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    • Behaviour

    Purpose of the policy

    The Behaviour and Discipline Policy sets out how the School establishes and maintains a safe, orderly and Christ-centred community in which pupils can flourish academically, socially and spiritually.

    The policy aims to:

    • Promote self-discipline and moral development
    • Protect the dignity and safety of every member of the community
    • Provide clarity and consistency in expectations and sanctions
    • Ensure compliance with statutory and regulatory requirements
    • Support safeguarding and SEND responsibilities

    The policy applies to all pupils, including those in EYFS, and extends to certain behaviour beyond the school site.

    Ethos and foundation

    The School’s behaviour framework is grounded in its Christian ethos and discipleship model. Behaviour expectations reflect the Biblical command to love God and neighbour.

    The policy emphasises:

    • Dignity of each child
    • Love and correction as complementary principles
    • Restoration and reconciliation where possible
    • Justice tempered with compassion
    • The development of conscience and self-control

    Clear boundaries are maintained while recognising individual needs and safeguarding considerations.

    Whole-school expectations

    The policy defines expectations in relation to:

    • Community relationships
    • Learning and workmanship
    • Respect for authority
    • Public conduct and reputation
    • Trust in less supervised situations

    Phase-specific Codes of Conduct (Lower, Middle and Upper School) articulate these expectations in age-appropriate language.

    Promoting positive behaviour

    The School promotes positive behaviour through:

    • Strong pastoral relationships
    • Clear communication of expectations
    • Close partnership with parents
    • Recognition systems including House points and awards
    • Age-appropriate reward structures
    • Increasing trust and responsibility as pupils mature

    Lower School utilises structured visual systems such as behaviour ladders and Golden Time. Middle and Upper School rely more on internalised responsibility, supported by House points and leadership opportunities.

    Graduated sanctions framework

    The School operates a graduated sanctions system to ensure responses are proportionate and consistent.

    • Sanctions may include:
    • Verbal correction
    • Reflection sheets
    • Detentions
    • Temporary loss of privileges
    • Confiscation of items (including mobile phones)
    • Isolation
    • Suspension
    • Permanent exclusion

    Confiscation is clearly defined as a sanction where items are prohibited, misused or unsafe.  The Exit Procedure provides structured early intervention for classroom disruption.  Escalation is guided by professional judgement rather than rigid automatic triggers.

    Safeguarding and SEND integration

    Behaviour management is closely integrated with safeguarding.

    The policy:

    • Recognises that behaviour may communicate unmet need
    • Requires proportionate adjustments for SEND
    • Ensures investigations are fair and documented
    • Links behaviour review with safeguarding oversight
    • Addresses bullying and peer-on-peer abuse explicitly

    Reasonable force and searching powers are clearly defined in line with statutory guidance.

    Off-site conduct

    The School may apply disciplinary measures for behaviour:

    • During school activities
    • While travelling to or from school
    • When wearing uniform
    • Where conduct affects the safety, order or reputation of the School

    This includes misuse of digital communication.

    Suspension and permanent exclusion

    Suspension and permanent exclusion are used only where necessary and proportionate.

    The policy sets out:

    • Clear thresholds
    • Parent communication requirements
    • Reintegration meetings
    • Governor involvement
    • Appeal processes

    Exclusion is considered a last resort where a pupil’s presence would seriously harm the education or welfare of others.

    Monitoring and governance

    The policy includes structured monitoring and review processes.

    Senior leaders review behaviour data termly, considering:

    • Incident patterns
    • Use of sanctions
    • Safeguarding links
    • Proportionality across groups

    Governors receive summary reports and review suspension and exclusion decisions. The policy is reviewed at least biennially or sooner if guidance changes.

    Overall character of the policy

    The Behaviour and Discipline Policy is:

    • Ethos-driven
    • Structured and graduated
    • Safeguarding-aware
    • Legally compliant
    • Operationally clear
    • Proportionate for a school of this size

    It seeks to maintain high expectations while recognising the individual needs of pupils and upholding the School’s Christian values of justice, mercy and restoration.

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