Behaviour (including Exclusion Policy) Policy

This policy is presented in HTML to support accessibility needs and to work across multiple platforms. A full PDF copy is also available below.


1.    Introduction

  • This policy is based on the core values of Kingsmead School. Positive relationships between staff and students built on care and respect lie at its very heart.
  • Create a positive culture that promotes excellent behaviour, ensuring that all pupils can learn in a calm, safe and supportive environment
  • Establish a whole-school approach to maintaining high standards of behaviour that reflect the values of the school that show determination and build aspiration,
  • Outline the graduated protocols and procedures to recognise and celebrate students’ efforts and achievements
  • Outline the expectations and consequences of poor behaviour
  • Provide a consistent approach to behaviour management that is applied equally to all students.
  • Define what we consider to be unacceptable behaviour, including bullying and discrimination.
  • Legislation, statutory requirements and statutory guidance:

1.9 This policy acts in conjunction with the following policies:

  • Anti-Bullying Policy
  • Attendance Policy
  • Child Protection and Safeguarding Policy
  • Exclusions Policy
  • IT and Online Safety Policy
  • Restrictive Physical Intervention Policy
  • SEND Policy and SEND Information Report
  • Staff Code of Conduct Policy
  • Acceptable Use Policies
  • Teaching and Learning Policy


2.    Entitlements – Rewards

Positive relationships between students and staff are crucial in establishing positive behaviour for learning. If students are to achieve their absolute best and thrive, the positive relationships that are made between them and staff are crucial.


All students at Kingsmead will


  • Feel safe, happy, cared for, and supported.
  • Be treated fairly and respectfully.
  • Learn in a positive environment
  • Be valued, listened to, and feel proud to be part of the school community.
  • Be inspired and motivated to achieve their absolute best.
  • Enjoy and participate in the wider life of the school.


This can be achieved by:


  • Developing positive relationships with staff and other students.
  • Being kind, showing care and respect.
  • Being prepared and ready to learn.
  • Engaging positively.
  • Aspiring to do their absolute best.


To foster positive relationships with staff in the classroom and around the wider community it is expected that students:


  • Behave respectfully to all staff, students, and visitors.
  • Be considerate, polite, and kind.
  • Follow all reasonable instructions.
  • Treat the environment respectfully.
  • Greet everyone positively.
  • Are silent when requested.
  • Listen respectfully.
  • Help and support others.
  • Look out for opportunities to be helpful and supportive.
  • Report any unkindness to a member of staff.


All staff at Kingsmead will:


  • Feel safe, happy, cared for, and supported.
  • Be treated fairly and respectfully.
  • To teach in a positive environment
  • Be valued, listened to, supported by colleagues and feel part of the school team.


This can be achieved by:


  • Developing positive relationships.
  • Being kind, showing care and respect.
  • Preparing engaging lessons
  • Interacting positively.
  • A clear and consistent application of policy.


To foster positive relationships with students in the classroom and around the wider school community, it is expected that staff:


  • Are kind, caring and compassionate.
  • Are relentlessly positive about students.
  • Maintain high expectations – Model our core values.
  • Always find opportunities to praise positive behaviour for learning.
  • Greet students positively.
  • Create an environment where student voice is heard.
  • Manage relationships consistently, fairly and with honest professional integrity.
  • Manage the ‘behaviour’ not the ‘individual.’


Rewards – Rewarding Positive Behaviour


Kingsmead regularly celebrates the success of all students in a variety of ways to establish a positive culture in lessons and around the school. Rewarding positive attitudes to learning and good conduct in school is a vital part of supporting good behaviours for learning. We aim to notice and praise students for their positive behaviours as regularly as possible by recording positive points in Class Charts.


Students can access their Class Charts account online or through an app on their device to see how many points they have and will also be able to spend their points in the rewards store on Class Charts. A selection of stationary, toys, sports equipment and vouchers are available.



The positive points also count towards our 50+, Bronze, Silver, Gold and Platinum Awards, which each bring with them further rewards.


Throughout the year staff will be able to reward students by:

  • sending letters or postcards home to inform parents/ carers of outstanding success.
  • recognition in celebration assemblies for exceptional achievement or demonstration of our core values.
  • Departmental Awards.
  • celebrating high levels of attendance.
  • highlighting students’ achievements in the newsletter and on our website or social media.
  • or termly Rewards events.
  • inviting them to attend our annual Celebration of Achievement Evening


See Appendix A – Reward Rota term 1 example.


3.    Expectations

Kingsmead behaviour for Learning focuses on the 5 Key Expectations of all students at Kingsmead School which embody the core values of care, respect, determination, and aspiration.



These expectations are shared with all stakeholders, detailed for students in their planners and for parents/carers on the school website.
















4.    ‘It’s not OK @ Kingsmead’

An ethos where all staff and students feel encouraged and supported to report any concern is central to our Child Protection and Safeguarding policy and procedures.


In addition to these procedures, the ‘It’s Not OK @ Kingsmead’ strategy has been implemented to reinforce the importance of staff and students actively and regularly both ‘calling out’ and reporting any bullying, discrimination, or sexual violence/ harassment.


‘It’s Not OK @ Kingsmead’ reinforces the importance of a zero tolerance of behaviours that are unacceptable in our school community, namely that it is ‘Not OK’:


  • To belittle people because of their interests or passions
  • To use racist language or negatively comment about diverse cultures
  • To use sexist language or display sexist attitudes
  • To use discriminatory language/ attitudes in relation to someone’s sexuality or gender identity
  • To behave in any way that abuses someone sexually
  • To discriminate against anyone because of their special needs or disability
  • To body shame
  • To discriminate against anyone because of their religious beliefs


Students and staff should be actively and routinely reminded of this through briefings, meetings, tutor times. PSHCE and school assemblies.

How to report a concern– in person to any member of staff or by the school website which now has a button that parents/carers and students can press to record an anonymous concern.

















5.    Graduated protocols and procedures

In order to support positive behaviour, it is important that staff identify behaviour concerns. Concerns and appropriate consequences will also be recorded through ClassCharts so all stakeholders have access to a balanced overview and can support students to address any areas of concerns. All such consequences take into consideration reasonable adjustments for students with SEND.















Level 3 Behaviours

If a student is not responding positively to support at level 2, a staff member will use the On Call button to request support. Students will be collected and taken to the Retracking room where they will be issued an SLT lunchtime detention.


Level 4 Behaviours

If a student is not responding positively to support at level 3, or their behaviour is persistently affecting the learning of others, SLT will review their progress and the student may be given a Fixed Term Suspension.


Students who repeatedly receive level 4 consequences may be at risk of permanent exclusion.


To avoid this the following considerations will be explored as appropriate:


  • Using the re-engagement curriculum to re-track student.
  • Consider temporary flexible timetables/ alternative provisions to re-track students
  • Initiating Early Help process
  • Investigating a DOSP ( directed off site provision) to another school.
  • Seeking advice and guidance from the Inclusion Team at Somerset County Council
  • Partnership work with Taunton Deane Partnership College (TDPC).


As the very last resort a student may be permanently excluded for persistent disruptive behaviour.


Our 5 key expectations underpin our policy, but it is equally important to have clear and consistently applied set of protocols and procedures, understood by staff and students, which outline what happens when a student’s behaviour is not in line with expectations.


The graduated protocols are designed to give opportunities for students to reflect on their behaviour and are restorative in nature. They aim to identify the poor behaviour, manage a fair and reasonable consequence, and give opportunities for students to make fresh starts wherever possible.

Behaviour flowcharts provide a guide to action and outcome, these can be dependent on circumstance and reasonable adjustments for all.

Behaviour Flow Charts Levels 1 and 2

    What Happens   Class Charts Action   Flow
Level 1   After 2 clear verbal warnings, in a classroom or around site, if a student is…

·        not safe, causes minor damage or breaks the student AUP

·        not respectful, kind or caring

·        not prepared or ready to learn

·        not engaging positively

·        not aspiring to do their best


See ‘student key expectations’ and ‘student AUP’ documents.

  The member of staff will…

·        -1 Not safe, minor damage or AUP

·        -1 Not respectful, kind or caring

·        -1 Not prepared or ready to learn

·        -1 Not engaging positively

·        -1 Not aspiring to do your best


Record the details in notes, discuss the expectations with the student and allow the student to ‘reset’.

  If a student…

arrives after the lesson has started without a slip (up to 5 mins)

  The member of staff will…

·        -1 Lateness

Discuss expectations after the lesson using ‘ready to learn’ positive points to reward future improvement.

  If 10 Level 1 incidents occur in 2 working weeks, tutor automatically notified, student reminded of expectations and parents/ carers contacted.

Tutor may set up ‘Attitude to Learning’ CC report for 2 weeks after confirmation by HoY.

Level 2   Following a level 1 negative point, if a student continues to be…

·        not safe, causes damage or breaks the student AUP

·        not respectful, kind or caring

·        not prepared or ready to learn

·        not engaging positively

·        not aspiring to do their best


See ‘student key expectations’ and ‘student AUP’ documents.

  The member of staff will…

·        -2 Not safe, damage or AUP

·        -2 Not respectful, kind or caring

·        -2 Not prepared or ready to learn

·        -2 Not engaging positively

·        -2 Not aspiring to do your best


Record the details in notes, set a Class teacher/ tutor detention where the incident is classroom based and discuss the expectations with the student.

  If a student is…

·     over 5 minutes late after start of lesson without a slip

  The member of staff will…

·        -2 Over 5 mins late

Mark as ‘L’ and the number of minutes late in SIMS,

set a Class teacher detention.

  If a student…

·        has home learning that is consistently missing or poor quality

  The member of staff will…

·        -2 Home learning

Set a Class teacher detention if needed

Discuss using ‘home learning’ positive points to reward future improvement.

  If a student…

·        continues to use their device without permission

(see document ‘bring your own devices’)

  The member of staff will…

·        -2 Mobile device confiscated

Take the device to finance office for safe keeping and collection.

  If a student does not attend a Class teacher/ tutor detention, member of staff to leave detention as ‘pending’ and update details for a second opportunity.
  If a student is persistently recording level 2 behaviour points with the same staff member or fails to attend Class teacher/ tutor detention, use ‘Refer to HoD’ button, or tutors use ‘Refer to HoY’ button (see flow 3.4).

Behaviour Flow Charts – Levels 3 and 4

    What Happens   Class Charts Action   Flow
Level 3   In a classroom, if a student…

·       is seriously or persistently affecting the learning or safety of others

·       does not meet the expectations after persistent level 2 behaviour points have been issued

  The member of staff will…

·       Use the ‘SLT on call’ button

Record the details in notes.

SLT to escort to retracking and SLT detention issued by team

  Around any part of site, if a student is…

·       persistently not conducting themselves in a safe or sensible manner

·       persistently not following key expectations (see document ‘student key expectations

·       refusing to follow an instruction

·       smoking or vaping

  The member of staff will…

·       Use the ‘Refer to HoY’ button for follow-up

Record the details in notes.

HoY to issue ‘SLT Detention’ via button if agreed. Further details or note linking to referral added.

  If a student…

·       does not arrive to a lesson after 10 minutes, where marked as present in previous sessions

·       leaves a classroom without permission

·       is repeatedly late within the same week

  The member of staff will…

·       Use the ‘SLT out of lessons’ button

Record the details in notes

If truancy confirmed, SLT detention will be issued by the retracking team.

If persistently late, SLT detention will be issued.

  If a student…

·       repeatedly receives level 1 or 2 behaviour points in a subject or across the school

  The HoD or HoY will…

·       Set up an intervention

Examples of interventions can be found in flow 3.4

Level 4   When a student…

·       causes harm or bullies another student

·       is verbally abusive to a staff member

·       is in possession of drugs or alcohol

·       has items likely to harm others

·       commits sexual abuse/harassment

·       commits identity-based abuse

·       commits theft or vandalism

·       commits repeated incidents of bullying

·       has repeated level 3 incidents

·       does not attend an SLT detention

·       persistently truants or leaves site without permission

  SLT and/or HoY will investigate and will respond with a range of interventions, such as…

·       A ½ or full day internal exclusion

·       A fixed-term exclusion

·       An SLT report

·       Consider the curriculum and alternative arrangements

These will be recorded and processed through SIMS including contacting parents\carers

Students can be permanently excluded for:

·       persistent disruptive behaviour

·       persistent violent behaviour

·       sexual violence/ assault

·       bringing/ using/ supplying illegal substances or weapons onto the school premises

·       or a serious breach or persistent breaches of the school’s behaviour policy.


6.    Interventions

When level two concerns become persistent or progress to a level 3 or beyond then there are a wide range of interventions triggered which are used in school to support students to re-track their behaviour within a restorative framework.  Further Interventions can include:


Intervention Strategy Lead Staff
Regular contact with parents/carers Parents/carers are contacted via telephone calls, letters, or meetings regarding both positive and negative behaviour. All staff
Report Cards Students might be placed on a report for several reasons. Department, Attendance, Whole School, Positive report cards are available.

All report cards should be shared with parents/carers for the duration of the report intervention.

Tutors, HoY/HoD, Assistant SENDCo’s

Assistant Headteacher: Lower/Upper School

In class Teaching Assistant support Teaching assistants (TA’s) are available to provide in- class support with all learning needs including Social, Emotional and Mental Health (SEMH).


One to One Mentoring Those students identified as having SEMH related needs may be allocated a Keyworker from within the SEND team. It is recognised that all students need a trusted member of staff they can speak to when the need arises SENDCo
Group Work – Re-engagement Group based interventions are delivered to targeted students where an issue has been identified or where it is agreed an increased response from Re-engagement is needed. Assistant Headteacher(s)

Deputy Headteacher

Restorative Justice When there are incidents between students, members of staff will always endeavor to resolve using a ‘restorative’ model. All staff
Parking within the Department A student may be removed from a particular curriculum area for a set period. Re-integration back into the subject area will be subject to appropriate action planning and agreements between student and teacher.


Re-engagement Referral A referral may be made for access to the Re-engagement as part Welfare. This may mean an amended curriculum offer for an agreed period. Assistant Headteacher(s)

Deputy Headteacher


Behaviour (SSP)

Attendance (SSP)

Individual learning passport/Student Support Plan.

An agreed action plan is set up with a TAC/F meeting. Agreed actions and targets will be set and reviewed termly.

Assistant Headteacher(s)

Deputy Headteacher

Early Help Assessment – access external agency support An EHA is completed and submitted to Somerset County Council. Students may also be referred to TAS at this stage. Assistant Headteacher(s)

Deputy Headteacher


7.    Serious Incidents

  1. a) Searching Students and the involvement of the police


Incidents of a serious nature will always be investigated thoroughly by member(s) of the SLT.


This will include the taking of statements from those involved in or witness to serious incidents.


It may be necessary to search a student(s) as part of a serious investigation.  If a member of staff believes a student is in possession of alcohol, drugs, weapons or other illegal items, the student will be referred to a member(s) of the SLT.  A minimum of two members of staff, including at least one member of the SLT, can ask a student to hand over any suspected items.


If the student refuses to do this, a member of the SLT can search the student’s belongings/ outer clothing and locker without their permission – although a member of the SLT will always endeavour to inform a parent/carer, if possible, that this is going to be done.


In any incident (other than those highlighted below) where it is considered a criminal offence may have taken place, the Headteacher will consider whether to inform the police. The Headteacher will always communicate any decision regarding this to parents/ carers wherever possible.


Incidents where this may occur include serious bullying, identity-based abuse, assault, or possession of illegal drug(s)/ weapons.


  1. b) Sexual violence and sexual harassment between children


Sexual violence and sexual harassment between children does, on occasions, occur in schools.


Alongside our safeguarding commitment to understanding that sexual violence and sexual harassment between children ‘could happen here,’ we have a commitment to ensuring that all staff understand what sexual violence and harassment might look like and what to do if it is reported.


We are also committed to ensure students feel safe in reporting any incidents of sexual violence or harassment between children in or out of school, or online.


This commitment is outlined in our Child Protection and Safeguarding Policy and in part one of ‘Keeping Children Safe in Education 2023’.


If staff have any concern regarding sexual violence or harassment between children, they should report it immediately to the DSL/ DDSL via ‘My Concern’ and in person.


If we believe a crime has been committed in relation to sexual violence or harassment between children, the police will be important partners to work with.


Where a report of rape, assault by penetration or sexual assault is made, the starting principle is that it should be referred on to the police.


Referrals to the police might be made as a natural progression from the DSL referring concerns to children’s social care. Online sexual abuse should be reported via CEOP.


When an allegation of sexual violence or harassment is made it is vital that all victims are reassured, they are being taken seriously, regardless of how long it has taken for them to come forward, and they will be supported and kept safe. Victims should never be made to feel ashamed for making a report.


Any report of sexual violence or harassment either online or offline, including those that have happened outside Kingsmead will be triaged by the DSL or DDSL’s.


The DSL/ DDSL’s will consider:


  • The wishes of the victims and how they wish to proceed.
  • The nature of the alleged incidents – including whether a crime may have been committed.
  • The ages of the children involved
  • The developmental stages of the children involved
  • Any power imbalance between the children
  • Whether in alleged incident is a ‘one off’ or part of a pattern
  • That sexual violence and harassment can take place within intimate personal relationships between peers
  • Are there ongoing risks to the victim, other children, or school staff
  • Other related issues like Child sexual exploitation or child criminal exploitation.


If the DSL/DDSL’s choose to report the alleged incident to children’s social care or the police, the DSL/DDSL’s will need to seek advice from the relevant agency regarding how/if the alleged perpetrator will be informed.


The four scenarios following a report of alleged sexual violence or sexual harassment are outlined in detail in paragraph 76 of ‘Sexual Violence and Sexual harassment between children in schools and colleges – DfE – Sept 2021’.


Schools may choose to:


  • Manage the incident internally
  • Initiate the Early Help process
  • Refer to Children’s social care
  • Report to the police.


In a situation where an incident has occurred – however minor, the school has a responsibility to support the victim either within school, through early help or the support of other agencies.


8.    Exclusions Policy

Although clearly part of the graduated protocols, the following consequences that relate to behaviours do also aim to operate broadly with a restorative framework: All such consequences take into consideration reasonable adjustments for students with SEND.


  1. a) Internal Exclusions

Parents/ carers and student will always be informed in advance by Class Charts notification.


Internal Exclusions can only be issued by the Head of Year in consultation with a member of the SLT, or directly by a member of the SLT.


Internal Exclusions are led by SLT and supported by the Middle Leaders.  Students are required to work in isolation in the Re-tracking room for a ½ or full day.  Relevant work will be provided.  Students will be allowed supervised breaks throughout the day.


An internal exclusion will trigger interventions to support the student to re-track as per the suggestions in the intervention table.


  1. b) Fixed Term Suspensions

Fixed term suspensions can only be issued by a member of the SLT – and they will fully consult with the Headteacher before a decision regarding a fixed term suspension is made.


Incidents that lead to fixed term suspension are always investigated thoroughly, so a final decision regarding a suspension may take more than a day to resolve.  However, Parents/ Carers will always be contacted by phone by a member of SLT or Head of Year if a student is at risk of receiving a fixed term suspension and then when the final decision has been made.


A follow up formal letter will be sent to the parent/ carer outlining the reason for the exclusion and the legal status of the exclusion/ complaint’s procedure.


Fixed term suspensions are usually issued for between one and five school days, but in exceptional circumstances can be for a longer period.


Our aim is to minimise levels of fixed term suspensions, and they will only be used as a last resort.


Every fixed term suspension will be followed by a re-integration meeting involving the Headteacher or a member of the SLT, The Head of Year, parent/ carer, and student where discussion will be held to support students to understand what went wrong and how to address more positively in the future. Non attendance or refusal will be recorded as a lack of engagement.


A copy of every suspension letter is sent to the Chair of Governors and the letters indicate that.


  • The Chair of Governors has been informed of the suspension.
  • The parent/ carer has a right to appeal against the suspension to the governing body via the Chair of Governors. The letter will advise parents/carers that if they wish to appeal, they should make known their intention within seven school days of notification.


Comprehensive details relating to fixed term suspension can be found in the exclusions policy.


  1. c) Directed off-site provision – DOSP

Occasionally, all attempts to manage and support the appropriate behaviour of a student break down.  In such incidences, a ‘DOSP’ between Kingsmead and another local school can be explored.  This would give the student an opportunity for a ‘fresh start’ – but is subject to a local protocol between schools and would need to be carefully considered by Kingsmead staff, the parents/ carers, and any potential new school.  Local protocols ensure that any DOSP is initially on a trial basis.




  1. d) Permanent Exclusions

A decision to exclude a student permanently will usually be the final step in a graduated process for managing serious concerns regarding behaviour as detailed elsewhere in this document.


A decision to exclude a pupil permanently should only be taken:


  • In response to a serious breach or persistent breaches of the school’s relationships & positive behaviour for learning policy; and


  • Where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school.


In exceptional circumstances permanent exclusions may be issued because of a serious single incident. Any decision to permanently exclude a student will be rooted in this policy and relate directly to the graduated protocols.


Kingsmead has a commitment to avoid permanent exclusion and works with a range of other agencies to explore alternative solutions to permanent exclusion wherever possible.


We recognise that a child or young persons ‘home school’ is always the best place for them but will have to sometimes concede that alternative provision – including via the route of a permanent exclusion, might be the best solution for the young person, their family/ carers, and the rest of the school community.


Parents and carers will always be fully informed if a young person is at risk of permanent exclusion. Any attempts to seek out alternative support and provision for the young person will always be done with the agreement and cooperation of the parents/carers.





9.    Roles and Responsibilities

  1. a) The governing body

The governing body will monitor and evaluate the strategies used to develop positive relationships across the school community as well as monitoring and evaluating patterns of behaviour and the success of interventions used to improve behaviour and attitudes.


  1. b) The Headteacher

The Headteacher will ensure that this policy is strategically implemented at all levels within the school.


  1. c) The Senior Leadership Team

The Senior Leadership Team (SLT) will ensure that this policy is widely understood and consistently implemented by all members of the school community. They are responsible for effectively communicating policy implementation and ensuring any updates/ training relevant to this policy are conducted effectively.


Members of the SLT will attend all allocation panels, consult with TDPC regarding potential partnership work and consult with other schools regarding the potential DOSP of students. They will also oversee and review the effectiveness of Re-tracking and Re-engagement.


SLT will work closely with Heads of Year, Heads of Department, and tutors to ensure that positive relationships thrive and all aspects of the graduated protocols for learning are implemented within a restorative framework.


The SENDCo is responsible for ensuring this policy is implemented with specific focus on students with special educational needs and disabilities.


  1. d) Heads of Year

Heads of Year are responsible for collaborating with their tutor team to maintain positive relationships within their year team and ensuring that the expectations are implemented within a restorative framework.


Heads of Year will ensure that the code of conduct/expectations are fully understood and consistently communicated within their respective year group.


Heads of year are responsible for investigating citizenship incidents within their year team not picked up by the relevant assistant headteacher.


Heads of Year are responsible to support the SLT Re-tracking Detention Rota as required.


  1. e) All Staff

All staff are responsible for ensuring that positive relationships thrive within all areas of the school community and that graduated protocols are implemented within a restorative framework.


Tutors are responsible for ensuring their tutees fully understand the code of conduct/expectations and are responsible for establishing high standards regarding the quality of positive relationships and positive behaviour for learning within their tutor group.


All staff are responsible for implementing this policy within their day-to-day work, actively supporting positive relationships and behaviour for learning by fairly and consistently following the key guidance/ protocols.


10.         Our shared staff expectations for teaching and positive behaviour for learning

In order to support our behaviour systems and interventions we have shared expectations:





Appendix A – Rewards Rota

  Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Weekly: All Staff

Praise Phone Calls

6 students per half term. Praise phone call home. Different topic each half term (if needed):
Helped out Impressed Great role models Represented school Extra-curricular achievement Above and beyond
Daily: Positive Points on ClassCharts Students collect positive points in lessons which count towards the Bronze, Silver, Gold and Platinum Awards. Certificates and prizes will be given out at the end of each half term.
Week 2: Tutor Postcards 18.09.23 06.11.23 08.01.24 26.02.24 22.04.24 10.06.24
3-5 per half term. Keep colours the same. Try to send to all tutees over the year.

Different topic each half term. KDA to give to HoYs to distribute to tutors.

Ready to learn Care Aspiration Positivity Respect Determination
Week 3/4: HoY Assemblies 25.09.23 13.11.23 15.01.24 04.03.24 29.05.24 17.06.24
KDA to send out spreadsheet to all staff week before and copy names into Lucky dip of sweets in assembly. Different topic each half term.
Great start to year Respectful, kind & caring Prepared & ready to learn Proud & engages positively Determined & Aspires to do very best Great year
Week 4: HoY/ HoD Postcards 02.10.23 20.11.23 22.01.24 11.03.24 06.05.24 24.06.24
Who has impressed the most this half term? Could look at analytics on ClassCharts.

Choose one student per tutor group.

KDA to give postcards to HoYs.

Week 4: SLT Postcards 02.10.23 20.11.23 22.01.24 11.03.24 06.05.24 24.06.24
Knowledge Organiser Home Learning postcards – 5 max per tutor group for those students that have completed their HL to a consistently high standard so far.

Head of Formative/ Lower/ Upper school postcards – above and beyond so far.

Week 5: Reward Afternoons 27.11.23 18.03.24 01.07.24
Movie Attendance Pizza Achievement Trip

Excellent A2L

Week 5: Be Proud Event


Term 3 only: Aim: to celebrate success of yourself and others.

Students are invited to bring a piece of work that they are most proud of from this year. Students selected for outstanding progress from report data – top 3 in each tutor group. Members of SLT/ Heads of Year are present. Takes place during PM reg in the main hall.

Week 5: Celebration of Achievement Evening Term 6 only: Held at St. Andrew’s Church on 2nd July. Students nominated by staff will receive curriculum awards, Head of Year awards, cups and more. Each winner receives a book of their choice and a certificate.
Week 6: Curriculum Awards 16.10.23 04.12.23 05.02.24 23.03.24 20.05.24 01.07.24
Each member of staff can choose one student to receive their curriculum award for the half term.
Week 6/7: Celebration Assemblies


16.10.23 11.12.23 05.02.24 23.03.24 20.05.24 08.07.24
ClassCharts Positive Points Certificates with PowerPoint.

Golden Ticket Prize Draw for Gold Award Winners – 3 winners (2 vouchers & 1 chocolate)

Praise Wheel Draw – lucky dip of sweets.

Week 6/7: Reward Food 16.10.23 11.12.23 05.02.24 23.03.24 20.05.24 08.07.24
Whole tutor group food rewards.
Chocolates for attendance Doughnuts for positive points Breakfast for attitude to learning Chocolate for attendance Doughnuts for positive points Breakfast for attitude to learning
Week 6/7: Headteacher Awards 11.12.23 23.03.24 08.07.24
Awarded for exceptional achievement/ attitude. Top students from each report from the half term. Cream tea with Headteacher.





Appendix B – Restorative Cards


·        Relentless positivity is used to establish, maintain and restore relationships. ·        Knowing our students is key.

Students arriving late to lessons


– We greet them with a positive, warm smile

“Welcome, you are just in time!”

– Ask them to find their seat

– Support them in starting the task: connect before correct!

“I just need you to…, thank you”

– At a later point in the lesson:

  “Are you ok? Why were you late today?”


Students in incorrect uniform


– We do not name and shame.

– Praise publicly:

“Well done to those of you with coats off”

– Rule reminder if needed:

“Lara – what’s the rule about ties?” or “You should have removed your coats by now, thank you”

– Walk away for student to rectify.

– Do not make it the big thing.

·         Our Core Values are modelled by all. ·       Relationships are managed consistently, fairly and with honest professional integrity.

Students not showing …




– We remind that this is the way we do things here – join the majority!

“Today we are going to be…, thank you”

– Reflect on how we teach our core values, how we model them and how we highlight them.

– All of us teach behaviour, even if we don’t intend to!


Students with a poor attitude


– We never harbour a grudge.

– Give students what they need, not what they deserve:

          “I know that you can…, thank you”

– Be emotionally consistent – no shouting!

– Demonstrate calmness and be in control at all times.

“When I return, I will see…, thank you”

– Find the positives.

·         The behaviour is managed and not the individual. ·       The behaviour is managed and not the individual.

Students not on task


– We focus on positive behaviours of those students nearby.

– Stand near the student and use silence.

– Be respectful when speaking to students.

– Give take up time:

“In one minute, I expect you to have made a start”

– Offer a choice:

“You can either complete the task now or we will need to have a conversation at lunchtime”


Students refusing to follow instructions


– We demonstrate calmness when speaking to students and are in control with your emotions.

– Win the argument without entering it (fogging):

“I hear what you are saying” or “Maybe so”

– Remind of consequence:

“If you continue to talk, then you will need to move”

– Disengage with dignity intact.

– Follow up later if required with a positive first: “Well done for…. Next time, what do we need to change?”




The second issue of the Kingsmead Newsletter is now available. A packed edition with staff and student news, fundraising, events and sporting successes. All in an easy-to-read flip book, no need to download!

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