Policy reviewed: Autumn 2019

Next review: Autumn 2022


Mission Statement

Mission Statement


‘To inspire and support every member of the Academy community to achieve their full potential’


The aims of the Academy can only be achieved in a secure, supportive and structured environment. Positive behaviour and attitude to learning amongst the whole Academy community are an essential foundation for optimum student attainment and progress. Everyone in the Academy has the right to feel respected, valued and safe. We believe that high quality teaching underpins positive attitudes to learning in the classroom and good behaviour around the site in general. Where students are exposed to rich and varied learning experiences their progress will be good and their self-esteem raised as a result.


In order to encourage good behaviour and a positive attitude to learning at Quarrydale we believe that rewards are as important, if not more important than sanctions. We offer students extrinsic rewards in the form of certificates, badges, postcards, letters home, gift vouchers, concert/sports tickets and subject prizes at various times in the year as well as at our Annual Evening of Celebration. We also encourage all students to value the intrinsic reward of, academic, sporting, creative, dramatic and personal success achieved through hard work, dedication, perseverance, and adopting a growth mind-set.


A primary concern is balancing the needs of the individual with the needs of the community. Whilst we attempt to modify inappropriate behaviour and support students with behavioural problems, the educational rights of any individual are not absolute. There is a practical limit to the amount of time any school can spend on trying to persuade an individual to comply with its expectations. By responding sympathetically to the needs of individuals, and by striving to make its goals and values relevant to students who are not always willing to engage, a school improves the service it gives to everyone. However to accommodate those who actively reject its values, for whatever reason, is to undermine those values and thereby damage its service to other students. There is a point at which concern for the many will outweigh the concerns for the needs of any one individual. In modifying inappropriate behaviour we must pay due regard to all theories of punishment, reform, deterrence and retribution. The latter will normally be a less prominent motive, but there may be times when the need to assert the school’s values in uncompromising terms is paramount.



We understand a good behaviour policy reflects our vision and supports the quality of the relationships within the academy. A clear ambition is to promote mutual respect, self-responsibility, courtesy, esteem, preparedness to listen and a happy safe, effective working atmosphere.

Positive attitude to learning is always acknowledged and rewarded which creates a valuable learning environment with mutual respect and positive outcomes.

Positive praise and rewards are seen as aids to foster respect, responsibility and self-discipline to create a good working atmosphere.  Rules should be few and fair, based on clearly and positively stated principles and everyone should be able to keep them.

Sanctions should be seen to promote fairness and reflection.  They may also involve mediation and reconciliation.

Our Code of Conduct

The Code of Conduct encourages all stakeholders to follow academy rules and promote excellent discipline, respect for self/others and consideration of their needs.  Movement around the school should be orderly as the safety of everyone remains a priority.

The one rule for all of us within our academy is:-

Everyone will act with manners and consideration to others at all times

This means that:

  • You will always try to understand the other person’s point of view
  • In class you make it as easy as possible for everyone to learn and for the teacher to teach (This means arriving on time with everything you need for lesson, beginning and ending the lesson in a polite and orderly way, listening carefully, following instructions, helping each other when appropriate and being quiet and sensible as instructed.)
  • You move gently and quietly about the academy (This means never running, barging or shouting but being ready to help by opening doors, standing back to let people pass and helping carry things.) Walk on the left during changeover of lessons and in crowded areas
  • Always try to speak politely to everyone (even if you are angry) and use a low voice.  Shouting is not the answer.
  • Listen whenever you are required to.
  • Keep the academy clean and tidy so that it is a welcoming place we can all be proud of. (This means putting all litter in bins, keeping walls and furniture unmarked and taking care of displays, classrooms and other students’ work)
  • Out of school (remember the school’s reputation depends on your attitude both in and on the way to and from school.)


Roles and Responsibilities of Staff

All staff will apply a consistent and fair approach to supporting good behaviour by maintaining high expectations of all students and upholding three basic expectations:

  • Ready to Learn
  • Right Attitude
  • Respect other people and property

All Staff will contribute to the three basic expectations by;

  • Implementing appropriate teaching strategies to enable all students to achieve their potential
  • Developing supportive mutually respectful relationships between students and parents/carers 
  • Following clearly defined procedures as set out in this policy
  • Rewarding good behaviour and learning achievements
  • Applying sanctions fairly, consistently, proportionately and reasonably
  • Providing support through the pastoral system
  • Informing parents/carers of their child’s behaviour – positive as well as negative, use appropriate methods of engaging them and, where necessary, support them in meeting their parental responsibilities.


The school sees parents/carers as important partners in encouraging positive student behaviour, attendance and punctuality. Parents/carers are expected to sign and follow the Home School Agreement on admission to Harrop Fold. Parents/carers can help by:

Supporting staff in upholding the three basic expectations:

  • Ready to Learn
  • Right Attitude
  • Respect other people and property
  • Developing and supporting mutually respectful relationships between students, parents/carers and staff
  • Sending their children to school on time, every day, in the correct uniform, with their homework completed and with all the necessary equipment
  • Supporting the school in its high expectations of student behaviour, attendance and high standards of achievement
  • Maintaining regular communication with the school, including providing absence notes, not taking holidays during term time, attending parents’ meetings and keeping appointments.
  • Signing the Home School Agreement 
  • Informing the school of concerns which may affect the child’s learning/well being
  • Encouraging and supporting their children’s academic progress
  • Providing the school with feedback on how policies and practices might be made more effective


It is expected that students will:

Respect and meet the three basic expectations:

  • Ready to Learn
  • Right Attitude
  • Respect other people and property
  • Arrive in school/lessons on time and remain all day
  • Come to school prepared and ready to learn
  • Attend regularly and punctually in correct uniform with homework completed and all necessary equipment for lessons
  • Always produce their best work and allow others to do the same
  • Respect the rights of teachers to teach and students to learn
  • Listen carefully and follow directions the first time they are given
  • Show respect for others
  • Deal with conflict in a non-aggressive manner
  • Accept sanctions in an appropriate way
  • Respect school property and the property of others
  • Not smoke, drink alcohol or take any illegal substances in school
  • Not bring into school any item which could, in the judgement of the school, endanger the safety of self or others
  • Not to gamble in school
  • Sign the Home School Agreement 

Governing Body

  • To ensure that the school’s Attitude to Learning policy promotes positive attitude to learning, is non-discriminatory and the expectations are clear
  • To ensure the policy is promoted to students and parents/carers
  • To support the Head teacher in the monitoring of exclusions of different groups of students including students supported by the Pupil Premium (FSM/LAC), students identified as having Special Educational Needs and/or Disabilities and those from minority ethnic and vulnerable  groups

Rewards for Positive Attitude to Learning

Our classrooms need to be as positive and welcoming as we can make them with every student given the opportunity to succeed. Everyone should feel confident that they have an opportunity to get it right when they enter a lesson. It is recognised that praise is more effective than punishment and that positive behaviour and good attendance are more likely to be fostered in a climate of rewards and encouragement.

We need to catch our students getting things right and reward them for these everyday successes to promote positive Attitude to Learning. 

Classroom staff will reward and celebrate achievement in lessons by:

  • Regular use of verbal praise
  • Log Positive Achievements on SIMS
  • Display of good work
  • Use of Postcards of Praise
  • Positive phone calls to parents/carers
  • Reward stickers in planners (VP)

This system is aimed at ensuring that rules and rewards are consistent across the whole school and every child is acknowledged. Its aim is to contribute towards raising standards and ensuring that all students are treated fairly. 

In class behaviour System


Rationale for the behaviour system:

  • Consistency across the whole academy for dealing with low level and unacceptable behaviour.
  • To implement a system that supports staff at all levels.
  • Meet the needs of the staff, student, OFSTED and national statutory requirements.
  • To ‘directly’ address low level disruption, which significantly affects teaching and learning on a daily basis. Typical features of this sort of behaviour include students:
    • Talking unnecessarily or chatting
    • Calling out without permission
    • Being slow to start work or follow instructions
    • Showing a lack of respect for each other and staff
    • Not bringing the right equipment
    • Using mobile devices inappropriately.

Movement from ‘Expected Effort’ to ‘Above and Beyond’ and ‘Epraise Reward’:

The Academy aims to praise good behaviour and celebrate learning for all and reward students who make a positive contribution. We will formally recognise effort and achievement through the Epraise points system. All Teaching and support staff are expected to award points for academic progress, effort, engagement and positive behaviour both in and out of the classroom when necessary.

Therefore, to clarify the movement for ‘Expected Effort’ to ‘Above and Beyond’ and ‘Epraise Reward’ the following needs to be adhered to:


Behaviour System Reference


Teacher Action

‘Expected Effort’

All students are expected to meet our expectations for classroom behaviour (see classroom expectation chart)

No action required.

‘Above and Beyond’

A student will gain recognition for demonstrating the following or similar:

  • Answering questions
  • Being helpful
  • Doing excellent work etc.


The classroom teacher will praise the student for their efforts/contribution and write the students initials in the ‘Above and Beyond’ column.

Behaviour System Reference


Teacher Action

‘Epraise Reward’

A student will gain significant recognition and Epraise points for demonstrating the following or similar:

  • Making excellent progress
  • Completing exceptional work etc.


The classroom teacher will formally and publicly praise the student for their efforts/contribution and write the students initials in the ‘Epraise Reward’ column.

The Teacher will ensure the points awarded are entered on the Epraise System.


Epraise certificates will be awarded in recognition of students’ achievements as follows:

  • Bronze Certificate – 50 character points
  • Silver Certificate – 200 character points
  • Gold Certificate – 500 character points
  • Ruby Certificate – 1000 character points
  • Platinum Certificate – 2000 character points

Movement from ‘C1’, ‘C2’, ‘C3’ and consequently On-call:

Our system of consequences (C1, C2 and C3) must be consistently and assertively put into practice. These logical consequences are central to maintaining discipline because they ensure students are clear about what behaviour is unacceptable and what the consequence of choosing that behaviour is. This must be the key to staff giving students the ‘opportunity’ to make positive choices and manage their own behaviour.  Refer to ‘PAR’ document and to Conquering Low Level Disruption & Promoting Positive Attitudes to Learning (Jason Bangbala).

However, the expectation of the Academy is that all staff reiterate the Academy’s ‘expectations’ and acceptable ‘limits’ for classroom behaviour.

Setting Expectations:

  • Teachers set appropriate expectations for behaviour, reminding students of the high professional standards required. Rules and routines to maintain good order and safety are established at an early stage.

Setting Classroom expectations:

  • ‘Expectation Setting’ is usually the first intervention used when rules are broken or routines not followed. Expectation setting can apply to an individual or a group/class and can take the form of non-verbal warnings, such as a signal or facial expression or a simple, decisive action.
  • When expectation setting is not working, teachers will apply consequences until the pupil returns to the task in hand.
  • Once a student is on the consequences ladder, they will remain on the consequences ladder.  Obviously, teachers can use their professional judgement and the process below to determine where a student is on the consequences ladder.  However, once a student enters into the C2 or C3 category the consequences are never cancelled.

Following carrying out the above staff will move onto the ‘consequence system’.

Therefore, to clarify the movement from ‘C1’, ‘C2’, ‘C3’ and consequently ‘On-call’ the following needs to be adhered to:


Behaviour System Reference


Teacher Action


Official Warning

When a pupil demonstrates low level disruption their name is marked by writing their name or initials on the board in the C1 column. The pupil is then directed to class work, activity or task.

Pupil name or initials written on the board in C1 column.



In-Class Sanction

Following another incident of low-level disruption, at this point, a tick is put alongside the pupil’s name in the ‘C2’ column.

The teacher may also take further action to gain address the pupil’s behaviour, such as:

  • setting time limits to complete work set
  • moving seats if possible
  • Etc.

Tick placed against students name in C2 column.


-2 Demerits points will be recorded on E-Praise.


Brief discussion/direction had within the classroom to reiterate expectations and warn the student that another warning will result in a detention, but you hope that they will make the correct decision to behave appropriately.


The teacher may wish to issue a 15 minute detention completed by the classroom teacher. This can be at break or after school.


Temporary Removal

Another tick is put alongside the pupil’s name in the ‘C3’ column.


The pupil is asked to go outside the classroom and the teacher will speak to them more privately to reinforce expectations and inform them that they will be on-called if their behaviour continues.


Tick placed against students name in C3 column.


-3 Demerits points and a detention will be recorded on E-Praise.


A 30 minute detention is issued to the pupil and completed within the department or by the classroom teacher.



Following another incident the student is on-called.


The member of staff on-call will collect the pupil and ensure that the above process has been followed.

The Behaviour Manager will record the On-call in E-Praise for the individual student and classroom teacher.


The On-call Process and sanctions:

If a student commits a serious breach of unacceptable behaviour then they should be on-called immediately. Incidents when On Call may be used are as follows:


  • Abusive/threatening language perceived to be directed towards a member of staff
  • Confrontational / aggressive behaviour / swearing at staff
  • Behaviour likely to endanger the safety of other students/staff/visitors, e.g., throwing a chair across a classroom/corridor
  • Repeated refusal to co-operate/disruptive behaviour whilst in lesson
  • Repeated failure to follow a reasonable request from a member of staff
  • Sexual harassment (Verbal or Physical)
  • Fighting/threatening/intimidating behaviour towards other students
  • Serious deliberate damage to property, students or staff
  • Serious violation of ICT user agreement, e.g. accessing pornography/violent websites
  • Bullying – race/religion/disability/sexual orientation
  • Possession of illegal substances, e.g., illegal drugs/alcohol
  • Under the influence of alcohol/illegal drugs
  • Theft from students/school


Following a teacher requesting On-call for a student that has not responded to the above process, the following will take place:

  1. On-call will arrive at the classroom, usually a Behaviour Manager.
  2. The Behaviour Manager will have a brief conversation with the classroom teacher and ensure that the above ‘consequence system’ has taken place.
  3. The student will then be removed from the lesson and taken to isolation. The student will remain in isolation until the end of the lesson or in some cases for longer periods, depending on how they respond to how they have behaved.  If the student is not receptive to learning then they will be kept in isolation.
  4. Parents will be contacted by a Behaviour Manager to inform them that their child has been removed from their lesson due to their unacceptable behaviour.
  5. A one-hour detention will be issued to the student for receiving an on-call.  This will be carried out by the Behaviour Manager and SLT.
  6. The number of on-calls for individual students will be monitored by the Behaviour Managers and HOYs. Following three on-calls within a half term period, parents will be invited into the Academy for a formal meeting with the Behaviour Manager and the Head of Year, which will be recorded and placed on the student’s file.

Monitoring disruption across the whole academy and actions:

The behaviour for individual students across a number of subjects will be monitored by Behaviour Managers and HOY. When a student receives an inappropriate number of Demerit points within a week (-15, equivalent to one C3 per day) the following staged process will take place:

  1. Stage 1: The HOY and BM will invite parents into the Academy to discuss their child’s behaviour and share with them the issues classroom teachers are having. The meeting and actions will be recorded and uploaded to Epraise. The student will be placed on Report for a period of two weeks. Hopefully, this will resolve the student’s behaviour, which will be continually monitored. If no or very little improvement is seen, then;
  2. Stage 2: The parents will be invited in once again to meet with the HOY and SLT year link. The meeting and actions will be recorded and uploaded to Epraise. Parents will be informed that there has been little or no improvement, their behaviour will now be monitored by SLT, and the pupil will be placed on SLT report for a period of 4 weeks. All reports will be collected and placed on the student’s file. If no or very little improvement is seen, then;
  3. Stage 3: The Parents will have a meeting with the Head Teacher to sign a behaviour contract. The meeting and actions will be recorded and uploaded to Epraise. It will be explained that if this has no or little impact then there child will be educated in the Link Centre. At this point this could be on a part or full time basis. But, it ensures that lessons in main school are affected as little as possible.
  4. If this is unsuccessful the pupil will be placed on a managed move.
  5. If the managed move is unsuccessful then the child will placed on a ‘package’ and educated externally.


Detentions for homework

The setting and management of detentions for homework will initially be the responsibility of the classroom teacher and subsequently the HOD.

  • On non-completion of homework, teachers may use their discretion to offer a second chance for students to complete this, for example, instructing the child to bring in the homework the following day or lesson.  This strategy may be useful if there are a number of students who have forgotten or not completed homework.
  • If the homework is then not completed, a 30-minute detention should be set and demerits given appropriately on E-Praise.
  • The detention will take place within the department with the focus on students completing the work that has not been handed in.  Departments may wish to choose specific days when detentions will run and set up a rota for this to be staffed.  Smaller departments will be grouped together to share the workload.  Please see the groupings below.
  • If the pupil does not attend this detention then the teacher or HOD should call home to discuss the issue and re-set the detention.  The phone call and re-setting of the detention should be recorded on E-Praise.
  • If the student does not attend the second opportunity this should be recorded on E-Praise.  At this point, the classroom teacher and HOD have done what is required to address the non-attendance at detentions. 
  • The non-attendance of detentions will be monitored by Steve Knighton (KS3) and Richard Lane (KS4) who will formally contact home to discuss the issue in detail as the child has now refused to attend the detention and the parent has not supported the academy following being contacted by the classroom teacher or HOD.  The Behaviour Managers will provide feedback following their discussions with home.