The school Mission Statement makes clear the purpose and intent of The Sacred Heart High School (SHHS) to promote the well-being and achievements of all within that community. Behaviour in our school is an explicit expression of the values of the school's Mission Statement.

The following are aspects of the Mission Statement that apply specifically to the school's Behaviour Policy.

• this community works together to bring one another to an awareness of the fullness and meaning of their life rooted in the love of God.
• respecting the uniqueness, worth and development of each individual both as a learner and as a person called by God in dignity and faith.
• know about and respect the richness and variety of other races, cultures and religions
  

Explicitly the Mission Statement has the following:-

• express concern for others in her attitudes and in the very highest standards of behaviour.
• learn to live and make decisions as an independent, self-disciplined individual who is able to cooperate with others
• leave with a sense of her own giftedness and achievement.
  

Aims and Objectives

The FIVE main aims of this document are:-

• To promote a positive atmosphere based on our Christian community where discipline and good order lead to excellence.
• To develop a whole school approach and effective implementation of a policy of behaviour.
• To recognize, reward and celebrate good behaviour.
• To marginalise poor behaviour by promoting good behaviour.
• To involve pupils, parents, staff and governors in the creation and implementation of a consistent approach to behaviour.
  

Rationale

The Sacred Heart High School has a tradition of high standards of behaviour and this policy aims to support pupils, parents, staff and governors in maintaining and improving those standards. Good standards of behaviour lead to better levels of achievement, enjoyment and participation in school life by all.

We as a school community have to consider what is essential to a multi-cultural, inner city, Catholic girl’s school whose values are based firmly within the Sacred Heart tradition.

• What is the desired behaviour the Sacred Heart High School community?
• How does the school reinforce or promote good behaviour?
• How does the school discourage poor behaviour?
• What are the organizational factors that need to be addressed?
  

There are particular expectations of people who make up our school community. There are guide-lines to these expectations at the end of this policy.

This policy document has involved a consultation and negotiation process with representatives of all parties that will work within the wider community of Sacred heart High School. It is hoped that the Behaviour Policy will not be seen in isolation but read in conjunction with all the appropriate school policies (e.g. Equal Opportunities for Race, Gender, HIV & AIDS, Anti Bullying, Attendance & Punctuality, Display, Assessment, Special Needs etc.) At the beginning of each year, information about rewards and sanctions and general expectations will be provided for parents as part of the Information to Parents.

School Building and Environment

The school will;

1. Give a high priority to the care and maintenance of the school and its grounds allocating specific responsibility to specific people or groups (including pupils) so that the whole school community shares the school environment ethos.

2. Remove graffiti (duties of the site manager and staff) by the start of the next working day.

3. Repair minor damage (as for 2 above).

4. Ensure that large scale maintenance is only carried out after prior notice and, where possible, only during the school holidays.

5. Recognize the importance of displaying pupils' work in creating an attractive environment which will in turn increase pupils' self-esteem and a sense of ownership of the school (see SHHS Display Policy and Evaluation Form).

6. Enlist the help of the Society of the Sacred Heart, Westminster Diocese, Parents, PTA, Old Girls' Association, Governors and the LEA to enhance the school buildings and support the School Mission Statement and ethos (providing a crucifix for each learning area, plants for corridors, picture frames for pupils' work etc.)

Curriculum (Please see the School curriculum policy and statement)

The school (Departments and Year Teams) should:-

1. Ensure the work of each subject area actively promotes the school Mission Statement and Aims.

2. Recognize that teaching and learning methodologies and the quality of the curriculum will significantly affect behaviour and attendance.

3. Ensure that all aspects of equal opportunities permeate the work delivered by teachers (see SHHS policies on Equal Opportunities for Race, Gender, HIV & AIDS). This work should promote respectful and tolerant behaviour.

4. Consider the implications for pupils' behaviour when determining the arrangements and sizing of groups (within the constraints of the school's budget). The groups should not set up the anticipation of failure.

5. Ensure that the pupils have a broad and balanced curriculum offer, differentiated to suit the entire ability range.

6. Have high expectations of the pupils where serious and consistent hard work is the norm. This hard work should be rewarded by a sense of achievement and giftedness as well as success in public examinations.

7. Ensure the School Development Plan (SDP) addresses the need for a coordinated approach to all aspects of the curriculum (Equality of Opportunity, Teaching, Management, Resources, Assessment, Individual Pupil Needs).

The Role of All Staff (see Appendix one, two & three)

All staff should:-

1. Work actively to support and promote the school Mission Statement and Aims.

2. Be aware that gender, race, social background and culture stereotypes and assumptions should be guarded against when dealing with pupil behaviour.

3. Be alert to signs of bullying and harassment and act swiftly and firmly in accordance with the school policy.

4. Give the pupils the opportunity to take responsibility for promoting good behaviour.

5. Make full use of the rewards system (see Appendix two) or pupils of all abilities both for academic and other achievements.

6. Positively reinforce good behaviour and marginalise poor behaviour by both verbal and written recognition.

7. Ensure that the school offers a welcoming environment for all visitors who have a right to be at school.

8. Communicate with parents/carers at the soonest time over a pupil's poor behaviour as well as their achievements in school. Develop an active partnership with parents/carers.

9. Keep a careful and accurate record of pupils' achievements as well as other aspects of their school lives by using the Attendance Register, School Assessment, Recording and Reporting system (see SHHS policy); Pink, Gold, Green and Blue slips and by keeping the filing up to date.

10 Be aware that pupils' behaviour at home may differ from that in school and take this into account when discussing their daughters.

11 Be committed to maintaining good standards of behaviour and, where possible, helping children to improve those standards.

12 Act to stop poor behaviour and promote good behaviour whenever and wherever they see it.

The Role of the Senior Management Team (SMT)

The SMT should:-

1. Take the lead and ensure that the School Mission Statement is lived through standards of behaviour and work.

2. Monitor and evaluate the implementation of all school policies.

3. Ensure that the school's aims are applied throughout the Sacred Heart High School and promoted through the curricular and co-curricular activities as well as the interactions between all members of our extended school community.

4. Facilitate good channels of communication between school, parents, governors, the extended community and outside agencies.

5. Ensure that ALL staff accept responsibility for maintaining the highest standards of behaviour throughout the school area, in keeping with those outlined in this policy.

6. Support staff in achieving the aforementioned.

7. Foster a sense of community that encourages staff, pupils, parents and governors to take an active part in promoting good behaviour and learning.

8. Monitor and evaluate the school ethos in the light of pupil behaviour.

9. Ensure an effective pastoral care structure and support structures for pupils.

In the Classroom

Teachers should:

1. Work to support and implement the school Mission Statement and Aims and all whole-school policies.

2. Make clear the rules of their learning area (classroom, dance studio, laboratory etc) and explain why they are necessary.

3. Enforce those rules and deal firmly with any girl who does not abide by the rules, either immediately or soon after the lesson.

4. Be a good role model by being punctual, well prepared and having specific objectives for lessons.

5. Offer pupils challenging lessons that are differentiated to pupils' needs.

6. Have high expectations of work and behaviour.

7. Create a balance of firmness, friendliness and formality based on mutual respect.

8. Use a variety of teaching and learning methodologies.

9. Set homework regularly (as for Homework Policy) and give oral and written feedback to promote dialogue with pupils.

10 Make effective use of praise and public affirmation for good behaviour as well as good work.

11 Know the girls as individuals - by name, as well as their personalities, strengths and weaknesses.

12 Recognize that classroom management skills can be learned and be willing to analyse their own performance and that of others and to share good practice.

Pupils (See Appendix four and five below)

Pupils will respond to the expectations placed on them by all adult members of the SHHS community; therefore, it follows that pupils should:-

1. Share responsibility for their own learning.

2. Participate in the creation of their own "rules" or "code of conduct" for behaviour via the SHHS School Council.

3. Be rewarded and publicly affirmed for all kinds of achievements and at all levels (Records of Achievement contribute to this).

4. Take positive action against poor behaviour by their peers.

5. Recognize they have RIGHTS and RESPONSIBILITIES which can be summarized as the following:-

RIGHTS

• the right to be valued
• the right to be safe
• the right to achieve

RESPONSIBILITIES

• the responsibility to value others
• the responsibility to keep others safe
• the responsibility to allow, and support, others to achieve

Parents

1. Have the responsibility to support the school in all that it is trying to achieve as a community as long as they are informed of the changes.

2. Have the right to be kept informed of their daughter's achievements and ill- discipline.

3. Will sign the home school contract when their daughters join the school.

(Appendix one)
A WHOLE STAFF APPROACH TO GOOD ORDER

This document is OUR whole staff approach to GOOD ORDER and DISCIPLINE. It is written to benefit us all!!

PLEASE USE IT

Good order and discipline have to be worked for to achieve and maintain. Using the Christian values of our Mission Statement we can improve our already high standards.

• Set high standards
  
• apply rules firmly and with a sense of justice
  

Acceptable standards of behaviour and work are the responsibility of the whole staff. We all have a valuable and positive contribution to make.

• We are a living example to the girls
  

Building our Christian community is about all of the Sacred Heart High School working together towards our common goal.

• Expect to give and receive respect
  
• Respect and treat everyone as an individual
  

Relationships between all members of that community are essential to enhance the good order, good discipline and Christian ethos of the school. Take the initiative.

• Smile and relate
• Greet and be greeted
• Speak and be spoken to
• Communicate our Mission Statement
  

Perfection and Utopia do not exist in any school. We must strive for excellence but must recognize that "problems" will arise as children learn in relationships by testing the boundaries of acceptable behaviour.

Success at Sacred Heart cannot be easily judged by an absence of "problems" but can be gauged by the pupil-staff relationships and the way in which we deal with problems.

• Avoid confrontation
• Listen
• Establish the facts
• Judge only when certain
• Have a punishment to fit the crime
• Use the school sanction system to support you
  

Around the school we all have an important part to play in creating and maintaining good order. All informal communication with the girls augments the standards of behaviour and marginalise poor behaviour by taking the lead and recognizing individuals.

• Deal with ALL misbehaviour; to ignore it is to condone it
• Set high standards of speech, manner and dress
• Greet the pupils
• Enjoy relating to the girls
• Start the dialogue
  

Teachers have another important role to play in the creation and maintenance of high standards - generating respect and good behaviour in the classroom.

• Arrive before the class and begin on time
• Be well prepared
• Deliver stimulating lessons
• Keep all on task and interested
• Extend all pupils
• Mark work constructively
• Set homework regularly
• Use positive affirmation for girls' behaviour
• Use positive affirmation for girls' work
• Encourage creative dialogue
• Keep a clean attractive room
• Use the girls' Christian names
  

Enthusiasm for our own subjects, our work and our pupils is vital to the effectiveness of the school and achieving our "Mission". Don't let that enthusiasm be spoiled by individual pupils who interfere with other children's learning and enjoyment. We should use all our skills as adults and professional educators to keep potential difficulties under our control.

• Use humour (it builds bridges)
• Make eye contact
• Keep calm (it reduces tension)
• Listen (it earns respect)
• Be positive whenever possible
• Be consistent
• Carry out threats you have made
• Know the individual girl
  

Maintaining our high standards is about being insistent on the school "rules" being adhered to.

• Establish your authority firmly and calmly
• Separate the problem from the person
• Criticize the behaviour not the girl
• Apply our rules uniformly
• Insist on conformity
• Use recognized sanctions
• Follow problems to their conclusion
• Insist on our school uniform being worn with dignity
• If the problem cannot be resolved refer it on
• Expect feedback and a satisfactory conclusion
• Always record the incident on a pink slip
  

Dignity and respect are of paramount importance in our community; we must respect ourselves and the girls. It is therefore important for us to avoid certain actions that may undermine what we believe in.

• Don't humiliate the pupil
• Don't shout as a form of discipline
• Don't over-react
• Don't blanket punish
• Don't over-punish
• Don't leave a pupil in the corridor
  

At times of real crisis we must seek support from colleagues. In times of emergency contact the most accessible member of the Senior Management Team. If the class cannot be left, send a reliable pupil with a message.

The Sacred Heart High School environment is the responsibility of all members of the community. Our visual reputation is important to us and all visitors to our school and like other areas of school life we strive for excellence in this arena also. Litter, graffiti and damage do not fit easily with our pursuit of excellence and, therefore, have no place in our school.

• Always encourage pride in our school
• Insist on a clean room
• Get graffiti cleared immediately
• Encourage tidiness
• Have damaged articles removed
• Enforce the ban on chewing gum
• Deal with offenders - to ignore is to condone
• Deal firmly with offenders
• Insist on a litter-free school
• Report damage immediately
• Keep display neat and ordered

USE POSITIVE AFFIRMATION AS A WAY OF PROMOTING
GOOD BEHAVIOUR AND MARGINALISING POOR BEHAVIOUR

(Appendix Two)
REWARDS AND SANCTIONS

One of the main aims of this policy is to promote and maintain good behaviour and in doing so marginalise poor behaviour. An important part of good discipline is mutual knowledge and respect of an agreed set of standards.

Children work best within systems which have firm parameters and which recognize their strengths and weaknesses. Through good practice and the strong and supportive pastoral system that exists, the need to use punitive measures should be at a minimum.

Rewards

1. Positive verbal and written affirmation of the girls for producing good work or good behaviour (where appropriate, comments can be written in the girl's book about work and behaviour).

2. Tutors and teachers can use the homework diary / planner to communicate with home about things that show achievement.

3. Recognition and public affirmation can be given at a variety of places in the school day - class time, form time, assemblies.

4. Gold Slips should be given for outstanding work or behaviour or for consistent levels of "higher than previous achievement"

5. Gold Slips should involve the positive affirmation of the girl through the line management of the system: Teacher....HOD....Tutor....HOY....others if appropriate. The SMT would welcome the opportunity to heap praise onto the girls!!!

6. A Gold Seal is available for girls who accumulate six Gold Slips. These should be awarded in Year assemblies.

7. Individual Attendance and Punctuality Certificates are awarded at the end of each term for those girls who attain 100% in either area of achievement. These are given out at Year assemblies.

8. Larger Attendance and Punctuality Certificates are awarded at the end of each academic year for the girls who achieve 100% across the year. (There are other class rewards for attendance and punctuality, these are written into the school's attendance & punctuality policy)

9. Many subject areas offer their own certification in recognition of achievement.

10 Celebration of Achievement where subject areas nominate pupils for a SHHS award in the form of a certificate. For Year 11 pupils, these are awarded at the "Celebration of Achievement Evening".

11 Certificates of School Service are awarded for girls who put themselves out to serve the school in some way e.g. showing visitors around the school, helping members of staff, organizing charity events etc.

12 Certificate of Book Check are awarded for those pupils who have had their books seen by a member of the SMT.

13 Placing a pupil "On Report" to record the daily achievement of a target can be seen as both a record and reward for the child.

14 Displaying pupils' work that shows they have achieved by their own standards should be used as a reward by staff.

15 Praise and encouragement by members of staff both of which should be used as much as possible as a reward.

16 Target Parent Teacher Meetings - letters are sent home to congratulate those pupils who are achieving.

Sanctions

It should be remembered by ALL staff that the first responsibility for sanctions is their own. If that includes detentions, in line with school policy, 24 hours notice should be given for any detention over 15 minutes duration. In any circumstances, the detention should be no more than one hour in duration. Whole class detentions are discouraged; the other forms of sanctions are listed below:-

1. Verbal reprimand.
   
2. Written reprimand in the homework diary / planner.
   
3. Pink slips can be written for instances of poor behaviour or underachievement that need to be recorded on the pupil's file.
   
4. Pink slips should follow the line management procedure (as above) so that the pupil is made aware of her "undesirable achievement" and she can then be given strategies to improve. Any other sanction associated with the pink slip must be administered by the teacher issuing the slip except in exceptional circumstances.
   
5. When a total of six pink slips are accumulated, parents are contacted by a standard letter which is sent by the tutor.
   
6. Doing something to repay the community with an act of "corporate spiritedness" e.g. cleaning chewing gum, collecting litter, cleaning graffiti.
   
7. Removal of privileges e.g. taking away the opportunity to enjoy break or lunchtime with friends, removal of the chance to go out at lunchtime for Year 11.
   
8. Being placed "On Report" where the girl's area for improvement is outlined at the top so staff can write an appropriate comment below.
   
9. Being placed "On Contract" where the girl is involved with the HOY, Tutor and parent in working out agreed and acceptable levels of behaviour and achievement as time-bonded targets.
   
10. Being placed on "Subject Report" by the HOD is a sanction available in many departments.
    
11. Contacting parents to arrange an interview.
    
12. Being "included" - a pupil is removed from lessons by a member of the SMT and alternative arrangements are made for the girl to work in school. Any pupil who has been included will be given the opportunity to reflect on her actions and be allowed to confront her behaviour/misdemeanour in a safe environment. Through specific and challenging questioning the pupil will be allowed to reflect upon the occasion when she chose to act inappropriately and to examine the conduct that led to a negative outcome.
    
13. Being "excluded". Only the Headteacher or, in her absence, one of the deputies, can exclude a girl. There are various lengths of "fixed term" exclusions where the girl is not permitted to attend school. There is also "Permanent Exclusion" in exceptional circumstances. All forms of exclusion are a legal issue and the latter also involves the Discipline Committee of the school governors. In particular instances, a pastoral support plan will be drawn for pupils who have either been excluded or whose behaviour gives particular cause for concern.
    

(Appendix three)
LUNCHTIME BEHAVIOUR POLICY

This sub-section of The Sacred Heart High School Behaviour Policy is written to address the specific dimension that lunchtime presents to the good order of our school. Lunchtime will affect afternoon learning and discipline in school. This section of the policy is written for the benefit of the whole-school community and should be read in the context of the Behaviour Policy and school Mission Statement.

Purpose of Lunchtime

To enable pupils and staff to eat their lunch
To enjoy a period of social activity

Aims of Policy

• To encourage pupils to cooperate with each other and the lunchtime staff.
• To augment the school's personal and social development work in line with the PSE statement.
• To encourage a social atmosphere in which all members of the school community have a positive experience.
• To encourage constructive use of leisure time.
• To reduce the opportunity for misbehaviour and bullying
  

Structural Arrangements

1. Lunchtime begins at 12.40 p.m. and ends with the "Warning Bell" at 1.20 p.m.

2. the school has an "open school" policy that allows girls to use their tutor bases during lunchtime.

3. Girls entitled to a Free School meal will collect their lunch card from a member of the support staff before joining the queue. Girls queue along the North cloister before being allowed into the dining room.

Rewards and Sanctions

These are the same as for other areas of the SHHS community.

LUNCHTIME RULES

General

• We are kind and polite to each other.
• We dispose of all litter in the bin. We are a community that cares about the environment.
• We are considerate to all other members of the school and we keep the noise down.
• All lunchtime staff have the authority of a teacher.
  

Cloisters and Dining Areas

• Please line up in two's between the Music Room and Reception Room.
• Queue quietly and wait to be asked to move by a member of staff.
• There is ample space for eating food in the Dining Room and back of the Cloisters - please leave the chairs in these areas.
• All dishes and cutlery will be stacked neatly in the appropriate area on the trolley by the pupils after eating their lunch.
• Please leave the dining area as soon as you have finished your lunch.
• We try and eat a healthy lunch and remember our table manners.
• We try to eat all our food and say a prayer of thanks.
  

Form Room and Corridors

• Please only use the chairs for sitting on.
• Whiteboards are for staff use only.
• The classroom will be left with all the chairs placed under tidy tables.
• Walk around school at ALL times and keep to the left-hand side of the corridor.
• Windows should be kept closed and lights turned off if the room is not occupied.
  

Playground

• Please only use the areas that you are allowed in and keep away from the main gate.
• Year 11 have the privilege of going out at lunch. They should only buy food for themselves.
• Please do not ask them to abuse that privilege by asking them to buy you things.
• Year 11 will be in school five minutes before the warning bell.
• Meals brought in by Year 11 will be eaten in the dining areas.
  

Toilets and Cloakrooms

• Please only use the cloakrooms for changing (please make this as quick as possible).
• Please respect your toilet facilities and use them properly.
  

(Appendix four)
SACRED HEART HIGH SCHOOL CODE OF CONDUCT

The Sacred Heart High School community is a place where every individual should be treated with respect and dignity. Creating an environment where people are happy and they can achieve their full potential is the responsibility of us all - pupils, staff, parents, carers and governors.

Belonging to that Christian community means we all have to have a concern for the well-being of others and cooperate with them in mutual respect.

The care and concern that we show ourselves and others in school should go with us outside of school to our families, homes, parishes and communities.

This means that:

• You are punctual and have excellent attendance.
  
• You always speak politely to everyone (even if you feel bad tempered). Speak in a low voice (shouting is ALWAYS discourteous).
  
• You stand up when an adult comes into your classroom.
  
• You are silent whenever you are required to be. You must be silent immediately the FIRE ALARM or BOMB ALERT bell rings and remain silent until you are told you can speak.
  
• You are silent during registration, except when your name is called!!!
  
• You move gently and quietly around the school. This means never running, shouting, screaming or barging. Be ready to help others by opening doors, standing back to let people pass, etc.
  
• You use the computers, internet and email in accordance with school policy and for work purposes only. N.B misuse of the computers, internet and email will mean you lose your user privileges. However, in particular circumstances, you may also be excluded either permanently or for a fixed term.
  
• You must always keep to the left and, because of health and safety, obey the one way system, except when you are instructed otherwise, for example: when there is fire alarm.
  
• You must try to make the school a welcoming place. Keep the school clean and tidy, use the bins, pick up litter that you see, keep the walls and furniture clean and unmarked, take care of other people's work and displays, greet people and give visitors directions if they need help.
  
• At all times, (even when you are bad tempered) you treat people (pupils and adults) with the dignity and respect you would wish for yourself. This means that you will never use threats or violence or fighting or resort to abuse of adults or pupils.
  
• You will respect the learning of others: this means that you will co-operate with teachers and other pupils and not disrupt the teaching and learning activities taking place. Rudeness, aggression, calling out or any activity likely to undermine the teacher or the learning experience of others are unacceptable.
  
• You must keep to the same high standards of behaviour to and from school. Being part of this community means wearing your uniform with pride and remembering that the school's reputation depends on you!!
  
• You will respect the uniqueness, worth and development of each individual both as a learner and as a person called by God in dignity and faith. This means that you will not deal with another person or become involved in the actions of another or others in ways that could be described as bullying (see Anti - Bullying policy).
  

(Appendix five)
GENERAL EXPECTATIONS OF PUPILS AT SACRED HEART HIGH SCHOOL

Being an important part of a Christian community means there are certain expectations placed upon you. These expectations form the guide-lines to upholding the respect and dignity of all within that community.

While you are at school, the teachers are in the position of being your parents/guardians. They want the best for you and will always act in your best interests. This means that:-

• You have to respond to any reasonable request that they make of you immediately and positively.
• You will always be polite both in your verbal and your body language.
  

Any breaking of these basic rules will be viewed very SERIOUSLY by the rest of the school community.

Uniform

Wear your School Uniform with pride. Please ensure that you keep to the following:-

• Shoes - black or brown (training shoes, sandals, clogs, casual shoes or boots are not permitted including ankle boots). The shoes should not present a safety hazard and therefore should not be high-heeled or platform.
• Socks / Tights - blue, navy, black or white and they must be plain in design.
• Skirt - the standard school skirt must be worn in an unmodified form.
• Blouse - a cream blouse.
• Jumper - School blue jumper or school sweatshirt.
• Blazer - the blazer is to be worn to and from school and at all times except with the expressed permission of a teacher.
• Scarf - the school scarf may be worn as an optional outdoor garment.
• Coat - a school uniform coat can be worn if required

ALL ITEMS SHOULD BE MARKED WITH YOUR NAME

Jewellery is restricted to a few items as follows:-

• Watch, Cross/religious medal with chain - studs as earrings.
• Make-up is not to be worn to school, in school or from school.
  

For Health, Safety, Environmental and Legal reasons the following are not permitted in school:

• Any illegal substance, including cannabis
• Cigarettes
• Matches
• Aerosols
• Tippex
• Chewing Gum
• Dangerous instruments or offensive weapons
• Lighters
• Nail Varnish
  Solvents
• Non school uniform clothing
• Personal Stereos
• Jewellery
• Mobile phones
• Pagers
• Electronic toys

These items will be confiscated or you will be asked to remove them and, in certain circumstances, you will be permanently excluded from school where the items present a danger to yourself and others.

Classroom Expectations

Before the lesson:

• Line up outside the classroom in an orderly fashion.
• Enter the room sensibly when instructed to do so by a member of staff.
• Take out the equipment you have brought for the lesson, place your bag away and not on the desk.
• Remain quiet awaiting the instructions of your teacher.
  

During a lesson:

• When a member of staff is talking to the whole class, remain silent and concentrate on what is being said.
• If you wish to speak or answer, put up your hand and wait to be asked to speak.
• You must bring all your equipment and books with you.
• Record your homework in your diary.
• You must not leave the class without permission or a note from your teacher.
• Work to the best of your ability and help others to achieve too by doing your work - avoid being distracted or being a distraction.
  

End of lesson

• Pack away quickly and quietly when told to do so by your teacher.
• When told to do so, stand up and place the chairs/stools under the tables. You should also pick up any litter that you may see as a matter of routine.
• When the teacher gives the instruction you may leave the class.
• If it is the end of school, do not put on your outdoor coat until you have been given that instruction.

(Appendix six)
EXTRACT FROM GENERAL INFORMATION SENT TO PARENTS ANNUALLY
DISCIPLINE MATTERS - SYSTEM AND RULES

It is neither possible nor desirable to cover exhaustively every situation which is in the list below. The school has a Behaviour Policy drawn up after consultation with pupils, parents, staff and Governors. This is available from the school and this information forms part of that. Guidance on exclusions is available from http://www.teachernet.gov.uk/wholeschool/behaviour/exclusion/

1. At the heart of this school is the belief that each individual is of value and deserves to be treated with respect. While girls may well be told off for unacceptable behaviour or work or other infringements of the rules, this school commits itself to respecting the essential dignity of each person, pupil or adult. All staff, in whatever capacity they work for the school, deserve to be treated with respect. Rudeness or insolence or any show of disrespect whether verbal, written or physical, is entirely unacceptable. Ultimately, such behaviour on the part of a girl shows a lack of respect for her own dignity as well as that of another human being;

2. All girls and staff are part of a Christian community, in which we owe one another our concern and consideration. All behaviour should demonstrate this caring for others as well as a respect for self and others;

3.No smoking. Pupils involved in smoking or in possession of cigarettes, lighters or matches (their own or other people’s) will be excluded.

4. No chewing gum. Pupils caught chewing or in possession of chewing gum either in school or on the journey to and from school will be excluded;

5. No personal stereos, i-pods, electronic games, mobile phones or pagers;

6. No food to be eaten in classrooms;

7. Poor behaviour at lunchtime will mean that parents will be asked to remove daughters during that time and return them for afternoon school;

8. Poor behaviour on the journey to and from school that brings the school into disrepute is unacceptable and will be dealt with severely. In certain cases, this will result in exclusion. Parents may also be required to escort their daughter to and from the school.

Serious Breaches of Conduct

• Fortunately, most girls are responsible and well behaved. Violence of any kind, particularly fighting, will result in those concerned being excluded from the school immediately. Smoking and any misuse of alcohol will result in exclusion. Use or possession of any drugs, either on or outside of the school premises will lead to exclusion which will be permanent. Any girls ‘dealing’ or expressing an intent to deal in drugs or in possession of drugs will be permanently excluded. Where a girl behaves in such a way that she puts the safety or moral well being of the school or other pupils at risk, she will be excluded. In addition, disruptive behaviour will in some cases lead to exclusion. In all instances, the parents will be invited to the school to discuss their daughter's situation.
• Any behaviour which puts the safety and well being of self or others at risk or damages the environment or does not respect the property of others or the school will be dealt with severely by exclusion, including permanent exclusion. This includes bullying, violence, unsafe or threatening behaviour, the use or possession of drugs or alcohol, dealing in or expressing any intent to bring in or deal in drugs, theft or damage to the environment, being in possession of or receiving or looking after a knife or dangerous weapon or implement for another person.
• No pupil may give information or contribute photographs, articles, letters, comments etc concerning the School or any member of staff or pupil to any journalist or publication, other than an official school publication, or to any person who does not have a legitimate right to the information or items, without the specific permission of the Head Teacher. This includes publication – either directly or indirectly upon any internet site. Breach of this regulation would normally warrant permanent exclusion from the school.
• In all cases involving drugs, dangerous weapons, serious misuse of the internet, uploading of images or inappropriate comments about pupils or members of staff to social forums or any area of the internet, regardless of whether or not this was done in or out of school (see below), violence or threatening behaviour towards a teacher, exclusion will be immediate and permanent even for one off offences.
  

Use and Misuse of the School Computing Facilities and Internet

The school has a whole school ICT policy. However, parents and pupils should note the following:

• The Curriculum Network and Internet facilities at the school are provided for pupils for use as part of school work either directly within lessons or outside of lessons to do homework, coursework, undertake research and communicate with others. Pupils should only use the computers for schoolwork, except during an extra-curricular activity supervised by a member of staff. Pupils are expected to honour the agreement made with the school concerning the use of Internet facilities. Access is a privilege, not a right, and the privilege will be withdrawn if it is abused in any way.
  
• Files, logs of Internet use, e-mail messages sent and received, stored on servers or disks, cannot be regarded as confidential and may be inspected by members of staff from time to time to ensure that the system is being used properly. There are automatic programs which will search for unacceptable material and which will keep a record of all use of the networks by pupils.
  
• Any misuse of the school computer facilities by pupils, including accessing inappropriate web sites (including social forums) and materials, using unauthorised software or exchanging inappropriate e-mail messages, will be regarded as a very serious breach of school discipline. Uploading inappropriate comments about pupils or staff to social forums that can be traced to a pupil at the school will be also be regarded as a form of bullying will not be tolerated and will be regarded as a serious breach of regulations (as per the school's Anti-Bullying Policy).
  
• Misuse of the internet and emails, including visiting chat rooms or non work related sites, downloading and sending on pornographic or other unacceptable non work related material or computer viruses, and using the internet for non work related reasons, will also lead to exclusion, including permanent exclusion.
  
• Pupils and their parents should be aware that the provisions of the Computer Misuse Act 1990 apply to the use of computer facilities at the school by pupils and that pupils who breach the provisions of the Act may be prosecuted. Pupils must keep their passwords confidential and must not give this information to other pupils.
  

Detention

Occasionally, a member of staff will decide to give a girl a detention either because of poor behaviour or because homework has not been completed. Twenty four hours' notice for a detention of 30 minutes or more will be given in such cases. Where a girl has a detention for being late during the week, she should expect to be in detention on the night set aside for such detentions. No notice need be given for this since it is the automatic result of poor punctuality. In addition, members of staff may, without previous notification, keep girls back for up to fifteen minutes.

Welfare of the Girls

Often girls misbehave because they are experiencing some difficulty which they find hard to handle. The school is always helped by knowing if there are any serious problems at home that may affect a girl in any way. Such information will be handled confidentially and parents and girls should feel confident in telling either the Head of Year or the Headteacher what is happening.

Occasionally, it is helpful for a girl to have the possibility of talking to someone who is neither a parent nor a teacher nor a friend of the same age. The school is able to make available the services of a counsellor each week. Except in cases of abuse, which legally must be reported, nothing that a girl says to the counsellor will ever be repeated to another adult or child. Nor will any member of staff ever request information from the counsellor about an individual. Any girl may make use of the counsellor. Occasionally, this will be suggested to a girl and/or her parents as a way of helping her deal with problems or pressures in such a way that her self esteem is built up.

Ref: 08/Policies/Behave/CC.

Updated 2007