Brook Academy is an SEMH/SLCN school working towards achieving a Trauma
Informed Award. Our practice in dealing with challenging behaviour is using trauma
informed approach and pastoral care. We have high expectations for all our young
people and passionate about preparing them to become global citizens with selfagency.
Behaviour is a form of communication.
If a young person is behaving inappropriately the first thing, we need to ask
ourselves is, what are they trying to communicate? We need to follow this by
supporting the young person to make the right choices.
Our core values are:
• Equity
• Resilience
• Togetherness
Students attending Brook Academy have experienced difficulties in meeting the
demands of mainstream education due to their different learning ability. They have
experienced many consequences and often rejection. Within the structured and
consistent educational setting at Brook Academy, we aim to concentrate on
rewarding positive behaviour as a priority whilst supporting students to reflect on
their inappropriate behaviour and the impact.
Acceptable behaviour is a way of life and therefore extends beyond lessons and the
academy boundaries.
This includes punctuality in arriving at and leaving Brook Academy, wearing school
uniform and behaving appropriately at the start and end of the school day.
Brook Academy understands the inherent challenges of its SEMH status and
recognises that students’ attitudes and behaviour may be linked to home
circumstances and contexts, diagnosed or undiagnosed medical conditions or
Author/Contact: Principal
Publication Date 01/09/2024
Related Policies: Health and Safety, Safeguarding
Review Date: 31/08/2025
Approved/Ratified by: Senior Leadership Team/Academy
Council
3
learning difficulties and to the quality of relationships promoted by Brook Academy
staff. The quality of these relationships is vital to create a culture of positive wellbeing and self- regulation.
We do not measure positive behaviour merely by compliance. Students in SEMH
are invariably caught in negative cycles of reactive behaviour. It is important for
students to find an authentic voice of their own and to feel they can express
themselves with confidence and honesty. The role of Brook Academy is to
promote appropriateness and empower students to develop independence,
emotional maturity and to take responsibility for developing positive cycles of
behaviour.
Brook Academy for Learning staff to support and challenge students as part of the
role of the Pastoral Care Team. These specialists will work with students with
persistent inappropriate behaviour or have an underlying identified condition that
demonstrates itself through inappropriate behaviour and identify strategies to
address this with the student and staff.
We aim to provide a strong culture of high standards as we need to start with
positive actions and recognise and celebrate good behaviour/communication.
Positive behaviour will be encouraged, recognised and rewarded:
o Students are encouraged to achieve their ‘personal best’ every day and take
ownership of their ‘Personal Best Report’ which is tracked and recorded
o Positive behaviour is everyone’s responsibility – the staff team and partners
provide good role models
o Success is celebrated, whether individual or team, and in relation to
expectations
o Staff use positive language when speaking to students and their colleagues
o Expectations for everyone’s behaviour are always high and displayed around
the Academy together with the Code of Conduct
o The use of rewards is moderated and reviewed regularly by staff to ensure
parity.
o Weekly, staff nominate students whose behaviour is an example to others
o Staff are trained in positive behaviour management and Brook Academy
seeks support from external agencies as necessary
o Brook Academy has numerous ways of rewarding positive behaviour which is
appropriate to the setting.
4
Give students responsibility for their behaviour:
o All students are responsible for their own behaviour
o All students are actively involved in setting targets for their own behaviour and
learning.
o All students will work towards accruing Reward Points using their ‘Personal Best
Report’ for their behaviour during lesson. These are then used to earn reward
activities at the end of each week.
Students are involved in the development of the Code of Conduct (student voice)
and Non-negotiable reward points which will contribute to their ownership of it. All
students will be expected to sign up to it. It will be displayed around the Academy so
that all are familiar with it.
Roles and Responsibilities
The Principal, Vice Principal, Members of SLT and the staff team are responsible
for the consistent and fair operation of this Policy.
In implementing this Policy, staff will be responsible for:
o Creating an environment of trust, mutual respect and aspiration.
o Ensuring that teaching and learning is creative, interesting, challenging,
relevant and personalised to match the needs of students.
o Leading by example as positive role models, wanting to find solutions for
students.
o Setting good habits and model positive behaviour to help students establish
regular punctual attendance and good behaviour
o Providing early intervention with prompt but calm, solution-focused action
where there is poor behaviour or unexplained absence
o Rewarding achievements daily through positive recognition of individual
student achievements, excellent attendance and behaviour, and through
formal awarding of certificates or prizes
o Identifying underlying causes to negative behaviour, appreciating the need to
solve these issues in partnership with students and their families/carers
o Promoting positive oracy and literacy habits across all areas of the students’
experiences at Brook Academy.
o Utilising the expertise of all members of staff and other external agencies to
ensure positive and effective approaches to supporting complex needs of
students who find themselves in SEMH.
In support of the Policy, parents/carers will be encouraged to:
5
o Promote good attendance and participation through reinforcing the
expectations outlined in the Home/School Agreement. Parents/Carers will be
actively encouraged to participate in the day-to-day life of the school and will
be encouraged to offer their views through the ‘Parent/Carer Voice’ initiatives.
In support of the Policy, students will be encouraged to:
o Involve themselves fully in the life and culture of Brook Academy and
contribute ideas through student voice events. These events will allow for
consultation opportunities and group discussions
o Engage with the Pastoral Team, Therapists and other External Agencies
o Take responsibility for their own behaviour
o Respect themselves, others and their environment
o Learn from mistakes
o Commit fully to the principles of the Code of Conduct
o Understand their responsibility to ensure that incidents of disruption, violence,
bullying and any form of harassment are reported.
Rewards and Consequences
Brook Academy operates a system of rewards and consequences which is closely
monitored to ensure that arrangements have due regard to equal opportunities and
anti-discrimination. It is important in an SEMH/SLCN context to keep rewards and
consequences simple and clear. It is also extremely important for the Academy to
promote an ethos of reward and celebration rather than sanction and punishment.
Staff are supported to avoid following reactionary cycles that have previously failed
students who find themselves in SEMH. While students are expected to take
responsibility for their actions, staff must be aware of their own responsibility to act
with well-considered professional judgement.
Training and development will be provided to emphasise the importance of a shared
understanding of how ALL staff are behaviour managers and positive role models.
On a day-to-day basis the Pastoral Lead/Safeguarding Manager and Senior
Leadership Team and Pastoral Team will support staff to promote productive
learning behaviours in the learning environment and available to offer support
outside the classroom as required.
6
Student progress is monitored by pastoral team and tutors either in a 1:1 tutorial
session or within tutorial sessions at the end of the day. Learning Goals achieved
and attendance data will indicate a positive response to learning and should be
identified and praised every Monday in a school assembly.
Students consistently exhibiting positive behavioural traits will earn points towards
rewards and enrichment activities at the end of each week. At the end of each term,
students achieving 90% and above attendance will be granted a celebratory extracurricular experience with an educational element attached.
Positive Behaviour and Achievement
It is important that students are recognised when behaving and achieving well.
Consistency and high expectations are paramount.
In addition to the above, the following will be used as positive responses by ALL
staff:
o Oral praise, personal recognition
o Written comments on individual pieces of work
o Formal recognition in daily tutorial sessions and assemblies
o Informal daily recognition from staff, and members of SLT
o Recognising and praising ‘micro skills’ such as being helpful, active listening
or sharing, which although common in many young people, may be much
more difficult for our students.
Students will be awarded points for displaying the following during the school day:
o 1 point – Positive Attitude to Learning
o 1 point – Positive Engagement
o 1 point – Following Instructions
o 1 point – Showing Respect
o 1 point – Being Safe
We use these above expectations in line with our core values of EQUITY, RESILIENCE,
and TOGETHERNESS. Each child is also supported specifically according to their EHCP
targets tailored to their needs in line with our values.
7
These points will be recorded on our tracking system day and on the students
‘Personal Best’ record sheet/visual timetable. Staff should refer to the points
throughout the day. The points awarded should be discussed with the students.
This discussion is essential for behaviour reflection, so the students understand the
connection between their behaviour and the points they earn.
Counterproductive/Disruptive/Inappropriate Behaviour
Brook Academy is an SEMH/SLCN School. The students at Brook Academy would
have encountered negative cycles of consequences. In our context, consequences
are only effective if used very rarely, proportionately and consistently. Confrontation
is never a way to solve a problem in an educational environment.
Everyone in the staff team is expected to deal with these types of issues in the first
instance:
o Poor attitude to Learning
o Dis-Engagement
o Failure to follow instructions
o Lack of respect
o Unsafe Behaviour (Throwing items and equipment’s, kicking doors)
Staff should make every effort to solve any day-to-day behavioural issues as they
arise. In SEMH context behavioural issues are likely to occur frequently. In certain
circumstances, support may be required when behaviour is significantly defiant and
counterproductive, and another student learning is impacted.
Staff should not hesitate to ask for guidance and assistance from more experienced
colleagues or SLT if they feel it will improve student well-being and/or behaviour. An
informal referral of this nature is generally a much more positive action than a
formal approach.
The safety of students and staff is of paramount importance to the well-being of the
Academy. Staff should take care not to put themselves in a position of physical
danger. Physical intervention training and support is made available to all staff.
Addressing and Challenging Inappropriate Behaviour
Students whose conduct falls below the standard which could reasonably be
expected of them, can expect that appropriate consequence from their actions to be
taken. This means that if a student misbehaves, breaks the school rules or fails to
follow a reasonable instruction, there will be a reflective process to understand the
reason for the behaviour followed by appropriate support and consequence on that
student.
8
To be lawful, any consequence must be proportionate and satisfy the following
conditions:
o The decision to give a student consequence must be made by member of
staff in consultation with SLT.
o The decision to give a student a consequence and the sanction itself must be
made on the school premises or while the student is under the charge of the
member of staff; and it must not breach any other legislation (for example in
respect of disability, special educational needs, race and other equalities and
human rights) and it must be reasonable in all the circumstances.
o Any consequence must consider the student’s age, any special educational
needs or disability they may have, and any religious requirements affecting
them.
When poor behaviour is identified, consequences should be implemented
consistently and fairly, and be in line with the behaviour management policy. These
consequences may include:
o Reflection
o Learning Conversation
o Catch-up
o Regular reporting including early morning reporting to Key tutors/SLT or being
placed “on report” for behaviour monitoring
o Student ‘Contracts’ describing expectations of good behaviour.
o Off-site ‘reflection’ (time away from peers and school)
o Fixed Term Suspension
o In more extreme cases the school may use suspensions or permanent
exclusion.
Suspensions/Exclusions:
All attempts will be made to avoid external suspension/exclusion from school. Brook
Academy makes every effort to avoid suspensions by using offering strategies
through a reflective process to support the student ‘Reflection’.
This system of internal reflection helps to safeguard the children we work with and
avoids children losing a day of education. Suspensions will be inevitable where the
process of reflection have not worked, and the child has repeatedly displayed the
inappropriate behaviour impacting on the school community.
Before suspending a child, the leadership team will consider any risks to the child
whilst at home and where appropriate draw up a risk assessment which includes
daily contact and well-being visits.
9
The school will not suspend a child if they feel it may present a risk to the child,
instead they will use alternative measures and liaise with the relevant agencies to
ensure the child is safeguarded.
Concerning behaviour that may warrant an FTS is logged on CPOMS, with a letter
sent home and work provided if we must make this difficult decision as a last result.
Only the SLT can authorise a suspension/exclusion but this needs to be agreed by
the Principal. In the absence of the Principal, the Vice Principal or Assistant Principal
can authorise any fixed term exclusions
To make an informed decision, SLT will need the following information:
o A CPOMS Incident log
o Where applicable a Physical Intervention report
o An account from staff and students
o CCTV footage if available
Fixed Term Suspensions during school day will only be made if students have put
themselves and the rest of the school community at risk or are beyond the school’s
care and control.
SLT need to have all relevant information prior to make any decision on
suspension/exclusion.
When students fail to follow the school rules, they put themselves beyond our care
and control. If they do this persistently, they may face a suspension or permanent
exclusion from Brook Academy.
In certain circumstances the school may decide that it is safer for the student not to
be sent home and to be ‘Internally Suspended’ instead. If this is the case this will be
communicated to parents/carers and learning will take place in a 1:1 room or off site.
In circumstances where a student is suspended on a multiple occasion due to
ongoing dangerous behaviour putting the school community at risk beyond their care
and control, there will be an emergency serious incident review to discuss intensive
support for the child to avoid Permanent Exclusion in the first instance. A Bespoke
support package would be explored such as mentoring and external support such as
CAMHS/Young Minds and other Alternatives. The child’s timetable will be reviewed
to discuss adjustment and help them to earn their place back at school to avoid
further repeated incidents.
This plan will be reviewed every 2 weeks and the SLT and the Pastoral
Lead/Safeguarding Manager will be supporting parents and carers during this period.
10
Positive Classroom Management:
As an example of best practice, Brook Academy operates a ‘step’ approach to
positive classroom management. Students are reminded of their zones of regulation
and given the opportunity to communicate their feelings throughout the day.
All classrooms have a visual representation of the steps of regulation, which
demonstrates that;
o Students are prompted if noticed to be dysregulated to use their strategies
o Students are reminded if strategy is not used and becoming more
dysregulated
o Students are encouraged to take time out to the group room, or therapy room
with or without support depending on their strategy
o Student will be support by a member of pastoral team to regulate and return
to class when ready.
o This strategy is child led staff supported
This gives the student an opportunity to reflect and encouraged to use agreed
strategies to manage their emotions.
Persistent ‘Low-level’ disruptive behaviour (shouting out/non-compliance/tapping
etc.) can have a major negative impact on the learning environment.
It is important that this is resolved quickly and effectively, allowing the lesson to
continue. Often, verbal reminders of expectation, classroom re-organisation or
diversionary strategies will prove effective. These strategies should be used
before moving to using classroom behaviour steps.
The following points are all considered important and should be remembered by both
teaching and non-teaching staff:
o Positive attitudes on the part of all staff are essential – remember PRAISE
FIRST.
o Wherever possible, procedures should be adopted which avoid confrontation.
E.G. ignore, distract, send on a (supervised) errand, give extra attention,
11
involve other persons or alleviate the tension through a joke or nondemeaning light-hearted comment.
o Negotiate, not impose, wherever possible, although minimum standards are
not negotiable.
o Where confrontation is unavoidable be calm, assertive and positive.
o Always come back to the primary behaviour/Ignore secondary behaviour.
o Criticise the behaviour, not the student.
o Use persuasive scripts
o Reward wherever possible.
o Refer to Behaviour Management Support plan/Code of Conduct
o Reminder of PLP targets and Reward Points
o Warning of having to catch up with worked missed
o Use strategies as outlined in Pupil Passports
Inappropriate behaviour will be dealt with by the following stepped procedure:
Level 1 – Low Level
o Dealt with by staff within lesson or present at the point of incident.
o Learning conversation will take place
o The conversation will be recorded on Bromcom and monitored
Level 2 – Mid Level
o Student will be offered timeout or be excused from the classroom or area and
be asked to work with the pastoral team or support staff.
o SLT will be informed
o Will incur phone call/text home to discuss concerns.
o SLT will have learning conversation
o If behaviour continues Home/School meeting to be arranged.
Level 3 – High Level
o 1:1 Extra Support/Reflection (preferable over suspension)
o Internal Suspension (Local Library or community centre)
o FT Suspension to be determined by SLT
o Return to school meeting and Restorative justice. Just with concerned parties
and member of SLT.
o Contextual Support Plan adapted.
o Pupil Learning Plan Updated.
12
Smoking
o Brook Academy is non-smoking school, students found with tobacco or
cigarettes will be asked to hand it in followed by learning conversation to find
out the reason.
o Parents/carers will be expected to attend a meeting to discuss the dangers
and risks associated with their behaviour.
o If students are caught with tobacco or other smoking equipment on them this
will be confiscated and not returned to the student. Parents can request this
back, but they will need to collect it from the school in person.
o Students will be offered support in giving up smoking through Personal
Tutorial sessions and close collaborative work with healthcare professionals
and/or our well-being team.
Vaping
o We understand students may be using puff bars and vapes to try and give
up smoking, in which case SLT may hold a meeting with parents/ carers to
arrange a referral to appropriate healthcare professionals.
o Students are asked to hand in their personal belongings at the start of the
day.
o If students are caught with a vape or buff bar in school, they will be asked to
hand it over to a member of staff.
o If they refuse to hand it over a senior member of staff should speak to the
child and they will be given a second chance to do so.
o If the child still refuses, the senior member will offer a third time for the child
to hand over the vape/puff bar – if they refuse to do so their parents will be
called, and they will be suspended from site for the rest of that day.
o If students use a puff bar or a vape in front of a member of staff in school the
senior lead will explore the context of why that child has decided to make
that poor choice and have a learning conversation and/or suspend that child.
o If a child is caught 3 times with a vape or a puff bar in one week in school
this may also result in a suspension or reflection (depending on context and
whether this is an ongoing and repeated behaviour). SLT will inform
parents/carers and make referrals (where appropriate) to healthcare
professionals. Pastoral support and 1.1 learning conversations will take
place with the child upon returning to school.
13
14
Drugs and Alcohol
Brook Academy Academy operates a drugs and alcohol policy in line with the Gloucestershire City Council drugs in schools policy.
Our response to discovering illegal drugs is informed by the Child Centred Policing flow-chart below.
15
o If a student is suspected of having taken either alcohol or drugs their
parents/carers will be informed and the Senior Leadership Team will perform
a dynamic risk assessment to decide whether the student;
-should remain in school supervised, until the effects have worn off
-should receive medical attention
-or should be collected by a parent/ carer.
o They will also receive a 1-day fixed term Suspension/internal suspension
to be taken on the next school day after the incident.
Students will be offered support in relation to their drug/alcohol misuse through
Personal tutorial sessions and close collaborative work with Healthcare professionals
and other outside agencies as well as our Pastoral team. Where a student is under
the influence of cannabis, a referral will be made in accordance with the local
authority guidance.
Absconding Students:
Removing themselves from Class
o Staff will undertake an immediate check to ascertain the whereabouts of the
young person, it may be that they are just finding somewhere to ‘cool-off’, in
which case a quiet word may suffice. The use of appropriate ‘time-outs’ is
acceptable as identified in their PLP.
Absconding from the school site
o If the young person is actually seen to leave the site, staff will note the time
and monitor them as long as possible; then, take note of the direction they
were last seen headed.
o On no account should staff attempt to chase the student – this may lead to
reckless behaviour on their part.
If they disappear from sight, immediately inform the Office Staff and if possible
relevant staff and Pastoral Team. Including SLT. They will notify the relevant parties,
including the police, when they have determined that the child is not in the immediate
vicinity or returned to site.
o When a student is caught absconding from site their parents/carers will be
informed as they have placed themselves in a vulnerable situation and
they are beyond our care and control.
o They will be asked to leave school on the same day as the offence. They
also receive a 1-day fixed term suspension or internal suspension to
be taken on the next school day after the incident.
16
o Prior to returning to school parents/carers will be expected to attend a
reintegration meeting to discuss the severity and potential risk of a young
person leaving site without permission.
Please note:
o Students will not be allowed to leave site to go to the shops. If they need
something from the shop they need to speak to a member of staff on duty
at break or lunchtime (not during lessons).
o Staff will not open the gates to students to let them out of school after the
school day starts or before the end of the school day.
o If a student decides to jump the fence or leave site, they do so at their own
risk and this is classed as absconding and will be dealt with accordingly.
Absconding on a Trip or Visit
Potentially, this is the most serious scenario. In this event, if a young person(s) have
disappeared from view, make a note of the time and general direction.
o Immediately inform the police, providing details as observed and a description
of the student.
o If the incident occurs during school hours, contact school as soon as possible
If the incident occurs out of school hours, refer to the contact number provided
on the Trip and Visit form.
o Leaving the supervision of staff whilst on a trip or visit will be interpreted in
exactly the same way as if a student has left school site during the day.
Therefore, this will also result in a possible suspension on ban from a future
trip.
o Prior to returning to school parents/carers will be invited in for a reintegration
meeting to discuss the severity and potential risk of a young person leaving
site without permission.
Searching and confiscation of inappropriate items
The academy reserves the right to search students for items that are banned by the
academy rules. In addition, academy staff can search bags. If a student refuses to
be searched then permission will be sought from parents or in extreme cases, the
Police will be contacted.
17
The academy can search students without consent for knives, weapons, alcohol,
illegal drugs and stolen items. A search with a security handheld wand can be
undertaken by Brook Academy if the academy has reasonable grounds for
suspecting that a student is in possession of a prohibited item. Items found will be
retained by academy staff and may be handed to the Police where necessary.
Section 91 of the Education and Inspections Act 2006, enables academy staff to
confiscate, retain or dispose of a student’s property, where reasonable to do so.
Academies are not required to inform parents before a search takes place or to seek
consent to search their child. However, due to the nature of our students’ parents will
always be informed where appropriate about their child being searched.
Power to Use Reasonable Force
Members of staff have the power to use reasonable force to prevent students
committing an offence, injuring themselves or others (including self-defence), or
damaging property, and to maintain good order and discipline throughout the school.
All incidents involving Restricted Physical Intervention will:
o Be used as a last resort
o Be managed in accordance with Team Teach guidelines
o Be reported to the Principal, Vice Principal, SLT and Pastoral Team.
o Be written up on a Physical Incident Report with the corresponding completion
of ‘Bound and Numbered Book’.
o Be recorded on CPOMS
o Involve telephoning the parent/carer
o Include a ‘cooling off’ period
o Update Contextual Safety Plan and where possible a Restorative Justice
meeting with involved parties
o Allow the student concerned to ‘de-brief’ with a member of staff in their
support triangle.
Staff Support:
In some of the circumstances outlined above, especially where anger and
aggression have been shown, then it is just as stressful for the staff involved as the
pupils themselves. Therefore, it is important that we ensure the staff involved have
the opportunity to take time away from the teaching environment to calm themselves
and discuss the incident with a supportive colleague.
The member of staff involved, and any witnesses will have the opportunity to write up
a report of the incident as soon as possible. This may need the intervention of other
18
colleagues and members of the Senior Leadership Team in either supporting the
member of staff affected by the incident and/or their teaching commitments.
Opportunities at a late stage to have a debrief regarding the incident with the
Principal or SLT should be made available.
Brook Academy has Employee Assistance Programme for staff and following a big
incident emergency supervision session will be commissioned with professional
services for further staff support.
Formal Referrals
If there has been a period of sustained and increased level of negative behaviour
over a significant period, a formal referral should be made by an individual member
of staff. This referral will be made to the Pastoral Lead. At this level, support is
essential.
Accurate written details of incidents should be provided with a formal referral. Staff
should avoid discussing student behaviour/concerns in an informal manner. These
can be misinterpreted and lead to unnecessary confusion. Any statements written
about students should be carefully considered and respectfully worded.
Direct formal referrals to the Principal, SLT and Pastoral Team should be made
immediately in cases when:
o A student uses obscene or threatening language directed personally at a
member of staff
o A student assaults another student or a member of staff
o Cases of theft or vandalism have occurred with clear supporting evidence
o Cases of drug or alcohol abuse are suspected
o A student presents as the victim/perpetrator of bullying, racism, sexism or
homophobia.
This formal referral will usually lead to parents/carers being called into Brook
Academy and a written contract being negotiated with the student and their
parents/carers.
In certain cases, students will be referred to their commissioning school or local
authority. Depending on the student’s current circumstances and history, it may be
deemed necessary at this stage for the commissioning agreement to be terminated.
This decision can only be made by the Principal and will be made following a full
review of all the evidence available.
In the most extreme circumstances (and only when the student is on Brook
Academy’s roll), the recommendation at this level could be Permanent Exclusion.
This decision would be made by the Principal in consultation and agreement with the
Board of Governors.
19
Procedures for Permanent Exclusion
o Dual registered students will return to the commissioning
school/academy/authority
o Students solely on roll at Brook Academy will be referred to the Local
Authority
o Students may be required to leave Brook Academy under the following
circumstances where:
o There is sufficient evidence that a student has committed a disciplinary
offence which, if by allowing the student to stay on site, may seriously harm
the education or welfare of others
o A student is found guilty by the police of a serious criminal offence
Only the Principal may take the decision to exclude a student. In taking the decision
to exclude a student the Principal will take into consideration mitigating factors and
aggravating factors.
Mitigating factors may include provocation because of bullying, the student’s
emotional and/or medical condition, potential coercion by other students, and the
nature of the offence and whether it is a first offence, previous behaviour, an
apology, an admission, willingness to cooperate with the investigation and a
willingness to make restitution towards the victim.
Aggravating factors may include failing to heed warnings about the risk of exclusion,
premeditation of the offence, use of a weapon, previous history of similar incidents,
witness intimidation, the victim(s) sustaining injury, the victim being a younger or
vulnerable student, lack of contrition or willingness to accept responsibility for his/her
action and not cooperating with the investigation or seeking to frustrate it.
Notifying Parents/Carers
When the decision to exclude a student has been made a parent/carer will be
notified immediately by telephone and this will be confirmed in writing.
Notifying Academy Council
The Academy Council will review all exclusions and consider any representations
made to them by parents.
20
On receiving notification from the Principal, a representative from the Governing
Body will invite the parents/carers to attend the meeting. It will request written
statements and will circulate these at least five days in advance of the meeting. The
Governing Body may uphold the exclusion or direct the student’s reinstatement.
Appeals
Parents/carers have a right to appeal any exclusion decisions. As an alternative
provider (SEMH) of education, the Academy has a commitment to ensure that all
students are progressed in a way to meet their needs. This will remain the objective
in cases of exclusions so the Academy will work in partnership with parents/carers to
ensure appropriate progression routes are established.
In cases where this is not accepted, an independent appeals panel may be
convened. The governors will consult with the relevant Local Authority in these
cases.
Anti-Bullying & Hate Crime statutory duty of schools:
There is a legal duty for all schools under the School Standards and Framework Act
1998 to draw up procedures to prevent bullying among pupils and to bring these
procedures to the attention of staff, parents and pupils.
Bullying is anti-social behaviour and affects everyone; it is unacceptable and will not
be tolerated.
Brook Academy is committed to addressing all issues of bullying.
o Bullying is defined as “deliberately hurtful behaviour, repeated over a period of
time; where the bully has, and exercises, power over the victim and it is
difficult for those being bullied to defend themselves”.
o Hate crime is defined as “Any hate incident, which constitutes a criminal
offence, which is perceived by the victim or any other person, as being
motivated by hostility or prejudice”
Bullying & Hate Crime can take a number of forms:
o Physical (for example hitting, kicking, pushing, pinching, theft)
o Verbal (for example name calling, teasing, exclusion, threatening, coercion,
spreading rumours, racist remarks)
o Emotional (for example excluding someone from social groups, tormenting,
threatening gestures)
o Sexual (for example unwanted physical contact or abusive comments,
including homophobic references)
o Damage (for example taking lunches, destroying others’ property, graffiti)
21
o Electronic (for example threatening or abusive emails or mobile text
messaging)
When a pupil persistently or repeatedly acts in such a way that another’s happiness
is directly or seriously affected, this will be regarded as bullying.
Aims:
o To ensure that pupils learn in a supportive, caring and safe environment
where bullying cannot flourish and where all members of the school
community can feel safe, respected and valued, fully able to benefit from the
opportunities available at school.
o To ensure pupils feel secure and confident in knowing that an adult will
always listen and offer help.
o To ensure the safety of all pupils and do our best to support improved
behaviour from the bully.
o To work as a community to help both the people who are harmed by bullying
and the perpetrators of bullying.
Implementation:
All Brook Academy staff must be alert to the signs of bullying or hate crime and act
promptly and firmly against it in accordance with school policy.
We also understand that children often bully other children if they have been
exposed to significant trauma and the perpetrators of bullying need support as well
as the victims.
The following steps may be taken when dealing with incidents:
o If bullying is suspected or reported, the incident will be dealt with immediately
by the member of staff who has been approached
o A clear account of the incident will be recorded and given to the Pastoral
Team of all students involved with an investigation process.
o Tutors will be kept informed and if problems persist, they will advise subject
teachers as appropriate.
o Parents will be kept informed.
o When required the SLT will support staff with investigations, consequences
and parental meetings.
Pupils who have been bullied will be supported by:
o Offering an immediate opportunity to discuss the experience with either their
SLT or member of staff of their choice
o Reassuring the pupil
o Offering continuous support
o Restoring self-esteem and confidence.
Pupils who have bullied will be helped by:
22
o Discussing what happened
o Discovering why the pupil became involved
o Establishing the wrongdoing and need to change
o Informing parents or guardians to help change the attitude of the pupil.
o Offer extra support to the child
Brook Academy will promote the message that bullying is unacceptable and
will not be tolerated through a range of different approaches including displays in
corridors and classrooms, taking part in Anti-Bullying Week activities and discussing
relevant agenda items with students.
Mobile Phones/Bags:
o Phones and bags to be handed in to staff as they enter the building
o Belongings given back at the end of the school day
o If you are caught with a phone it must be handed in
o Failure to hand in a phone means you will be sent to Reflection
o Persistent failure to follow this instruction may result in an FTS Followed by
Re-integration meeting to school with parent/guardian
Brook Academy Uniform
• Navy Blue Jumper/Zipped Cardigan
• Grey Polo shirt
• Black trousers, joggers or leggings (thick material)
• Appropriate footwear
23
24
25
Behaviour Management Toolkit
Acceptable standards of behaviour, work and respect depends on the collective
example we set. Relationships are vital between everyone and at every level and are
key to this process. Staff must take the initiative and apply the following:
Meet and greet:
o Smile and relate
o Communicate clearly
o Treat everyone as an individual
o Understand that a student’s behaviour is not necessarily a personality trait
o Realise that certain behaviours are directly related to psychological
problems, e.g., ADHD, anxiety and ASD
o Understand that for many students, the legacy of adverse life experiences
manifests in confusion about how to engage in contexts (such as school)
that demand formality and self-control
o Set and expect high standards
o Expect to give and receive respect
o Model acceptable behaviour
o Apply expectations fairly and firmly.
o
Students may be inclined to test the Academies boundaries of acceptable behaviour.
Our behaviour management success is tested not by the absence of problems but by
the way in which they are handled.
It helps by:
o Avoiding confrontation
o Listening and giving students time to offer an opinion.
o Focussing on strengths and resilience in students rather than weaknesses
or deficits.
o Establishing the facts and making judgements only when certain of these
facts
o Using consequences / punishments sparingly.
o
All informal contact contributes to standards of behaviour. Staff must take the
initiative to monitor and control behaviour at every opportunity and take responsibility
to:
o Meet and greet students
o Start the dialogue
o Set high standards of speech, manner and dress
26
o Deal with unacceptable behaviour in line with the Policy – ignoring it serves
to condone it
o Report damage, graffiti or litter problems
When presented with particularly challenging students and situations, staff must
remain calm and professional and be sure to avoid the following:
o Humiliating students; which breeds resentment. Clear examples of
humiliation include mimicry of a student’s behaviour or making concrete
statements about behaviour being wholly attributable to a student’s
personality
o Over-reacting; which causes the problem to escalate
o Blanket / group punishments; which leads to innocent students feeling
unfairly treated and resentful
o Audience build-up; entertaining to the crowd exacerbates the situation.
It often helps to do all you can do to:
o Use humour (sparingly and carefully as it may be perceived as humiliating)
to diffuse a situation, this builds bridges and develops relationships
o Remain calm and offer clear and simple instructions, this reduces tension
and eases the situation
o Speak slowly, this will be interpreted as soothing
o Use distraction, this can diffuse a potentially explosive situation
o Re-focus the student onto something more positive
o Listen to students in turn, this earns respect and helps to reach a
judgement
o Reassure the student and set limits
o Motivate and empathise with the student – get to know students, and their
interests, as individuals; it develops confidence
o Smile; it goes a long way.
Above all:
o Be flexible; treat every situation and student in the most appropriate manner
o Provide support for less experienced colleagues; good behaviour
management is a skill learned through taking advice and gaining
experience
27
o Remember that the student’s behaviour is often the symptom not the cause
and is always an attempt to communicate something. Try to depersonalise
the situation, give the student time to calm down and work collaboratively
with them to understand what and why an incident has occurred and then
generate a restorative solution.
o Remember it’s a team effort; apply policies consistently will support
colleagues and help create the culture that is envisaged
o Focus on reward and celebration; take every opportunity to praise students
who take responsibility and act as positive role models.
