Behaviour and Anti-Bullying


Policy owner

Standards Director

Policy review by Trust Board

December 2019

Related Policies

  • The Anti-Bullying Policy
  • The Single Equality Policy
  • The PSHE Policy

Next Policy Review

1 year cycle - with the exception of legislative amendments which will then be solely consulted upon.


Due to the evolving nature of Inspiration Trust, procedures behind this Policy will be reviewed and amended accordingly to reflect changes.


This policy does not form part of any employee’s contract of employment and it may be amended at any time following consultation.  We may also vary any part of this procedure, including time limits, as appropriate in any case.




This policy statement recognises that management systems by themselves do not provide all the answers to establishing high standards of behaviour. We are most likely to be successful when behaviour expectations are part of a positive school culture, based on inclusive principles, which value individuals and celebrates their successes. Similarly, while it is important that boundaries are made clear and sanctions are in place, the emphasis in establishing a whole school policy should be on praise, recognising positive behaviour, and the development of self-discipline.


This policy is therefore supported and enhanced by the following policies:


  • The Anti-Bullying Policy
  • The Single Equality Policy
  • The PSHE Policy


Core principles and values


  • The belief that the education and success of all pupils is of equal value.
  • A belief in celebrating diversity in gender, race, and ability, through providing a high quality education to raise standards and support social equity.
  • A belief that bullying in any form is completely unacceptable and will always be taken very seriously.
  • Respect for the dignity of ourselves and others.
  • Recognition that all members of our community have rights, with complementary responsibilities.
  • Recognition that all pupils may experience difficulties because of events such as bereavement and family problems. As with pupils who have special educational, physical or emotional needs, the academy should provide support to these more vulnerable pupils.
  • A commitment to developing individual potential and autonomy both inside and outside the classroom.
  • The belief that pupils learn best in a safe and nurturing environment, which promotes a sense of belonging.
  • A recognition that high pupil self-esteem and aspirations are essential to success and are best encouraged in a community that celebrates all that is positive and includes all members of the school equally.
  • Recognition that the success of any academy policy depends on the understanding and support of parents and as such, should be shared with them and their commitment to it sought.


Implications for the Academy curriculum and organisation


  • All involved in the planning, delivery and evaluation of the curriculum should recognise that the quality of education has a significant impact on pupil behaviour.
  • Good behaviour can be taught. High expectations of learning behaviour should permeate the school and its curriculum. High expectations in the classroom, consistently applied across the academy should establish good behaviour as the norm.
  • Pupils also learn by example. We have a responsibility to model what we expect.
  • Pupils respond better to praise and encouragement rather than punishment. Teaching and classroom management should reflect this balance.
  • All involved in the organisation of timetable and classes should avoid creating barriers to success for any individual. Whilst no individual has the right to disrupt the learning of others, decisions about class sets, groupings or opportunities should be made on the basis of ability not behaviour.
  • Opportunities should be provided both within the classroom and outside it for pupils to develop leadership and personal responsibility. These opportunities should also provide ways in which all members of the community can express opinions and listen to one another. A student council might be one way of doing this.
  • Everyone needs help to manage behaviour issues at some point. The academy’s management structure should recognise this and provide clear ways in which staff can be supported.
  • Leaders, perhaps through SEND and inclusion teams, should provide the means by which vulnerable pupils are identified, monitored and supported.
  • All pupils should be aware of the way in which the academy deals with incidents of bullying and how bullying should be reported. Pupils should be involved in this process through peer mentoring schemes, academy council discussion, pupil voice work and the like.
  • The academy will support staff in developing teaching approaches that promote positive behaviour and attendance, by providing regular training sessions, individual advice and opportunities to observe good practice.
  • In its practical strategies for intervention, the academy will make full use of support from the wider community, including multi-agency teams, partner academies, police, social services etc.
  • The communication systems of the academy will ensure that parents are actively involved in their child’s education, with contact being made and support enlisted not only to manage negative issues but also to celebrate success.


Roles and Responsibilities


This policy is based on the belief that promoting positive behaviour is the responsibility of the community as a whole. The policy will not have an impact on the learning ethos of the academy unless everyone applies it comprehensively and consistently.


Specific roles are as follows:


The Governing Body


  • Defines the principles underlying the academy’s behaviour and attendance policy.
  • Ensures that all aspects of the policy promote equality for all pupils and address individual needs.
  • Monitors and evaluates the implementation of the policy by receiving reports and data.
  • Supports the practical strategies of the policy by holding disciplinary and attendance panels for pupils and their parents when there are serious concerns.


The Principal and the Senior Team


  • Frame a policy which promotes positive behaviour, inclusion and good attendance.
  • Provide structures and training to support staff in ensuring the policy is consistently and fairly applied.
  • Ensure that the policy promotes equality for all pupils and addresses individual needs.
  • Monitor sanctions and rewards to ensure that they are consistent and so that both effective strategies and concerns can be highlighted effectively.
  • Support the practical strategies of the policy by: dealing with serious referral issues , setting up and leading teams i.e. Inclusion team, SEND team, Attendance team, providing communication systems with parents and outside agencies, providing appropriate class grouping and timetable arrangements, allocating appropriate resources to support the systems.




  • Ensure that the policy and procedures are consistently and fairly applied.
  • Exercise classroom management and use teaching approaches that encourage positive behaviour.
  • Prepare lessons that support all pupils in their learning, ensuring they can access the curriculum appropriately.
  • Model in their own actions the expectations the academy has for pupils.
  • As form tutors or subject teachers act in the first instance in dealing with low-level disruptive behaviour and in identifying early causes for concern.
  • Through tutor programmes and lesson content encourage the development of social, emotional and behavioural skills.


Support Staff


  • Provide support programmes for identified individuals and groups.
  • Advise the Inclusion Team/Children’s Services on appropriate courses of action.
  • Communicate with parents/carers regarding concerns and provide advice or support for families.
  • Monitor individuals or groups to allow for early intervention and review of support provided.
  • Evaluate support for individuals through reports to the Senior Leadership Team and Governors.


Educational and Admin Support Staff


  • Ensure that the policy is applied consistently outside the classroom as well as in lessons.
  • Provide role models for pupils in their own actions and dealings with others.
  • Support staff involved in disciplinary, attendance or reward procedures by providing clerical and administrative assistance.


Parents and Carers


  • Take responsibility for their child’s behaviour and attendance.
  • Support the academy’s core beliefs on positive behaviour management.
  • Support the academy in carrying out sanctions and celebrating success.
  • Communicate with the academy when concerns arise.


Support for Pupils


Some pupils will need extra support to manage their behaviour so they can avoid escalating problems and possible exclusion. The academy will provide, in addition to the regular teaching of positive behaviour, rewards and sanctions, structures designed to ensure early identification of pupils at risk and their support.


The Academy will:


  • Identify pupils at risk to decide the most suitable course of action for their support. This may include referral to an outside agency or starting the process of applying for an Education, Health and Care Plan. Where pupils have an identified SEND need reasonable adjustments will be made.


  • Act on information and referrals from academy staff.


  • Provide appropriate support (both academic and personal), and tailored programmes for individuals who have difficulties with behaviour e.g. anger management etc.
  • Liaise with parents and other agencies.


  • Advise on appropriate alternative curricula, whilst ensuring pupils are not disadvantaged by a narrowed curriculum provision.


  • Advise those staff, who need to know, when behaviour difficulties are potentially likely due to family circumstances e.g. bereavement, illness, imprisonment, whilst operating within legal restrictions or data protection regulations.


  • Monitor individuals to measure the impact of support and progress.


Outside Agencies


The academy will act as part of a wider community of support. Some pupils will benefit from referral to another agency for:


  • Alternative curriculum provision e.g. as part of a planned re-entry strategy. Decisions to explore this must only be made if it is clear this is in the best interests of the child. 
  • Assessment leading to EHCP or a planned programme within the academy.


The support outlined above will be provided within the following context:


  • The academy will contact parents sooner rather than later. Early intervention should help to avoid exclusion.
  • The academy will work within the wider community and communicate with, and take advice from, other professional bodies.
  • All referrals will be mindful of a child’s SEND where appropriate and the academy will therefore act in accordance with the policy for SEND.
  • Senior Leaders will monitor sanctions regularly to ensure that no child ‘slips through the net’ and that all concerns are identified at an early stage.
  • All support programmes will contain targets for improvement and regular review. The Academy should be in a position to respond in a flexible manner to a child’s changing needs, particularly when the programmes are not deemed to be successful.


Staff Support


While it is the responsibility of all staff to deal with occasional and minor misbehaviour, there will be a need sometimes for support in managing more serious situations. Inexperienced staff may also need support and advice. In order that all staff are able to implement this policy effectively, the academy will:


  • Communicate clearly the way in which behaviour issues are referred to and whom.
  • Identify the way in which more senior staff will support behaviour issues.
  • Provide regular training, particularly for staff either new to the academy or the profession, on positive teaching strategies.
  • Provide staff with training on issues such as prejudice based harassment and other forms of bullying so that they are best able to respond appropriately.
  • Use other professionals and consultants from outside the academy to give advice and training.
  • Employ a range of staff within the academy, as identified below, to support the work of teachers in creating a positive learning environment.


The Academy recognises that all staff will need help with behaviour management at some point and that to ask for help is not a weakness.


The forms of support that will be provided once a difficulty has been identified are varied and will be applied in a manner appropriate to the need, as follows:


  • Advice from senior staff on how to support pupils and manage situations with the least disruption.
  • Advice from senior staff on how to choose and apply the sanctions within this policy in a given situation so that they are used fairly and equitably across the school.
  • Support from senior staff in dealing with difficult situations through de-escalation, mentoring  internal inclusion, referral, or the like when these are deemed necessary.
  • Advice in deciding whether an incident is a case of straightforward misconduct or a symptom of more complicated underlying problems i.e. bullying, racial harassment, etc and provide, through the Inclusion team, the process for further referral when required.
  • Liaison, through Children’s Services, and identified staff with other agencies.
  • Lesson observation by senior staff or line manager to provide feedback on how classroom management and teaching can be developed to pre-empt issues and ensure that pupils are included in lessons in a way that will minimise behaviour issues.
  • Opportunities for staff to observe good practice in other lessons or academies.
  • A staff development programme that is closely linked to individual performance management targets and the provision of quality first teaching that meets the needs of all learners.
  • Opportunities in subject/pastoral meetings to discuss issues and share ideas.
  • The allocation of resources to improve staffing levels and expertise to support teachers.


Support for Parents


  • Expectations of parents’ involvement in supporting attendance and good behaviour should not be taken for granted but made explicit. The academy will therefore make this policy clear to all parents at Open Evenings and Induction events before new pupils join the Academy.
  • All reports and communications to parents about progress may also include behaviour and attendance so that parents are kept up to date.
  • Staff from the academy will work to support parents, particularly those who find it hard to come to the academy.
  • Parents will be contacted as soon as there is any concern so that they are involved immediately.
  • Parents will also be contacted when praise for achievement of improvement has been made.
  • First day calls will be made to ensure absence of a child is known to the parent immediately.
  • Parents of children that have had prolonged periods of absence through illness or school refusal will be supported through regular home visits.
  • Arrangements will be made to communicate in the home language where this might be necessary.




Staff, pupils and parents will have the opportunity to discuss this policy and its effectiveness on a regular basis so that it becomes a flexible document that responds to changing needs. Consultation will take place as follows:


  • In staff training sessions and meetings at least annually.
  • Through publication to parents potentially through parental consultation evenings and through parent questionnaires.


Monitoring and Evaluation


Rewards and sanctions will be monitored to provide the academy with regular information on how effectively the behaviour policy is working. The academy will also monitor to ensure that rewards and sanctions are distributed fairly and so the data will be analysed by student groups, such as:


  • Gender
  • Ethnicity
  • SEND
  • Disadvantage (determined by pupil premium eligibility)
  • Age


Behaviour and attendance data will be monitored by:-


  • Comparing statistics regularly (at least termly), including rewards, sanctions and attendance
  • Comparing group attendance data over time
  • Observation of lessons and pupil response


Evaluation of the Behaviour Policy will be based on the above data and will inform the academy’s development planning. Evaluation will take place through termly reports to Governors.


Behaviour Management – Pastoral Issues


Although pastoral issues/misbehaviours are embedded in the behaviour management policy, it is recognised that in a classroom situation these cannot always be dealt with effectively by the teacher delivering the lesson and that further guidance from Senior Leaders (who may be more aware of sensitive issues) may need to be sought.


Whole staff responsibility to pastoral issues


All staff members (teaching and non-teaching) have a duty of care to the pupils and their colleagues and as such, are expected to challenge any of the following behaviours whether in the classroom, on the corridors or elsewhere on the academy site:


  • Eating and drinking outside of the designated areas
  • Incorrect uniform
  • Not following instructions
  • Rudeness to staff / pupils
  • Lateness for lessons/academy
  • Preventing others from learning  - including talking when another member of the class (student or pupil) is talking
  • Low-level disruption
  • Not completing the expected amount of work due to off-task activity
  • Health and safety concerns and unsafe behaviour on academy site which is a hazard for pupils/staff/visitors
  • Dangerous behaviour
  • Spitting
  • Chewing gum
  • Bullying (including cyber bullying)
  • Play fighting
  • Defiance and arguing with staff
  • Use of mobile phones / electronic devices
  • Vandalism /graffiti
  • Swearing and inappropriate language
  • Smoking on the academy site or in the vicinity of the academy site
  • Leaving the Academy site if unauthorised
  • Any form of bullying (physical or emotional)
  • Theft of Academy / staff / pupil property
  • Harassment of pupils or staff
  • Inappropriate use of IT and digital equipment, academy and personal
  • Possession or use of illegal substances of offensive weapons (including knives)


In order to promote consistency across the academy it is important that all staff meet their obligation in challenging pupils whenever they are aware of these behaviours.


Types of Sanction, Behaviour Intervention and Personal Development


Breaches or repeated breaches of the above can lead to sanctions, in line with published academy systems and may include detentions, the use of Pastoral Support Plans (PSP), Fixed Term Exclusion, managed moves to another school or academy, Assessment Centre referrals, Pupil Referral Unit (PRU) referrals and in serious cases permanent exclusion from the academy.


The level and type of sanction is at the discretion of the Senior Leadership Team and will take into account the personal circumstances of a pupil, including their welfare and safety. The academy will always consider permanent exclusion as an absolute last resort and seek to avoid exclusions where possible. However leaders have a duty to ensure high standards of behaviour in school and the safety of pupils and staff.


Misbehaviour Outside of the Academy


In-line with the DfE guidance, and at the discretion of the Principal, the academy can discipline students for non-criminal poor behaviour or bullying which takes place outside of the school premises which is witnessed by a staff member or reported to the academy. This can be for misbehaviour when the pupil is:


  • Taking part in any school organised or school related activity
  • Travelling to or from school
  • Wearing school uniform
  • In some other way identifiable as a pupil at the school


This could also be for misbehaviour at any time, whether or not the conditions above apply, that:

  • Could have repercussions for the orderly running of the school or
  • Poses a threat to another pupil or member of the public or
  • Could adversely affect the reputation of the school





Academy Detentions


The academy may use detentions as a sanction for unacceptable behaviour. This can take place before school, break-time, lunch-time, after school, on staff continued professional development days when pupils are not normally in school, and on any day when the pupil does not have permission to be absent.


Confiscating of Inappropriate Items and Power to Search


A member of staff can confiscate, retain or dispose of a pupil’s property as a punishment, so long as it is reasonable in the circumstances. The law protects them from liability for damage to, or loss of, any confiscated items provided they have acted lawfully. In most cases the confiscated item will be returned to the pupil or their parent/carer, unless it compromises safety or is illegal. In some circumstances the confiscated item will be returned to the police.


A member of staff has the power to search without consent for “prohibited items” with authorisation from the Principal or their designate. Items include:


  • Knives and weapons
  • Alcohol
  • Illegal drugs
  • Stolen items
  • Tobacco and cigarette papers
  • Fireworks
  • Pornographic images
  • Mobile phones
  • Material offensive to pupils or staff
  • Any article that has been or is likely to be used to commit an offence, cause personal injury or damage to property; and
  • Any item banned by the school rules, which have been identified in the rules as an item, which may be searched for.


Other Pastoral Issues


  • Where there are serious pastoral concerns regarding a pupil, a referral should be made to the academy Designated Safeguarding Lead, using the agreed academy procedure.
  • It is important that all referrals are made using the standard forms or electronic system and in writing as this provides important evidence. No verbal referrals will be accepted.


Form Tutor/class teacher responsibilities


  • It is important that Form tutors/class teachers take the first line of responsibility for pastoral issues. This includes regular communication with parents when there are concerns regarding a pupil.
  • If the Form tutor/class teacher considers that their efforts to gain support from parents is no longer working then a referral should be made to the relevant middle or senior leader who can then decide on what further action should be taken.


Behaviour Lead responsibilities


  • The behaviour lead should deal with medium level to serious level misbehaviours on a day-to-day basis. They should also support teachers where efforts have been made to gain parental support but have not proved successful.
  • Serious incidents should be referred directly to the behaviour lead who will deal with them personally or involve other senior staff, depending on the severity of the issue. They will then inform teachers of any decision made.

Monitoring Evaluation and Review


The Trust Board will review this policy annually and assess its implementation and effectiveness.  The policy will be promoted and implemented throughout the academy.