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SchoolPolicies

PositiveRelationships&

BehaviourPolicy

MissionStatement

HortonEducationandCaresupportschildren,youngpeopleandadultsthroughtheirdifficulties,fosterstheirabilitytomanagetheirownbehaviour,anddevelopstheirknowledge,skillsandindependence,enablingthemtoliveasfullandrichalifeaspossible

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Contents

1. Introduction2. OurPolicy3. Philosophy4. KeyElements5. RightsandResponsibilities6. TeachingandLearning7. RolesandResponsibilities8. Requirements9. RestorativeApproach10. Consequences11. Rewards12. WeeklyTrackingSheets13. CommunicationwithParentsandCarers14. UseofReasonableForce15. ReportingofIncidentsandRestraints16. StudentSelf-Regulation17. ReflectionTime18. SupportSystemsforStudents19. SupportSystemsforStaff20. ProhibitedFormsofControl/Punishment21. Complaints22. Exclusions23. ConfiscationofInappropriateItems

1. IntroductionAllstudentsattendingHortonHouseSchool,haveeitheraStatementofEducationalNeedorandEducationandHealthCarePlanasperSENDCodeofPractice2014.AvitalpartoftheworkwedowithourstudentsisaroundsupportingthemwithSEMHandidentifiedadditionalneeds.ThesemaybeAutisticSpectrumConditions,ADHD,OCD,Dyslexiaoranyotherco-morbiddiagnosis.WeworkcloselywitharangeofoutsideagenciesincludingEducationalPsychologists,EducationWelfare,CAMHS,SocialServicesandSENTeamsfromsevendifferentAuthorities.Ourstudentscometoourschoolsfollowinganoftencomplexandlengthyjourneythroughavarietyofschoolsandeducationsystems.TheymaybeplacedfromoutofareaandcouldbeCLA.Sometimestheiremotionalstrugglescanpresentarealbarriertolearningandwebelieve,alongsidearichanddiversecurriculum,thatRestorativeApproachesarefundamentalinhelpingourschoolcommunitymovetowardsbetteroutcomesandbrighterfutures.

2. OurPolicy• Aimstoarticulatethecentralvalues,rightsandresponsibilitieswhichunderpinthe

managementanddevelopmentofself-regulation,resilience,behaviourandwellbeingacrossbothschools.

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• WillbestructuredaroundthePrinciplesofRestorativeJusticeandthesixprinciplesofnurtureasdevisedbytheNurtureGroupNetwork.Thisapproachwillprovideanalternativetothebeliefthatpunishmentwillchangebehaviourandachievecompliance.

• WillutiliseRestorativeJusticeasaneducativeapproach,tohelpthoseinvolvedlearntheskillsneededforchange.

• Iswritteninthebeliefthatschoolwidesharedunderstandingofprinciples,proceduresandpractices,isthemosteffectivewayofachievingaunitedandvibrantschoolcommunity.

• Willsupporttheyoungpeopleandadultsworkingwiththemtoachievetheoutcomesdefinedby‘EveryChildMatters’2004.

ü Safe–Frommistreatment,abuseandneglect.Fromaccidentalinjuryanddeath.Frombullyingandintimidation.Fromanti-socialbehaviour.Tohavestabilityandsecurityandtobewell-caredfor.

ü Healthy-Includingphysically,mentally,emotionallyandspiritually.Livingahealthylifestyleandmakingbetter,informeddecisionsabouteating,drug/alcoholabuse,sexualhealthandexercise.

ü EnjoyandAchieve–Readyandwillingtoparticipateintheeducationalexperience.Attendingschoolandrecreational/enrichingopportunities.Achievingnationallyrecognisededucationalstandards.

ü Economicwell-being–Encouragingtheyoungpersontoengageinfurthereducationand/oremploymentsuchasanapprenticeshipscheme.Ensuringtheyhaveaneducationthatiseffectiveinprovidingdecenthousingandenablingsustainedcontributiontowidercommunities.Haveaccesstotransportandagoodstandardofliving.

ü PositiveContribution–Beinginvolvedinsocietyandmakingapositivecontributiontocommunities.Notengaginginanti-socialbehaviour,andunderstandingthetrueandwiderimpactofsuchbehaviour.

3. PhilosophyWebelievethatgoodbehaviourandself-regulationareintegraltothelearningprocess.Weallhavetherighttoworkanddevelopinanatmosphereofrespect,trust,security,honestyandopenness.Positiverelationshipsarevaluedandregardedasfundamentalwithinourschools.

4. KeyElementsü Clear,sharedlearninggoalsthatarepresentedtostudentsineverylessonwithclarification

andappropriatedifferentiation.ü Creationofasafeandcaringenvironmentthatadherestothesixprinciplesofnurture.ü Enabling,recognisingandcelebratingofindividualachievementandprogress–target

trackersheets,goldenbook,celebrationassemblies,contactwithparents/carers.ü Toleranceandcompassionforotherpeople,regardlessofage,race,gender,beliefsystem,

sexualorientation,mentalorphysicaldifficulties.

Positiverelationshipsbetweenstudents,theirpeersandadultsareintegraltoeffectiveimplementationofthispolicy.TheschoolwillendeavourtoensureeffectivepartnershipswithhomeandotherinvolvedpartiessuchasSocialServices,LocalEducationAuthoritiesandservice

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providers.ThePolicywillapplytotimespentatschool,schooltrips,transportintaxistoandfromschool,placements,activitiesandanyotherschoolrelatedbusiness.ThePolicyreliesonthePrinciplesofRestorativeJustice,which:

ü Createdialogueandcommunication.ü Arefair,openandhonest.ü Treateveryonewithrespect.ü Allowalltogainasharedunderstanding.ü Shouldleadtoacceptingresponsibilitythenreparation,reintegration,restorationandthen

culturalchange.ü Provideopportunityforallinvolvedtoexpresstheirviews.ü Expectthatallinvolvedwillbelistenedtoandacknowledged.ü Focusonharmcausedandactivelyseekwaysofrepairingthatharm.

AndtheSixPrinciplesofNurture:

ü Learningisunderstooddevelopmentally.ü Schoolandclassroomsofferasafebase.ü Theimportanceofnurtureforthedevelopmentofwellbeing.ü Languageisavitalmeansofcommunication.ü Allbehaviouriscommunication.ü Theimportanceoftransitioninthelivesofchildrenandyoungpeople.

5. RightsandResponsibilities

AllmembersofHortonHouseSchoolhavetherightto:ü Worksafelyandproductivelyü Makeprogresswithoutdistractionordisruption.ü Haverecognitionandrewardforeffort.ü Bevaluedandrespected.ü Begivenequalopportunitiesregardlessofrace,gender,sexuality,religion,abilityor

disability.

6. TeachingandLearningAllstaffareexpectedtoprovidearichanddiversecurriculumforourlearners.Lessonsshouldbewell-plannedwitheachindividualchildinmind.Regularassessmentwillprovideaccuratedataandinformwaysforwardintermsofschemesofworkandintervention.Thedevelopmentofstudents’social,emotionalandmentalhealthskillswillbeencouragedbyestablishinghighexpectationsinlessonsandthroughastructuredpastoralsystem.StudentswillstartandendeverydaywiththeirTutorsinallocatedhomerooms.Werecognisethatallofourstudentshavetheirownsetofstrengthsandareasfordevelopmentandthatatcertainpointstheywillrequireevenmoretargetedsupport.WiththisinmindwehavecreatedaPastoralTeamateachschool.Thisteamwillbeavailabletoworkproactivelywithidentifiedstudentsandsupportthelearningprocess.Theymayhelptodeliveraparalleland/oralternativecurriculumandhaveresponsibilityfororganisingtime-out/time-inandrunningtheRestorativeInclusionRooms.

7. RolesandResponsibilities

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AllstaffincludingSLT,teachers,teachingassistants,caretakers,dinnerservers,instructors,andofficestaffandsoonmustbeawareoftheirdutytopresentaspositiverolemodelsforthestudents.Theuseofmobilephonesand/orotherelectronicdevicesisprohibited(unlessbeingusedforteachingpurposes).Eatinganddrinkingduringlessontimesisnotacceptableunlessthisiswaterandthestudentsalsohaveaccesstothis.StaffmustadheretotheHortonHouseSchoolDressCodeandminimisevisibilityoftattoo’s/piercings.Thepromotionofpositivebehaviouristheresponsibilityoftheentireschoolcommunity,ledbytheDirectors,HeadTeacherandSeniorLeadershipTeam.StaffhavebeenissuedwithasetofProfessionalStandardstoabideby.

8. Requirements:• TheDirectorssupportandpromotetheprinciplesofthePolicy.• TheHeadTeacherandLeadershipTeamestablishanethosofrestorationandnurturethat

encouragesattendance,positivityandself-regulation.• ThePastoralTeamprovidessupportforstaffandstudentsandparticipatesinthetraining

requiredtopromoterestorativepracticeandfacilitateconferences.TheywillcoordinatetheformalconferencingprocessaswellastheRestorativeInclusionRoomandReflectiontime.

• AllstaffwillparticipateinawholedayRestorativeJusticetrainingopportunitythenongoingtwilighttrainingaroundmentalhealthandsocial/emotionaldifficulties.AllwillensurethePolicyisconsistentlyandfairlyappliedandappropriateconductiscontinuouslymodelled.

• Studentswilladaptandlearnaboutrestorativeapproacheswithaviewtoimprovinglearningoutcomesandcreatingbetterfutureopportunities.Theywillunderstandthatbehaviourhasfar-reachingimpactbutthatrelationshipcanberepairedandrestored.

9. RestorativeApproach

AllstaffwilluseRestorativelanguageandquestionsastaughttothemintheRestorativeJusticetraining:

• Whathappened?

• Whatwereyouthinking/feelingatthetime?

• Whatdoyouthink/feelaboutitnow?

• Whohasbeenaffectedbywhathashappened?

• Inwhatway?

• Whatimpacthasthisincidenthadonyouorotherpeople?

• Whathasbeenthehardestthinkforyou?

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• Whatdoyouthinkneedstohappentoputthingsright?

• Whatdoweneedtodotomakesurethisdoesn’thappenagain?

Thequestionsareneutralandnon-judgemental,theyareaboutthebehaviourandhowithasaffectedothers,theyaredesignedtoavoidsimple‘yes’‘no’answers.Theytakeallinvolvedonajourneyfromthepasttothepresentandthinkaboutwhatmighthappeninthefuture.Reflectiontakesplaceandsomeempathymaydevelopiftheprocessisusedconsistentlyovertime.HowtouseRestorativeQuestionsThismodelcanbeusedinanumberofwaysthatalsorepresentagraduatedresponse.Itrangesfrominformaluseincorridorsandclassestoformalconferences.RestorativeConversationInformal‘chat’usingrestorativequestions,thisdoesnotrequireanyformalpreparation,contractorde-briefbutcouldincludeafollow-upconversation-Individualmemberofstafftotakeinitiativeandleadthisinformalprocess.ImpromptuConferenceInformalconferencethatdoesnotneedformalpreparation.Aformalcontract/follow-upmightbenecessary-Individualmemberofstafftakesinitiativeandleadsprocess.CircleorClassroomConferenceAmorestructuredconferencethatrequiredsomepre-conferencepreparationandpossiblysomesortofcontract,de-briefand/orfollow-upsession.PastoralTeamtobeinvolved.FormalConferenceRequiredformalpre-conferencepreparationincludingaconferencereferral,acontractandaformalsetting.Parents/Carersmustbeinformedthattheconferenceisgoingtotakeplace,theymayberequiredtoattend.Thereshouldbede-briefaftertheconferenceandafollow-upsessionwillbenecessary.UnsuccessfulConferencesUnlessallpartieshaveagreedtotakeparttheconferencecannotgoahead.Ifthoseinvolvedfailtocomplywithexpectationsoftheagreement,alternativesolutions,includingschoolsanctionsmaybenegotiatedandapplied.

10. ConsequencesWearecommittedtoaprocessofsupportandsolutionfocussedworkwithourstudentsbutwerecognisethat,attimes,morepunitiveconsequencesarerequired.Weendeavourtobefairandconsiderallaspectsofasituationwhenputtingconsequencesinplace.

• Notearningpointsontrackingsheets• Notearningrewardmoneyattheendoftheweek• Reducedopportunitiestotakepartinactivities• Catch-uptime• Contactwithparents/carers• Escalationthroughrestorativeapproaches• Useofreflectionduringbreaktime• Useofreflectionduringlunchtime• Tidyingupdisruptioncreatedintheclassroom

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• Rewardmoneyusedtopayfordamages• Educatedoffsite• Educatedonanalternativetimetable• InvolvementofotherservicessuchasYouthOffendingTeamandthePoliceinexceptional

circumstances• Fixed-TermExclusion• Otherconsequencesasdeemednecessaryandappropriate

11. Rewards• Praise/PhonecallHome• Letterssenthome• Certificates• Weeklysubjectnominations• Opportunitiestotakepartinactivities• Trips• SpecialcommendationfromtheHeadteacher

12. WeeklyTrackingSheets(SeeAppendix1)

EachstudenthastheirownindividualisedoutcomesgeneratedthroughtheBoxallProfileEducationandHealthCarePlanreviewsandanyotherbehaviourconcernsthatariseduringtheschoolday.Staffmustbeawareofthedesiredoutcomesfortheirkeyyoungperson/people.Thisisnon-negotiable.ThisinformationcanbefoundinSENfiles.ThePastoralLeadisresponsiblefortheWeeklyTrackingSheets.Thesheetscontain5targetsforeachstudent.Staffthenrecordonthesheetsifthestudenthasachievedornotachievedeachtargeteachsession.Thepointsarealladdedupandgivenapercentagewhichconvertsintoabehaviourlevel1-5.Duringthetimeintheirhomeroomsattheendofeveryday,behaviourlevelsarediscussedwithstudents.Ifstudentsdon’tmeettheirtargetsthenaconsequenceisputintoplace.Ifstudentsdomeettheirtargetsthentheyarerewardedwithactivitieseitherweeklyortermlyandalsotheyreceiverewardmoneybasedonthetrackingsheets.Thetargetsarereviewedasandwhennecessarytomeettheneedofeachyoungperson.ThePastoralManagerandPastoralLeadanalysethemweeklytakingintoaccountinputfromstaff.

13. CommunicationwithParentsandCarersWithinthefirst2daysofKeyWorkerallocationcontactmustbemadewithparents/carers.Modesofpreferredcommunicationwillbeestablishedandrecorded.AllKeyWorkerswillcompleteacommunicationlogthatsummarisescontentofconversations/emails.IntheinstanceofattendanceissuesprotocolsaspertheAttendancePolicywillbefollowed.WhencontactismadeKeyWorkersmustinformParents/Carersofanypositiveoutcomesfromthedayorweekaswellasanyissuescausingconcern.Parents/Carers,SENteamsandwhererelevant,SocialWorkersmustbeinformedwithinanhourofanincidentinvolvingphysicalrestraint.Thisshouldbefollowedupwithamoredetailedreportwithin24hours.Referto‘RestraintReportingProcedurePolicy’forfurtherinformation.Parents/carersmaybeaskedtoattendtheschoolforstrategyandsupportmeetings.Theymaybeaskedtobeavailabletotaketelephonecallsfromtheiryoungpeopleasasupportmechanism.

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14. TheUseofReasonableForceControlandrestraintinterventionswillonlybeusedaslastresortandinlinewiththemostrecentGovernmentrecommendations.(ReducingtheNeedforRestraintandRestrictiveIntervention.DraftGuidanceNovember2017)Pleaserefertoourseparate‘RestraintReportingProcedure’documentJan.2018.AllstaffwithintheschoolsreceiveCALM(Crisis,AggressionandLimitationManagement)trainingintheuseofRPIwhichisaBILDapprovedapproach.Thisprovidesspecificguidanceforstaffontheuseofthetechniquestaughttostaffandwhen,whereandhowtheyshouldbeused.Thisshouldbereadinconjunctionwiththispolicy.Staffshouldensuretheyhaveexhaustedallotheroptionsandareconfidenttheycouldjustifyandexplaintheiruseofforcebeforemakingaphysicalintervention.Itisalwaysthelastresort.AsperDFEGuidelinesschoolscanusereasonableforceto:

• removedisruptivechildrenfromtheclassroomwheretheyhaverefusedtofollowaninstructiontodoso;

• preventapupilbehavinginawaythatdisruptsaschooleventoraschooltriporvisit• preventapupilleavingtheclassroomwhereallowingthepupiltoleavewouldrisk

theirsafetyorleadtobehaviourthatdisruptsthebehaviourofothers• preventapupilfromattackingamemberofstafforanotherpupil,ortostopafight

intheplayground• restrainapupilatriskofharmingthemselvesthroughphysicaloutbursts.

Wewillfollowtheaboveguidelinesandusephysicalintervention:

• Inthecaseofassaultonanotherperson–studentorstaff.• Whenthereisriskofseriousharmtotheyoungpersonorotherpeoplebecauseoftheir

actions–suchassmashingwindowsorattemptingtoclimboutofhighwindows.• Whenastudentisinpossessionofanitemthatcouldbeusedasaweaponandtheyare

threateningtouseitassuch.• Whenthereisseriousriskofdamagetoexpensiveresources/property,suchasvehiclesor

interactivewhiteboards.

Werecognisethatother,exceptionalcircumstancesmayariseandwhichwillrequire

restrictiveinterventionasaformofcrisismanagement.

15. ReportingIncidentsandRestraints

ItisarequirementthatstaffrecordallseriousincidentsusingSchoolPod,theschoolbehaviourtrackingsystem.Thesereportsmustalsoincludedetailsofanyactiontakentoaddresstheconcerningbehavioursothatstudentsaresupportedintheprocessofchangeandmodification.SchoolPodincludesrestorativeresponses.AnallocatedmemberofstaffwillberesponsibleforSchoolPodandwillberesponsiblefortheoverseeingofthesystem.Theleveldescriptorsbelowareusedtocategorisebehaviour.OnlyincidentsthatareLevel3andabovearerecorded.Level1:

• Lowleveldisruption• Initialrefusaltofollowinstructions

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Level2:• Highlevelofdisruption• Continuedrefusaltofollowinstructions

Level3:• Verballyaggressiveandorabusiverequiringredirection

Level4:• Physicalaggressionrequiringremovalofstudent• Destructionofproperty• Verbalbullying(RacistandSexist)

Level5:• Highlevelofaggression• Spittingatstaffand/orstudents• Stafforotherstudentsbeingassaulted,punched,kicked• Useofrestraintrequired• Absconding

16. StudentSelf-Regulation

Theamountoftimeneededforthiswillvaryfromoneyoung persontoanotheraswillthewayinwhichthishappens.Somestudentsmayneedto talkthroughtheeventsimmediatelyandcouldgostraightinto‘ReflectionTime’.Otherstudentsmayneedsometimealoneinasafespacetogathertheirthoughts.KeyWorkerswillestablish,throughdiscussionwithyoungpeople,howtheybelievewecanbestsupportthem.ThisinformationmustbepassedontotheSENCowhocanensureitisaddedtoPupilPassports.ThePASSsurveyswillbecompletedwithallstudentsbythePersonalDevelopmentCoordinatorduringPSHElessons.TheywillnotonlybeusedasameasureofprogressandprovideuswithQualitativeDatabuttheywillbesharedwithstaffsostudentscanbeencouragedtoselfregulate.

17. ReflectionTime(SeeAppendix2)ReflectionTimethatisintendedtobeasupportivestrategybasedintheprinciplesofrestorativeapproaches.Itwillprovideanopportunityforstudentstoconsidertheirbehaviourandtalkitthroughwithadults.ThiscanhappendirectlyfollowinganincidentifappropriatebutshouldalsobeusedasastrategybyKeyWorkersthroughoutaday/week.Reflectiontakesplaceduringbreak,lunchtimeordailyreviewtimeduringtutortime.Weeklytargettrackingsheetsshouldinformthisprocess.StaffneedtomakeeveryreasonableefforttoensureReflectionTimeisusedeffectivelyandasavehicleforrestorativesolutionfocusedwork.

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18. SupportSystemsforStudentsPastoralsupportsystemsinourschoolsshouldbeproactiveandrigorous.EachyoungpersonisallocatedaKeyWorkerandaHomeRoom.TheKeyWorkerroleistoguide,supportandmentortheiryoungpersonthroughthesometimesdifficultandchallengingprocessoftheschoolday–week–term,andsoon.Anumberofourstudentshaveexperiencesofschoolthathavepreviouslybeenverynegative.TheymayliveintroubledsituationsandhaveSENdiagnosisthatmakelifeevenmorecomplicated.Withthesefactorsinmindweaimto:

• Fosterappropriateprofessionalrelationships• Buildonanethosofcareandtrust.• Avoidpromisesthatcannotbekept• Involveouryoungpeopleinchoicesabouttheireducationaljourneyasmuchaspossible.• Identifyandaddressspecialeducationalneeds• Identifyandplanformedicalneeds• Workeffectivelywithparentsandcarers• Workcollaborativelywitharangeofagencies

19. SupportSystemsforStaff

AllstaffsupportouracademicandwellbeingaspirationsandareprovidedwithacomprehensiveongoingprogrammeofCPDtoenhanceanddeveloptheirabilitytobetterworkwithourstudents.Assoonaspossibleafterappointmentallstaffaretrainedinphysicalinterventionandwearenowmovingtowardsourwholecommunityadoptingrestorativeapproaches.Onaday-to-daybasis,thePastoralTeamisinplacetofurthersupporttheeducationalprocess,whetherthisbethroughpre-emptiveplanningforaparticularchild,therunningofreflectiontime,offeringindividualstaffsupportduringlessonsorworkingwithstudentsindividuallywhiletheyfollowaparalleloralternativetimetable.Whenincidentsoccurwehaveaprocesstofollow:

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InexceptionalcircumstancesthePolicemaybecomeinvolvedbutdiscussionswithSeniorLeadershipmusttakeplaceandonlySLTwillmakethiscall.Thisisnottheresponsibilityofotherstaff.HotDe-briefWerecognisetheemotionalimpactandincidentwithastudentcanhaveonthestaffinvolvedand,wheneverpossible,requireaperiodoftimeistakenawayfromstudentstogatherthoughtsandself-regulate.Staffmayneedtohaveadrink,achatorevenashortwalk.MedicalattentionDespiteongoingtrainingandtheuseofde-escalationstrategiestheremaystillbetimeswheninjuriesoccur.Anyinjuriesmustbeseenbyaqualifiedfirst-aiderandloggedintheaccidentbook.TheymustalsobedetailedwhencompletingtheincidentsliponSchoolPod.ResumerolewhenreadyStaffmustnotresumeworkwithstudentsifinanemotionallyheightenedstate.Thiscaninfluencethemoodandbehaviourofyoungpeopleandcouldleadtofurtherincidents.Staffmustalwaysbecalm.SchoolPodAllstaffMUSTfollowcorrectprocedureforcreatingandcompletingincidentreports.Astaffde-briefmustfollow.ThesecanbecompletedwithanymemberofSLT.ActiontakenRefertosystemsforsupportingandindividualstudentneeds.CPD/CirclesStaffMUSTattendscheduledCPDsessionsasawayofbecomingincreasinglyinformedabouttheyoungpeopleweworkwith.Staffcircleswilltakeplaceatleastonceeachweekandfocusoncurrentbehaviourissuesandstudentscausingconcern.Thiswillalsobeanopportunitytoreviewassessmentsofriskforindividualstudents.

20. ProhibitedFormsofControl/PunishmentThefollowingsectionclearlystatesthosemeasuresthatcannotbeusedwithintheschoolstheseare:

• Corporalpunishmentisforbidden–itisalwaysunlawfultouseforceasapunishment.Staffparticipatinginsuchbehaviourareliabletosummarydismissalandpossibleprosecution.

• Intimatephysicalsearchesarestrictlyforbidden.Thepoliceshouldbenotifiedifapupilis

suspectedofhidingdrugsontheirperson.

• Restrictionoflibertyorconfinementtoroom:lockingapupilinaroomisstrictlyforbidden.Confiningapupiltothebuildingorsiteformorethan45minutesisforbiddenexceptinexceptionalcircumstancese.g.dangerofseriousinjury.

• Deprivationoffoodordrinkisforbidden,norshouldapupilbeforcedtoeatordrinkliquid

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whichthepupildoesnotlike.

• WearingofInappropriateitems/clothing.Requiringapupiltowearinappropriateclothing,footwear,badge,hairstyleetc.forthepurposeofpunishmentisforbidden.

• Finingpupilsformisbehaviourisforbidden

21. ComplaintsTheschoolswillensurethatallpupilsunderstandhowtocomplainiftheyfeeltheyhavebeenunfairly/roughlytreated.Allcomplaintsabouttheuseofforcewillbethoroughly,speedilyandappropriatelyinvestigated.TheHeadteacherwillconsiderspeakingtoparentsaboutseriousincidentsinvolvingtheuseofforce.Indecidingwhatisaseriousincident,staffwillusetheirprofessionaljudgementandconsiderthepupil’sbehaviourandlevelofriskpresentedatthetimeoftheincident,thedegreeofforceused,theeffectonthepupilormemberofstaffandthepupil’sage.

22. ExclusionsTheschoolsreservetheright,atitsabsolutediscretion,toexcludeapupileithertemporarilyorpermanently.OnlytheHeadTeacherorDeputyinhis/herabsencecanactiontheExclusionprocessasdetailedintheschoolExclusionPolicy.Inthecaseoffixed-termExclusionwewillfollowproceduresdetailedinourExclusionsPolicy,includingtheallocationoffirst-dayprovisionforChildrenLookedAfter.Theschoolsacceptthatthepupilisbeingadmittedbecauseofhisspecialneedsandwillendeavourtomanageanyproblemsinareasonablemannerastheyarise.Intheeventofatemporaryexclusion,thePlacingAuthorityandparents/guardianswillbenotifiedimmediatelybytelephoneandconfirmationgiveninwriting.Thepupilwillbereturnedtothecareoftheauthority/parent(s)/legalguardian(s)untilagreementisreachedbetweentheschoolsandtheAuthorityforthepupil’sreturntothesite.Feeswillcontinuetobepaidatthefullrateduringanytemporaryexclusion.Aschoolplacementwillbemaintainedforthepupiluntilthepupilreturnstotheschoolorispermanentlyexcluded.ArepresentativeoftheAuthoritywillbeofferedtheopportunitytoattendameetingwiththeHeadofSchooltodiscussanypendingpermanentexclusion.

23. ConfiscationofInappropriateItemsTheremaybetimeswheretheschoolhastoconfiscateitemsfrompupilsthelawenables

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amemberofstafftoconfiscate,retainordisposeofapupil’spropertyasapunishment,solongasitisreasonableinthecircumstances.Thelawprotectsthemfromliabilityfordamageto,orlossof,anyconfiscateditemsprovidedtheyhaveactedlawfully.ThelawprovidesthePowertosearchwithoutconsentfor“prohibiteditems”including:

• Knivesandweapons• Alcohol• Illegaldrugs• Stolenitems• Tobaccoandcigarettepapers• Fireworks• Pornographicimages• Anyarticlethathasbeenorislikelytobeusedtocommitanoffence,causepersonalinjury

ordamagetopropertyand• Anyitembannedbytheschoolruleswhichhasbeenidentifiedintherulesasanitemwhich

maybesearchedfor.Thelegislationsetsoutwhatmustbedonewithprohibiteditemsfoundasaresultofasearch.Thisisweaponsandknivesandextremeorchildpornographymustalwaysbehandedovertothepolice,otherwiseitisfortheteachertodecideifandwhentoreturnaconfiscateditem.

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Appendix1:WeeklyTrackingSheet

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Appendix2:ReflectionTimeSheet

EndofPolicy

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AuditTrail

Version Change ByWhom Date ReviewDate

1.0 NewPolicyintroduced FayMcHugh-DeputytotheHeadteacher

CatherineJones-HeadTeacher

April2018

1.1 ReviewofPolicyandAccuracyCheck

HeadTeacherandSchoolSecretary

July2018 July2021