacher. They can then lead on to high level or serious disruptions.

3.10 Serious Disruption

High level disruptions are more serious and can be overtly confrontational and challenging. These behaviour patterns include:

(i) challenges to authority

(ii) refusal to obey rules / defiance

(iii) verbal abuse

This type of behaviour is extremely demanding and exhausting. It has a detrimental effect on both the teacher and or pupils. This behaviour will not be tolerated at St Cuthbert’s.

3.11 Serious Incident Protocol

When a serious incident may have occurred, a detailed investigation will be carried out. This will involve the completion of staff and pupil incident forms. The pupil(s) whose behaviour is in question will be asked to complete a detailed incident form. Parents/carers will be informed that the school is dealing with a serious incident. Where appropriate, the pupil may be removed from lessons during the investigation and placed either in Damascus, or the Savio Centre during the investigation. Staff and/or pupils who may have witnessed or been affected by the incident will also be asked to complete detailed incident forms.

Once the investigation has been completed parents/carers may be invited into school to discuss the incident, the school’s action/sanctions, and possible ways of resolving the situation.

3.11.1 Serious Incidents in lessons

If a Serious Incident may have taken place in a lesson, the class teacher should press the On Call alert button in Classcharts.

3.11.2

Serious Incidents outside of lessons

If a Serious Incident may have taken place outside of a lesson it should be reported to a member of the Leadership Team as soon as possible.

3.11.3

Examples of Serious Incidents

Serious Incidents include:

 physical assault against a pupil (including fighting)

 physical assault against an adult

 verbal abuse

 smoking/vaping

 threatening and/or aggressive behaviour

 dangerous behaviour

 bullying (see Anti-Bullying Policy)

 stealing

 possession of prohibited items

 leaving the classroom without just cause or permission and/or truanting lesson

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 misbehaviour whilst in Damascus

 gross defiance

This list is not exhaustive.

3.12 Demerits

A demerit is an instance of negative behaviour. These were previously referred to as negatives. When a pupil receives two or more demerits in a day, they will be given a detention to be served at the end of the following school day.

Staff can use one demerit per pupil per lesson (except for non-completion of Homework and breach of mobile ‘phone policy). The number of demerits a pupil receives will be monitored weekly by the Pastoral Team and may lead to further sanctions/interventions to improve behaviour.

3.12.1

Grounds for Demerits

The following list is indicative of the grounds for a pupil receiving a demerit.

 breach of mobile ‘phone policy

 disruption of learning

 failure to follow instructions

 failure to complete classwork

 failure to complete homework

 inappropriate language/swearing

 rude and/or disrespectful behaviour towards a peer

 rude and/or disrespectful behaviour towards staff

 unsafe behaviour

 out of bounds

 planner not signed on three occasions (checked weekly on allocated day)

3.12.2

Late to Lesson Demerits

Punctuality to lessons is important and pupils who are regularly late to lessons miss a considerable amount of learning over time. One demerit will be issued for any pupils who is over five minutes late to a lesson. One demerit for greater than 5 minutes late over the course of the day –calculated at the end of the day and automatically generated

3.13

Detentions

Detentions will take place after school in a centralised location with the exception of lunchtime detentions. However, lunchtime detentions may only be issued to pupils on Head of Year/Leadership Team Report, or for specific misbehaviour during lunchtimes. These detentions will be organised by the Pastoral Team.

3.13.1

Centralised Detention Locations

St Cuthbert’s operates a centralised detention system. Detentions are organised by year group. Year Group

Year 7

Year 8

Year 9

Year 10

Year 11

3.13.2

Detention Rules/Expectations

Lower Volta

Lower Volta

Lower Volta

Upper Volta

Upper Volta

The detention begins promptly at the end of the school day.

 Pupils must be present for their set detention time (30, 40, 50 or 60 minutes). Pupils should not ask to leave earlier.

 Pupils should ensure that they have all of their belongings before entering the detention.

 Pupils will be assigned a seat when they arrive at the detention. Pupils should remain in that seat for the entire detention. Pupils may not leave their seat without permission.

 Pupils with a concern or question should raise their hand and wait to be called on.

 Pupils should remain in silence during the detention.

Misbehaviour in detention or failure to adhere to the expectations of the detention will result in additional sanctions. Repeated disruption of the detention or failure to follow the reasonable instructions of the detention teacher will be viewed as gross defiance.

Staff are encouraged to have reflective conversations with the pupils by temporarily removing them to a different space.

3.13.3

Escorting pupils to detentions

At the end of Period 5, the last lesson of the school day, pupils who have been given detentions for that day, will be escorted by their classroom teacher to the relevant detention area. Pupils are expected to accompany the teacher without argument.

If a pupil chooses not to attend and walks away from the classroom teacher, the member of staff concerned will inform the appropriate member of the Leadership Team in the detention area. Walking away from the classroom teacher will be considered to be ‘refusal to attend detention’.

3.13.4 Refusal to attend detention(s)

Detentions when set are not optional, and pupils are required to attend. If pupils walk away from or refuse to attend detentions without reasonable excuse this will be viewed as a refusal to accept the school’s authority and as such, gross defiance. Gross Defiance (see §5) is a very serious issue and will not be tolerated at St Cuthbert’s. Those pupils who refuse to attend detentions will be sanctioned accordingly ranging from further time in detention, removal from lessons and ultimately, suspension.

3.13.5 Lunchtime Detentions

Lunchtime detention may be issued for pupils who are on report.

3.13.6 Saturday Detentions

Saturday detentions (9.30am – 12.30pm) may be issued for serious breaches of the school’s behaviour policy.

3.14 On Calls (Removal)

Low-level disruption of lessons is insidious, undermining both pupils and teachers by preventing effective teaching and learning. Over time it has serious consequences. Repeated disruption, serious incidents and occurrence which mean that the pupils continued presence in the classroom is preventing others from learning necessitate a pupil’s removal from the classroom.

The school has devised a timetable, where for each lesson, there is a designated member of staff ‘On Call’. This member of staff will, if necessary, support classroom teachers by removing pupils from lessons where ‘On Call’ has been requested. It is expected, that where appropriate and in accordance with the Stage Referral System (§3.8) that classroom teachers will have used the departmental moved rooms procedure first.

This procedure is not to be used as a threat to deal with behaviour: either the first signs of poor behaviour are checked by usual teacher intervention and the Staged Referral System (§3.8) being followed.

The ‘On call teacher’ will come to the classroom, speak briefly to the teacher, provide reinforcement for any wider problems in the class, and take the identified pupil, with personal belongings away from the classroom. The ‘On call teacher’ will clarify if the classroom teacher has used the departmental withdrawal first.

The DfE’s Behaviour in Schools states:

“Removal is where a pupil, for serious disciplinary reasons, is required to spend a limited time out of the classroom at the instruction of a member of staff. “(§79)

“Removal from the classroom should be considered a serious sanction. It should only be used when necessary and once other behavioural strategies in the classroom have been attempted.” (§80)

3.14.1 Reasons for ‘On Call’/Removal

The reasons for a pupil being ‘on-called’/removed from a particular lesson include but are not limited to:

(a) the pupil may have been involved in a serious incident (see §3.10)

(b)the pupil has been asked to move to a different classroom in accordance with the Departmental Moved Rooms timetable, but refuses to ‘move rooms’

(c) departmental moved rooms is unavailable due to exceptional circumstances

(d)reporting a pupil who is not in class and is unsupervised around school (for example walking around school during lesson time)

There are also non-disciplinary reasons why it may be necessary to for a classroom teacher to use the ‘On Call’ facility

(e) if a pupil has not returned to class ten minutes after being allowed to go to the toilet

(f) First Aid is required. Please note that this is only for non-urgent First Aid/Medical Concerns. The classroom teacher should ensure that ‘First Aid’ is recorded in the On Call Alert Box on Classcharts. For urgent medical/first aid immediate help should be sought. It is not appropriate to use Classcharts in these circumstances.

3.14.2 Consequences/Response to ‘On Call’

Removal from a classroom is a serious issue and will be dealt with as such.

(a) when a pupil is removed from a lesson as a serious incident may have occurred, the Serious Incident Protocol will be followed (§3.10). During this time, the pupil will be removed to either Damascus or the Savio Centre as appropriate.

(b)when a pupil is removed from a lesson for refuses to ‘move rooms’, the pupil will be given an additional and final opportunity to ‘move rooms’ by the On-Call teacher. Where the pupil makes the right choice, a 50minute detention is issued. If the pupil still refuses, the pupil will be removed to Damascus for the reminder of the school day and serve a 60-minute detention as the end of the following school day.

(c) where departmental moves is unavailable, the pupil will be removed to Damascus, or, the Savio Centre for the remainder of that lesson only and 30-minute detention will be issued.

On the third occasion, there will be a review conducted by the Head of Year and Deputy Head (Pastoral) which may result in a pupil being withdrawn from a class for a period of time or if deemed appropriate, suspended from school.

3.15 Pupils out of lessons

At St Cuthbert’s, staff will endeavour to keep pupils in the classroom during lessons unless it is absolutely necessary. Academic performance indicators demonstrate the impact that time out of lessons has on academic achievement. Pupils who miss between 10% and 20% of their lessons, are, on average, likely to achieve two academic grades lower than their peers with better lesson attendance.

3.15.1

Illness

From time to time, pupils may become ill during the school day. In the majority of cases, pupils are able to sit quietly in the classroom under the supervision of the classroom teacher. However, if the classroom teacher using their professional judgement considers the pupil too unwell to remain in the classroom, the pupil may be sent to the Medical Room.

Pupils who are unwell, should under no circumstances be sent to the Medical Room unaccompanied. They may be accompanied by a peer who consents to assist them or if they are too ill to leave the room unaided and adult supervision is deemed more appropriate, classroom teachers should follow the guidance give in §3.13.1 (f).

3.15.2 Medical/Toilet Passes

Pupils with medical conditions who may need to leave the classroom will be issued with a Medical/Toilet Pass. Parents/carers are required to provide evidence from a medical professional before any such pass may be issued. 17 | Page

If a pupil presents a Medical/Toilet Pass, the teacher is to allow the pupil to leave the room immediately and without any further question.

Any concerns that a Medical/Toilet Pass is being misused may lead to sanctions or the removal of the pass.

3.15.3 Time Out Cards

A Time Out Cards are issued by the Deputy Head Pastoral after consultation with the appropriate Year Team. Time Out Cards are issued as a supportive measure to pupils who, for a short period of time, may struggle to cope with lessons.

Time Out Cards allow a pupil to leave the classroom for a short period of time to self- regulate before returning to the class to continue their learning. Pupils should wait outside of their classroom whilst regulating.

If a pupil presents a Time Out Card, the teacher is to allow the pupil to leave the room immediately and without any further question.

Any concerns that a Time Out Card is being misused may lead to sanctions or the removal of the Time Out Card.

3.15.4 Savio Passes

Savio passes are issued by the Assistant Head SENCO to support pupils:

 who, for whatever reason, are failing to cope well with lessons or other aspects of school life

 with medical accessibility issues

If a pupil presents a Savio Pass, the teacher is to allow the pupil to leave the room immediately and without any further question. The pupil must go directly to Savio and remain there for a period of time before returning to his lesson.

Any concerns that a Savio Pass is being misused may lead to sanctions or the removal of the Savio Pass.

3.15.5 Use of toilets during lessons

In general boys should not need to go to the toilet during lessons. Having pupils wandering about the building can lead to difficulties - sometimes serious ones. Pupils are expected to use the toilet before school, at break, lunch, or after school so they do not miss out on any learning time.

Permission should generally be refused unless it is evident the boy is distressed or in great need. Staff will use their professional judgement if a pupil asks to go to the toilet during lessons, but the likely first response from staff will be ‘No, please wait until break.’

If the pupil is evidently distressed or in great need, the classroom teacher will issue their orange lanyard ‘Toilet Pass’ to the pupil. The lanyard will indicate that the pupil has permission to be out of class. The pupil should return the lanyard to the teacher when the pupil returns to the classroom.

Teachers should take care that patterns do not develop and should not allow more than one pupil to leave the classroom at any one time – illness and medical passes are exceptions to this.

When any pupil leaves the classroom, the classroom teacher will record this on PARS – Pastoral Information.

3.15.6 Leaving the classroom without permission

Leaving the classroom without just cause or permission is considered to be a serious issue. Under no circumstances should a pupil leave his classroom without just cause or permission. This behaviour is unacceptable as it could lead to a safeguarding issue, loss of learning time for the pupil and can result in an inordinate amount of staff time being wasted.

Pupils who leave the classroom without just cause or permission, will be removed from lessons and isolated for the reminder of that period. This behaviour will also lead to a 60-minute detention to be served after-school the following day.

If a pupil refuses to follow the instructions of the On-Call staff and continues to walk away from them, they will be sanctioned accordingly. St Cuthbert’s considers walking away from multiple staff as gross defiance. As a result, pupils who behave in this way, are at risk of suspension.

Any pupil who leaves Damascus without permission, will be sanctioned accordingly ranging from further time in detention, and ultimately, suspension.

If a pupil persistently leaves the classroom without just cause or permission, he is at serious risk of suspension.

3.16 Guidelines for Supervision / Isolation / Support Spaces

St Cuthbert’s currently offers two support spaces for boys who struggle to meet our expectations for behaviour.

3.16.1 The Savio Centre

The Savio Centre currently serves multiple purposes:

 to support pupils who, for whatever reason, are failing to cope well with lessons or other aspects of school life

 to protect pupils during investigations

 to support pupils with medical accessibility issues

 to sanction pupils for a short period of time as determined by the behavior policy

 for pupils who have been disapplied from subjects

(a) Pupils who are at risk of exclusion

Savio may be recommended as an alternative to a suspension with the approval of the headmaster. This should be recommended on an orange incident details sheet clearly stating the special consideration after consultation with the pastoral leads and Head of Year. These special considerations may include, but not be limited to:

(a) where a pupil is at serious risk at home during the hours of the school day

(b) where it is a first offence, and the pupil has been honest and expresses remorse

(c) where a pupil has a SEND diagnosis which may need to be considered to explain the behaviour

One of the two individual booths/rooms should be used for this purpose.

No more than two pupils can be placed into the Savio Centre as an alternative to suspension at any one time.

No pupil is to be placed in Savio for a sanction (in lieu of a suspension) without the approval from the headmaster or in his absence the Deputy Head. This should be recommended on an orange incident details sheet clearly stating the special consideration after consultation with the pastoral leads and Head of House.

(b) Pupils who are failing to cope well with lessons or other aspects of school life

Savio may be used by a Head of Year or pastoral lead in extreme circumstances if a pupil is presenting as distressed or agitated. This should be for no longer than one period without an intervention conversation with a pastoral lead or Head of Year as appropriate. All instances of this will be recorded in PARS so that patterns can be identified, and targeted intervention can be offered going forward. Assistant Head SENCO & Inclusion must be informed of a pupil coming to Savio without delay or they may be sent back.

(c) Protect pupils during investigation

When pupils are placed into Savio pending investigation it is important for the pupil to understand that they are not being sanctioned at this time. No pupil may be placed into Savio for this purpose with approval from a pastoral lead. Pupils should not be left for any significant period without an update. This is a possible alternative to the use of Damascus or the need to have two pupils in separate locations.

(d) Supporting pupils with medical accessibility issues

Pupils with medical conditions and supporting evidence may be placed in the Savio if a risk assessment determines that they are at risk of harm when moving around the school. This will be arranged by the Head of House in consultation with the Assistant Head SENCO & Inclusion.

(e) Pupils who have been disapplied from subjects

No pupil should be in Savio as an alternative to lessons that has not been agreed by the headmaster under recommendation for the Assistant Head responsible for academic achievement.

(f) Work in Savio

Heads of Department are responsible for ensuring that there is a range of quality work for each year group in the Savio. Where possible, this work should not involve the use of a computer. The Assistant Head (SENCO & Inclusion) will co-ordinate with the Assistant Head responsible for academic achievement to ensure that this work is relevant and quality.

No pupil should be disadvantaged by being placed in the Savio.

(g) Informing Staff

The Assistant Head (SENCO & Inclusion) will ensure that all pupils are input into the Savio register located on PARS with the expected number of days. Staff are expected to check this list each morning to ensure that pupils are not reported for missing lessons and to ensure that quality work is available. It should be avoided to send pupils with work down to Savio.

The Teaching Assistants involved will input on PARS the intervention that has taken place each day for each pupil. This could be 1:1 work on coping strategies such as anger management or coping with anxiety. The Teaching Assistants will assist pupils with their work and record any issues that the class teachers need to follow up.

(h) Accessing Savio

Pupils may not self-select to attend the Savio Centre unless this is agreed as part of their pupil profile or consistent approach plan. Pupils who may need to use the Savio Centre as a ‘safe space’ should be recorded on the Savio register as occasional / safe space users. Any pupil not recorded on the register must be returned to lessons. Pupils who repeatedly try to access the Savio Centre without prior agreement will be subject to disciplinary sanctions.

3.16.2 Damascus

‘Damascus’ is a supervision room as an alternative to the mainstream class due to:

 involvement, or potential involvement in a serious incident

 an ‘On-Call’ for refusal to go to ‘Moved Rooms’

 receiving four demerits in one day

 refusal to attend a scheduled detention

 refusal to adhere to school uniform expectations

Pupils may also be asked to use ‘Damascus’ during an investigation of behaviour in which they were involved.

Pupils will work in individual high-sided booths so that that they cannot distract others. The purpose is to ensure a calm, ordered and purposeful environment. The room should enable pupils to work without any distraction. The maximum time any pupil should spend in Damascus is one school day.

(a)Academic Work in Damascus

The DfE Guidance on Behaviour in Schools states that: ‘The continuous education provided (in remove rooms) may differ to the mainstream curriculum but should still be meaningful.’ (§79)

Where possible, appropriate work will be provided by pupils’ teachers which will be accessible through a school computer. If this is not possible for practical reasons, then alternative work will be provided.

(b)Expectations in Damascus

Any pupil who:

 refuses to enter Damascus at the request of a member of staff

 refuses to hand over their mobile ‘phone upon entry to Damascus

 walks out without permission (regardless of whether they return)

 persistently fails to follow instructions from member(s) of staff

 is disruptive

 does not produce any work

 does not go directly to and from the toilet at a permitted break is at serious risk of suspension.

Disruptive pupils will be removed from Damascus and parents/carers may be asked to collect them from school without delay. Pastoral Leaders will ensure the direct supervision of pupils removed from Damascus.

The rules / expectations for behaviour in Damascus and The Savio Centre are clearly set out in both areas.

3.17 Mobile’ Phones

The school recognises that while the vast majority of pupils will carry a mobile ‘phone, it advises that it is not necessary for pupils to bring mobile ‘phones into school at all. However, if they choose to do so, they have no legitimate need to use a mobile ‘phone at all during the school day or on the school site. The school therefore accepts that there may be particular circumstances in which a parent wishes their child to have a mobile ‘phone for their journey to and from school. Where a mobile ‘phone is brought into school, it is entirely at the pupil /student’s & parents’ own risk. The school accepts no responsibility for the loss, theft, or damage of any ‘phone, mp3 player or other mobile device brought into school.

Mobile ‘phones which are brought into school must be turned off (not placed on silent) and stored out of sight immediately when the pupil arrives at the school gate. They must remain turned off and out of sight until the pupil has left the school site at the end of their day. The simple policy is ‘not seen, not heard’.

Any pupil using his mobile ‘phone during the school day without permission, will have his mobile ‘phone confiscated. The mobile ‘phone will be stored securely until the end of the school day. Any pupil who persistently using his mobile ‘phone without the expression permission of a member of staff is at risk to further sanctions. The pupil will be issued with a demerit by the member of staff who confiscated the phone.

If requested, the pupil should hand his ‘phone to the member of staff concerned. Any pupil who refuses to hand over his mobile ‘phone to a member of staff upon request is at risk of suspension.

Further details can be found in the school’s Mobile ‘Phone Policy.

3.18 Communication with parents/carers

St Cuthbert’s Catholic High School values the support of all parents/carers in establishing and maintaining the highest standards, of conduct, behaviour, and academic work. The school recognises that effective home-school communication is essential and will endeavour to communicate in an accurate and timely manner when behaviour is a concern. The school will also ensure that there is a balance between communicating praise and communicating sanctions. The school will:

 ensure that parents have access to communication about House Points, praise as well as sanctions including detentions via the Classcharts App

 invite parents/carers into school to raise concerns but also highlight support and interventions available

 offer the support of external agencies, referrals, and interventions as appropriate

 use the pupil planner as the first line of home-school communication supporting any information available via the Classcharts App

 if a detention has been missed without reasonable excuse parents/carers will be informed that the detention has been missed and additional sanction will follow

 if a pupil has been removed from lessons, pastoral staff will attempt to contact home that day, in instances where we are unable to do this, we will contact home the following school day.

3.19 Reasonable Adjustments

The school recognises that some pupils/students require additional support and/or intervention in order to consistently meet our expectations for all boys. St Cuthbert’s Catholic High School may, reflecting our ethos and under the terms of the Equality Act 2010, make ‘reasonable adjustments’ for those pupils/students with special educational needs and/or disabilities, in relation to the procedures set out in this policy.

To ensure the school fulfils its statutory duties we will:

 consider the SEND Code of Practice and the school’s Special Education Needs and/or Disabilities Policy when responding to behaviour

 monitor sanctions across the school for any emerging patterns or concern around the behaviour and sanctioning of pupils with SEND

 involve the Assistant Head (SENCO & Inclusion) with all incidents of repeating or serious behaviour to ensure that any unmet needs may be addressed

 ensure that pastoral and academic leaders raise pupils of concern with appropriate staff to investigate issues around SEND

 call emergency EHCP reviews where pupils with SEND are clearly struggling to adhere to the school’s expectations

The Children and Families Act 2014 states that schools have a duty to use their ‘best endeavours’ to meet the neds of those pupils with SEND’ (cf. DfE Behaviour in Schools §37). The school has a duty of care to all members of the school community and acknowledges that context can explain but does not necessarily

excuse poor behaviour. Any reasonable adjustments made will be done so on a case-by-case basis but can in no way represent an acceptance of poor behaviour.

However, the DfE Behaviour in Schools also states that: ‘A school should not assume that because a pupil has SEND, it must have affected their behaviour on a particular occasion – this is a question of judgement for the school on the facts of the situation.’ (§57).

4. Bullying

St Cuthbert’s Catholic High School is committed to ensuring that every pupil is treated with respect and dignity and will take action to prevent or redress instances of harassment or discrimination. The school believes that people should not be discriminated against or bullied because of their race, gender, sexual orientation, religious belief, or because they have special or additional needs.

Bullying and/or harassment are very serious issues and will be dealt with as such. Further information can be found in the school’s Anti-Bullying Policy.

5. Defiance and Gross Defiance

It is not acceptable for a pupil to defy a reasonable instruction given by a member of staff. Defiance usually occurs in highly charged situations where the pupil has lost control (often an overwhelming sense that the treatment is unfair which may be to do with other things that have happened that day). The teacher should exercise professional skills and judgement in managing the situation. Defiance is a serious issue and will be dealt with as such.

Gross defiance occurs when a pupil displays resistance to the authority of the school. Examples of Gross Defiance might include but not be limited to:

 failure to attend detentions

 walking away from multiple staff

 failure to follow the reasonable instructions of multiple staff

 refusal to hand over Mobile Phone to On Call staff/Leadership Team

If a pupil is grossly defiant, it is likely that they will be suspended.

6. Suspension and Permanent Exclusion

St Cuthbert’s Catholic High School includes exclusion (both fixed-term and permanent) among its disciplinary sanctions.

6.1 Suspension

Behaviour which may result in a suspension includes, but is not limited to:

 aggressive or threatening behaviour

 gross insolence or defiance

 maliciously setting off Fire Alarms

 mobile phone being used to video, photograph, record in any way

 other serious incidents

 persistent misbehaviour

 physical violence

 possession of prohibited items

 refusal to accept school authority

 refused to attend detentions

 serious and malicious accusations against a member of staff

6.2

 serious misuse of ICT facilities

 smoking/vaping/selling cigarettes/vapes

 stealing

 verbal abuse of school staff

St Cuthbert’s Catholic High School follows current statutory guidance (Suspension and Permanent Exclusion from maintained schools, academies, and pupil referral units in England, including pupil movement. Guidance for maintained schools, academies, and pupil referral units in England. DfE 2022) for exclusion.

St Cuthbert’s Catholic High School has a mutual agreement with the local Newcastle/North Tyneside schools for the education of pupils from the sixth day of exclusion.

6.1.1 Reintegration following a suspension

St Cuthbert’s aims to support pupils to reintegrate successfully into school life and full-time education following a suspension. Our reintegration strategy offers the pupil a fresh start and helps them understand the impact of their behaviour on themselves and others; teaches them to how meet the high expectations of behaviour in line with the school culture; fosters a renewed sense of belonging within the school community; and builds engagement with learning.

On the day of a pupil’s return to school following a suspension the pupil and his parents/carers will meet with a member of the Leadership Team to welcome the pupil back to school, discuss the incident where appropriate, decide a way forward and address any concerns. Following this meeting, the pupil will complete intervention work with our HLTA Behaviour, which will be specific to the suspension.

Permanent Exclusions (expulsion)

Permanent exclusion will be used for serious one-off incidents or as a result of repeated misbehaviour which is not being addressed by other sanctions. This may include incidents of misbehaviour as outlined in §6.1.

6.3 Governors’ Statement on Behavioural Standards

The Governors’ Statement on Behaviour Standards set clearly the school’s expectations and standards.

7. Fire Alarm Misuse

Malicious activation of fire alarms is a criminal offence and can endanger others as well as disrupt the school. They will be treated very seriously. Pupils who maliciously set off the fire alarm will usually be excluded from school and reported to the police.

8. Prohibited Items

Pupils are forbidden to bring the following items to school:

 digital cameras

 large sums of money

 laser pens

 guns (including air and pellet guns, any kind of toy or imitation gun or firearm, and water pistols)

 knives (including pen-knives and any kind of toy or imitation knife or any sharp instrument)

 fireworks, caps and matches

 tobacco / cigarette papers / vapes / vaping material

 drugs and drug paraphernalia

 alcoholic drinks

 chewing gum

 glass bottles

 stolen items

 pornographic images

 any article that the member of staff reasonably suspects has been, or is likely to be, used to commit an offence, cause personal injury, or damage the property of any person [including the pupil]

 any additional item that is identified as a ‘prohibited item’ in DfE Guidance

Prohibited items, identified above, may be searched for by staff [as directed by the headmaster] without the consent of the pupil, when the member of staff has reasonable grounds to suspect that the pupil is in possession of one or more prohibited item.

9. Malicious allegations against school staff

Any pupil found to have made a malicious accusation against school staff will have committed a serious offence and will be excluded from school. Depending on the seriousness of the accusation the headmaster may impose serious sanctions including possibly fixed term or permanent exclusion.

10. Restraint

There may be occasions where it is necessary for staff to restrain a pupil physically to prevent the pupil from inflicting injury to others, self-injury, damaging property, or causing disruption. In such cases only the minimum force necessary may be used and any action taken must be to restrain the pupil. When a member of staff has restrained a pupil, s/he must make a written incident report to the headmaster the same day. This report should be made via a CPOMS.

All members of school staff have a legal power to use reasonable force. This power can also apply to people whom the headmaster has temporarily put in charge of pupils such as unpaid volunteers. ‘Reasonable’ means using no more force than is needed, and reasonable adjustments must be made when dealing with disabled pupils or pupils with special educational needs.

Reasonable force can be used to prevent a pupil:

 committing an offence

 causing personal injury to any person (including the pupil him/herself)

 damaging property

 prejudicing the maintenance of good order and discipline at the school

Before using physical restraint, staff should consider other non-physical options. Physical restraint should be used as a last resort to protect others, to protect the pupil from his own actions, or to prevent serious damage to property.

Restraint should be used only when the likely consequences of not using force outweigh the likely consequences of not intervening physically. Before deciding to use physical restraint, staff should consider whether it is safe personally for them to do so and only intervene if they feel confident to do so. Staff should attempt to obtain the

assistance of colleagues. Further guidance can be found in the DfE advice for headteachers, staff and governing bodies on the ‘Use of reasonable force’ (July 2013)

11. Report Cards

Report Cards are an essential part of the behaviour management systems at St Cuthbert’s Catholic High School. These cards allow the school to monitor the behaviour of those pupils about whom the school has concerns but also allow pupils to demonstrate that they are able to behave in accordance with the school’s expectations. The Report Cards, however, are not exclusively about monitoring they are also part of the school’s disciplinary sanctions and intervention programmes.

12. Screening & Searching

School staff can search pupils with their consent for any item. The headmaster and staff authorised by him have a statutory power to search pupils or their possessions, without consent, where they have reasonable grounds for suspecting that the pupil may have a prohibited item (see prohibited items). Prohibited items are items identified as such in current DfE guidance. ['Screening, searching and confiscation – Advice for schools' DfE 2022]. Further information on prohibited items can be found in section 8 of this policy.

The school can require pupils to undergo screening by a walk-through or hand-held metal detector (arch or wand) even if they do not suspect them of having a weapon and without the consent of the pupils. Schools’ statutory power to make rules on pupil behaviour and their duty as an employer to manage the safety of staff, pupils and visitors enables them to impose a requirement that pupils undergo screening. Any member of school staff can screen pupils.

The headmaster and authorised staff can use such force as is reasonable given the circumstances to conduct a search for these "prohibited items". If the pupil refuses to co-operate with a search without consent for “prohibited items” they may be referred to the police and/or an appropriate sanction in line with the school’s behaviour policy can be applied.

Prohibited or forbidden items found as a consequence of a search may be confiscated, retained, disposed of or destroyed in line with current DfE guidance [Screening, searching and confiscation; Advice for head teachers, staff and governing bodies, 2012].

13. Confiscation

Staff can seize any prohibited item found as a result of a search. They may also seize any item, however found, which they consider harmful or detrimental to school discipline or good order.

13.1 Procedure for confiscated items.

Any member of staff confiscating an item must hand the item to a member of support staff and complete the necessary information on Classcharts identifying the item, the date it was confiscated, the name of the pupil and the name of the member of staff to whom the item was handed. Under no circumstances may staff give the confiscated item to another pupil to hand in. Any confiscated items must not be left unsecured. Any dangerous item must be brought to the attention of the Leadership Team immediately.

13.2 Collection of confiscated items

Items confiscated by school staff may be collected by parents/carers except where the decision has been made to dispose of confiscated ‘prohibited items’ such as, but not limited to, cigarettes or alcohol.

Pupils may not collect confiscated items in person. Items must be collected by a parent/carer and will remain in the school’s possession until they are collected. Pastoral staff will inform parents/carers that the items have been confiscated. Parents/carers are required to bring photographic identification when collecting items. The school reserves the right not to hand over confiscated items to parents/carers who are unable to provide photographic identification.

13.3 Retention of confiscated items

Electronic equipment, jewellery and other expensive items will be confiscated and held by the school for a period of 12 months. If after 12 months, the item has not been collected/reclaimed, the school reserves the right to dispose of the item.

13.4 Confiscated of prohibited items

Any prohibited items that are confiscated will be dealt with as follows:

13.4.1Alcohol: the school will retain or dispose of confiscated alcohol. The school can dispose of the alcohol as deemed appropriate. Under no circumstances will the alcohol be returned to the pupil/student.

13.4.2Controlled substances: any confiscated controlled substance or ‘legal highs’ will be handed over to the police as soon as possible. However, the school reserves the right to dispose of such substances if deemed appropriate. Any substances deemed to be harmful or detrimental to good order and discipline such as legal high may be treated as controlled drugs.

13.4.3Stolen Items: these will be handed over to the police as soon as reasonably practicable. They may be returned to the owner by the school if ownership can be clearly established.

13.4.4Cigarettes/Tobacco/Vapers/Vaping Materials: the school will retain or dispose of such items. Under no circumstances will these items be returned to the pupil/student.

13.4.5Fireworks: these will be retained or disposed of. Under no circumstances will these items be returned to the pupil/student.

13.4.6Pornographic Materials/Images: if a member of staff finds such materials, they may dispose of these unless its possession constitutes a specified offence (for example it is extreme or child pornography). In such cases the materials/images must be delivered to the police as soon as reasonably practicable. Images found on mobile telephones or other electronic devices can be deleted unless it is necessary to hand these over to the police or to retain the image during a school investigation. At all times most up to date guidance from safeguarding authorities will be followed.

13.4.7Weapons: any weapons or such item which are evidence of a serious offence must be handed over to the police as soon as is reasonably practicable. If appropriate the item may be retained during a school investigation.

13.4.8Saleable Items: where a pupil has purchased/acquired items which he intends to sell or profit or otherwise are confiscated, these will be retained until collected by a parent/carer. Where these are items referred to in 13.4.1-13.4.7 the provisions of these paragraphs will apply.

Where an item is prohibited under the school’s rules staff will take into account all relevant and appropriate known circumstances and use their professional judgment and this policy in determining return, retention or disposal.

14. Specific instances of negative behaviour

This section in the school’s policy and procedures sets out some of the specific instances of negative behaviour. This list is not exhaustive and may be updated and amended from time to time.

14.1 Actions prejudicial to the health, safety, and welfare of others.

Any pupil/student whose actions are found to be prejudicial to the health, safety and welfare of others will receive an appropriate sanction ranging from a detention through to exclusion depending on the severity of the incident.

14.2 Alcohol

Any pupil/student who brings alcohol on to the school premises will be excluded. If the pupil/student brings alcohol onto the school premises a second time, a recommendation of permanent exclusion will be made. Any pupil/student who ‘spikes’ the drink of another pupil/student with alcohol or other intoxicating substances will be permanently excluded.

14.3 Deliberate damage to, or vandalism of, school property

Any pupil/student who is found to have vandalised school property will receive an appropriate sanction ranging from a detention through to exclusion depending on the severity of the incident.

14.4 Failure to attend a scheduled detention

Detentions when set are not optional, and pupils are required to attend. If pupils walk away from or refuses to attend detentions without reasonable excuse this will be viewed as a refusal to accept the school’s authority and as such, gross defiance. Gross Defiance (see §5) is a very serious issue and will not be tolerated at St Cuthbert’s. Those pupils who refuse to attend detentions will be sanctioned accordingly ranging from further time in detention, removal from lessons and ultimately, suspension.

14.5 Fighting/Aggressive Behaviour

Fighting and aggressive behaviour is unacceptable and should not be tolerated or ignored. All fights and instances of aggressive behaviour will be thoroughly investigated and dealt with as serious incidents. Any pupil/student who is involved in a fight or displays aggressive behaviour is likely to be excluded.

14.6 Incitement to violence or poor behaviour

At St Cuthbert’s we consider incitement to violence or poor behaviour to be a serious offence. Those who persuade, encourage, instigate, pressure, or threaten so as to cause another to behave negatively will be sanctioned accordingly ranging from detention to exclusion depending on the severity of the incident.

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14.7 Misuse of Social Media / Electronic Behaviour

The use and/or potential misuse of social media, messaging services and other electronic behaviour, will be viewed as non-electronic behaviour and responded to accordingly. The recording, uploading, sending or social sharing of images, videos or messages that incite poor behaviour, threaten, harass, or behave negatively towards others will be dealt with in accordance with school policies. Those who misuse social media or electronic methods of communication will be sanctioned accordingly ranging from detention to exclusion depending on the severity of the incident.

14.8 Misbehaviour on school transport

Any pupil/student who is found to be deliberately misbehaving on school transport, will be sanctioned by the appropriate punishment from a detention through to exclusion depending on the severity of the incident. The school has the right to and will remove a pupil/student’s right to travel on the school bus should the situation require such action.

14.9 Child on child abuse

Child abuse is behaviour by an individual or group, intending to hurt others physically, sexually, or emotionally.

Staff are trained to recognise that children are capable of abusing their peers. Staff are aware of safeguarding issues from peer abuse including:

 bullying (including online bullying)

 physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm

 sexual violence and sexual harassment

 sexting (also known as youth produced sexual imagery); and

 initiation/hazing type violence and rituals.

This abuse can:

 be motivated by perceived differences e.g. on grounds of race, religion, gender, sexual orientation, disability or other differences

 result in significant, long lasting and traumatic isolation, intimidation or violence to the victim; vulnerable adults are at particular risk of harm

Children or young people who harm others may have additional or complex needs for example:

 significant disruption in their own lives

 exposure to domestic abuse or witnessing or suffering abuse

 educational under-achievement

 involvement in crime

Stopping violence and ensuring immediate physical safety is the first priority of any education setting, but emotional bullying can sometimes be more damaging than physical. School staff, alongside the Designated Safeguarding Lead and/or Deputy, will judge each specific case and will be guided by this policy as well as our Safeguarding and Child Protection Policy, alongside our Anti-Bullying Policy.

Any pupil found to be involved in peer abuse may be subject to the sanctions outlined in this Behaviour Policy including, where deemed appropriate, exclusion. 30 | Page

Smoking is forbidden by law in any part of the school. Pupils are not to smoke/vape at any time in school, when they are in school uniform or on a school trip, fixture, or event. Anyone doing so is likely to be excluded.

14.11Uniform

Uniform lists and rules on uniform and appearance are detailed in the Uniform Policy. This information is made available to pupils and parents on the school website. Depending on circumstances (previous track record, the age and maturity of the pupil), pupils who arrive in school wearing incorrect uniform are either to be warned and disciplined or sent home immediately to change into correct uniform and return to school.

14.11.1 Uniform and Appearance Rules

The school expects high standards of uniform and appearance. Boys are expected to wear the school uniform properly. This includes the journey to and from school or school events, while in school or on school trips, fixtures or activities.

a. Blazers are to be worn travelling to and from school, at assembly, in church, and when moving from class to class. The school badge is to be worn on the blazer.

b. Shirts are to be plain white and worn tucked in and buttoned at the neck. Shirts may be long or short sleeve. Any t-shirt worn under the shirt must not be visible through the shirt.

c. Ties are to be done up and worn from the neck to the waist.

d. Socks are to be plain grey or black (white socks are not acceptable).

e. Trousers are to be formal, charcoal (not black) school trousers. Belts are to be plain black leather with a simple formal buckle. Trousers must not be ‘skinny fit’.

f. Shoes are to be black leather, plain, formal and polished. Laces and stitching are to be black. Boots, black trainers, suede, canvas or casual shoes are not permitted. Boys are not permitted to wear trainers in the playground at break times. Casual shoes [e.g. Converse, Fred Perry, Lonsdale, Vans, etc.] and trainers [e.g. Adidas, Nike, Puma, Reebok, etc.] are not allowed.

g. Outdoor coats are to be worn over the boy’s blazer and not instead of the blazer.

h. School bags are to be large and rigid enough to carry schoolbooks without damaging them (small draw-string bags are not acceptable). Boys should have a separate bag for PE and Games kit.

i. Jewellery other than a wristwatch is not to be worn. Smart Watches are not permitted.

j. Hair should be clean, tidy and in a style, which is in keeping with the formality of school life. Shaved heads, long hair below the collar or in 31 | Page

the eyes, dyed hair, tramlines, stepped and ridged haircuts, patterns, shaved sides and shaved eyebrows are not acceptable. In keeping with the formality of school life boys should be clean shaven.

k. Games and PE kit is to be worn as indicated in the uniform list and instructed by PE staff. During football, hockey, and rugby lessons it is strongly advised that safety equipment is worn (shin-pads, gumshields, etc.) PE Teachers will advise when pupils can wear tracksuit bottoms depending on weather conditions. If a pupil is unable to participate physically in a PE lesson a note from a parent or carer must be handed to the PE teacher. If a pupil attends a lesson with no PE kit and without a note the kit will be provided by the PE department. The pupil will still be required to wear full PE kit and participate in another capacity (coach, official, etc)

l. On hot days, shirt-sleeve order may be given by the Deputy Head. Boys may take off their blazer and should, if possible, wear a short-sleeved shirt. Shirt-sleeve order may be worn to and from school. It is not permitted to wear parts of the uniform – the rule is either blazer and tie or shirt-sleeve order.

m. All school clothing is to be clearly marked with the owner's name.

n. The Deputy/Assistant Head is the final adjudicator of acceptable uniform or appearance.

Boys have the right to adhere to the tenets of their religion including regarding their appearance. Parents should discuss any concerns with their son’s Head of Year in the first instance.

14.12Verbal Abuse

Verbal abuse against staff is unacceptable and should not be tolerated or ignored. This includes sotto voce or muttered remarks and comments made to other pupils which the teacher is supposed to overhear. This type of abuse may also be written or conveyed via gestures or sounds/noises. Swearing and namecalling is not acceptable. Written abuse, abusive gestures or abusive sounds/noises are not acceptable. Staff are to report incidents to the Head of Year. Any pupil/student who verbally abuses or is grossly insolent to a member of staff is likely to be excluded.

14.13Weapons

Any pupil/student bringing a weapon or bladed article onto the school premises is likely to be permanently excluded. A judgement will be made as to the level of threat the weapon itself represents to the health, safety, and welfare of the school community. Weapons include knives, bladed articles, darts, guns of any description including air pistols and BB guns. This list is not exhaustive.

This list of specific behaviours is indicative and not exhaustive. The school reserves the right in accordance with statutory guidance to ensure the highest standards of behaviour.

15. CCTV

St Cuthbert’s Catholic High School reserves the right to use CCTV for the purpose of maintaining a safe, secure, and orderly environment including the management of the

health, safety, and welfare of the school community. The use of CCTV is covered by the school’s CCTV policy.

16. Sixth Form Sanctions

Staff should accord Sixth Form students a greater degree of autonomy and selfdiscipline than younger pupils. However, when this latitude is abused and poor behaviour brings the good order or name of the school into disrepute or when a bad example is being shown to younger pupils, or when learning is being disrupted, Sixth Formers may be subject to the same disciplinary sanctions as other pupils.

Sixth Form prefects are particularly expected to set a high standard and will be removed from office if they do not.