1. THE OCKENDON ACADEMY &
STUDIO SCHOOL
RATIFIED BY GOVERNING BODY: March 2014
Behaviour Policy (Including Exclusion,
Physical Contact, Physical Intervention
and Sanctions Ladder)
REVIEW DATE: March 2015

2. 1
THE OCKENDON ACADEMY STUDIO SCHOOL
‘A Centre of Excellence’
We know that the way that we behave and treat each other impacts on success in learning and life.
Respect is key and we should give and receive this in all that we do and say on a day to day basis. We
believe that students, governors, parents/carers and staff should actively work together and support our
values on behaviour, dress, learning and working as well as citizenship. We therefore encourage others
to help ‘enterprise’ and ‘inspire’ and to show ‘respect’ both in the Academy and Studio School and
within the community. Our Behaviour Policy will help achieve our ambition ‘to be the best that we can
be in all that we do’ today, tomorrow and in the future.
SECTION 1 CORE VALUES
1.1 We believe that it is the responsibility of each member of our community to exhibit and develop
behaviours which enable all to thrive in a safe environment and to encourage and reinforce good
behaviour. Our aim is above all to develop responsible citizens with well-developed social skills and
intellectual skills. We recognise a combination of behaviours is necessary to develop individuals to
maximise potential. They are: intellectual, personal, moral and or social.
1.2 To create a positive environment which is free from disruption, violence, bullying and any other
form of harassment it is essential that:
 All members of the community demonstrate good behaviour
 A consistent approach is applied to both positive and negative behaviour. Clear rewards and
sanctions need to be in place to encourage good behaviour and deter and deal with poor
behaviour.
 Promotion of and rewarding good behaviour is more constructive than sanctions and criticism
 Everyone is familiar with the expectations placed upon them.
1.3 We believe that an appropriately structured curriculum and effective learning contribute to good
behaviour. Through planning for the needs of individuals, an active involvement in learning and
structured feedback all help to avoid the disaffection which can lie at the root of poor behaviour.
All lessons have clear learning objectives, are differentiated to meet the needs of all and all
abilities. They are varied to accommodate a variety of learning styles. Marking and record
keeping can be used as a supportive activity providing feedback on their progress and
achievements and as a recognition that all efforts are valued and progress is valued and central
to our practice.
Social skills are developed through groups and class work in lessons and in tutor groups. Each
department area emphasizes which skills are needed to thrive in each subject area. Permeating
throughout the curriculum and everyday practice are the requirements of the Every Child
Matters agenda and Social Emotional Aspects of Learning (SEAL).
1.4 We believe that by focusing on learning skills and developing independence all students
will thrive. We aim to:
 Maximise outcomes for all
 Eliminate discrimination, harassment and bullying
 Promote equality of opportunity
 Promote welfare
 Promote good relationships in the Academy and Studio School and local community
 Ensure that vulnerable learners receive behavioural support according to their need.

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1.5 The Academy and Studio School plays a central role in the social and moral development just as
it does in academic development. Just as we measure academic progress over time we measure
behaviour and the ability to conform to our behavioural goals.
We all bring to the Academy and Studio School a wide variety of behaviour patterns. At The
Ockendon Academy and Studio School we work towards the standards of behaviour based on
honesty, respect, consideration and responsibility. It follows that acceptable standards of
behaviour are those which reflect these principles.
1.6 Academy and Studio School Ethos
All adults in the Academy and Studio School have the responsibility to model high standards of
behaviour in all of their dealings others: Adults in The Ockendon Academy and Studio School
strive to:
 Create a positive climate with realistic expectations
 Emphasize the importance of being valued as an individual within the group
 Promote honesty and courtesy
 Provide a caring and effective learning environment
 Encourage relationship s based on respect and understanding of the needs of others
 Ensure fair treatment regardless of race ability or disability
1.7 Rewards and Sanctions
The aim of our rewards system is to praise both efforts and achievements and to motivate all to
accomplish the highest possible standards at school. BB credits are awarded in recognition of
positive work and behaviour.
We regulate conduct through a range of appropriate and staged sanctions if there is a breach of
the Academy and Studio School rules or expectations. The emphasis is on the consistency of
action being taken in line with published guidelines.
1.8 Taking Account of Individual Needs
We are all required to take account of individual needs and circumstances when applying this
behaviour policy. This is part of our professional responsibilities. Students with SEND or
disabilities as well as other students at risk of disaffection or exclusion may need to have their
needs and circumstances taken into account - e.g. students from minority ethnic and faith
groups; students learning English as an additional language, looked after children, sick children,
troubled children, young carers, children from families under stress, pregnant girls and teenage
mothers, travellers, asylum seekers and refugees. It is important that we are all sensitive to
individual needs as inappropriate responses may contravene legislative requirements and could
result in the Academy and Studio School's actions being challenged.
1.9 Taking into account race, special needs, religion and culture
We aim to avoid discriminating against particular racial groups by monitoring policies and
practices. It is the responsibility of all to ensure that they are well informed about cultural
differences and these are taken into account when applying the Academy and Studio School
rules. Staff should be aware they are fully aware of equal opportunities legislation as it related
to behaviour policies. It is the responsibility of the staff to challenge any form of discrimination.
It would be inappropriate to punish someone for lack of respect for not looking at an adult when
to do so in that person’s culture would be disrespectful as it would be inappropriate to punish
someone on the autistic spectrum for personal comments about appearance when the person
has no sense that this was inappropriate.

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1.10 Taking account of SEND, disability and the circumstances of other vulnerable students
Staff are reminded that while there is an overlap between those students with Special
Educational Needs and a disability there are students who have disabilities but no Special
Educational Needs. In practice it is important that staff avoid the blanket application of this
behaviour policy without taking into account an individual student's needs.
 The Academy and Studio School makes reasonable adjustments in the application of the
behaviour policy to disabled students.
 Special provisions are made for students with behaviour related learning difficulties through
local authority advisory services and other mechanisms.
 The Academy and Studio School regularly monitors the impact of its behaviour policy on
vulnerable students as well as identifying students who are at risk.
 Staff are informed of any measures taken to support students on a need to know basis and a key
person is identified to co-ordinate the Academy and Studio School's response.
 It is the responsibility of staff to ensure that they follow the school's referral procedures.
 Staff also have the responsibility to familiarise themselves with the statutory requirements as
outlined in the Academy and Studio School’s Disability Equality Scheme bearing in mind the
broad definition of disability which encompasses behavioural difficulties.
 An automatic exclusion for swearing at someone might put the Academy and Studio School at
risk of litigation if the policy fails to make a reasonable adjustment for a disabled student whose
disability relates to communication difficulties and anger management.
 A student with dyslexia is given a detention for not doing homework when the homework was
quickly written on the board at the end of the lesson without giving time to copy it. The Academy
and Studio School could be accused of treating someone less favourably because of their
disability.
1.11 Reasons why some students may behave inappropriately
There are a number of reasons why students with SEND or disabilities and other vulnerable
students may behave inappropriately. Each of the reasons for inappropriate behaviour has
implications for implementing the behaviour policy in a way that ensures we meet individual
needs.
 Students may not have the skills or competencies necessary to understand or follow the rule.
These may be cognitive, physical, social or emotional.
 Some common examples are:-
 They may have a hearing or speech impairment which means they do not understand an
instruction.
 Cultural differences may mean that they respond to adults in a way that the adults are not used
to.
 Some students, because of learning or communication needs, may not understand a rule.
 Students with attention difficulties may be unable to comply with certain rules e.g. keeping still
for long periods.
 Some students may not have been taught the skills they need to control their emotions or to
behave appropriately in different situations. They may not have the skills to manage anxiety, or
resolve conflict or work appropriately in a group e.g. students who cannot differentiate between
language used in the playground and in the classroom.
 There may be some students who have not acquired these skills but would have been able to use
them if they were taught how to, however there are some students who, because of the specific
nature of their Special Need may be unable to master these skills e.g. students on the autistic
spectrum.

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 Some students will choose to misbehave to gain attention either from adults or from their peers.
Others may choose to misbehave because of a lack of commitment to education.
 Some students know how to behave and have the skills but are unable to use them because they
are experiencing stress or trauma which makes them unable to make rational choices e.g. a child
who is being bullied, or has been bereaved or is experiencing family upheaval.
 Staff should also be aware of the needs of our gifted and talented students and understand that
they should set them challenging work at an appropriate level to meet their need.
SECTION 2 ACADEMY AND STUDIO SCHOOL RULES AND EXPECTATIONS FOR BEHAVIOUR
2.1 Classroom expectations
 Arrive on time, properly equipped and in professional dress e.g. full school uniform
 Enter the room in a quiet, orderly manner
 Sit in the seat allocated to you and get out all the equipment needed for the lesson
 Follow the instructions
 Remain totally focused on your learning throughout every lesson
 Eating is not allowed
 Do not pack away equipment until told to do so
 Leave the room quietly when dismissed and move quickly to your next lesson
2.2 Corridor expectations
 Keep to the left at all times
 Line up outside classrooms in single file
 Avoid unnecessary physical contact
 Walk quietly and quickly to your next lesson
 Bags should not be carried on shoulders on staircases
 Eating and drinking are not allowed in the corridor
2.3 Prohibited items
The following items may not be brought in to the Academy and Studio School.
Knives, weapons, alcohol, illegal drugs, stolen items, laser pens, cigarettes and other tobacco
products, pornography, fireworks. A suspect under the influence of or in possession of
illegal/banned substances should be referred immediately to the Principal or in her absence,
a member of the Leadership Team. No-one should not be searched without their agreement
and only in the presence of a member of staff.
2.4 Banned Items
Chewing gum, jewellery, nail varnish or items which could be used as a weapon are banned
from the Academy and Studio School.
SECTION 3 ROLES AND RESPONSIBILITIES
3.1 We recognise the central role that all members of the community play in ensuring that the
behaviours lead to a positive atmosphere in the Academy and Studio School. The Governing
Body of the Ockendon Academy and Studio School ensures that the Academy and Studio School
discharges its responsibilities as set out in the Behaviour Policy and is fully involved in the
development and amendment of the Behaviour Policy. The Governing Body supports the
Academy and Studio School to maintain discipline and celebrate success within the Academy
and Studio School and the local community.

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3.2 (i) All Staff should:
 be positive role models and dress appropriately at all times
 treat all with respect
 be punctual
(ii) All Teaching Staff should:
 be fully aware of and consistent in the application of classroom procedures
 be punctual to lessons and to remain in the classroom
 plan effective lessons which promote Personal Learning and Thinking Skills (PLTs) during lessons
 use positive language to promote the aims of SEAL
 include positive assessment opportunities during lessons
 assess students regularly and give students the opportunity to self and peer assess
 give clear guidelines on how to make progress
 ensure the health and safety of students
 set work appropriately to ensure success for all students
 apply rewards and sanctions according to policy
 give students regular opportunities to reflect on their learning and evaluate their success
 include teaching assistants in lesson planning
 know all students in teaching sets by name
 contact parents/carers to communicate success
 use a variety of teaching and learning styles to stimulate active participation in lessons
 issue detentions in line with the sanctions ladder
 use the departmental and Students Support Team ‘on call’ if learning is being disturbed
3.3 Tutors should:
 Ensure that they welcome students to a purposeful start to the day
 Check that students are properly equipped and dressed according to the Academy and Studio
School’s expectations
 Encourage punctuality and regular attendance
 Know students’ strengths and weakness and support them to overcome barriers to progress
 Encourage improvement in group attendance
3.4 Heads of Year should:
 Know members of their year group by name
 Promote student progress through regular monitoring of behaviour, attendance and attainment
 Contact parents/carers to communicate success
 Keep parents/carers informed of successes and concerns
3.5 Subject Team Leaders should:
 Ensure maximum progress of students through effective deployment of resources
 Maintain discipline within the department
 Support Departmental on call system
 Contact parents/carers for persistent problems
 Provide opportunities to share good practice and support members of the department
3.6 Senior Leaders should:
 Be positive role models for all staff and students

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 Ensure maximum progress of students through regular monitoring of the work of subject and
pastoral teams
 Work in partnership with parents/carers to remove barriers to learning
 Develop partnerships with other agencies to improve opportunities for success
3.7 The roles of parents/carers in promoting positive behaviour
We work in partnership with parents/carers to promote positive behaviours, which will support
progression in learning and citizenship. We acknowledge the vital role that parents/carers play to
ensure that the Academy and Studio School’s policy is supported and promoted.
3.8 We expect parents/carers to:
 Support and sign a partnership agreement.
 support young people to reach their potential by ensuring they attend regularly
 ensure that students arrive by 8.30 a.m.
 work in partnership to ensure that students reach required levels of progress
 attend Review and Target Setting Days
 respond to Progress Reports by supporting young people and staff to address areas of concern
 check that students are correctly dressed and equipped
 check the learning log and ensure that homework is being recorded and completed
3.9 We expect students to:
 Follow all classroom, corridor and Academy and Studio School expectations
 Follow all instructions in lessons and to listen carefully when others are speaking
 Treat others with respect and behave in a safe manner at all times
 To follow all staff requests without argument
 Be alert and positive during lessons
 Complete all homework and class work set
 Attend 5 days a week
 Be organised for learning by bringing all equipment required for learning and working
 Wear the correct uniform
 Endeavour to work towards rewards for good work, SEAL objectives and Personal Learning and
Thinking Skills (PLTs)
 Be aware of the Sanctions Ladder and expect it to be followed consistently
SECTION 4 GUIDANCE FOR STAFF
4.1 Staff should not threaten a punishment which cannot be carried out.
4.2 Staff should not punish a class for the offence of one or a few.
4.3 Staff should not use any form of corporal punishment. The Academy and Studio School operates
a ‘no touch’ rule. Staff are forbidden to strike a student under any circumstances and should not
restrain students unless they are in danger of injuring themselves or others. Some children react
violently to such contact, even if well meant, and staff leave themselves open to accusations of
abuse or assault from angry parents. Staff should not use aggressive or threatening language
towards students, even when provoked.
4.4 Teachers who give extra lessons are often involved in one-to-one situations with a student. It is
important that all meetings with students take place in Academy and Studio School time and in

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the vicinity of other staff and students. Senior colleagues should be made aware of the nature,
purpose and location of the meeting. If possible, a door should remain open. If a student is
distressed staff should avoid physical contact unless in the presence of a colleague. A prompt
report of any contact should be made to a senior colleague.
4.5 Staff should not become too involved with a student’s personal problems outside his/her
education. Any problems of a physical, emotional or sexual nature should be referred
immediately to a Leadership Team Member and followed with a written report. It should be
made clear to students that if allegations of child abuse are made against anyone the member of
staff cannot and will not keep that information confidential.
4.6 Contacts with students outside the Academy and Studio School should be professional and not
social. This includes such activities as extra tuition and trips. These should be part of the
Academy and Studio School’s extracurricular provision and not a private arrangement without
the approval of the Leadership Team
SECTION 5 SEARCHING AND CONFISCATION
5.1 The Principal and members of staff authorised by the Principal have statutory powers to search
students or their possessions without consent where they suspect the student has certain
prohibited items.
5.2 The Principal or any member of the Academy and Studio School staff authorised by the Principal
may search a student without consent providing they are the same sex as the student being
searched. There must be a witness (also a staff member) and if possible they should be the same
gender as the student being searched.
5.3 Searches without consent can only be carried out on the Academy and Studio School premises or
if elsewhere where the member of staff has lawful control or charge of the student, for example
a trip.
5.4 Academy and Studio School staff can seize any banned or prohibited item found as a result of a
search or which they consider harmful or detrimental to Academy and Studio School discipline.
5.5 Academy and Studio School staff can search students for banned items if they suspect the
student has them in his/her possession but can only do this with the consent of the student. Staff
can instruct the student to turn out his/her pockets or bag and if the student refuses the
member of staff can apply an appropriate punishment as set out in this policy.
5.6 The Academy and Studio School will follow the guidance issued to schools by the Department for
Education on screening, searching and confiscation.
SECTION 6 USE OF REASONABLE FORCE
6.1 All Academy and Studio School staff have the power to use reasonable force to prevent students
committing an offence, injuring themselves or others or damaging property (see full guidance in
appendix).

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SECTIONS 7 ALLEGATIONS OF ABUSE AGAINST STAFF
7.1 All allegations of abuse will be taken seriously and dealt with in a fair and consistent way that
provides effective protection for the student and supports the person who is the subject of the
allegation. Every effort will be made to maintain confidentiality and guard against unwanted
publicity while and allegation is being investigated. If an allegation against staff is investigated
and found to be malicious, the student may be given a fixed term exclusion.
7.2 The Academy and Studio School will be guided by the DFE Guidance in dealing with allegations
with abuse against teachers and other staff.
SECTION 8 PROCEDURES FOR STAFF
For details of routes of referral, sanctions, rewards and support mechanisms as well as Academy
and Studio School and departmental sanctions, staff should refer to the Sanctions Ladder and the
Rewards and Sanctions section of the Behaviour Policy.
8.1 Incident Reports
If students do not follow classroom expectations an incident sheet should be written by staff and
taken to the Student Support Team office by 2.40 p.m. on the day the incident has taken place.
The Student Support Team meets each day at 2.40p.m. to decide a course of action.
8.2 ‘On Call’ Procedure
Department ‘on call’ is used when students fail to follow steps 1 and 2 of the sanctions ladder.
Senior ‘on call’ is for serious incidents, which occur in class but cannot be dealt with in that
situation. This refers to dangerous or unmanageable situations, which could have more serious
consequences if a student is not removed immediately. Subject Team Leader and the
appropriate Year Team Leader should be informed later and Incident Sheets or Accident forms
completed. The procedure is intended to remove the cause of the crisis to allow time for cooling
off and reflection. The member of staff/teacher concerned, the Subject Team Leader or Year
Team Leader if necessary, can then resolve the problems. It is not intended as a solution in itself.
A responsible student should be sent to the office with a note requesting the removal of the
student in question. A teacher must not leave the class unsupervised. The member of staff ‘on
call’, (or any other member of staff in order of availability), will then collect the student and
arrange for his / her supervision for the rest of the lesson.
Where a student is removed from a class by a Senior Member of Staff ‘on call’, a phone call is
made to parents/carers requesting an urgent interview with a member of the Student Support
Team, Leadership Team or Year Team Leader. For extremely serious breaches of discipline,
parents/carers are contacted immediately and appropriate action is taken.
8.3 Detentions
Students may be detained at the end of the Academy and Studio School day for up to 10 minutes
without prior notice. Students are given at least 24 hours’ notice of detentions lasting more than
10 minutes. It should be noted that from February 2014, it is not necessary to have parental
consent for detentions. Detentions are recorded in the student log. Detentions are held after

10. 9
school. All detentions are supervised directly by the teacher issuing the detention. Detentions
are punitive in intent and students will work in silence.
If a student defaults on a detention, the appropriate Subject Team Leader should be informed to
follow this up and ensure the student does the detention. If necessary the circumstances leading
to the detention can be recorded on an incident sheet for the student file. If the student still
fails to complete the detention an urgent parental interview should be arranged by the Subject
Team Leader.
Students are made clear that trivial offences can become serious if repeated. Once a student has
been given an instruction, failure to co-operate constitutes non-compliance.
Problems with homework are referred to the Subject Team Leader as soon as possible after
solutions attempted by the classroom teacher have failed.
8.4 Isolation
This is a method of managing a student, who has proved to be disruptive and difficult for
several lessons, and who has failed to improve his/her behaviour in response to a range of
sanctions and punishments administered by staff.
The Student Support Team decides if it is necessary to withdraw a student from a subject for an
agreed series of lessons when there has been:
 regular disobedience and disrespect shown by the student
 regular disruption which has interfered with the learning of other students
 persistent refusal to work which has influenced the attitudes and work-rate of others
 regular disruption which has threatened the purpose of the lessons
 an investigation is being carried out into alleged misdemeanours
The teacher must supply suitable work for the student for the periods in which a student is
withdrawn from the subject. Parents/carers are informed if their son or daughter is isolated from
lessons.
8.5 Exclusion – Please see separate policy after section 10.
SECTION 9 DISCIPLINE OUTSIDE THE ACADEMY AND STUDIO SCHOOL
9.1 Disciplining beyond the Academy and Studio School’s gate covers the Academy and Studio
School’s response to all non-criminal bad behaviour and bullying which occurs anywhere off the
Academy and Studio School premises and is witnessed by a member of staff or is reported to the
Academy and Studio School. The Academy and Studio School has a statutory power to regulate
the behaviour of students when off the premises and not supervised by staff.
This regulation includes behaviour on activities arranged by the Academy and Studio School such
as work experience, educational visits and sporting events. It also includes behaviour on the way
to and from the Academy and Studio School and behaviour when wearing school uniform (if any)
in a public place. The Academy and Studio School sanctions will apply to any bad behaviour when
the student is:
 Taking part in any Academy and Studio School –organised or Academy and Studio School related
activity
 Travelling to and from the Academy and Studio School
 Wearing uniform

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 In some way identifiable as a student of the Academy and Studio School
 Or misbehaviour at any time, whether or not the conditions apply that
 Could have repercussions for the orderly running of the Academy and Studio School
 Poses a threat to another student or a member of the public.
 Or could adversely affect the reputation of the Academy and Studio School.
If students behave well when outside the Academy and Studio School (e.g. on a visit) they should
be rewarded in the same way as they would be in the Academy and Studio School. It is the
Academy and Studio School’s responsibility to act in a reasonable manner taking into account
the following factors:
The severity of the misbehaviour
 The extent to which the reputation of the Academy and Studio School has been affected
 The extent to which the behaviour in question would affect the orderly running of the Academy
and Studio School and/or pose a threat to another student or a member of staff.
 The proximity of the poor behaviour to the Academy and Studio School
If the poor behaviour of students outside the Academy and Studio School leads to the intimidation or
abuse of staff, the staff in question should consider the following:
 Their first concern should be for their own personal safety
 They should make clear the student has been recognised.
 They should avoid any confrontation
 They should report the incident immediately on return to the Academy and Studio School
In cases of criminal behaviour or where behaviour poses a serious threat to a member of the public or
staff, student or other member of the Academy and Studio School, the police will always be informed.
SECTION 10 REWARDS AND SANCTIONS
10.1 We believe that rewarding good behaviour serves to motivate all. Therefore we should all seek
every opportunity to ensure this happens. This should be done consistently by all staff to all
students. It is also important to reward good behaviour as well as improved behaviour.
10.2 Good behaviour should be positively reinforced through frequent use of encouraging language.
Such language helps to establish a positive relationship with students and to foster co-operation
which results in positive behaviour. Positive behaviour should be recognised and rewarded.
Rewards available within the Academy and Studio School include:
 Credits which are recorded in the learning log for which students receive a certificates and other
incentives
 Department praise letters, postcards and other means of recognition including personalised
letters to parents/carers
 Special events e.g. Achievement Assemblies, Awards Afternoon
 Whole group and individual rewards for consistent good behaviour or greatest improvement.
10.3 Praise and rewards are used to reinforce our efforts to tackle particular aspects of behaviour e.g.
uniform, attendance. Whenever possible when communicating with parents a balance should be
struck so that the positive aspects of a child's behaviour are highlighted as well as the negative.
10.4 Positive recognition should be given to students who have been positive ambassadors for the
school and themselves e.g. achievements in a sporting event, trips, educational visits or
competitions. All staff have a responsibility to implement, monitor and evaluate the use of
rewards and must ensure that there is equality of opportunity for students to achieve rewards
regardless of age, ethnicity, gender, special educational needs and disability.

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10.5 Sanctions
 The Academy and Studio School has the statutory power to discipline students for breaches of
Academy and Studio School rules, failure to follow instructions or other unacceptable conduct.
 All staff when they are in charge of students have the power to discipline.
 Everyone has a responsibility to report or challenge unacceptable behaviour.
 The Principal may limit the power to apply particular sanctions to certain staff and extend the
power to discipline to adult volunteers.
10.6 How to discourage poor behaviour through sanctions and support
 Sanctions must be reasonable and proportionate to the circumstances of the case.
 Sanctions should demonstrate to students which element of their behaviour was unacceptable
and should be designed to stop them from repeating it.
 Sanctions should also signal to other students what is unacceptable and stop them from doing it.
 Our referral system identifies which matters should be dealt with by any staff member and which
matters require referral to a senior member of staff
 Referrals for assistance in an absolute emergency should be directed to the Student Support
Team
 The Academy and Studio School monitors the distribution of sanctions using facility, credits and
debits system and information on interim reports.
10.7 Whatever sanctions we use must be applied consistently and fairly. Some examples of how to
deal with incidents of poor behaviour are:
 Staff should deal with the behaviour rather than stigmatising the student
 Avoid using severe sanctions for minor infringements.
 Avoid whole group sanctions
 Use sanctions which help students to learn from their mistakes and show how they can improve
their behaviour
 Use sanctions in a calm, controlled manner.
 Threats should only be used if there is an intention or the facility to carry them out
 Avoid sanctions becoming cumulative and automatic. Sanctions should take account of individual
circumstances and needs.
 Use sanctions that are a logical consequence of the student's inappropriate behaviour as
detailed in the Sanctions Ladder.
 Where possible sanctions should demonstrate to the students that they are the result of the
choices they make. In this way students will begin to see the connection between their
behaviour and its impact on themselves and others and so increasingly take responsibility for
their own behaviour.
 It is important that all staff are aware that poor behaviour may be masking unidentified learning
difficulties or other Special Educational Needs and should act accordingly.
10.8 Sanctions to be used (see Sanctions Ladder)
 Verbal reprimand
 Changing the seating plan
 Use of incident slips to record behaviour
 Detentions
 Daily report to tutor, year team leader or senior member of staff. (see appendix for details of
supervision)
 Withdrawal of privileges
 Removal of BB credits
 Letters to parents/carers

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 Referral to Head of Faculty/Head of Department/Head of Year/ STUDENT SUPPORT TEAM
 Contacting parents/carers
 Pastoral and Behaviour support plans
 Warning from Governing Body
 Fixed temporary and permanent exclusions
THE OCKENDON ACADEMY AND STUDIO SCHOOL EXCLUSION POLICY
Based on guidance for the DFE April 2011
INTRODUCTION
1. In most cases permanent exclusion will be the last resort after a range of measures have been tried
to improve a student’s behaviour. In the Ockendon Academy and Studio School a range of strategies
are in place to address the types of behaviour which may lead to exclusion. The Principal is able to
refer students identified as at risk of permanent or fixed period exclusion to alternative or additional
provision to meet their individual needs, which could include using the Common Assessment
Framework to engage the support of other agencies. The Academy and Studio School continues to
be responsible for these students unless they are permanently excluded.
MANAGING BEHAVIOUR IN THE OCKENDON ACADEMY AND STUDIO SCHOOL
2. The Ockendon Academy and Studio School has policies, procedures and staff training in place which
promotes good behaviour and prevent poor behaviour. The behaviour policy, sanctions and rewards
are widely publicised so that students, all Academy and Studio School staff and parents are aware of
the standards of behaviour expected of our students and the range of sanctions that can be
imposed. The Ockendon Academy and Studio School applies the behaviour policy in a consistent,
rigorous and non-discriminatory way and all areas of its application are monitored routinely to
satisfy legal requirements under race, disability and gender discrimination law.
3. The Ockendon Academy and Studio School believes that effective policies, procedures and training
minimise the number of students at risk of either permanent or fixed period exclusion. For those at
risk, additional measures could include:
 the Academy and Studio School engaging with parents;
 a change of teaching set or class;
 curriculum alternatives at Key Stage 4, including attendance at a further education college or
another form of alternative provision;
 temporary placement in an in-Academy and Studio School Learning Support Unit as part of a
planned positive programme for students;
 temporary or part-time placement in a Student Referral Unit or with a voluntary / private sector
alternative provider, where the student can receive educational provision intended to improve
their behaviour
 a managed move to another school, with the consent of all parties involved; this can be
successful for students at risk of exclusion and as an alternative to permanent exclusion
 consideration by the Special Educational Needs Co-ordinator (SENCO), with colleagues, of
possible interventions within the Academy and Studio School;
 assessment of special educational needs, including possible placement in a special school;
 allocation of a key worker such as a Learning Mentor, Connexions Personal Adviser, Education
Welfare Officer or member of a Behaviour and Education Support Team; and
 referral to a specific support service, such as the Education Welfare Service, Children's Services
or the Student and Adolescent Mental Health Service.

14. 13
All students at serious risk of exclusion will have a support programme in place (Supervision 1, 2 or
3) to help the student manage their behaviour.
4. The Common Assessment Framework (CAF) is a voluntary process; common to all children’s services,
to help identify a student’s needs as early as possible and agree what support is appropriate.
Resulting early intervention should help reduce the risk of problems reaching the point where
exclusion is considered necessary. A CAF may be undertaken as part of Supervision 2 or 3 or at any
stage. It may be particularly appropriate to carry out a CAF in cases of multiple fixed period
exclusions.
5. The behaviour of students at risk of exclusion is sometimes driven by complex combinations of
social, emotional and health problems, so the involvement other services should be co-ordinated.
Multi-agency teams are an effective way of doing that. In all cases where a student is receiving
support from more than one agency, one practitioner should act as the ‘lead professional’ to co-
ordinate support and provide a single point of contact for the student and family.
ALTERNATIVES TO EXCLUSION
6. A number of options are available to the Principal in response to a serious breach of behaviour
policy:
Internal exclusion (isolation) which can be used to defuse situations that occur in the Academy and
Studio School that require a student to be removed from class but may not require removal from the
Academy and Studio School premises. The internal exclusion could be to a designated area within the
Academy and Studio School, with appropriate support and supervision, or to another class on a
temporary basis, and may continue during break periods.
Managed move to another school to enable the student to have a fresh start in a new school. The
Principal may ask another head teacher to admit the student. This should only be done with the full
knowledge and co-operation of all the parties involved, including the parents, governors and the LA, and
in circumstances where it is in the best interests of the student concerned. In order fully to address the
student’s difficulties. Parents should never be pressurised into removing their child from the Academy
and Studio School under threat of a permanent exclusion, nor should students' names be deleted from
the Academy and Studio School roll on disciplinary grounds unless the formal permanent exclusion
procedures set out in statute and in this guidance have been adhered to or unless a managed move has
been agreed by all the relevant parties.
THE DECISION TO EXCLUDE
7. There are four sets of circumstances in which individual students may be required to leave the
Academy and Studio School site, namely where:
a) there is sufficient evidence that a student has committed a disciplinary offence and if allowing
the student to remain in Academy and Studio School would seriously harm the education or
welfare of the student or others in the Academy and Studio School. In these circumstances the
student may be excluded from Academy and Studio School for a fixed period or permanently.
This guidance specifies procedures for exclusion;
b) a student is accused of a serious criminal offence but the offence took place outside the
Academy and Studio School's jurisdiction. In these circumstances the Principal may decide that it
is in the interests of the individual concerned and of the Academy and Studio School community

15. 14
as a whole for that student to be educated off site for a certain period, subject to review at
regular intervals. This is not an exclusion.
c) for medical reasons, a student's presence on the Academy and Studio School site represents a
serious risk to the health or safety of other students or Academy and Studio School staff. In these
circumstances the Principal may send the student home after consultation with the student's
parents. This is not an exclusion and may only be done for medical reasons.
d) the student is given permission by the head teacher/teacher in charge, or person authorised
by them, to leave the Academy and Studio School premises briefly to remedy breaches of the
Academy and Studio School's rules on appearance or uniform, where this can be done quickly
and easily; this should be for no longer than is necessary to remedy the breach. This is not an
exclusion but an authorised absence. However, if the student continues to breach uniform rules
in such a way as to be sent home to avoid Academy and Studio School, the student's absence
may be counted as unauthorised absence. In all such cases the parent must be notified and the
absence should be recorded.
These are the only circumstances in which students may be required to leave the Academy and
Studio School site. Where a condition of attendance is that students should be screened for
possession of offensive weapons and a student refuses to undergo such screening, that student
can be refused entry to the Academy and Studio School. This is not an exclusion, but an
unauthorised absence.
A decision to exclude a student permanently will be taken only:
a) In response to serious breaches of the Academy and Studio School’s behaviour policy; and
b) If allowing the student to remain in Academy and Studio School would seriously harm the education
or welfare of the student or others in the Academy and Studio School.
9. A decision to exclude a student for a fixed period will be taken, on a balance of probabilities, only in
response to breaches of the Academy and Studio School's behaviour policy, including persistent
disruptive behaviour, where these are not serious enough to warrant permanent exclusion and lesser
sanctions such as detention are considered inappropriate. Individual fixed period exclusions will be for
the shortest time necessary, bearing in mind that exclusions of more than a day or two may make it
difficult for the student to reintegrate into the Academy and Studio School afterwards
10. Only the Principal (or Vice-Principal in her absence) can exclude a student. Other exclusion-related
activities do not have to be undertaken by the Principal personally, but will be delegated to the
appropriate senior member of staff.
11. A decision to exclude a student permanently is a serious one and will only be taken where the basic
facts have been clearly established. It will be the final step in a process for dealing with disciplinary
offences following a wide range of other strategies which have been tried without success. It is an
acknowledgement by the Academy and Studio School that it has exhausted all available strategies for
dealing with the student and will be used as a last resort.
12. There will, however, be exceptional circumstances where, in the Principal’s judgment, it is
appropriate to permanently exclude a student for a first or 'one off' offence. These may include:
a) Serious actual or threatened violence against another student or a member of staff
b) Sexual abuse or assault;
c) Supplying an illegal substance; or the possession of a Class A illegal substance

16. 15
d) Carrying an offensive weapon
These instances are not exhaustive, but indicate the severity of such offences and the fact that such
behaviour can affect the discipline and well-being of the Academy and Studio School community. The
Ockendon Academy and Studio School will inform the police where a criminal offence may have taken
place.
FACTORS WHICH WILL BE CONSIDERED BEFORE MAKING A DECSION TO EXCLUDE
13. Exclusion will not be imposed in the heat of the moment, unless there is an immediate threat to the
safety of others in the Academy and Studio School or the student concerned. Before deciding whether
to exclude a student, either permanently or for a fixed period, the Principal will:
a) Ensure that a thorough investigation has been carried out;
b) Consider all the evidence available to support the allegations, taking account of the Academy and
Studio School's Behaviour and Equal Opportunities policies, and, where applicable, the Race Relations
Act 1976 as amended and the Disability Discrimination Act 1995.
c) Allow and encourage the student to give their version of events;
d) Check whether the incident may have been provoked, for example by bullying, or by racial or sexual
harassment;
e) If necessary, consult others, but not anyone who may later have a role in reviewing the Principal’s
decision, for example a member of the Governing Body
STANDARD OF PROOF
14. The standard of proof to be applied is the balance of probabilities, i.e. if it is more probable than not
that the student did what he or she is alleged to have done, the Principal may exclude the student.
However, the more serious the allegation and thus the possible sanction, the more convincing the
evidence substantiating the allegation needs to be. This is not the same as requiring the criminal
standard of 'beyond reasonable doubt' to be applied. But it does mean that when investigating more
serious allegations, in determining whether it is more probable than not that the student has behaved
as alleged, the Principal will gather and take account of a wider range of evidence. In some cases this
may extend to evidence of the student's past behaviour, if relevant to the seriousness of the present
allegation.
15. Where a police investigation leading to possible criminal proceedings has been initiated, the
evidence available may be very limited. However, it may still be possible for the Principal to make a
judgment on the balance of probabilities on whether to exclude the student.
WHEN EXCLUSIONS ARE NOT APPROPRIATE
16. Exclusion should not be used for:
a) Minor incidents (for example, failure to complete homework);
b) Poor academic performance;
c) Lateness or truancy;

17. 16
d) Breaches of Academy and Studio School uniform rules or rules on appearance (for example, relating
to jewellery, body-piercing, hairstyles), except where these are persistent and in open defiance of such
rules.
REMOVAL OF STUDENTS FROM ACADEMY AND STUDIO SCHOOL IN EXCEPTIONAL CIRCUMSTANCES
17. There may be exceptional circumstances in which the Principal needs to remove students from the
Academy and Studio School site when exclusion would be inappropriate. An example is where a student
is accused of committing a serious criminal offence which took place outside the Principal’s jurisdiction
or where there may be insufficient evidence to warrant exclusion.
18. A Principal can authorise leave of absence for a fixed period, with the
parents/carers' agreement, or, exercising powers delegated by the Governing Body under section 29(3)
of the Education Act 2002, can arrange for the student to be educated elsewhere.
PROCEDURES FOLLOWING A FIXED TERM EXCLUSION
19. The Principal will notify the Governing Body of any exclusion.
20. Work will be set for the student during the period of the fixed term exclusion.
21. All students will receive a reintegration meeting where it is expected that the student and
parent/carer will attend. The purpose of the reintegration meeting is to assist the reintegration of the
student and promote the improvement of his or her behaviour. It provides an opportunity to:
a) emphasise the importance of parents/carers working with the Academy and Studio School to take
joint responsibility for their student's behaviour;
b) discuss how behaviour problems can be addressed;
c) explore wider issues and any circumstances that may be affecting the student's behaviour;
RESPONSIBILITIES OF THE GOVERNING BODY
22. The governing body student disciplinary committee must meet to review permanent exclusions and
fixed-period exclusions converted to permanent exclusions;
 all fixed-period exclusions totalling more than 15 Academy and Studio School days in any one
term;
 fixed-period exclusions totalling more than five Academy and Studio School days in any one
term, where the parent expresses a wish to make representations to the governing body;
 exclusions that would result in the loss of an opportunity to take a public examination;
The governing body student disciplinary committee must meet to:
 consider the circumstances in which the student was excluded;
 consider any representations about the exclusion made by the parent and by the LA;
 consider whether the student should be reinstated immediately, reinstated by a particular date
or not reinstated.
23. In the case of permanent exclusions and fixed-period exclusions totalling more than 15 Academy and
Studio School days in a term, the parent and the student (subject to their age and understanding) should
be allowed to attend the meeting and make representations in person.

18. 17
24. In the case of a fixed-period exclusion that would result in the student being excluded from the
Academy and Studio School for a total of five Academy and Studio School days or less in any one term,
the governing body (or discipline committee) must meet to consider any representations made by the
parent. In such cases, the governing body cannot direct reinstatement of the student but can give its
view on the appropriateness of the exclusion, a note of which may be added to the student’s Academy
and Studio School record.
25. The Regulations set time limits for the governing body’s consideration of exclusions. In the case of
permanent exclusions, and one or more fixed-period exclusions totalling more than 15 Academy and
Studio School days in any one term, it must consider them no earlier than six Academy and Studio
School days and no later than 15 Academy and Studio School days after receiving notification of them. In
the case of one or more fixed-period exclusions totalling more than five (but not more than 15)
Academy and Studio School days in any one term, where the parent wishes to make representations,
the governing body must convene a meeting between the 6th and the 50th Academy and Studio School
day after receiving notification of the exclusion. Where a student may miss a public examination as a
result of the exclusion, the governing body must, if practical, consider the exclusion before the date on
which the student is due to take the examination. There is no automatic right for an excluded student to
take a public examination or national curriculum test on the excluding Academy and Studio School’s
premises; that is entirely at the governing body’s discretion. In the case of a fixed-period exclusion that
results in a student being excluded from Academy and Studio School for a total of five Academy and
Studio School days or less in a term, and the parent wishes to make representations to the governing
body, there is no statutory time limit, but the governors would be expected to meet within a reasonable
timescale.
26. In reaching its decision on whether to direct reinstatement, the governing body is required to have
regard to guidance given by the Secretary of State. Governors should consider any representations
made by the parent and the LA, as well as whether the Principal has complied with the exclusions
procedure and has had regard to the Secretary of State’s guidance. If the governors decide that a
student should not be reinstated they must inform the parent, the Principal and the LA of their decision
forthwith. In the case of a permanent exclusion they must notify the parent in writing of their decision
and the reasons for it. Their letter must also advise the parent of his or her right to appeal against their
decision, whom to contact, the last date for lodging an appeal, and that the notice of appeal should set
out the grounds of appeal. A copy of the decision should be placed on the student’s Academy and Studio
School record. Exclusion can only be expunged from the student’s Academy and Studio School record
through direction from the courts or rectification of personal data.

19. 18
APPENDIX
Rewards and Sanctions
BB credits and debits
For individuals:
Rewards credits Sanctions debits
10 BB credits per week are
awarded for attendance
Additional BB credits are
awarded for positive
contributions e.g.
 Good work in lessons/
effort
 Time on SAM learning (1
per hour of revision)
 Excellent on report
 Achieving targets
 SEAL/PLTs
 Extra-curricular activity
attendance
 Keeping to deadlines
 Helping at events
 Representing the
Academy and Studio
School
 Discharging duties as
prefect
1 Lose BB credits for
Failure to comply with the
Academy and Studio School
expectations e.g.
 Step 2 sanctions ladder
 Detention
 Isolation
 Failure to attend
detention
 Failure to attend
registration
 On report
 Lateness to Academy
and Studio School/
lessons/ activities
 Failure to produce
homework
 Failure to bring
equipment
 Uniform default
Cause for concern on report
1
REWARDS TABLE – awarded each term
130 150
Certificate
Experiences e.g.
Bowling
Ice skating
Archery
Dance experience
Sports
Educational visit
+ one raffle ticket *
Tea with Principal/Governors
Certificate
Experiences e.g.
Bowling
Ice skating
Archery
Dance experience
Sports
Educational visit
+ two raffle tickets*
*Raffle tickets are placed in the ‘tombola’ with the receiving student’s name on the back. 5 are then
picked out at random to receive top prizes up to the value of £100 each on Awards Afternoon.

20. 19
ACADEMY AND STUDIO SCHOOL RIGHTS AND RESPONSIBILITIES
Rights Responsibilities
The Ockendon Academy and Studio School
has the right:
· To make clear the Academy and Studio
School’s statutory power to discipline
students and to expect that students
and parents will respect this.
· To enforce the Academy and Studio
School’s behaviour policy - including
rules and disciplinary measures.
· To expect students' and parents'
cooperation in maintaining an orderly
climate for learning.
· To expect students to respect the rights of
other students and adults in the
Academy and Studio School.
· Not to tolerate violence, threatening
behaviour or abuse by students or
parents. If a parent does not conduct
himself/herself properly, The Ockendon
Academy and Studio School may ban
them from the premises and, if the
parent continues to cause nuisance or
disturbance, may pursue a prosecution.
· To take firm action against students who
harass or denigrate staff on or off the
premises - engaging external support
services, including the police, as
appropriate.
The Ockendon Academy and Studio School has the
responsibility:
· To ensure the whole Academy and Studio School
community is consulted about the principles of the
behaviour policy.
· To establish and communicate clear measures to
ensure good order, respect and discipline.
· To ensure the Academy and Studio School behaviour
policy does not discriminate against any student on
e.g. grounds of race, gender, disability or sexual
orientation, and that it promotes good relations
between different communities.
· To ensure teachers' roles in Academy and Studio
School discipline matters are consistent with the
National Agreement Raising Standards and Tackling
Workload, and workforce-remodelling agenda, so
that there is due recognition of the enhanced roles
of support staff and not all responsibilities are
focused on teachers.
· To ensure staff are clear about the extent of their
disciplinary authority and receive necessary
professional development on behaviour strategies.
· To support, praise and, as appropriate, reward
students' good behaviour.
· To apply sanctions fairly, consistently, proportionately
and reasonably - taking account of SEND, disability
and the needs of vulnerable children, and offering
support as appropriate.
· To make alternative provision from day six for fixed-
period excluded students, and where appropriate
to arrange reintegration interviews for
parents/carers and students at the end of a fixed
period exclusion.
· To take all reasonable measures to protect the safety
and well-being of staff and students, including
preventing all forms of bullying and dealing
effectively with reports and complaints about
bullying.
· To ensure staff model good behaviour and never
denigrate students or colleagues.
· To promote and when necessary teach positive
behaviour through active development of students'
social, emotional and behavioural skills.
· To keep parents informed of their child's behaviour,
good as well as bad, use appropriate methods of
engaging them and, where necessary, support
them in meeting their parental responsibilities.
· To work with other agencies to promote community

21. 20
PARENTS / CARERS
Rights Responsibilities
All parents/carers of students at The
Ockendon Academy and Studio School have
the right:
· To contribute to the development of the
behaviour policy.
· To be kept informed about their child's
progress, including issues relating to
their behaviour.
· To expect their children to be safe, secure
and respected in the Academy and
Studio School.
· To have any complaint they make about
their child taken seriously.
· To appeal as laid down in the complaints
procedure if they believe the Academy
and Studio School has exercised its
disciplinary authority unreasonably.
All parents/carers at The Ockendon Academy and
Studio School have the responsibility:
· To respect the Academy and Studio School’s
behaviour policy and the disciplinary authority of
school staff.
· To help ensure that their child follows reasonable
instructions given by staff and adhere to rules.
· To send their child to the Academy and Studio School
each day punctually, suitably clothed in line with
the uniform policy, and equipped and ready to
learn.
· To ensure Academy and Studio School staff are aware
of any SEND -related or other personal factors
which may result in their child displaying
behaviours outside the norm.
· To be prepared to work with the Academy and Studio
School to support their child's positive behaviour.
· To attend meetings with the Principal or other staff, if
requested, to discuss their child's behaviour.
· To adhere to the terms of the Academy and Studio
School Partnership agreement.
· If their child is excluded from the Academy and Studio
cohesion and safety.
STUDENTS
Rights Responsibilities
All students at The Ockendon Academy and
Studio School have the right:
· To contribute to the development of the
behaviour policy.
· To be taught in environments which are
safe, conducive to learning and free
from disruption.
· To expect appropriate action from the
Academy and Studio School to tackle
any incidents of violence, threatening
behaviour, abuse, discrimination or
harassment.
· To appeal to the Principal and governors if
they believe the school has exercised its
disciplinary authority unreasonably.
All students at The Ockendon Academy and Studio
School have the responsibility:
· To follow reasonable instructions by Academy and
Studio School staff, obey Academy and Studio
School rules and accept sanctions in an appropriate
way.
· To report any incidents of violence, threatening
behaviour, abuse, discrimination or harassment.
· To act as positive ambassadors for the Academy and
Studio School when off Academy and Studio School
premises.
· Not to bring inappropriate or unlawful items to the
Academy and Studio School.
· To show respect to staff, fellow students, Academy
and Studio School property and the Academy and
Studio School environment.
· Never to denigrate, harm or bully others.
· To co-operate with, and abide by, any arrangements
put in place to support their behaviour, such as
Supervision 1, 2 and 3.

22. 21
School, to ensure the child is not found in a public
place during Academy and Studio School hours in
the first five days of exclusion and, if invited, to
attend a reintegration interview with the Academy
and Studio School at the end of a fixed period
exclusion.
GOVERNORS
Rights Responsibilities
 The Governing Body must provide
clear advice and guidance to the
Principal on which she can base the
Behaviour Policy
 The Governing Body has the right to
ask the Principal to consider the
Academy and Studio School’s
response to any bad behaviour when
the child is:
1. Taking part in Academy and Studio
School organised or Academy and
Studio School related activity
2. Travelling to and from the Academy
and Studio School
3. Wearing Academy and Studio School
uniform
4. In some other way identifiable as a
student of the Academy and Studio
School
5. Or misbehaviour at any time whether
or not the conditions apply that could
have repercussions for the orderly
running of the Academy and Studio
School
6. Poses a threat to another student or
a member of the public
7. Could adversely affect the reputation
of the Academy and Studio School
 The Governing Body must notify the Principal
that the following should be in the Behaviour
Policy.
 Screening and searching students
 The power to use reasonable force
 The power to discipline beyond the Academy
and Studio School gate
 Pastoral care for the Academy and Studio
School staff accused of misconduct
 Make and from time to time review a written
statement of general principles to guide the
Principal in determining measures to promote
good behaviour and discipline amongst
students.
 Notify the Principal and give her related
guidance if the Governing Body wants the
Behaviour Policy to include particular measures
or address particular issues.
 Must consider their duty under section 175 of
the Education Act 2002 requiring them to make
arrangements to ensure that their functions are
carried out with a view to safeguarding and
promoting the welfare of children
 The Governors must be satisfied that the
measures proposed by the Principal are lawful

23. 22
Progress Reports and Supervision
Staff Guidance
RATIONALE:
Progress reports give staff an overview of progress made in the previous half-term and an indication of
how well individual students have applied themselves to their work. Supervision is a mechanism used to
reduce the number of concerns through close monitoring and is implemented after progress data have
been analysed. Students complete a reflective log at each stage of supervision and the member of staff
supervising should talk to the student about their progress and discuss the student’s reflection. If staff
place a cross on any Supervision Report, they MUST tell the student the reason for doing so to aid the
student in their reflection at the end of the day.
THERE ARE THREE LEVELS OF SUPERVISION:
SUPERVISION 1: This is supervised and administered by the tutor
SUPERVISION 2: This is instigated when supervision 1 has been used twice
and the student has failed to improve. It is administered and supervised by the
Head of Year.
(Equivalent to a Behaviour Support Plan).
SUPERVISION 3: If Supervision 2 is unsuccessful, a student is placed on Supervision 3. This is a
serious step and a pre-cursor to permanent exclusion. It is supervised by the
senior leadership. (Equivalent to a Pastoral Support Plan).
SUPERVISION 1
After progress reports, tutors look at the concerns and decide on the course of action for each individual
in their tutor group. The guidelines below give a structure within which to work but flexibility to look at
students individually to improve student behaviour.
GUIDELINES
1-3 concerns: Speak to the student personally and put a target in their learning log. Monitor their
progress by speaking to them. If the concerns are for equipment or attendance, phone the parents.
Speak to the Subject Team Leader (STL) if it is the only subject with an issue – they may not know.
4-9 concerns: Speak to the students and decide if supervision is necessary. There are several options.
See below.
 If there are concerns in 3 or more subjects (mostly behaviour and/or effort); phone parent,
place on ‘Supervision 1’ for 2 weeks.
 If a student has fewer C’s than in the previous progress report, you may decide not to put on
Supervision 1. In this case speak to student and/or parent and explain but warn of consequences
if improvement is not maintained. (For example, a drop from 8 to 4 would result in no
supervision but 9 to 7 would still warrant supervision).
 If you think that Supervision 1 will help, place on report.
 More concerns than last time – if they were on Supervision 1, have already been supervised by
tutor twice and there has been no improvement on previous occasions and concerns increase,
tutor should recommend Supervision 2 with the Head of Year (HOY).
10 or more concerns: These students will be seen by the Principal / Acting Vice Principal. Parental
meetings are held and students monitored, by tutor/Head of Year dependent on where they are in the
supervision system. Immediate improvement required. Parents brought back if no improvement.

24. 23
PROCEDURE FOR SUPERVISION 1
1. Liaise with the Head of Year and notify him/her that the student is being placed on supervision.
A student cannot be placed on supervision unless this has been done.
2. Contact parent/carer by phone and explain why the student is being placed on supervision.
3. Keep a record of the date of contact and what was said on the Supervision 1 record sheet.
4. Issue the student with a Supervision 1 report.
5. Check the report at end of each day and ask student to fill in reflective log.
6. Check that parent/carer has signed the report at morning registration.
7. At the end of week 1, if student has been unsuccessful, phone parents and explain consequences
of further poor behaviour and complete second week.
8. If successful, phone the parent/carer and congratulate the student at the end of 2 weeks.
9. If after 2nd
week unsuccessful, arrange a face-to-face meeting with Head of Year/Tutor/Parent.
Continue to monitor (but not on ‘supervision’) until next progress report. Tutor to organise
meeting.
10. Keep records of all contact with parents/carers.
11. Pass completed paperwork to the relevant Head of Year.
Remember to use your professional judgement. If it feels unproductive to put a student on
supervision it probably is. Notify Head of Year by email of ALL students on Supervision 1.
SUPERVISION 2
The tutor refers to the Head of Year if there are more concerns than previous report and the student has
completed Supervision 1 twice.
PROCEDURE
1. The Head of Year arranges face-to-face meeting with parent/carer, a Common Assessment
Framework (CAF) form must be completed and the student is placed on Supervision 2 for 2
weeks.
2. If unsuccessful, the student has an automatic 1 day isolation with a senior member of staff and
continues to be monitored by the Head of Year until the next progress report. (With no
supervision order).
3. Students can only by on Supervision 2 twice then placed on Supervision 3. This means
monitoring by the Head of Year until the next progress report.
4. Lack of significant improvement will lead to the student being placed on Supervision 2 again after
the next progress report.
5. If a student improves significantly and passes Supervision 2 and there are no further concerns in
that half-term, he/she will be placed on Supervision 1 with the tutor for a further two weeks
after the next progress report.
NB: Tutor and Head of Year monitoring (with no supervision order) refers to checking of incident notes
via e.portal and learning walks.
SUPERVISION 3
Students are placed on Supervision 3 only if they have completed Supervision 1 and 2.
If placed on Supervision 3, students are placed immediately in the Impact Centre.

25. 24
PROCEDURE
1. For the first two weeks, students follow a timetable in the Impact Centre. They do not leave the
Impact Centre at break time and stay with the tutor until 3.00 pm.
2. Reintegration into mainstream lessons has to be planned carefully by the designated staff and
has to be agreed by SENCO.
3. Vice Principal shows timetables for the following week to Principal for approval and agreement.
4. A meeting takes place every Thursday with the Behaviour Team to discuss progress.
5. Designated staff contact parents/carers daily while students are in the Impact Centre.
6. Re-integration proceeds according to how well students behave. Breaks are re-introduced
gradually. The last stage of this is when they return to their tutor group for the morning session.
In the afternoon, they return to the Impact Centre so that the Supervision 3 report can be
monitored.
7. A student is only removed from Supervision 3 if agreed by the Principal. At this point the student
is placed on Supervision 2 with the Head of Year and is monitored closely.
PASS and FAILURE OF SUPERVISION
1. In any given week, a student must have 3 clear days to pass the week.
2. If there are crosses on the report, the student remains 10 minutes with the Tutor or Head of Year
at the end of the day.
3. If there are no crosses, the student may leave on time (as long as he/she does not misbehave in
registration).
Paperwork MUST to be passed to Head of Year once supervision ends.

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Other consequences include fixed term exclusions and isolation within Academy. Parents are informed of
such sanctions.
The Academy and Studio School has developed a Sanctions Ladder so that students, parents/carers and
teachers are clear about the steps that are used to report misbehaviour. Records of inappropriate
behaviour will be kept in the students’ file.
Step 1
A polite request, followed by a direct instruction.
Step 2
Moved to the front of the class, or placed outside for 2 minutes.
Step 3
Referral to Department on Call and an Incident Slip completed. Detention set (min
30/max 60 min).
Step 6
If a student is involved in misbehaviour in more than one subject area, or receives
between 4 -10 causes for concern on their Progress Report they will be placed on
Supervision 1, depending on the concerns, reporting to their tutors for 2 weeks. If
there is no improvement a parental meeting will be arranged and the student will
continue on Supervision 1 until the next Progress Report.
Step 4
Teacher and STL agree plan of action. Parental contact made and formal record
placed on student’s file.
Step 5
Parental interview with Subject Team Leader. Where appropriate Head of Year will
also attend.
Step 7
If there is no improvement after 2 cycles of Supervision 1, then there will be a
meeting with parents and Head of Year. The student will be placed on Supervision 2,
which will be monitored by the Head of Year for 12 weeks. At this stage parents and
Head of Year meet to discuss targets and review progress.
Step 8
No improvement leads to Supervision 3 and the completion of a Governor’s
Contract. This is the highest level of supervision. This starts with 2 weeks in the
Impact Centre, including supervised breaks. Students do not go home until 3pm.
Step 9
If students do not improve, further time is spent in the Impact Centre. A
Professionals’ meeting is arranged. Repeated failure to improve is reviewed and can
lead to:
Step 10
Permanent Exclusion.
SANCTIONS
LADDER

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The Ockendon Academy and Studio School
Guidance on Physical Intervention for Teachers and Other Employees Working with Young People and
the Use of Reasonable Force (Based on government guidance to Head teachers March 2012)
1. Introduction
Although the emphasis within this guidance is about good practice in relation to physical intervention,
all staff must recognise that the approaches described will generally only be appropriate in rare
circumstances and they are not a substitute for the full range of professional approaches to behaviour
management and techniques which minimise or avoid confrontation.
2. Principles
Maintaining the personal safety of staff, students and visitors may, on occasion, require the use of some
form of physical intervention when other approaches have been tried without success. Staff should
adopt one or more of the approaches described below in order to control a situation involving risk to
the safety of staff or students.
The judgement over which approach to adopt in any circumstances will be based on the professional
experience and expertise of the member of staff concerned taking account of:
 the duties and responsibilities relating to the approach of a reasonable parent;
 action which is reasonable in relation to the circumstances; and
 an approach which is appropriate for the purpose.
 the need to ensure that physical intervention is as minimal as possible
 the disability Equal Opportunity Access Plan
3. Recommended Approaches
Audience Control
It will generally be helpful to remove the audience or, if this is not possible, to remove the student in
question from the audience. Under no circumstances should this result in the student being taken into a
closed room by a single member of staff. Another member of staff should be present or a door left
open so that others are aware of the situation.
Talk and warn
Whenever and wherever possible, situations involving potential conflict or confrontation should be
talked through. Students obviously have to be in a receptive state for this approach to be successful.
Staff present will form a judgement about the suitability of this approach.
Holding for security and to reduce anxiety where there is a potential risk of injury to him/her or
others
There may be situations when holding defuses or pre-empts an escalation to a more violent
confrontation. It is important to ensure that the use of this approach cannot be interpreted as initiating
aggression.

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Intervention when a student presents an immediate risk of injury to him/herself or others
There are no circumstances in which physical intervention can include striking a student, slapping or
hitting. In exceptional circumstances it may sometimes be necessary to intervene if a student is out of
control and his/her behaviour poses a real risk to him/herself or others. In some circumstances this may
involve the combined efforts of more than one member of staff. Any member of staff using such an
approach must be aware of the restraining techniques which can be used safely.
4. Additional advice for employees
In determining which approach or combination of approaches from those listed above should be
followed, staff are expected to apply professional judgement to determine the level of risk to the
student or to others, including themselves.
Physical intervention, when applied, should be passive in intent. Its purpose must only be to limit the
student's ability to hurt him/her or others with minimum application of force and through the limitation
of movement rather than by physical blows. As soon as it is safe to do so the intervention should be
gradually eased to allow the student to regain his/her self-control.
Whenever circumstances allow, assistance should be sought from other members of staff at an early
stage. All staff aware of another member of staff in difficulty have a responsibility to provide assistance,
support and a presence provided that this does not compromise other students' safety or their own
safety.
All incidents which result in physical intervention must be recorded by the member(s) of staff present.
Any students who were witnesses will also be asked to provide a written note which should also be
signed and dated. The normal care programme for students with particular physical or learning
disabilities, which routinely require control or physical intervention, should be discussed in advance with
parents or carers
None of these approaches prevent a member of staff defending him/her if assaulted. However, all staff
should understand the legal limits to self-defence, which require that only a response which is
reasonable in the circumstances will be recognised as justified in any subsequent legal action.
Key Point:
Force should only be used as a very rare and last resort
1. There is no legal definition of reasonable force, but three criteria are established for guidance:
 reasonable force may be used if the circumstances of the particular incident warrant it;
 the degree of force must be in proportion to the circumstances;
 reasonable force must take into account the age, understanding and sex of the student;
 minimum force should only be used and never as a punishment.
2. Reasonable force can be used in the following circumstances:-
 where a criminal offence is being committed;
 where students may injure themselves or others;
 where the behaviour is prejudicial to maintaining good order and discipline at the Academy
and Studio School or among the students;
 when the action occurs on the Academy and Studio School premises or during an authorised
activity off the premises;
 damage to property;

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3. Two broad categories are described where reasonable force might be used:
3.1 in self-defence, where risk of injury is imminent;
3.2 where there is a developing risk of injury or significant damage to property;
Examples of situations that fall within one of the two categories 3.1 and 3.2. are:
 a student attacks a member of staff, or another student;
 students are fighting;
 a student is engaged in, or is on the verge of committing, deliberate damage or vandalism to
property;
 a student is causing, or at risk of causing, injury or damage by accident, by rough play, or by
misuse of dangerous materials or objects;
 a student is running in a corridor or on a stairway in a way in which he or she might have or
cause an accident likely to injure him or herself or others;
 a student who would be at risk out of the classroom or the Academy and Studio School
attempts to abscond from class or tries to leave the premises.
4. Physical intervention, can take a number of forms, for example:
 physically interposing between students;
 standing in the way of a student;
 holding, pushing or pulling;
 leading a student away from an incident by the hand or by gentle pressure on the centre of
the back
5. Force that should NOT be used includes:
 holding round the neck or any other hold that might restrict breathing;
 kicking, slapping or punching;
 forcing limbs against joints (e.g. arm locks);
 tripping or holding by the hair or ear;
 holding face down on the ground.
6. Restraint must not be used as a disciplinary action or as a punishment. Each and every incident
where restraint is used will have to be examined on its merits. Staff and other authorised people
should be extremely cautious about using restraint. Everyone has the right to defend
themselves against attack provided that they do not use a disproportionate degree of force to do
so.
7. Authorised persons to whom this policy applies:
Teaching staff
Classroom/learning support assistants
Midday supervisors
Teaching practice students
Education Welfare Officers
Caretaking staff
Adults assisting in supervision on the Academy and Studio School trips, etc.
Others specifically authorised by the Principal.

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8. The provisions of this policy apply when students are on the Academy and Studio School
premises or where persons have lawful control or charge of students while elsewhere on an
authorised out of Academy and Studio School activity.
9. Staff should always avoid touching or holding a student in a way that might be considered
indecent.
10. Where the risk is not so urgent, the teacher should consider carefully whether, and if so when,
physical intervention is right. Teachers should always try to deal with a situation through other
strategies before using force. All teachers need developed strategies and techniques for dealing
with difficult students and situations which they should use to defuse and calm a situation. In a
non-urgent situation force should only be used when other methods have failed.
11. That consideration is particularly appropriate in situations where the aim is to maintain good
order and discipline, and there is no direct risk to people or property. As the key issue is
establishing good order, any action which could exacerbate the situation needs to be avoided.
The possible consequences of intervening physically, including the risk of increasing the
disruption or actually provoking an attack, need to be carefully evaluated.
12. The age and level of understanding of the student is also very relevant in those circumstances.
Physical intervention to enforce compliance with staff instructions is likely to be increasingly
inappropriate with older students. It should never be used as a substitute for good behavioural
management.
Recording Incidents
13. It is important that there is a detailed, contemporaneous, written report of any occasion where
force is used. It may help prevent any misunderstanding or misrepresentation of the incident,
and it will be helpful should there be a complaint.
14. The Academy and Studio School will keep an up-to-date record of all such incidents, in an
incident book. Immediately following any such incident the member of staff concerned should
tell the Principal or a Leadership Team Member and provide a written report as soon as possible
afterwards. That should include:
 the name(s) of the student(s) involved, and when and where the incident took place;
 the names of any other staff or students who witnessed the incident;
 the reason that force was necessary (e.g. to prevent injury to the student, another student or
member of staff);
 how the incident began and progressed, including details of the student’s behaviour, what
was said by each of the parties, the steps taken to defuse or calm the situation, the degree of
force used, how that was applied, and for how long;
 the student’s response, and the outcome of the incident;
 details of any injury suffered by the student, another student, or a member of staff and of
any damage to property.
Staff may find it helpful to seek advice from a senior colleague or a representative of their
professional association when compiling a report. They should also keep a copy of the report.

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Additional Advice to Staff
1. Involving parents when an incident occurs with their child, plus a clear policy about physical
contact with students that staff adhere to, should help to avoid complaints from parents. It will
not prevent all complaints, however, and a dispute about the use of force by a member of staff
might lead to an investigation, either under disciplinary [procedures or by the Police and Social
Services Department under child protection procedures. DfE Circular 10/95: Protecting Children
from Abuse gives guidance about the latter, and about procedures for dealing with allegations
against teachers.
2. The possibility that a complaint might result in a disciplinary hearing, or a criminal prosecution,
or in a civil action brought by a student or parent, cannot be ruled out. In those circumstances it
would be for the disciplinary panel or court to decide whether the use and degree of force was
reasonable in all the circumstances. In that event, however, the panel, or court, would have
regard to the provisions of Section 550A. It would also be likely to take account of the Academy
and Studio School’s policy on restraint, whether that had been followed, and the need to prevent
injury, damage, or disruption, in considering all the circumstances of the case.
Physical Contact with Students in Other Circumstances
3. There are occasions when physical contact with a student may be proper or necessary other than
those covered by Section 550A of the 1996 Act. Some physical contact may be necessary to
demonstrate exercises or techniques during Physical Education lessons, Sports coaching, or
Design Technology, or if a member of staff has to give first aid. Young children and children with
special educational needs may need staff to provide physical prompts or help. The Academy and
Studio School operates a ‘no touch’ rule which must be observed with the exemption of the
above.
4. There may be some children for whom touching is particularly unwelcome. For example, some
students may be particularly sensitive to physical contact because of their cultural background,
or because they have been abused. It is important that all staff receive information on these
children. In addition, the Academy and Studio School will need to develop clear common
practice towards particular groups of children and events. There should be a common approach
where staff and students are of different sexes. Physical contact with students becomes
increasingly open to question as students reach and go through adolescence, and staff must be
aware that even innocent and well-intentioned physical contact can be misconstrued. The ‘no
touch’ rule exists for this reason.
Behaviour Policy/staff/ahutcheson/so/cd