BEHAVIOUR POLICY - Amazon Web Services Care... · Policy last reviewed July 2016 Behaviour Policy...

HALLFIELD SCHOOL

BEHAVIOUR POLICY

Policy last reviewed July 2016 Behaviour Policy

HALLFIELD SCHOOL BEHAVIOUR POLICY

SCOPE All staff, pupils, including EYFS, and out of hours care

AIMS The main aim of this policy is to establish and maintain the highest possible standards of

conduct and consideration for others throughout the school. We aim for our children to

accept responsibility for their own behaviour, to know right from wrong and to have an

appreciation and respect for all members of the school community.

Also see School’s Anti-Bullying Policy and Safeguarding Policy.

POLICY STATEMENT

Hallfield is a caring school where each child is treated as an individual and their well-being and happiness is very highly valued. We believe that in this environment children will learn to be responsible for their own actions and to empathise with the needs of all other members of their community.

The ethos of Hallfield is detailed in the ‘Children’s Charter’. This document includes 12 pairs of words, chosen by the children, which express our shared values and core beliefs.

The underlying principle of behaviour management at Hallfield is to encourage the pupils to produce their best work and behaviour at all times and so to enable them to achieve their full potential. This is best achieved by reinforcing and valuing good work and behaviour. Teachers can do this verbally with praise and encouragement, and can further reward it with Merit marks or House Points (KS1 and KS2) which are linked to an Inter-House competition.

Each member of the teaching staff has responsibility for the good behaviour of the pupils in his/her care, with Form Teachers taking particular responsibility for their own forms.


In most circumstances it is hoped that the system of rewards will provide sufficient encouragement for the pupils. However, sanctions will be necessary some of the time. For the great majority of incidents the most powerful deterrent to misbehaviour is the displeasure of the teacher. Minor misdemeanours should be dealt with in the first place by the teacher present at the time. That teacher may wish to refer the incident to the child’s Form Teacher.

It should be noted that some forms of behaviour may result from a psychological or medical condition eg. ADHD, Autism, Asperger’s Syndrome etc. Staff should take this information into account when dealing with the behaviour of children diagnosed with these conditions.

The admission of a pupil to the School is conditional on acceptance of the terms set out in the Admissions policy. While every effort is made to inform parents about serious breaches of school rules, it must also be accepted that the Head Teacher has complete discretion in the imposition of sanctions, including suspension or expulsion.

Staff will share information and discuss issues of a pastoral nature on a regular basis in meetings and in their record keeping to ensure good exchange of information is maintained, particularly as children move between different parts of the school.

No form of corporal punishment will be used or threatened to a child and we will not use or threaten any punishment which could adversely affect a child’s well-being.

If a member of staff needs to intervene physically to restrain a child for the purposes of averting immediate danger of personal injury to any person (including the child) or to manage a child’s behaviour if absolutely necessary, contact should be reasonable, proportionate and necessary where the interests of the child are paramount. If restraint of this nature is used we will inform the parents concerned on the same day, or as soon as possible afterwards, and a record will be kept in school of the incident.

In the writing of this policy the school has paid due regard to the government advice

published in the document Behaviour and Discipline in schools (2014)

Person(s) responsible for policy: Head of Pre-Prep (with responsibility for EYFS), Deputy Head, Headmaster


HALLFIELD SCHOOL

BEHAVIOUR PROCEDURES Mr Thackway, Deputy Head, and Mrs Anne Oliver, Head of Pre-Prep (including EYFS),

along with the Heads of Year are responsible for overseeing this policy.

INTRODUCTION

We aim to create an environment where all children will be encouraged to develop mutual

respect and tolerance, develop their ability to distinguish between right and wrong and will

learn with support to accept responsibility for their own behaviour.

All members of Hallfield and the wider school community including governors, staff, parents, carers and pupils are responsible for maintaining positive behaviour. All staff are responsible for using rewards, behaviour guidelines and sanctions clearly and consistently and for working in partnership with parents and carers encouraging involvement and cooperation.

THE CHILDREN’S CHARTER

The Children’s Charter is a whole school guide to behaviour and expectations. It was developed by all of the children in the School, first working in their classes to agree on words which expressed their shared values and then through the School Council who put the words into pairs and wrote an explanatory sentence for each couplet. It is the aim of the school for this Charter to be built into everything that the children and the staff do; the way we work and learn, the way we talk, the way we interact with each other. This is what we try to be, each and every day:

Good Friends;

Kind and helpful

We are generous and try to help out whenever we can

Gentle and caring

We look after our friends and we don’t hurt each other

Friendly and cooperative


We all get along and try our best to involve others in our activities. We work together in the

classroom and play together in the playground

Considerate and forgiving

We think about the needs of others and we give each other another chance if we do something

wrong

Good Citizens;

Loyal and trustworthy

We can be counted on to be responsible

Honest and truthful

We do not lie and we always try to tell the truth

Respectful and tolerant

We are open minded with other people’s views and don’t think we are always right

Polite and courteous

We say please and thank you. We hold the door out for people and if people fall over we help

them back up again

Good Learners;

Happy and enthusiastic

We love our school and we enjoy coming to learn every day

Reliable and tidy

We can be counted on to clean things up and keep everything organised

Determined and hardworking

We never give up, we concentrate and always have a try

Listening and ready to learn

We don’t talk when the teacher is saying something and we are always ready for the challenge

The Charter is divided into 3 sections. Each half term the whole school will focus on one rule

from each of the sections. This will be followed up by assemblies focusing on those aspects

of the Charter as well as these aspects being supported in PSHE lessons and tutor periods.

Parents will be informed of our focus by means of the weekly newsletter.


THE ROLE OF THE DEPUTY HEAD, HEAD OF PRE-PREP

The Deputy Head and Head of Pre-Prep’s primary role is to ensure that the School is

providing excellent all round pastoral care to all of the children all of the time. They should

be working to embed the principles of the Children’s Charter in all aspects of school life and

in particular the way that teaching staff manage pastoral care in their lessons and general

interactions. The Deputy Head and Head of Pre-Prep will also be directly involved in dealing

with more serious behaviour issues and will work with the Head of Year to ensure that the

appropriate measures are taken. These issues should be referred by the class teacher in the

first instance to the Head of Year and then, when required, to the senior member of staff. If

a meeting with parents is necessary it is often good practice for a senior member of staff to

be present and for notes to be taken. In the case of suspensions or exclusions being

considered, the Headmaster will also be involved.

The Deputy Head and Head of Pre-Prep are available to all staff to support them as and

when required where behaviour issues arise. Where problems or difficulties occur they

might intervene by speaking directly to individuals, groups or classes where these problems

are occurring and working with class teachers and specialist teachers to devise an

appropriate and effective behaviour management plan for those involved.

The Deputy Head and Head of Pre-Prep, in consultation with the Headmaster, will always

investigate serious incidents and a suitable course of action will be agreed with the parents

and/or carers. This may include seeking advice from outside agencies and other

professionals e.g. an educational psychologist and the construction of an agreed individually

targeted behaviour plan.

All sanctions and consequences that may be imposed after discussion are reasonable and

proportionate to the circumstances of each case, taking into account the pupil’s age, any

reasonable adjustments that may need to be made for children with SEND and any other

individual needs.

THE ROLE OF HEADS OF YEAR

The Head of Year should be coordinating pastoral care within their year group. They are

expected to take a leading role in fostering the ideals of the Children’s Charter within the

year groups and across the school. They should endeavor to do this through year group

assemblies and meetings and initiating or coordinating any year group wide behaviour

initiatives. They need to allow form teachers to discuss concerns they may have, both

formally and informally. They should be giving advice and guidance in these discussions as

well as offering support to their team members.

The Head of Year would set up, or be a part of, any meetings with parents as they are

required. If the Head of Year feels a matter is sufficiently serious, they will go to the Deputy

Head/Head of Pre-Prep for guidance, advice and support.


THE ROLE OF THE CLASS TEACHER

The class teacher coordinates all aspects of the pastoral care of those pupils in his/her class.

Good pastoral care is at the very heart of effective behaviour management. This should be

positive and affirmative, and relies on a relationship of mutual trust and care being

established between the class teacher and the pupil. Class teachers will bring any concerns

they have to weekly staff meetings and year group meetings and also disseminate any

important pastoral information to other members of staff by use of the Day Book which is

kept on the School’s database. Class teachers should also initiate and coordinate meetings

with parents to discuss any concerns over behaviour or general performance after sharing

the information with their Head of Year and agreeing on a course of action and clarifying the

message that they wish to convey. In general, it is better to inform parents a relatively

minor concern rather than leaving things until a more serious incident has occurred. Parents

are more likely to be supportive at a later date if it is necessary to bring in specific behaviour

strategies if they have been made aware of concerns at an early stage in the process.

GUIDANCE FOR STAFF

In general staff are expected to follow the essential ethos outlined in this policy in their interactions with children. There are also some particular points they should be aware of:

Behaviour strategies employed by staff should be aimed at improving and managing behaviour and should never damage a child’s self-esteem. The focus should be on the behaviour that is being exhibited and not the child themselves.

Staff should take time to explain the reasons for requests they are making or sanctions that are being imposed so that any sanction are given in a calm and controlled manner. Children should be listened to and spoken to calmly.

Every effort should be made to diffuse potential problems before they arise through discussion, good organisation, consultation, etc.

Corporal punishment must never be given and no child must ever be threatened with corporal punishment.while in our care. Any punishment that might have an adverse impact on a child’s well-being must never be used or threatened.

Any physical contact with children should be for the purposes of care (such as with medical issues or helping a child put on an item of clothing), comfort and reassurance (such as putting an arm around a child whom is distressed or upset) and restraint or physical force must not be used to ensure that a child obeys an instruction or to coerce a child to comply with the wishes of an adult. (Also refer to Child Protection & Safeguarding Policy.)


All staff are responsible for considering whether any misbehaviour gives cause to suspect that a child is suffering, or is likely to suffer, significant harm. If such suspicions exist, staff must follow the school’s safeguarding procedures.

All adults are expected to model the behaviour we expect from the children. This is achieved by adopting the values espoused by the Children’s Charter and more broadly in the Teachers’ Standards.

If there is a sudden difficulty in the classroom, teachers should not leave the class to

seek help. Send a child (accompanied by another child) with the red hand alert or a

brief note to a senior member of staff requesting that they come as soon as possible.

Other than for non-emergencies (for example, washing hands after spilt ink, fetching

a book, routine toilet visits) children should not be allowed to leave the class

unaccompanied.

As a general rule KS2 children are not to be sent out of the room for more than a few

minutes for misbehaviour. Children should be suitably supervised at all times.

Children who in the teacher’s opinion must be removed from the class to enable the

lesson to proceed or to protect the safety of other children should be sent out of class

with a note and a responsible escort to a senior member of staff. The escort should

return directly to the class and inform you which member of staff has taken care of

the excluded child.

REWARDS

The school’s behaviour management strategy is built around the positive reinforcement of

good behaviour. Rewards are used to motivate children to do better and to work harder as

well as to recognise formally those children who maintain the values of the Children’s

Charter. Examples of rewards that are used in school include the following:

Verbal and written praise

The most powerful way to reward and reinforce good work and

behaviour is the approval of the teacher. It is of primary importance

that teachers foster a positive and cooperative atmosphere in all of

their lessons, and seek to establish and maintain sympathetic and

caring relationships with their pupils. Once the teacher has

established sound working relationships with the pupils they become

greatly motivated by the advice and positive feedback that they are

offered. This type of positive feedback is best given at the time and

within earshot of the other pupils who will know what type of work

and behaviour is most highly valued by the teacher and by the school.


House Points (Key Stage 1) (SEE ALSO ‘HOUSE SYSTEM’ BELOW)

Each child is placed in one of four Houses on after their first term in

Year 1

In Key Stage 1 the House system is light-touch only and involves a

House Point Competition. The children will be issued a house badge.

House Points are given for children who demonstrate in their work

and in their relationships with others the values expressed in the

Children’s Charter.

Teachers are responsible for maintaining individual totals and displays

of these totals in their form room.

House Points are recorded onto School Base during the week in which

they are given.

House totals are calculated each week and the children who have

achieved the highest totals are announced in Good News Assembly.

Each week 2 children for each House will act as House Monitors and

be given roles of responsibility to undertake.

At the end of each term the winners of the House Point competition

will be announced in break-up assembly.

Merit Marks (Key Stage 2)

These are given for children who demonstrate in their work and in

their relationships with others the values expressed in the Children’s

Charter.

Merits are recorded onto School Base during the week in which they

are given.

House totals are calculated each week, displayed in the main hall and

announced in Good News Assembly.

The class with the highest total in each year group are awarded a

trophy each week to recognize their achievement.

Achievement Awards (Key Stage 2)

When children achieve a certain number of Merits in a half-term, it is

recognised with a Gold, Silver or Bronze Achievement Award. The

number of Merits required varies depending on the length of the half-

term and is publicised to the staff and children at the beginning of each

term.

The dates to calculate Merits for Achievement Awards are from the

beginning of Autumn Term until the Merit Book closes for the half term

reports. After this, each half term’s totals begin on the day following

the Merit Book closing and finish on the day the Merit Book closes for

the next half term. This allows Merits given between the Merit Book

closing and the end of the half term to count towards Achievement

Awards.


Form Teachers are given a set of blank award certificates each half term

when the Merit totals have been calculated. These are signed by the

Headmaster, then countersigned by the form teacher. Bronze and

Silver awards are presented to the children during a form period in

front of their classmates. Gold awards will be presented in assembly by

the Headmaster.

Gold Achievement Badges (Key Stage 2)

Any child who receives three Gold Awards during one academic year

will be given a special gold badge to be worn on their uniform. The

background of the badge will reflect the colour of the child’s house.

Good News assembly

This is a weekly assembly where children’s achievements in and out of

school are recognised. During this assembly the children who have

been awarded more than a pre-agreed total of House Point or Merit

totals for the week (usually 7 or more) will be announced, as well as

other good news. This might include reports on sport fixtures, special

events or educational visits and events, as well as certificates or

awards achieved by children in their own time outside of school.

The class that has achieved the most Merits or House Points in the

preceding week receives a cup or mascot to keep for the following

week.

Class Teachers will nominate a child each week to receive a class

Charter Pin or Badge to wear on their uniform for the week as well as

a certificate for them to keep. (EYFS and KS1/2)

Headmaster’s Awards

These are certificates given for outstanding work and endeavour and

awarded at a Good News or Good Work assembly. (EYFS and KS1/2)

Special Prizes/Cups/House Colours, etc.

At the end of each term there is a Break-Up Assembly where prizes

are awarded for academic excellence and progress, as well as good

behaviour, manners and effort. All staff are asked to nominate pupils

in advance for these prizes and an effort is made to avoid two or

three children dominating the awards, where reasonably possible.

Final lists are discussed at a staff meeting.

There is a Speech Day at the end of the Summer Term for Year 3 - 6

where various awards for work and behaviour are given.

Other rewards

Other reward systems may also be employed from time to time as

and when the need arises in particular year groups. Initiatives might

include class or table points for good behaviour or ‘Star of the Day’ or

‘Star of the Week’ to motivate individuals and encourage good


behaviour. These type of awards might be given out or recognised at

one of the Year Group Assemblies that take place twice a term.

SANCTIONS

We intend consequences to be related to the misdemeanour, so that children gain an understanding of cause and consequence. Sanctions used should always be reasonable and fair and designed to promote improved behavior and should never aim to humiliate or degrade a pupil or undermine their self-esteem. For repeated unacceptable behaviour the Head Teacher and parents/carers may be involved.

Verbal reprimand

Good classroom control begins as soon as children arrive for their

lesson or activity. The teacher should work hard to establish positive

relationships with the individuals in the class or group. Once this

framework has been established and the teacher's attitude to

children is positive and approving when they are doing well, the

withdrawal of this approval when children do not behave is likely to

be effective in dealing with the vast majority of minor

misdemeanours. This does not need to involve raising the voice, as

this is very often counter- productive.

General Concern

1. Any general concern relating to a child’s behaviour that occurs either

in lessons or at playtimes should be shared by the member of staff

concerned with the child’s form teacher.

2. This should be recorded as ‘general concern’ on school base and

emailed to the class teacher and Head of Year.

3. Children who are recorded as having more than one concern (or De-

Merit) in a single week are required to see their Head of Year on a

Monday morning break time to discuss how the problems can be

addressed.

4. The Head of Year or class teacher may at any point refer to the

Deputy Head or Head of Pre-Prep any concerns they have with which

they would like support or further reinforcement.

5. Any child who is regularly being reported for concerns about their

behaviour should have the issues discussed at a staff meeting or Year

Group meeting.

6. It is important that parents are made aware of any concerns regarding

their child at an early point as this enables home/school agreements

and partnerships to be established and positive solutions found.

De-Merit Mark (Only in use for Year 5 & 6 children)


They are awarded for either poor work or poor behaviour, contrary to

the Children’s Charter. Poor work might be carelessly presented or

unfinished assignments or work consistently handed in late without

good reason

Poor behaviour might include: Being rude or unkind to other pupils;

use of unacceptable language; lack of respect or due care for property

or others' belongings; refusal to follow a reasonable request

The follow-up procedures outlined above for ‘General Concerns’

should also be followed in the case of repeated De-Merits.

On report (KS2 only)

1. If a pupil is experiencing problems with work or behaviour, the class

teacher has the option of placing the pupil on report. This option

should be discussed with the Head of Year, Deputy Head, or Head.

Parents should be involved in the procedure.

2. Report cards should be completed and signed by members of staff

and sent home to be signed by parents (if this is felt appropriate).

3. Only be used for a limited period of time if they are to be effective.

Sliding-scale of sanctions

1. Children may be moved within the class room or asked to take time-

out from a particular activity.

2. Children can be deprived of part of their break or lunch hour. The

teacher must ensure that the child is suitably supervised. This should

normally be the teacher who has raised the concern.

3. A note of ‘General Concern’ will be placed on Schoolbase and emailed

to Form Teacher and Head of Year.

4. Children may be asked to produce some written work of educational

value that will help them to reflect and take responsibility for their

misbehaviour. This might be a letter of apology or a reflection related

to the incident concerned.

5. A child who is misbehaving in a lesson may be asked by the teacher to

report to the Head of Year, Deputy Head or Head of Pre-Prep.

However, this course of action school only be undertaken if the child

can be escorted safely and reliably. If this is not possible, the teacher

who has raised the concern can escort the child or children to the

senior member of staff at the conclusion of the lesson.

6. Children can be kept off games or withdrawn from a match, but only

after consultation with the appropriate Games staff, the Form

Teacher and either the Deputy Head, or the Head.

7. It is good practice to have a dialogue with parents of any child who is

regularly causing behaviour issues in class. Even with low-level

disturbances, working in partnership with the child’s parents is a very


effective way of curtailing the poor behaviour and widening the

consequences for the child concerned.

No member of staff should strike a child, use or threaten to use any kind of physical force to impose discipline.

SERIOUS INCIDENTS/MISBEHAVIOUR

If a serious incident occurs, the member of staff in charge must record it in the day book creating a central record that can be reviewed as necessary. Serious incidents would include a child striking and injuring another, deliberate damage or theft in regards to other’s property or persistent taunting or bullying. The Deputy Head or Head of Pre-Prep and the class teacher must be informed. The incident should subsequently be explained to parents and/or carers either by telephone, following the incident, or when they collect their child. The Deputy Head or Head of Pre- Prep, in consultation with the Head Teacher, will always investigate serious incidents and a suitable course of action will be agreed with the parents and/or carers. This may include seeking advice from outside agencies and other professionals e.g. an educational psychologist and the construction of an agreed individual targeted behaviour plan. All consequences are reasonable and proportionate to the circumstances of each case, taking into account the pupil’s age, any reasonable adjustments that may need to be made for children with SEND and any other individual needs.

FURTHER SANCTIONS FOR SERIOUS MISBEHAVIOUR

The Head Teacher has all of the described sanctions available to him, plus:

Internal exclusion.

Fixed-term exclusion- a short (e.g. 24/48 hours) cooling off period.

Permanent expulsion.

In all of these instances the Head Teacher will meet with parents and/or carers to discuss the situation, inform the Chairman of Governors and formal records of meetings and agreed sanctions will be kept.

In the case of any further sanctions being applied a record including the child’s name, year group and the nature and date of the offence will also be recorded in the register of sanctions.

THE HOUSE SYSTEM

Each child is assigned to a house at the end of their first term in Year 1. This timing allows the Games staff to assess the sporting ability of the children and allocate them to Houses in an equitable way. There are four houses named after the first four headmasters of the


school; Nowers, Pughe, Ridgeway and Stork. In Key Stage 1 the house system is only intended to be light touch and begins to engender a sense of belonging to a school-wide team. The children are awarded house points for good behaviour and a positive attitude to learning, which are counted towards a termly house competition. When the children reach Year 3 and the Upper School, they are then expected to attend House meetings twice a term, and work as a team towards a wide range of inter-house competitions. These will include various sports events, house singing, house Geography and others. A member of the Upper School staff acts as a Head of House. Each year the Head of House will appoint Year 6 pupils to the following positions: house captain, girls’ games captain, boys’ games captain and music captain. These roles of responsibility are aimed at developing the children's leadership skills and qualities.

THE YEAR SIX TEAM DUTIES

When the children reach Year 6 they are placed into one of five teams. These five team

rotate through the year into five different sets of duties. These are as follows; Eco-team

(collecting paper recycling around the school), Assembly Team (setting up and tidying after

daily assemblies), Pre-prep Team (helping out on the key stage one and foundation play

grounds at break time, as well as assisting the school nurse), Duty Team (various duties

around the upper school) and Dream Team (these children are allowed to stay in at break

times and have access to a computer). Year 6 pupils receive merits for fulfilling these duties

around the school.

This program of duties is designed to develop a sense of citizenship and shared

responsibility amongst the Year 6 pupils. This combines with a community week which runs

in the summer term where the children take part in a variety of activities which are

designed to build their sense of community awareness. These activities include helping out

in the Pre-Prep classrooms, undertaking a First Aid training course as well as other aspects

of looking after their health and safety, as well as a walk in the local area to develop a sense

of belonging to their environment.

RECORD KEEPING

Records of sanctions and misdemeanours should be kept on the Day Book area of the

school’s data base. This is a centrally stored database which enables the school to identify

patterns and act on them if required. More serious matters should be referred to the

appropriate senior member of staff, Head of Year or Deputy/Head of Pre-Prep. If a serious

case of bullying is uncovered, written records will be kept centrally by the Deputy Head or

Head of Pre-Prep. In the event of suspension or exclusion being imposed, a written record

will be kept by the Headmaster.


ANTI-BULLYING

Bullying is not acceptable and children should be encouraged to speak to a member of staff

about anything of this nature that causes them upset.

Hallfield has an anti-bullying policy and this is available to parents and/or carers. Also refer

to School’s Anti-Bullying Policy.

FOUNDATION BEHAVIOUR MANAGEMENT

Various types of positive rewards are used. These include:

Verbal, individual and public praise

Stickers for jumper and sticker chart

Once chart is full we will send the child to collect a special prize from the Head of Pre Prep

Name added to children's charter display

Parents and/or carers informed. Unacceptable behaviour in Foundation is dealt with by a keyworker who will talk to the child about what happened and to parents and/or carers of all children involved. If the behaviour is ongoing, staff will work in partnership with parents and/or carers to agree strategies aiming to prevent reoccurrence. The age and stage of development of the children is always taken into account when managing behaviour. Children are asked to say sorry to the children and staff involved following an incident and will have the opportunity to discuss what happened and listen to both parties. The adult will model where a different choice could have been made and what they could do next time. A time out may be given when the child sits away from the other children for a short period. TRANSITION BEHAVIOUR MANAGEMENT

Unacceptable behaviour at Transition, such as pushing, hitting, biting etc. is always recorded and reported to parents and/or carers of all children involved. If the behaviour is ongoing, staff will work in partnership with parents and/or carers to agree strategies aiming to prevent reoccurrence. The age and stage of development of the children is always taken into account when managing behaviour. If a child is consistently misbehaving they are withdrawn from the activity they are doing and take a 3 minute ‘time-out’. Once the time-out has finished the child is asked to go and apologise. Stickers are awarded for good behaviour.

HALLFIELDFIRST BEHAVIOUR MANAGEMENT

Unacceptable behaviour at Hallfieldfirst, such as pushing, hitting, biting etc. is always recorded and reported to parents and/or carers of all children involved. If the behaviour is


ongoing, staff will work in partnership with parents and/or carers to agree strategies aiming to prevent reoccurrence. The age and stage of development of the children is always taken into account when managing behaviour.

PARENTAL COMPLAINTS

Where parents consider that a particular sanction is unjustified and the matter cannot be

resolved with the appropriate members of staff they should make any representations to the

Head of Year in the first instance. Following this they may take the matter to the Deputy Head

or Head of Pre-Prep. If the matter has still not been resolved satisfactorily they may then take

the matter to the Headmaster.

If parents are in dispute with the school in relation to an exclusion or expulsion they are

entitled to write to the Chairman of Governors who may appoint a Governor or a sub-

committee of the Governing Body to review the decision. (Refer also to Grievance Policy.)

DISCIPLINARY ACTION AGAINST PUPILS WHO HAVE MADE MALICIOUS

ACCUSATIONS AGAINST STAFF

If a child makes an allegation of mistreatment or abuse against a member of staff, the

matter will in the first instance be taken to the local authority Designated Officer. Please

refer to the Child Protection Safeguarding Policy.

In the event of a pupil being found to have made untrue and potentially damaging

accusations against a member of staff we will take the following options; setting up a

meeting with parents, which may include the child concerned to discuss the matter fully;

letter of apology; suspension and possible exclusion of the child who has made the false

allegation. In the case of a severe or repeated allegation permanent exclusion will be

considered.

In the event of the complaint being made against the pastoral leader, the Headmaster will appoint a suitable alternative. In the event of the Headmaster being accused, the Chair of Governors will decide who should investigate the matter.

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