BEHAVIOUR POLICY
Owners: Heads of School
Reviewers: Senior Leadership Team
Approved by President: Yes
Date approved: August 2024
Next review due by: August 2025
CONTENT
Introduction Aim
Objectives
Expectations
Prohibited Items and Behaviours
Rewards and Positive Reinforcement
Positive Reinforcement
Merits System (Primary School)
House Points System
Primary School House Points System
Recognition Awards
Secondary School House Points System
Head Teacher Award
Stars of the Week (Primary and Secondary Year 7 only)
Outstanding Citizenship Award (Year 6)
Awards Ceremony (Secondary School)
Positive Praise Emails
Support for Children with SEND
Primary School Behaviour Policy
The STINT Process (Primary School)
Secondary School Behaviour Policy
The STINT Process in Secondary Education
Managing Behaviour and Academic Concerns: An Overview
Mobile Phone and Communication Policies
Parent-Student Communication
School Bus Behaviour Policy
Open Door Policy for Parent-Staff Communication
Related Policies & Procedures
Additional Grounds for Disciplinary Action
Additional Offenses for Exclusion
Permanent Exclusion
Relate Policies and Procedures
Revision History
Introduction
In order to ensure the optimal functioning of the school community, it is imperative and expected that all students maintain a high standard of behaviour. “Excellent behaviour” is understood as consistent adherence to the BSB core values and desired qualities, as defined in our Values framework. Furthermore, it involves disciplined self-regulation in managing negative behavioural tendencies. 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
The aim of our school’s Behaviour Policy is to foster and commend responsible, sensible, and courteous behaviour, to be exhibited by students at all times.
Objectives
• Encouraging positive behavioural patterns
• Fostering high standards in both work and self-discipline.
• Formulating a set of clear and comprehensible rules for the guidance of both staff and students.
• Designing a spectrum of appropriate sanctions for use as required.
• Cultivating 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;
• Comply with instructions promptly and without dispute;
• Avoid using language that is unkind, rude, derogatory, discriminatory, or defamatory;
• Act considerately towards peers and the wider community;
• Navigate the school premises in a safe and respectful manner, eschewing disruptive or distracting behaviours;
• Consistently demonstrate politeness and respect towards each other, staff, and visitors. This includes utilising the school’s common language, English;
• Respect and protect school property, including the avoidance of vandalism and misuse of emergency equipment.
Prohibited Items and Behaviours
The following items or behaviours are strictly forbidden for students to possess within the school premises under any circumstances:
• Alcohol and controlled substances;
• Any psychoactive substances or substances which may cause the effect of the above.
• Tobacco products, matches, smoking paraphernalia, and lighters;
• 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.
Rewards and Positive Reinforcement
There are multiple avenues through which students at the British School of Bucharest receive recognition for exemplary behaviour and accomplishments.
Positive Reinforcement
The school prioritises the use of positive reinforcement techniques to encourage high standards of work and behaviour. This includes verbal praise, Merits, constructive written comments, and the allocation of House Points. School leadership, including the Heads, Directors, Heads of Year and Faculty Leaders, are pleased to meet students who have displayed exceptional work or commendable conduct. In the Primary School, individualised rewards are also available for achieving specific milestones or targets. Teachers are encouraged to establish rewards specific to their own class and to draw up a class charter.
Merits System (Primary School)
Our school adopts a positive behaviour strategy underpinned by our School Values that encompasses a merit-based system specifically tailored for academic excellence. Merits serve as accolades for enhanced effort or elevated standards of work across all curricular areas. Unlike House Points, which are geared towards encouraging communal and altruistic behaviour, Merits focus on the academic achievements and efforts of individual students. These are primarily awarded by Class Teachers and are systematically recorded. The tally is cumulative and progresses with the child through their years in the Primary division. Milestone recognitions in the form of Merit Certificates and Badges are distributed at set intervals. As students accumulate merits, the design of the certificates and badges evolve through a colour-coded system.
House Points System
Upon enrolment, each student is assigned to one of four houses, each named after a Romanian river: Arges, Danube, Mures, and Olt. House Points are awarded for altruistic behaviour, community service contributions, notable performances, and participation in house-specific competitions (for further details, consult the House System Policy). Importantly, House Points serve solely as a positive reinforcement method and are never deducted. Each house vies for the coveted House Cup, awarded at the culmination of each academic year.
Primary School House Points System
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. These tokens are deposited in designated boxes located in NUPEH or the Ringwood Corridor, according to the student’s assigned house.
Recognition Awards
Various Recognition Awards are also in place to celebrate significant achievements or contributions to the school community. These honours aim to inspire continued excellence and are an integral part of our positive reinforcement strategy. Recognition Awards are bestowed upon students who demonstrate extraordinary effort in their academic pursuits, transcending regular expectations. These awards can be attributed to both individual assignments or group projects. The emphasis is not on attaining a specific grade or meeting predetermined criteria, but rather on showcasing an exceptional level of dedication and effort.
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, 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.
Head Teacher Award
The Head Teacher Award pens are given to students who have been identified by teaching staff for producing exceptional work or demonstrating outstanding diligence in a specific academic task at any point during the academic year.
Stars of the Week (Primary and Secondary Year 7 only)
Each week, two students per class are designated as ‘Stars of the Week.’ This honour is jointly awarded by the Class Teacher and the Teaching Assistant. The award recipients are publicly acknowledged on ‘Star of the Week’ displays in both Primary buildings and on Class Dojo. To ensure fairness, teachers are advised to maintain a record of award recipients, detailing the reasons for and the timing of the award.
Outstanding Citizenship Award (Year 6)
At the conclusion of Year 6, students who consistently manifest the school’s core values in their daily conduct and attitudes are put forward for the ‘Outstanding Citizenship Award’ by the teaching staff. School leadership selects one boy and one girl who have exceptionally embodied one of the five core values. These students are then honoured with a certificate during the Year 6 Annual Celebration held in June.
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.
Positive Praise Emails
On a weekly basis, teachers have the opportunity to select students who will receive a Positive Praise email sent to their homes. The email includes a brief description highlighting the student’s exemplary behaviour or achievements in class, co-curricular activities, or other facets of school life.
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. Provided such behaviour doesn’t compromise the health and well-being of the child or others, rewards, sanctions, and daily schedules can be adapted in consultation with the Learning Support Coordinator/SENCO, school counsellor, and pastoral leads. Potential adjustments may include:
• 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 Deputy Heads of School – Pastoral and Heads of School.
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
STINT 1
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
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
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
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
Including but not limited to: No further improvement and all other levels of STINT have been exhausted.
A) Teacher
Consequence
Verbal warning, potential loss of playtime at teacher’s discretion, restorative conversation where appropriate The teacher may deem that an entry on CPOMS is necessary.
B) Year leader
Parents informed, potential loss of playtime at Year Leader’s discretion, restorative conversation where appropriate Behaviour will be recorded on CPOMS.
C) Director of Key Stage
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.
D) Director of Pastoral and Inclusion
Parents called in for a meeting.
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
Log on CPOMS as STINT 5
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 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 behavior and/or antisocial behavior 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 behavior.
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 are required to provide a comment detailing the issue at hand, as well as the corrective actions undertaken.
Safeguarding Considerations
Staff are advised to be cognizant of potential safeguarding issues that may arise during interactions with students and parents, as articulated 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 should be meticulously recorded on the Parent Contact Form and filed in ISAMS (Integrated School Administration Management System) via the school office. This should also be specified as an ‘action’ on CPOMS.
Secondary School Behaviour Policy
We advocate for a culture of independence and self-awareness within our student body, equipping them 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 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.
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.
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.
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.”
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 authorized member of staff should always seek the co-operation of the student before conducting a search. If the stu-
dent 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;
• do not understand the instruction;
• is unaware of what a search may involve; or
• have 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.
The student will be asked to hand over the suspicious substances or objects, and if the student refuses and if should it be deemed necessary by one of the Directors to search a student’s possessions, the child and more than one 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.
The STINT Process in Secondary Education Understanding STINT
STINT, which stands for Staged Intervention, is a framework implemented to address and highlight various areas of concern within the educational setting. This framework serves as a roadmap, directing individuals to the appropriate personnel or resources needed for resolving the issues at hand.
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.
STAGED INTERVENTION
Students and staff have clear guidelines that show the stages of STINT:
Member of staff responsible for action/communication
Examples of causes of concern and STINT level that should apply
STINT
1
Teacher / Form Tutor
Head of Faculty (HoF) or Form Tutor (if pastoral)
Low level disruption in or out of lessons, including, but not limited to: not following instructions, incorrect uniform, behaviour out of keeping with BSB values, poor effort in lessons, work not completed, homework incomplete or late, not bringing correct equipment, swearing, lack of equipment, poor attendance, use of mobile phones.
STINT 2
Continued concern from STINT 1
Repeated: lack of homework or disruptive behaviour from a student in Faculty, consistent reported poor effort or academic performance, repeated cheating or malpractice in tests or assessments, disrespectful behaviour or attitude, continued lack of attendance or punctuality, poor uniform etc.
Action taken by staff member
Log on CPOMs as STINT 1 with action taken from this is list:
Verbal Warning
Student is moved
‘Cooling off time outside of classroom (supervised)
Learning Recall at break or lunch time
Chance to resubmit HW
Restorative Justice System
Contact made with parents by teacher through email and/or phone call where necessary (or SMS for Homework).
Log on CPOMs as STINT 2 with action taken from this is list:
Verbal Warning
Student is moved
‘Cooling off time outside of classroom (supervised)
Learning Recall at break or lunch time
Restorative Justice Session
Behaviour report
Contact made with parent meeting by Form Tutor or HoF
Member of staff responsible for action/communication
Examples of causes of concern and STINT level that should apply Action taken by staff member
STINT 3
Further no improvement of same concern from STINT 2.
High level incidents will be handled as STINT 3.
These include:
Head of Key Stage (HoKS)
Director of Pastoral Care and Inclusion / Director of Academic Operations and Outreach
fighting, violence or physically dangerous behaviour (including violent cases stipulated by the prevision of Decision No 1065/2024 in force on the Romanian territory), bullying, repeated use of bad language, behaviour which 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.
STINT 4
Further no improvement of same concern from STINT 3
2 or more LEVEL 3 incidents in 1 term –or interception of incident at discretion of DoS or HoS.
Further / serious fighting, violence or physically dangerous behaviour (including violent cases stipulated by the prevision of Decision No 1065/2024 in force on the Romanian territory), bullying, repeated use of bad language, 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.
Log on CPOMs as STINT 3
Action by HoKS:
Parental Meetings
Parental and student contract
Formal warning
Parental Follow ups
Progress or behavioural report
Internal Isolation
Learning Recall at break or lunch
Community Service
Restorative Justice session
Log on CPOMS as STINT 4
Action by DoPI or Director of Academic Operations and Outreach: All or one of above is appropriate
Internal exclusion
Fixed external exclusion period
Parental meeting and contract with constant follow up.
Prolonged Community service
Restorative Justice session with numerous stakeholders.
Member of staff responsible for action/communication
Examples of causes of concern and STINT level that should apply
STINT
5
Further no improvement and all other levels of STINT have been exhausted.
Head of Secondary (HoS)
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.