Weobley High School

Behaviour Policy

The Governing Body statement of behaviour principles:

  • All pupils, staff and visitors have the right to feel safe at all times at school.
  • Our schools are inclusive. All members of the schools’ communities should be free from discrimination of any sort. Measures to protect pupils should be set out in the Behaviour and Equality policies.
  • All policies should be underpinned by our ethical values of openness, honesty, social responsibility and caring for others.
  • School rules should be clearly set out in the Behaviour Policies and displayed around school. Governors expect these rules to be consistently applied by all staff.
  • Governors would like to see a wide range of rewards, consistently and fairly applied in such a way as to encourage and reward good behaviour around school.
  • Sanctions for unacceptable/poor behaviour should be known and understood by all staff and pupils and consistently applied. We recognise that the use of rewards and sanctions must have regard to the individual situation and the individual pupil and that school staff will use their discretion in their use. Sanctions should however be applied fairly, consistently, proportionally and reasonably, taking into account SEND, disability and the needs of vulnerable pupils, and offering support as necessary.
  • The Governors expect pupils and parents to cooperate to maintain an orderly climate for learning.
  • The Governors wish to emphasise that violence, threatening behaviour or abuse by pupils or parents towards staff will not be tolerated.
  • The Governors expect the Executive Headteacher and Head of Primary School to include guidance on the use of reasonable force, within the Behaviour Policies.
  • The Governors expect the Behaviour Policies to set out the schools’ responses to non- criminal bad behaviour and bullying which occurs anywhere off the school premises and which is witnessed by a member of staff or reported to the school.


Aims and Objectives

The Behaviour Policy underpins the key aims of the school. We insist on:

  • Equality of opportunity and access for all
  • Academic and personal striving for excellence
  • High quality teaching and learning
  • Broad, balanced, creative learning opportunities
  • A wealth of enrichment activities, both curricular and extra-curricular.


The Behaviour Policy aims to:

  • Foster a positive culture based on praise and reward, leading to consistently high standards of work and behaviour
  • Encourage pupils to take responsibility for their own learning and behaviour
  • Encourage pupils to take responsibility for developing a positive behaviour culture within the school
  • Reward pupils who work hard and show an excellent attitude to the community and to learning
  • Ensure that pupils act as appropriate ambassadors for the school on e.g. school trips, work placements, sports events and journeys to and from school
  • Ensure that parents/carers are informed promptly of any concerns regarding their child and are given the opportunity to be involved in responding to their needs.


The Behaviour Policy sets out clearly a Behaviour Code for pupils to follow.  The rules for school and classroom conduct are based upon commonly accepted principles.  The code will be taught to all pupils so that they clearly understand what is required.  The aim is for pupils to recognise that they choose their behaviour and that a positive choice to support the school’s Behaviour Code will lead to reward.  Conversely, if they do not choose to follow the code, then they will be choosing a sanction. The school has developed measures to encourage pupils to take responsibility for their own behaviour and to help them to recognise the consequences of inappropriate behaviour.

We encourage parents to take an active interest in their sons’/daughters’ progress. We undertake to contact parents at the onset of any problems occurring. We run monthly parent surgeries to arrange meetings between staff and parents. The quality of relationships in the school and at home is of crucial importance in forming pupils’ attitudes to good social behaviour and self-discipline.


Adults provide powerful role models for children and should, therefore, model the values such as courtesy and respect in all their dealings with other adults and pupils in the school.


Pupils with more challenging behaviour have the opportunity to benefit from a period of targeted support from the LInC and the school’s Pastoral and Support staff.  The school will look to use early identification procedures for those pupils at risk, in order to establish a support programme.


Staff will use the following approaches:

  • They will praise good behaviour and achievement and use the school’s reward system consistently
  • Key rules will be reinforced whenever possible by acknowledging pupils who are following them
  • They will reinforce the required behaviour. This will give pupils who break rules a chance to improve behaviour rather than receiving a sanction
  • It will be made clear to pupils that they have a choice – they may choose not to have a punishment by complying with the rules; choice reinforces personal responsibility for actions
  • Staff will set clear objectives and will give instructions through simple, direct language
  • They will apply a consistent approach to behaviour management
  • To utilise fully pupil support systems within the school
  • Regular liaison with parents and other agencies


Pupils will be expected to follow two Codes of Conduct: `The Behaviour Code’ governing behaviour around school and, `The Learning Ethos’ which particularly relates to attitudes to learning in lessons. It was drawn up in consultation with pupils, parents/carers and school staff.

Behaviour Code

It is expected that pupils will:

  • Arrive on time for registration and all lessons with correct equipment
  • Follow all instructions straight away
  • Wear correct uniform appropriately
  • Respect the school environment by: placing all litter in bins; eating only in designated areas; moving around the building quietly; handling all school property and equipment with care
  • Be polite and helpful to everyone including staff, other pupils and visitors.


Support Systems for Staff

The school recognises that regular professional development is essential in developing the positive climate for learning, and will strive to ensure that all staff members have access to Continued Professional Development (CPD) as identified through self-evaluation and individual performance management reviews. The school provides opportunities as appropriate, for staff to develop their knowledge and skills in implementing the behaviour policy.

Sharing good practice

The school shares information on good practice gleaned from reviews of:

  • Individual practice
  • Whole-school practice
  • Practice in other schools
  • Cross-phase practice
  • Cross-departmental practice
  • Government guidance


Relevant information is shared with all members of staff and the governing body to better inform decision-making, and to assist in meeting the educational needs of all pupils at the school.


Staff have the statutory authority to discipline pupils whose behaviour is unacceptable, who break the Behaviour Code or who fail to follow a reasonable instruction. As a school we work to support pupils so that they can make better behavioural choices in the future. As such the available sanctions are to be used to promote and develop positive behaviour. All staff and pupils are expected to use the opportunities provided within the sanction system to look to resolve the issues that have led to the inappropriate behaviour.

The school defines acceptable behaviour as that which promotes courtesy, cooperation and consideration from all pupils in terms of their relationships with other pupils within/outside the school, teachers and other school staff and with visitors or other persons within/outside the school premises.

The school has identified examples of unacceptable behaviour as that which include:

  • name calling
  • verbal abuse
  • threatening language or behaviour
  • intimidation
  • defiance
  • fighting
  • physical abuse
  • damage to or theft of property belonging to another
  • breaking the law
  • bullying (including cyber bullying and sexual bullying)
  • harassment and all forms of prejudice-related behaviours (including bullying on the grounds of body image/size/obesity, homophobic bullying, racist bullying, faith-based bullying, ageist bullying, disability bullying, and sexist bullying).


Rewards Policy


The school has a system of rewards which aims to motivate and encourage pupils. This is an important aspect of the ethos of the school in that the achievements and successes of pupils, at whatever level, are noted and given due worth. This helps to build upon individual self-confidence and self-esteem and leads to further personal development.

We believe that, if pupils are to benefit from their education then, punctuality, regular attendance, an excellent work ethos and good behaviour are crucial and we, as a school, will do all we can to reward such positive attitudes. We recognise that parents and other stakeholders have a vital role to play in promoting a positive attitude to school and together with the school can help celebrate achievement at all levels and in all areas of school life.

Promoting and rewarding good behaviour

The school undertakes to provide and encourage a safe and engaging learning environment that will enable individual success to be encouraged and rewarded, through an effective rewards and sanctions system that is applied fairly and consistently.

Praise begins with frequent use of encouraging language and gestures, both in lessons and around the school, so that positive behaviour is instantly recognised and positively rewarded. A system of rewards is used also to recognise and congratulate pupils when they set a good example or show improvement. Rewards might include, for example:

  • Verbal praise
  • The awarding of merit points for the students to log on our awards website
  • ‘Congratulations’ and ‘good news’ postcards home
  • Personalised letters to parents
  • Certificates which recognise positive contributions to the school community and ethos.
  • Prizes, to include our annual prize-giving evening where prizes are awarded for tutor group and subject achievement
  • Learning Co-ordinator Awards for attendance and positive conduct
  • End of term year group trips and visits
  • Weekly tutor group reward mornings.



Parents can support the school’s positive approach to rewarding success by:

  • Actively supporting all the school’s policies
  • Ensuring regular and prompt attendance
  • Checking the Student Planner at least once a week
  • Responding in a supportive way to all communications from the school
  • Providing suitable conditions for homework to be completed
  • Attending the annual consultation day.



Pupils are expected to adopt a positive approach to the achievement of success whilst supporting the rules of the school and behaving in a polite and responsible manner.

Also by:

  • Attending school regularly and being on time
  • Keeping an accurate and up-to-date student planner
  • Completing all work to the best of their ability
  • Meeting deadlines for the completion of all school-work.


Key Stage 3 – Merit Awards and Certificates


The school has adopted a rewards system called Carrot Rewards. This system helps us track and monitor the rewards given to pupils. All pupils are set up with a rewards online account. Each time a pupil is given a sticker they can enter the code attached on their online account. This will allow the pupils to see how many rewards points they have been given and also will link with our own school’s system. Parents can then log on through the parent portal to see rewards that have been given. Pupils are given time to enter these points in ICT lessons and at other times through the day or at home when accessing a computer, through remote access to the school site.

In additional, all KS3 pupils are expected to follow a Learning Ethos and can accumulate staff signatures on a record chart. Once completed, certificates of completion are awarded.

Learning Co-ordinators at KS3 run their own systems which work on the basis of a total of reward points minus any behaviour points. Pupils can access reward trips, certificates and commendations for having a good positive score.



The Learning Ethos

The Learning Ethos at Weobley High School underpins all aspects of Teaching and Learning throughout the school and aims to nurture and support our pupils to develop with a Growth Mind-set, that means everything is possible. Weobley High School is a place where learning comes first, aspirations are high and achievement is celebrated. To this end, the Learning Ethos aims to equip pupils with the following characteristics:

  • Assertive – Encouraging students to be active learners and not spectators
  • Collaborative -To understand that learning is a two-way process and is completed with the student and not to the student
  • Courageous – To know that learning involves accepting a challenge and being prepared to take risks
  • Resilient – Knowing that the learning process involves making mistakes and being prepared to continue to try
  • Independent – Understanding the need to aim to be independent in their learning
  • Accountable – Knowing when to seek help and who to turn to in times of need

Students are actively encouraged to demonstrate the six elements within the Learning Ethos and receive rewards when this has been clearly demonstrated. Students can receive individual certificates for achieving individual elements of the Learning Ethos throughout Key Stage 3. The Learning Ethos is about embedding core learning values within our students.

KS4 – Merit Card System


Each pupil in KS4 is given a merit card with individual sections for stickers. To complete the card pupils must achieve ‘above and beyond’ for any work they complete or attitude to learning they display. They must also show a very good attitude to the community of Weobley High School and a section of the card is devoted to this. Pupils can complete this part of the card by such examples as: helping a pupil who is upset, offering to help and by promoting good attitudes in others. Teachers can award merit stickers for any section on the card.


Once a pupil meets certain milestones, certificates will be awarded in assembly.  Each completed card will be entered into a termly prize draw. Prizes include vouchers and a fast pass for lunch.

Executive Headteacher’s Commendation

Pupils who have produced particularly high standards of work for their ability, may be referred by a subject teacher to the Headteacher for a Certificate of Commendation. Pupils will be congratulated in person and parents will be informed by letter.



Sanctions are more likely to promote positive behaviour and regular attendance if pupils see them being applied fairly and consistently.

Members of staff are expected to:

  • Make clear they are dealing with the behaviour, rather than stigmatising the person
  • Avoid early escalation to severe sanctions, reserving them for the most serious or persistent misbehaviour
  • Avoid sanctions becoming cumulative and automatic (sanctions should always take account of individual needs, age and understanding)
  • Avoid whole group sanctions that punish the innocent as well as the guilty
  • Wherever possible, use sanctions that are a logical sequence of the pupil’s inappropriate behaviour
  • Use sanctions to help the pupil and others to learn from mistakes and recognise how they can improve their behaviour
  • Never use a sanction that is humiliating or degrading
  • Use sanctions in a calm and controlled manner
  • Link the concept of sanctions to the concept of choice, so that pupils see the connection between their own behaviour and its impact on themselves and others, and so increasingly take responsibility for their behaviour
  • Encourage pupils to reflect on the effects of misbehaviour on others in the school community.


The school will implement an agreed range of strategies to deal with inappropriate behaviour by pupils,


  • Talking one to one with the pupil
  • Verbal reprimand
  • Time out
  • Referring matters to the appropriate member of staff
  • Making a referral to the LInC, via the appropriate channels
  • Instituting pupil searches, as appropriate
  • Withdrawal of school privileges
  • Phone call or letter to parents/carers
  • Parental meeting
  • Report card
  • Referral to external agencies
  • Detention
  • Being placed on a school behaviour contract
  • Governor behaviour panel
  • Internal isolation
  • Internal exclusion
  • Fixed term or permanent exclusion.


As much as there is an onus on pupils to take ownership of their behaviour, the school also expects all adults to maintain a professional approach in managing their own behaviours when intervening and interacting with pupils.


The times outside school hours when detention can be given include:

  • Any school day where the pupil does not have permission to be absent
  • Weekends – except the weekend preceding or following the half-term break
  • Non-teaching days – such as INSET days.


When imposing detentions the following should be considered:

  • Parental consent is not required
  • When deciding the timing, the member of staff should consider what suitable travel arrangements can be made for the pupil
  • When lunchtime detentions are set staff should allow reasonable time for the pupil to eat, drink and use the toilet. No student will be kept for more than 40 minutes on any lunchtime.


A central detention system is accessed after pupils have followed through sanctions at department level. Teachers are responsible for any initial sanctions within the classroom. Pupils are expected to adhere to the behaviour code which is displayed in all classrooms and in the blue corridor. Teachers can set break time detentions to be completed with them. Once behaviour is repeated or is more serious in nature, pupils are to be referred to the Head of Department. At this point, sanctions ranging from break time to after school detentions can be set.  Heads of Department will make the decision regarding the correct level of sanction.

After-school detentions will be held for more serious or consistent breaches of school rules. The subject teacher/Learning Co-ordinator will supervise the after-school detention and will be responsible for sending a letter to parents to notify them. Although 24 hours’ notice does not have to be given, good practice should permit letters to be posted to arrive no less than 24 hours prior to the detention.  If appropriate, parental contact can also be made by phone. Any difficulties concerning supervision, transport or parental consent should be discussed with a member of the Senior Leadership Team (SLT). The after-school detention should be discussed with the form tutor prior to a letter being sent to parents. Staff should ensure that there are at least two adults supervising pupils in after-school detention, or that a member of staff is working in that area. Whilst in detention pupils will be asked to reflect on why they have received a detention and how to prevent it next time.


Use of the Homework Diary


At a low level, the diary serves as a useful tool for communication with parents and as an organisational tool for pupils. In the first instance, staff should use the diary to log late/ incomplete homework. Tutors may wish to use the diary to communicate with parents about whole school issues such as uniform, punctuality, organisation or equipment.  Pupils who receive several referrals may be placed on a report card by the tutor.


Green report – This is used to monitor current performance across all subjects. (This is not a punishment).  Should the green report indicate that the problems are only occurring in one subject, the tutor may decide to remove the pupil from this form of report and liaise with the department head who may wish to organise a subject report.

Red report – Pupils who appear to be underperforming in several subjects or whose behaviour is a matter of concern will have targets identified and be placed on report by the form tutor for one or two weeks. The sanction should be logged in SIMS.


Pupils who improve while on report should be removed from report and parents should receive a positive letter or telephone call.


Should there be a continuing cause for concern; pupils will be referred to their Learning Co-ordinator.

All interventions by the Tutor/ Head of Department/ Learning Co-ordinator will be logged and dated in SIMS. Copies of letters should be filed in the front office.


Learning Co-Ordinator Role

Learning Co-ordinators will regularly monitor the behaviour of the year group using SIMS and will liaise with staff with regard to pupils causing concern. Should a pupil fail to improve when on report to the tutor or Head of Department, he/she will be referred to their Learning Co-ordinator who will interview the pupil and liaise with staff prior to deciding upon a course of action. The Learning Co-ordinator should involve parents.


The Learning Co-ordinator may:

  • Invite parents into school to discuss the issues
  • Conduct a detailed performance review of the student
  • Place the pupil back on report for a limited period (Red report card)
  • Inform parents that pupils will be reporting directly to the Learning Co-ordinator, initially for one week, to monitor their work/behaviour
  • Instigate a system of instant withdrawal from lessons pending the setting up of a Pastoral Support Programme
  • Refer to the Assistant Headteacher (Student Support).



Fixed period exclusion can provide a cooling-off period and an opportunity for all to consider how best to continue the pupil’s education.   Permanent exclusion will normally be a last resort after strategies linked to the school’s behaviour policy have been exhausted or if allowing the pupil to remain in school would be seriously detrimental to the pupil, the needs of other pupils or staff.

Prior to exclusion:

  • Pupils whose behaviour is deteriorating and are in danger of facing permanent exclusion will be placed on a Pastoral Support Programme. Parents and a representative from the Local Authority (LA Inclusion Officer) will be involved in drawing up an appropriate plan.
  • If events show that a support strategy has failed to help the pupil respond, then a decision may be made that a permanent exclusion is appropriate. For pupils with a statement of SEND, an emergency review will be convened, prior to exclusion.


Delivery of the curriculum to excluded pupils.

In the initial letter to parents advising of exclusion, the Executive Headteacher will provide details of the arrangements for the setting and marking of work.   Parents/carers should arrange for the work to be collected and returned for marking.   This will continue until the pupil returns to school or is taken off roll.


Pupils with a Statement of Special Education Needs or an EHC Plan

In the case of fixed-term or permanent exclusion the Local Authority SEND Officer will be informed.

The SEND Co-ordinator will be invited to the reintegration meeting or arrange a review meeting with parents/carers and other professional representatives to reconsider the current provision in the statement/EHC Plan.


Serious unacceptable behaviour may result in the establishment of a Governing Body Behaviour Panel to examine the future of an individual student at Weobley High School. One of the options considered by the panel will be the drawing up of a behaviour contract between the student, parent and school.

If a pupil is excluded, the Chairman of Governors is automatically informed.  Parents have the right to appeal to the Governors against exclusion.  The role of the governing body/committee is to review exclusions imposed by the Executive Headteacher. They can uphold an exclusion, or direct the pupil’s reinstatement. Governing body meetings need only to take place for permanent exclusions or fixed term exclusions of over 5 days. A Local Authority Adviser will also be invited.

If requested by a parent the local authority will be required to arrange an independent review panel to consider the decision of the governing body. The panel will not have the power to force the school to reinstate an excluded pupil. The school will investigate all possible ways to avoid permanent exclusion, including a managed move to another school.  However, for pupils who persistently misbehave, permanent exclusion remains a possibility.

Support to Individual Pupils

The school will ensure it gives appropriate support to individual pupils, who may be at risk of disaffection or exclusion, including:

  • learner support (Internal and external)
  • mentoring
  • individual education planning
  • curriculum and curriculum resources
  • teaching strategies
  • study support
  • behaviour and anger management
  • emotional and social support.

The school will monitor the use of rewards and sanctions to ensure that its arrangements operate with due regard to equal opportunities and anti-discrimination, and the school’s statutory duties in respect of additional needs, religion/belief, race, sexual orientation and gender equality.

Taking account of individual pupil needs

Staff must ensure that they eliminate discrimination or inequality. As a school we are keen to ensure that we do not discriminate – through application of this policy – against pupils whose inappropriate behaviour may be a function of their SEND, religion/belief, race, sex, sexual orientation and or gender reassignment. When dealing with inappropriate behaviour all staff must accept that there will be circumstances in which some pupils may be treated differently from others and are expected to take account of those individual pupil needs when applying sanctions.

Racial Harassment and Bullying

At Weobley we wish to promote equality and eradicate all forms of bullying. Sanctions and restorative approaches will be applied as appropriate to the circumstances.  If a parent feels that the measures or sanctions in the behaviour policy are unfair or have been unfairly applied, they can lodge a complaint through the school’s complaints procedure.

Using Outside Agencies


There will be times when, despite the best endeavours of the school and implementation of the behaviour policy, the school will require outside intervention.


The school will work with a variety of external professionals (including pupil counselling, educational psychologists, voluntary sector, health authority/trust, social care/child protection and police).

The school will participate appropriately in implementing an early help assessment to ensure effective early identification and integration of services to meet the needs of children and families, including:

  • Behaviour Support Service
  • Pupil Referral Unit
  • Early Help Team
  • Education Psychology Service
  • Health Services, including Child and Adolescent Mental Health Services (CAMHS)
  • Social Care/MASH Team
  • Information, Advice and Guidance (including Connexions)
  • Family Support Workers
  • Youth Offending Team
  • Drug Counselling Agencies
  • Learning Mentors
  • Police
  • CLD Youth Counselling Trust
  • Home-Start
  • Channel Panel/Prevent

Prohibited Items

The following items are prohibited within the school:

  • Jewellery – Pupils are permitted to wear a watch and one stud in each ear. No facial jewellery is allowed, including eye, nose, lip or tongue piercing.
  • Chewing Gum
  • Solvents
  • Aerosols
  • Stink bombs
  • Fireworks and explosive devices
  • Offensive weapons (including chains and replica weapons)
  • Imitation weapons including BB guns
  • Pornography
  • Illegal drugs including cigarettes, e-cigarettes, other tobacco products and alcohol
  • Lighters and matches
  • Personal electronic devices such as phones, i-pods, MP3 players, smart watches and electronic games, portable speakers etc
  • Skateboards and roller blades
  • Student motor bikes and mopeds.


The school reserves the right to prohibit other items not mentioned which are deemed dangerous or inappropriate within the school environment.


Searching pupils

  • The Executive Headteacher, Senior Leadership Team and Learning Co-ordinators can search a pupil for any item banned under the school rules, if the pupil agrees. If the pupil refuses, the school can apply an appropriate punishment.
  • The Executive Headteacher, Senior Leadership Team and Learning Co-ordinators have the power to search pupils or their possessions, without consent, where they suspect the pupil has certain prohibited items. The items include knives or weapons, alcohol, illegal drugs and stolen items.
  • Staff can seize any banned or prohibited item found as a result of a search or which they consider harmful or detrimental to school discipline.


Good Practice

Any search must be conducted by two members of staff. One member of staff must be the same gender as the pupil being searched, where reasonably practicable the second member of staff should also be of the same gender. A child must not be asked to remove any items of clothing, other than items of outdoor clothing like their coat, jacket, hats, shoes, boots, gloves and scarfs. A search can also be taken of lockers and bags. A pupil’s possessions must be searched in the presence of the pupil.  On undertaking a search the Executive Headteacher or Deputy Headteacher must be informed.

Confiscation of Prohibited Items

The general power to discipline enables a member of staff to confiscate a pupil’s property. The purpose of confiscating property is to maintain an environment conducive to learning – one which safeguards the rights of other pupils to be educated with regard to health and safety, threats to good order, standards of uniform and the ethos of the school.

The member of staff can use their discretion to confiscate, retain and/or destroy any item found as a result of a ‘with consent’ search as long as it is reasonable in the circumstances. Where any article is thought to be a weapon it must be passed to the police.

A person carrying out a ‘without consent’ search can seize anything they have reasonable grounds for suspecting is a prohibited item (that is a weapon/knife; alcohol; illegal drugs or stolen items) or is evidence in relation to an offence.

  • Where a person conducting a search finds alcohol, they may dispose of it.
  • Where they find controlled drugs, these must be delivered to the police as soon as possible unless there is a good reason not to do so – in which case the drugs must be disposed of.
  • Where they find other substances which are not believed to be controlled drugs these can be confiscated where a teacher believes them to be harmful or detrimental to good order and discipline. This would include, for example, so called ‘legal highs’. Where staff suspect a substance may be controlled they should treat them as controlled drugs as outlined above.
  • Where they find stolen items, these must be delivered to the police unless there is a good reason not to do so – in which case the stolen item should be returned to the owner. These stolen items may be retained or disposed of if returning them to their owner is not practicable.


The item should be labelled and taken to the School Office for storage and the Executive Headteacher/Deputy Headteacher informed. The return of other prohibited items as listed within this policy will be at the discretion of the school depending on the nature of the item.  The item would then be collected by the pupil at the end of the day/week or collected by the parent. Some confiscated items may need to be stored safely until the parent/carer can come to retrieve them. If a mobile phone is confiscated for a second time, it is the policy of the school that it should be collected by the parent/carer.

The power to use reasonable force or make other physical contact

Members of staff have the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom.

A number of members of the Senior Leadership and Pastoral Team have received training in positive handling techniques.

Recording unacceptable behaviour

All unacceptable behaviour should be recorded within SIMS. Information recorded should include the nature of the incident, the time date and location, pupils involved and the action taken.

School’s expectations for positive behaviour off school site

At Weobley High School we have high expectations of the behaviour and integrity of our pupils when off school premises. This includes behaviour on activities arranged by the school such as work experience, educational visits, alternative provision, behaviour on the way to and from school, behaviour when in a public place.

To this end, the school will:

  • Work with transport providers to agree how behaviour on contract transport should be addressed
  • Make our expectations clear about the consequences of poor behaviour on transport, including temporary or permanent loss of access to transport
  • Work with work experience/alternative education providers to ensure the school/provider contract makes clear our expectations of behaviour and procedures to use in the case of poor conduct, including the removal from a course
  • If necessary liaise with West Mercia Police when incidents of poor out of school behaviour are reported
  • Work with the local community, parents/carers when incidents of poor out of school behaviour are reported
  • Ensure that all applications for educational visits include clear statements to pupils and parents/carers about behavioural expectations
  • Implement a range of sanctions to deal with inappropriate out of school behaviour by pupils.

Technology (such as mobile phones, internet sites and chat rooms)

Technology can be exploited by pupils in order to bully or embarrass fellow pupils or members of staff. The use of defamatory or intimidating messages/images will not be tolerated and confiscation and disciplinary sanctions will be applied to perpetrators as appropriate.  Police involvement will also be considered. The school can examine or delete data on an electronic device if there is a good reason to do so.

Reviewed on:                                                            January 2018                         

By:                                                                              D. Nicholas (Deputy Headteacher)  

Adopted by the Governing Body on:                        January 2018

To be reviewed:                                                         January 2020