Vision, values and aims

Visions and values

Highlands School aims to provide a world class education to all students through a 21st century curriculum, high quality teaching and a vast range of extra-curricular opportunities. We are committed to creating an environment where exemplary behaviour is at the heart of school life, so that all students can achieve their full potential. The aim of our behaviour policy is consistent with our wider school aims to develop young people who are kind and caring towards themselves, each other, their community and the wider world. We expect our students’ behaviour and attitudes to embody the Highlands School DARE values (determination, aspiration, respect and equality).

Equal opportunity is central to everything we do at Highlands School. We adopt a zero tolerance approach to bullying, harassment and discrimination of any kind. All staff and students are responsible for maintaining the highest standards of behaviour and conduct, while looking out for each other and always reporting unkind or discriminatory behaviour.

Our approach to behaviour management is prevention before sanction. This approach promotes exemplary behaviour, with the aim that students do not reach the point where their behaviour results in a sanction. This means that we prioritise the consistent application of rules and expectations, early interventions and a nurturing pastoral curriculum that teaches students the core principles of self-discipline and positive relationships.

Praise and reward are important aspects of our behaviour policy. We believe that recognition for positive behaviour builds confidence, builds self-efficacy and motivation. Our behaviour policy ensures that there are a variety of opportunities and methods for praise and reward.

We understand that young people make mistakes and will sometimes challenge our expectations and rules. Our approach to sanctions is that they have restorative element to them and do not simply sanction in a punitive manner. Nurturing and supporting students to behave in a positive manner is central to our approach to behaviour management.

The Highland’s Governing Body’s statement of behaviour principles

Every student understands they have the right to feel safe, valued and respected, and learn free from the disruption of others.
All students, staff and visitors are free from any form of discrimination.
Staff and volunteers set an excellent example to students at all times.
The behaviour for success policy is understood by students and staff.
Rewards and sanctions are applied consistently by staff, in line with the behaviour for success policy.
The exclusions policy explains that exclusions will only be used as a last resort, and outlines the processes involved in permanent and fixed-term exclusions.
Students are helped to take responsibility for their actions.
Families are involved in behaviour incidents to foster good relationships between the school and students’ home life.
Violent or threatening behaviour will not be tolerated in any circumstances.

Research and publications on behaviour in schools

When the Adults Change, Everything Changes – Paul Dix – June 2017
Improving Behaviour in Schools - The Education Endowment Foundation- June 2019
Below the radar, low level disruption in the country’s classrooms – Oftsed 2014
Creating a culture: How school leaders can optimise behaviour – Tom Bennett, March 2017
Timpson review of school exclusions – May 2019

Aims of this policy

To create a culture of exceptionally good behaviour for learning, for the community and for life.
To outline how students are expected to behave.
To provide all staff with a framework for building positive, supportive and nurturing relationships with students.
To provide a consistent approach to behaviour management that prioritises high expectations and following instructions.
To define what we consider to be unacceptable behaviour.
To outline our system of rewards and sanctions.
To clarify roles and responsibilities of different people in the school community with regards to behaviour management.
To reduce internal and fixed term exclusions.
To ensure that all learners are treated fairly, shown respect and to promote good relationships.
To help learners take control over their behaviour and be responsible for the consequences of it.
To build a community which values kindness, care, empathy and respect.
To promote community cohesion through improved relationships.

Legislation and guidance on discipline in schools

Teachers have statutory authority to discipline students whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction Section 90 and 91 of the Education and Inspections Act 2006).
The power also applies to all paid staff (unless the headteacher says otherwise) with responsibility for students, such as teaching assistants.
Teachers can discipline students at any time the student is in school or elsewhere under the charge of a teacher, including on school visits.
Teachers can also discipline students in certain circumstances when a student’s misbehaviour occurs outside of school.
Teachers have a power to impose detention outside school hours.
Teachers can confiscate students’ property.

Legislation and guidance documents

Ofsted Framework 2019
The Equality Act 2010
Education Act 2002
Exclusion from maintained schools, academies and student referral units in England Statutory guidance for those with legal responsibilities in relation to exclusion 2017.
Behaviour and discipline in schools - Advice for headteachers and school staff - DfE - January2016
Searching, screening and confiscation - Advice for headteachers, school staff and governing bodies - January 2018
Use of reasonable force - Advice for headteachers, school staff and governing bodies - July 2013

Links to other policies

This policy should be read alongside our other policies:

Safeguarding Policy
Equal Opportunities Policy
SEND Policy
Anti-bullying
E-Safety Policy
Attendance Policy
Exclusions Policy