Issuu

BEHAVIOUR POLICY

Owners:

Heads of School

Reviewers:

Senior Leadership Team

Approved by President:

Yes

Date approved:

August 2026

Next review due by:

August 2027

CONTENT Introduction

Support for Children with SEND

Aim

Primary School Behaviour Policy

Objectives

The STINT Process (Primary School)

Expectations

Secondary School Behaviour Policy

Prohibited Items and Behaviours

The STINT Process in Secondary Education

Positive Behaviour Management and Rewards Framework

Managing Behaviour and Academic Concerns: An Overview

Merits System (Primary School)

Mobile Phone and Communication Policies

House Points System

Parent-Student Communication

Primary School House Points System

School Bus Behaviour Policy

Recognition Awards

Open Door Policy for Parent-Staff Communication

Secondary School House Points System Head Teacher Award

Related Policies & Procedures

Stars of the Week (Primary and Secondary Year 7 only)

Additional Grounds for Disciplinary Action Additional Offences for Exclusion

Outstanding Citizenship Award (Year 6)

Permanent Exclusion

Awards Ceremony (Secondary School)

Relate Policies and Procedures

Positive Praise Emails

Revision History

Introduction All students are expected to maintain a high standard of behaviour to support the effective functioning of the school community. “Excellent behaviour” is understood as consistent adherence to the BSB core values and desired qualities, as defined in our Values framework includingdisciplined self-regulation. Any disciplinary issues or incidents must be addressed promptly, consistently, and equitably. This policy complies with Decision No 1065/2024, which prohibits psychological abuse and bullying in educational settings.

Aim This policy aims to promote responsible, respectful and courteous behaviour by all students at all times.

Objectives • To encourage positive behavioural patterns • To foster high standards in both work and self-discipline. • To establish clear rules to guide staff and students. • To set out a range of proportionate sanctions. • To cultivate an inclusive school ethos that promotes respect among students, irrespective of their ability, nationality, ethnicity, gender, or religion.

Expectations Students are expected to: • Be punctual; • Uphold the School Values of Self-Control, Honesty, Respect, Equality and Concern for Others • Adhere to a smart dress code, including the wearing of the regulation school uniform; • Come adequately prepared for lessons; • Follow instructions promptly and without argument; • Avoid using language that is unkind, rude, derogatory, discriminatory, or defamatory; • Act considerately towards peers and the wider community; • Move around school safely and respectfully, avoiding disruptive or distracting behaviour; • Demonstrate politeness and respect towards peers, staff, and visitors, including by using the school’s shared language, English; • Respect and protect school property, including the avoidance of vandalism and misuse of emergency equipment.

Key Terminology Bullying: Seeking to harm, intimidate, or coerce someone perceived as vulnerable. It is characterized by three criteria: intent (it is deliberate), repetition (it happens more than once), and a power imbalance. Repeated behaviour that is intended to hurt, intimidate, threaten or otherwise cause physical or emotional harm to another person. Bullying can take many forms, including physical, verbal, relational, prejudice-based, discriminatory and cyberbullying. It may occur in person or online. Cyberbullying: . Bullying that takes place through digital technologies, including mobile phones, computers, tablets, social media, messaging platforms, gaming platforms and other online services. It can include sending, posting or sharing harmful, abusive, threatening, humiliating or false content about another person. Cyberbullying can occur both within and outside school and may involve a wider audience and repeated exposure to harmful content. Unlike physical bullying, it can happen 24/7 and reach a massive audience instantly Childon Child Abuse: This is an “umbrella” term used primarily in safeguarding contexts. Abuse that occurs between children. KCSIE recognises that children can abuse other children, and that this can happen inside and outside school, including online. It can include: • Physical Violence • Cyber bullying • Sexual violence, harassment or behaviour. • Initiation rituals (hazing). • Sexist or transphobic “banter.” Coercive control. Malicious Allegation: This is a formal term used when an individual (often a student) makes an accusation against someone else (often a staff member or peer) that is proven to be false and was made with the deliberate intent to cause harm, distress, or reputational damage. Behaviour Report: A formal document used to track a student’s conduct over a set period as a supportive intervention. Learning Recall: A session held at lunchtime during which students are required to remain for part of the lunch break to complete or catch up on work. It may be used for lack of focus, contravention of the behaviour policy, or incomplete classwork or homework. Internal Exclusion: A disciplinary measure where a student is removed from their regular classes but remains on school premises. External Exclusion: Also known as a suspension (fixed-term) or expulsion (permanent). The student is legally barred from the school grounds for a set period.

Prohibited Items and Behaviours The following items and behaviours are prohibited for students on school premises at all times: • Alcohol and controlled substances; • Any psychoactive substances or substances which may cause the effect of the above. • Tobacco products, matches, smoking paraphernalia, and lighters; 4

• Weapons of any nature; • Material that is inappropriate, illegal, or incites racial or political unrest, such as racist propaganda, pornographic material, or content advocating politically or racially motivated violence or extremism; • Mobile Phones, in certain circumstances, as provided in this policy

Positive Behaviour Management and Rewards Framework There are multiple avenues through which students at the British School of Bucharest receive recognition for exemplary behaviour and accomplishments. The school prioritises the use of positive reinforcement techniques to encourage high standards of work and behaviour, including verbal and written praise, such as emails home to parents and a range of awards, such as a Headteacher award in assembly..

Merits System (Primary School) Merits reward effort or high standards of work across all subjects. The tally is cumulative and progresses with the child throughout their years in Primary. Milestone recognitions in the form of Merit Certificates and Badges are distributed at set intervals.

House Points System Upon enrolment, each student is assigned to one of four houses: Arges, Danube, Mures, and Olt. House Points are awarded for acts of kindness, community service, outstanding contributions and participation in House competitions. See the House System Policy for further details. . Importantly, House Points serve solely as a positive reinforcement method and are never deducted. In the Primary School, House Points are recorded using Class Dojo and weekly totals are submitted to the Director of Pastoral and Inclusion. Additionally, ‘Golden House Points’ can be earned for deeds that notably enrich the school community or ethos.

Secondary School House Points System The House accumulating the highest number of Cup Points (CP) is honoured with the annual House Cup. Cup Points are tallied monthly, and the victorious House is announced in an assembly. The CP total is derived from the accumulated House Points (HP) earned by individual students and added to the collective total amassed in House Competitions. The ranking is such: the House with the highest total receives 10 points, followed by 8, 6, and 4 for the second, third, and fourth places, respectively. To ensure equitable opportunities, HP totals are reset at the beginning of each month. Only HPs earned during the current month contribute to the monthly tally, while the cumulative HP totals continue to be reported in student grades and parent reports, accessible through My School Portal. Staff have a limitless allocation of HPs to award. Additionally, they have a budget of 15 ‘Golden House Points’ (GHPs) per half-term, each worth five regular House Points. GHPs can be awarded for more extensive projects or exceptional community contributions. Teachers may occasionally need to justify the awarding of a GHP to maintain consistency across the school. Throughout the half-term, staff are updated on their remaining GHP budget and the number of HPs they’ve awarded, 5

encouraging equitable distribution across different classes and departments. Behaviour-related incidents and concerns are meticulously logged through CPOMS and are reported alongside the termly individual house point counts.

Stars of the Week (Primary) Each week, two students per class are designated as ‘Stars of the Week.’ To ensure fairness, teachers are advised to maintain a record of award recipients, detailing the reasons for and the timing of the award.

BSB Student Profile Awards (Year 6) At the conclusion of Year 6, students who consistently demonstrate the school’s core values and Student Profile characteristics in their daily conduct and attitudes are put forward for the BSB Student Profile Award by the teaching staff.

Awards Ceremony (Secondary School) In the concluding week of the academic year, an awards ceremony is held to honour students. The accolades distributed encompass subject-specific, form, and House prizes, as well as distinctions for leadership and community service, rounded out by the COBIS and ECIS awards.

Support for Children with SEND Maintaining high expectations for all students is paramount. However, some children with Special Educational Needs and Disabilities (SEND) may occasionally find adhering to the standard behaviour expectations challenging. Where this does not compromise the health or well-being of the child or others, rewards, sanctions and daily schedules may be adapted in consultation with the SENCO, school counsellor and pastoral leads. Potential adjustments may include: • Personalised reward schemes aimed at encouraging desired behaviours • Brief respite periods from the regular timetable • Behavioural charts • Pre-emptive interventions such as walks or proprioceptive/vestibular sensory activities to foster calmness and confidence • Visual timetables and early alert systems to aid in transitions • Communication boards • Specialised equipment like noise-cancelling headphones and weighted blankets • Mindfulness activities • Adapted daily schedules However, behaviour that is violent or derogatory towards others is unacceptable and must be reported to the Director of Pastoral Care & Inclusion in either Primary or Secondary.

Primary School Behaviour Policy In general, the approach to behaviour is based on positive relationships. We promote the behaviours and attitudes we want to see rather than highlighting negatives. Any form of aggression towards, or humiliation of children is unacceptable conduct.

Discipline and Sanctions In the Primary School, students are expected to: • Uphold high behavioural standards by consistently adhering to the school’s Behaviour Policy as specified below. Teachers will exercise discretion, tailored to the child’s age and the nature of the action, when determining appropriate consequences. • Report to Class Teachers any instances of inappropriate or antisocial behaviour exhibited by their classmates. • Uphold the School Values

Attendance, Punctuality, and Uniform (Primary School) Issues related to attendance, punctuality, and uniform are typically addressed in consultation with parents, as primary-aged children are generally not accountable for these aspects.

The STINT Process (Primary School) What is STINT? STINT, or Staged Intervention, serves as a framework to highlight areas of concern and outline a pathway to the relevant individuals who can assist. This system aims to find solutions to a wide array of issues, ranging from academic stagnation and minor disruptions to more severe misconduct and child protection or safeguarding concerns. It guides staff and parents on what steps to take and whom to consult when identifying and resolving these issues. The intervention may involve various parties, including the student, parents or carers, class teacher, other school staff, and in some instances, external professionals, in order to find an effective resolution.

STINT levels of inappropriate and/or anti-social behaviour

Consequence

STINT 1

A) Teacher

Including but not limited to: shouting out, running inside, not lining up properly, talking when the teacher is talking, speaking in languages other than English in class (KS2) incorrect school uniform (KS2), talking in assembly, unkind behaviour (minor). STINT 2

Verbal warning, potential loss of playtime at teacher’s discretion, restorative conversation where appropriate

Including but not limited to: 3 verbal warnings in close succession, writing on tables/in books, repeatedly not following instructions, continued speaking in languages other than English in class (KS2), misbehaviour on the bus, inappropriate language, unkind behaviour towards another student (more severe or repeated). STINT 3

Parents informed, potential loss of playtime at Year Leader’s discretion, restorative conversation where appropriate Behaviour will be recorded on CPOMS.

The teacher may deem that an entry on CPOMS is necessary. B) Year leader

C) Director of Key Stage

Including but not limited to: 3 level 2s in close succession, bullying/cyberbullying/inappropriate use of technology (1st offence), repeated inappropriate language, continued misbehaviour on the bus, reacting physically to other students (less severe or aggressive). STINT 4

Entry into CPOMS. Sent to see Director of Key Stage immediately accompanied by a member of staff, parent meeting arranged and recorded. Restorative conversation where appropriate.

Including but not limited to: 3 level 3s in close succession, aggressively violent behaviour towards others (including violent cases stipulated by the prevision of Decision No 1065/2024 in force on the Romanian territory), swearing at teachers/adults in the school, leaving school premises without permission, stealing, racism or other forms of discrimination, continued bullying after first warning, continued inappropriate use of technology, such as cyberbullying & viewing and sharing inappropriate material, malicious allegations against a member of staff. STINT 5

Parents called in for a meeting.

Including but not limited to: No further improvement and all other levels of STINT have been exhausted, Persistent: violent behaviour (including violent cases stipulated by the prevision of Decision No 1065/2024 in force on the Romanian territory), swearing at teachers/adults in the school, stealing, continued bullying, inappropriate use of technology, such as cyberbullying & viewing and sharing inappropriate material, taking part in any illegal activity or bringing illegal items into school.

Log on CPOMS as STINT 5

D) Director of Pastoral and Inclusion Head of Primary informed NB. This behaviour may result in suspension or expulsion at the discretion of the Head of Primary. Logged on CPOMS.

E) Head of Primary Actions by HoS: Alternative provision for education agreed by Parents. Next academic year registration application declined. Permanent exclusion. (A final warning may be issued in cases such as these)

* the term ‘continued’ applied within these behaviour descriptors may require a judgment to be made by the member of staff 8

responding to the incident, if there is significant time since the previous offence. Behaviour reports may be implemented when there are repeated or on-going concerns. STINT levels of inappropriate behaviour and/or antisocial behaviour apply to all of the following types of relationships: a) between students; b) between school staff and students; c) between parents/guardians and students in the school environment; d) anti-school behaviour. The levels of inappropriate and antisocial behaviour indicated above have an impact on the child’s well-being in the school context and on his/her psychological and emotional development, and the impact must be analyzed in each case in relation to the level of the child and the relationships involved, bearing in mind that children who witness violence or any other inappropriate and antisocial behaviour may also feel the consequences characteristic of a victim. Recording and Follow-Up A member of staff will document any concerns related to ‘Behaviour & Attitude’ on CPOMS (Child Protection Online Management System). This will automatically generate an email visible to the class teacher, Head of Year, Director of Key Stage, Director of Pastoral and Inclusion, and Head of Primary. Staff have the discretion to include additional members in this notification where deemed appropriate. Staff must record a description of the concern and the actions taken. Safeguarding Considerations Staff must remain mindful of potential safeguarding issues that may arise in interactions with students and parents, as set out in the Safeguarding and Child Protection Policy. Any incidents that fall under the category of safeguarding concerns are automatically escalated to the Safeguarding Team. Parental Communication All communications with parents must be recorded on the Parent Contact Form and filed in iSAMS via the school office. This should also be specified as an ‘action’ on CPOMS.

Secondary School Behaviour Policy We foster a culture of independence and self-awareness, equipping students to make informed decisions and manage their own behaviour.These core values permeate all aspects of school life and are actively cultivated during form periods, PSHE (Personal, Social, Health and Economic education) lessons, and assemblies.

Consistency in Discipline We strive for uniformity in discipline across the school to ensure that behavioural expectations and sanctions are transparent, fair, and applied without discrimination. Consideration is given to specific needs, such as SEND (Special Educational Needs and Disabilities) or EAL (English as an Additional Language), as well as the unique challenges that some vulnerable students may encounter. Staff Training Staff members receive training on behavioural management strategies as part of their ongoing professional development. They should be fully aware of the scope of their disciplinary authority. We acknowledge that persistent disruptive behaviour can often stem from unmet needs. If such needs are identified, we commit to providing appropriate support in close collaboration with parents, and where necessary, with other educational or healthcare professionals. Supervision and Discipline Staff are consistently present throughout the school premises—during breaks, lunchtimes, and between lessons—to monitor students’ behaviour and use of facilities. Often, the classroom teacher is the first point of contact for disciplinary action. They are responsible for maintaining order within their classroom, addressing minor infractions as appropriate, and modelling good behaviour. A classroom teacher may issue verbal warnings and, if required, relocate a student within the classroom or temporarily remove them for a ‘cooling-off’ period not exceeding five minutes. If a student needs to work outside of the classroom, the decision must be discussed with the Form tutor or Director of Pastoral Care and Inclusion, and supervision must be arranged. Student Leadership Roles Head Students and School Prefects are also empowered to address concerns related to student behaviour. Any information gathered may subsequently be relayed to a relevant member of staff. Recording and Follow-Up Procedures Documentation and Communication When a member of staff identifies ‘Behaviour & Attitude Concerns,’ these are meticulously recorded on the Child Protection Online Management System (CPOMS). The Form Tutor, Head of Year and Director of Pastoral Care and Inclusion are notified automatically via email. Staff members are required to include a description of the concern along with measures taken to address it. Staff members are required to assign the CPOMS logs to the relevant Head of Faculty if the issue is academic. Heads of Year will take responsibility for multiple cases from the same student to ensure a consistent approach. Class teachers and Heads of Faculty are expected to exhaust the STINT level before escalating to Head of Year. Anything not directly involving academics would be actioned by the Form Tutor in the first instance at STINT 1 SMS Notifications for Homework In instances where homework is incomplete or late, staff members have the discretion to send an SMS to the student’s parents. This step should be undertaken with the student’s knowledge and after careful evaluation of the situation. 10

STINT Level Guidance For ongoing disruptions or serious incidents, teachers are advised to keep updating the CPOMS while escalating the issue through the appropriate Staged Intervention (STINT) levels. The corresponding staff member responsible for the given STINT level should be alerted. For further guidance on STINT procedures, please refer to the table on pages 12-14. It is expected that before escalating to the next STINT level all actions are exhausted at the current level. Serious offences are an exception to this and may be taken on at a higher STINT. Safeguarding Reminders During any form of interaction involving students, whether verbal or written, staff are reminded to be conscious of potential safeguarding issues, as outlined in the Child Protection Policy. Parental Contact All forms of communication with parents should also be duly recorded on CPOMS and tagged with the relevant STINT level. Escalation and Further Actions For chronic unsatisfactory behavior or serious offenses, escalation to Directors or Heads of School is warranted. Afterschool Learning Recalls or internal exclusions may be imposed when deemed necessary. Parents are notified in writing and may be required to attend a re-integration meeting. Searching, Screening, and Confiscation Procedures Authority to Search The Head of School (HoS), Directors, Form Tutors, or staff members explicitly authorized by them, have the right to search a student or their possessions. Definition of Prohibited Items A prohibited item is defined as any object brought into the school environment with the intent to “cause personal injury to, or damage to the property of, any person (including the student)” or is likely to be used in committing an offense. This definition is in accordance with the guidelines set forth by the Department for Education (DfE) in 2014 in their document “Searching, Screening, and Confiscation.” Mobile Phones are also prohibited items and must be placed in the Yondr pouches at the start of each day If a student is found in possession of items prohibited by law, or if there is reasonable suspicion that an offence has been committed (e.g., weapons, illegal drugs, or other unlawful substances or objects), the school will immediately inform the competent authorities, in accordance with legal requirements. The same applies where criminal activity is suspected or there is a risk to the safety of any person.

Non-Compliance with Search If a student continues to refuse to co-operate, the Directors (PST and/or SLT) and/or the Head of Primary /Secondary may sanction the student in line with the school’s behaviour policy, ensuring that the student is responding to misbehaviour consistently and fairly. The school reserves the right to either send the student home or disallow entry to the school premises if the student or their guardian refuses permission for a search and the school has reason to believe the student is in possession of prohibited items. Proportionate Action It is imperative that any action taken is proportionate and thoroughly considered. The authorised member of staff should always seek the co-operation of the student before conducting a search. If the student is not willing to co-operate with the search, the member of staff should consider why this is. Reasons might include that he/she: • is in possession of a prohibited item; • does not understand the instruction; • is unaware of what a search involves; or • has had a previous distressing experience of being searched. Guidelines for Personal Search When conducting a personal search, it is strongly recommended that the staff member performing the search be of the same sex as the student. Additionally, the search must be witnessed by another member of the school staff to ensure transparency and fairness. If the student refuses and a Director deems a search of the student’s possessions necessary, the student and at least one additional adult must be present, with contact having been made with parent if practicable, before the search. The search of the student encompasses a thorough examination of the student’s outer clothing, pockets, belongings, desks, or lockers. Before any search takes place, the member of staff conducting the search should explain to the student why he/she is being searched, how and where the search is going to take place and give him/her the opportunity to ask any questions. Unless there is an immediate risk of harm and where reasonably possible, staff should inform a parent of the pupil suspected of concealing an item in advance of the search, even if the parent is not acting as the appropriate adult. Parents should always be informed by a staff member once a strip search has taken place. Schools should keep records of strip searches that have been conducted on school premises and monitor them for any trends that emerge. Parents should always be informed of any search for a prohibited item as defined hereinbefore that has taken place, and the outcome of the search as soon as is practicable. A member of staff should inform the parents of what, if anything, has been confiscated and the resulting action the school has taken, including any sanctions applied.

The STINT Process in Secondary Education Understanding STINT The STINT (Staged Intervention) framework is implemented school-wide to log and address both behaviour and academic concerns. Any staff member can initially allocate a STINT level to a particular issue; however, it can be escalated or de-escalated by a Head of Faculty (HoF), Head of Key Stage, Director of Pastoral Care and Inclusion, or member of the Secondary Leadership Group (SSLT). The starting point is generally STINT 1, and only after following through with parental communication and actionable steps can a case move to a higher STINT level. Scope of Issues Addressed The STINT process is versatile, designed to tackle a range of issues. These could range from academic concerns like lack of progress, to behavioral issues such as low-level disruptions, more serious incidents of misconduct, as well as sensitive matters related to child protection and safeguarding. Navigational Aid The STINT framework offers clear guidelines on the steps to be taken and identifies the people to consult when particular issues arise. In essence, it acts as a “go-to” guide for understanding what actions should be taken and by whom, making the process of issue resolution more streamlined.

Collaborative Approach The STINT intervention is not an isolated process; it involves a coordinated effort among various stakeholders. This may include the student, parents or carers, the form tutor, other school staff, and sometimes, external professionals such as educational psychologists or counselors. The aim is to devise a multifaceted solution that addresses the root cause of the issue.

STINT 1 - In-Class ACTION

STINT 2 - Class Plus

Teacher / Form Tutor / CPOMS

1. Continued concerns from STINT 1

ACTION

FOR INFORMATION

2. Repeated homework / effort / behaviour issues

FOR INFORMATION

Parents (where necessary)

Head of Faculty (HoF) / Form Tutor (if pastoral)

Parents

STINT 5 - Beyond School ACTION

Head of Secondary (HoS)

FOR INFORMATION Parents

STAGED INTERVENTION I f it works do more of it; if it doesn’t work do something different A small change in any aspect of the problem can initiate a solution

1. No improvement after STINT 4 2. Persistent violent behaviour 3. Serious/illegal misconduct (e.g. swearing at staff, stealing, continued bullying, illegal items/ activities, misuse of technology)

People have the necessary resources to make changes A focus on future possibilities enhances change

STINT 4 - School Plus ACTION

Director of Pastoral Care & Inclusion / Director of Academic Studies

FOR INFORMATION Parents

1. No improvement after STINT 2 2. 3+ academic concerns 3. High-level incident (e.g. violence, bullying, unsafe behaviour, property damage, not following the Mobile Phone policy)

STINT 3 - School 1. No improvement after STINT 3 2. 2+ Level 3 incidents in 1 term 3. Serious incident (e.g. serious violence, cyber-bullying, malicious allegations, repeated phone offences)

ACTION

Head of Year (HoY) / Assistant HoKS5 (AHoKS5) / Head of Key Stage (HoKS)

FOR INFORMATION Parents

Students and staff have clear guidelines that show the stages of STINT:

Member of staff responsible Examples of causes of concern and STINT Action taken by staff member for action/communication level that should apply STINT 1 Log on CPOMs as STINT 1 with action taken from this is list: Low level disruption in or out of lessons, Verbal Warning including, but not limited to: not following Student is moved instructions, incorrect uniform, behaviour ‘Cooling off time outside of classroom out of keeping with BSB values, poor effort (supervised) in lessons, work not completed, homework Learning Recall at break or lunch time Teacher / Form Tutor incomplete or late, not bringing correct equipment, swearing, lack of equipment, poor Chance to resubmit HW Restorative Justice System attendance, use of mobile phones. Contact made with parents by teacher through email and/or phone call where necessary (or SMS for Homework). STINT 2 Log on CPOMs as STINT 2 with action taken from this is list: Continued concern from STINT 1 Verbal Warning Repeated: lack of homework or disruptive Student is moved behaviour from a student in Faculty, ‘Cooling off time outside of classroom Head of Faculty (HoF) or consistent reported poor effort or academic (supervised) Form Tutor (if pastoral) performance, repeated cheating or malpractice Learning Recall at break or lunch time in tests or assessments, disrespectful behaviour Restorative Justice Session or attitude, continued lack of attendance or Behaviour report punctuality, poor uniform etc. Contact made with parent meeting by Form Tutor or HoF STINT 3 Log on CPOMs as STINT 3. Action by HoKS: Further no improvement of same concern Parental Meetings from STINT 2. Parental and student contract High level incidents will be handled as Formal warning STINT 3. Parental Follow ups These include: Progress or behavioural report Internal Isolation fighting, violence or physically dangerous Learning Recall at break or lunch behaviour (including violent cases stipulated Head of Year (HoY), Community Service Assistant HoKS5 (AHoKS5) by the prevision of Decision No 1065/2024 Restorative Justice session in force on the Romanian territory), bullying, or Key Stage (HoKS) repeated use of bad language, behaviour which Exclusion (for mobile phones) brings the school into disrepute, less serious damage to school property, persistent unsafe behaviour or e-safety issue, peer-on-peer abuse, truancy, smoking (see policy), persistent incorrect uniform, unruly or disrespectful behaviour, academic concerns, behaviour or performance in several subject areas. Having a mobile phone not in a locked yondr pouch.

Member of staff responsible Examples of causes of concern and STINT Action taken by staff member for action/communication level that should apply STINT 4 Log on CPOMS as STINT 4 Action by DoPI or Director of Further no improvement of same concern Academic Operations and Outreach: from STINT 3 All or one of above is appropriate 2 or more LEVEL 3 incidents in 1 term – Internal exclusion or interception of incident at discretion of Fixed external exclusion period DoS or HoS. Parental meeting and contract with Further / serious fighting, violence or physically constant follow up. dangerous behaviour (including violent cases Prolonged Community service Director of Pastoral Care stipulated by the prevision of Decision No Restorative Justice session with and Inclusion / Director of 1065/2024 in force on the Romanian territory), numerous stakeholders. bullying, repeated use of bad language, Academic Studies public behaviour which brings the school into disrepute, damage to school property, truancy, smoking, confrontational behaviour, persistent cyberbullying or distribution of inappropriate material, uniform issues after HoKS intervention, malicious allegations against a member of staff. Having a mobile phone not in a locked yondr pouch on more than 1 occasion. STINT 5 Log on CPOMS as STINT 5 Further no improvement and all other levels Actions by HoS: Alternative provision for education of STINT have been exhausted. agreed by Parents. Persistent violent behaviour (including violent Next academic year registration cases stipulated by the prevision of Decision No application declined. 1065/2024 in force on the Romanian territory), Permanent exclusion. Head of Secondary (HoS) swearing at teachers/adults in the school, (A final warning may be issued in cases stealing, continued bullying, inappropriate use such as these) of technology, such as cyberbullying & viewing and sharing inappropriate material, taking part in any illegal activity or bringing illegal items into school. Persistent non-compliance with the mobile phone policy.

Managing Behavior and Academic Concerns: An Overview Inclusive Education All staff must participate in the education of every registered student. 16

Tracking and Logging Concerns Behavioral and academic infractions are systematically recorded in two platforms: CPOMS for general behavior and academic issues, and iSAMs specifically for homework at the secondary level. At the primary level, CPOMS is the sole platform used for all types of concerns, including pastoral. These digital logs are automatically shared with the Class Teacher or Form Tutor and other relevant leadership members. Continuity and Transition These tracking systems offer a seamless transition of records as children move year on year and from primary to secondary education. This continuity ensures that staff are well-prepared to meet students’ needs at each stage. Annual Transition Discussions and Meetings From the first term of each academic year, discussions about the Year 6 to Year 7 transition begin.. The issue of ‘children of concern’ is a standing agenda item in all Senior Leadership Team meetings, thus ensuring that secondary SLT is informed of any special needs or issues as students transition from Key Stage 2 (KS2) to Key Stage 3 (KS3). To bolster this process, meetings are organised in the summer term involving Year 6 staff, pastoral leads, and Heads of Faculty to discuss the pastoral and academic needs of the transitioning Year 6 cohort.

Mobile Phone and Communication Policies Primary School Mobile Phone Policy In the primary school, students are not allowed to bring mobile phones to school unless explicitly permitted by the Director of KS or Head of School, and only in exceptional circumstances. Secondary School Mobile Phone Policy Phones are not to be used on campus. Every student (year 7-13 inclusive) is given a Yondr Pouch. It is each student’s responsibility to bring their pouch with them every day. School arrival: • Students will turn their phone off. • Place their phone inside the Pouch and secure it in front of school staff. • Store it in their bag for the day. School departure: • Open their Pouch via one of the central unlocking systems • Remove their phone • Staff members on this duty may check for damage before the student leaves school.

Refusal to put phone in a pouch may result in an exclusion. Students who have been found to tamper or damage the pouch may also be sanctioned with an exclusion. Students found with a mobile phone outside a pouch or in an unlocked pouch may be placed in an exclusion. Their phone will be taken, placed in a pouch and locked away until the end of the school day. Students must collect their phone at the end of the day. Repeat offending or refusal to hand phone over at this point may receive an immediate exclusion for a prolonged period. Parents will be contacted and invited for further conversations about their child’s conduct at school. The provisions of the Chapter of this Procedure regulating the STINT levels of inappropriate and/or antisocial behaviour and their consequences shall apply accordingly. Physical cards and cash only will be accepted for payments of goods. Students may, in an emergency, use a staff member’s work phone to contact home by visiting an SLT or pastoral team member. Students who arrive after 8.30AM will enter via the turnstiles using their access card and collect a pouch. Students arriving after 8.30AM will be marked as late. Students are to use the red cards only. Students traveling off-site for fixtures and events will keep their phones in their pouches for the duration of the event or fixture. The accompanying teacher will help them to remove their phones from their pouches when their parents collect them or they leave from the BSB campus. For further information on Yondr use at irregular hours, you can refer to Entry exit and supervision procedures for irregular hours.pdf. Staff may check that pouches remain sealed during the school day. Where a member of staff has reasonable grounds to suspect that a pupil has a mobile phone outside the pouch, or has concealed another prohibited item, a search may be conducted in line with DfE statutory powers on searching, screening and confiscation and with the School’s policies. This may also take the form of a “bag look” where a staff member may look into a student’s bag to check for the presence of a concealed phone or device. The school will make reasonable adjustments for students with special educational needs, disabilities or medical conditions that require access to a mobile device. Such adjustments will be considered on a case-bycase basis by the pastoral team or SLT. Headteachers, or staff they authorise have a statutory power to search a pupil or their possessions where they have reasonable grounds to suspect that the pupil is in possession of a prohibited item as set out in legislation or any item identified in the school rules as an item that may be searched for. Headteachers can and should identify mobile phones and similar devices as something that may be searched for in their school behaviour policy. This can take the form of a “bag look”. Staff should refer to the searching, screening and confiscation in schools’ guidance regarding searching a pupil. Parent-Student Communication Parents must contact the front office to pass messages to their children during school hours. School Bus Behavior Policy A Bus Behaviour Book records instances of inappropriate behaviour on school buses. Bus assistants are responsible for entering the details and informing the Class Teacher or Form Tutor. The expected behaviour on the bus should meet the same standards as any other school environment.

Open Door Policy for Parent-Staff Communication The school maintains an Open Door Policy where parents can discuss their child’s academic or behavioural issues with staff members. These meetings should be scheduled for after school or at a mutually convenient time. Appointments can be made through the school office. • Engaging in any activity which is illegal • Activity or behaviour which brings the school into disrepute • Sustained child-on- child abuse A student may be permanently excluded from the school if it is proved on the balance of probabilities or at the judgement and discretion of the Head of School (Primary or Secondary) or the Board, that the student has committed a very grave breach of school discipline or a serious criminal offence. Criminal proceedings may ensue. Permanent exclusion is reserved for the most serious breaches. The Heads of School shall act with procedural fairness in all such cases. Parents will be given a copy of the procedure current at the time and the student shall remain away from school pending the outcome.

Additional Grounds for Disciplinary Action Additional Offenses for Exclusion In addition to the grounds set above, a student may be excluded for: • Engaging in illegal activities. • Conduct that tarnishes the school’s reputation. • Sustained abuse from one student to another. • Inappropriate behaviour of the parent/guardian in relation to school staff or the student in the school environment. Permanent Exclusion In extreme cases, a student may be permanently expelled if, in the judgement of the Heads of School or the Board: • The student has committed a severe violation of school discipline. • The student has engaged in criminal activity. • Legal proceedings may be initiated against the student for such offences. • Serious breaches of safeguarding or child protection policies or procedures. Note: Permanent exclusion is reserved for the most severe cases. The Heads of School are committed to procedural fairness. Parents will be given a copy of the current procedure, and the student will be barred from attending school pending the outcome. Related Policies and Procedures The following additional policies and procedures are relevant to school conduct and discipline:

• House System Policy: Describes the house system and its role in the school community. • Safeguarding and Child Protection Policy: Guidelines and procedures for the safety and well-being of students. • PSHE (Personal, Social, Health and Economic Education) Policy: Policy governing the education of students in personal, social, health, and economic aspects. • Anti-Bullying Policy: Outlines the school’s stance against bullying and the procedures for reporting and addressing it. • Staff Handbook: A comprehensive guide for school staff, including rules and procedures. • Form Tutor Handbook (Secondary): A guide for secondary school form tutors, including expectations and procedures. • Risk Assessment Policy: Guidelines and procedures for assessing risks in various school activities.

Revision History REVISION Ver. 1 Ver. 2 Ver. 3 Ver. 4 Ver. 5 Ver. 6

NOTES Initial Revision

Date Approved N/A 2022 2023 2024 2025 2026