Behaviour System at Ferndown Upper School

The Principles

Ferndown Upper School believes that in order to enable effective teaching and learning to take place, good behaviour in all aspects of school life is necessary. It seeks to create a caring, dynamic learning environment in the school by:

  • promoting good behaviour, discipline and basic standards such as uniform;
  • promoting self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect;
  • ensuring fairness of treatment for all;
  • encouraging consistency of response to both positive and negative behaviour;
  • promoting early intervention;
  • providing a safe environment free from disruption, violence, bullying and any form of harassment;
  • encouraging a positive relationship with parents and carers to develop a shared approach, involving them in the implementation of the school’s policy and associated procedures.

Go 4 Schools

All behaviours, both positive and negative are recorded through our online system Go 4 schools. This system is live and accessible at all times online by students, parents and teachers. This is so that at any time anyone can look at how a student is performing in school. This is a powerful tool that helps secure an effective home-school partnership.

Postive ‘P’ points are recorded in green.

Negative ‘C’ points are recorded in pink.

Praise points

The following points will be given to recognise good behaviour in school.

P1: House point

P2: Double house point

P3: Praise phone call teacher

P4: Praise phone call HOY

P5: Postcard home (sent out on Parentmail each week)

P6: Praise phone call SLT

P7: Certificate in assembly

P8: Representing the school

P9: Student of the term (also displayed on a school noticeboard)

P10: Headteacher award (for exceptional individual acts)

Rewards Assemblies

Rewards assemblies will be held each half-term to formally recognise students who have done well. Categories of recognition are:

  • 100% attendance
  • Improved attendance/punctuality
  • Top achievement
  • Best effort in subject areas
  • Number of praise points received
  • Individual achievements
  • Sports achievements

Following these assemblies, a target group of students will be invited on a rewards trip out of school again to formally recognise their achievements. These trips, and the rewards system will be regularly reviewed by the student council.

Responsibility charter

All students in school sign up to our responsibility charter. This says:

To ensure that I achieve my potential as a student I need:

  • To be in school demonstrating good attendance
  • To take pride in my appearance.
  • To arrive on time to all of my lessons
  • To bring the correct equipment (pen, spare pen, ruler, pencil, calculator)
  • To bring the right books and specific equipment for every lesson (e.g PE kit)
  • To use my diary to organise homework, study sessions and important dates
  • To complete all homework & tasks
  • To respect others’ right to learn
  • To show respect for all staff
  • To take responsibility for the school environment (e.g picking up litter & looking after school equipment)
  • To be a positive ambassador for the school at all times
  • To take responsibility for my own learning by catching up on missed work (e.g trips, fixtures, illness)
  • To take pride in my work and achievements
  • To try my hardest at all times, because every grade matters
  • To be an active learner

Sanctions system:

In the event that a student does not adhere to the responsibility charter, the school will respond using the consequences system. This is as follows:

C1: Verbal warning

The member of staff will quietly advise the student that they are disrupting learning.

C2: Second verbal warning

At this point, individual staff, teachers or teaching assistants, may request that a student takes a couple of minutes ‘time out’* outside the door to collect themselves. When they return, they must settle to learning to avoid getting a C3.

C3: After School Detention (30 minutes or 1 hour)

If the warnings are not responded to, a detention will be issued. The student will often be instructed to work in a 6th form lesson for the remainder of the lesson. Where the detention was set for disruptive behaviour on the first detention of this nature students will be removed for one lesson. Where it is the second detention in that subject for disruptive behaviour they will be removed from that subject for a week. Where it is the third detention in that subject for disruptive behaviour they will be removed from that subject for two weeks. This is to avoid repeated disruption to others learners learning. This must be organised in the full knowledge of the DOL for that subject area.

Detentions are monitored and repeated detentions will trigger further sanctions and interventions from the pastoral managers such as report cards, PSPs.

Staff may use other appropriate sanctions at their discretion such as detaining at break and lunchtimes, setting community tasks etc.


If the student is being disruptive in a lesson and has not responded to the C1-3 warnings a teacher may call for ON CALL. This is a senior member of staff who is on duty to collect students who are disrupting the learning of others. The member of staff teaching will call reception, who will, in turn, use the radio system to notify the duty member of staff. This member of staff will appear at the class and collect the student with their work for the lesson. They will escort them to the nearest sixth form lesson without questioning the student or the member of staff.

It is the duty of the teacher who has used ON CALL to record the incident as a C4 on Go 4 Schools. In this case, a C3 does not need to be set as well as this would constitute double punishment and would be unfair. Any student who is picked up ON CALL receives an hours detention in addition to their removal from the lesson.

C5: Amber Report Card

Students who receive multiple detentions for misbehaviour may be placed on amber report. This decision is taken by the pastoral managers in consultation with the Head of Year and the SLT link for that year group. Amber report cards are given to students who have to get their behaviour scored out of 5 in every lesson. They are set a daily target by the pastoral manager and must report to the pastoral office every morning and afternoon. They must also get the report card signed every evening by their parents. Failure to keep the card, get it signed, or meet the daily target may result in the issuing of further detentions or escalation to C6.

C6: Red Report Card

Students who fail amber report may be placed on a red report card. This is a very serious level of reporting. Failure to keep the card, get it signed or meet the daily target here may result in the student being placed in a days’ internal exclusion – C7.

C7: A Day’s Internal Exclusion

Students work isolated from other students, including break and lunch. The school day is extended by one hour.

Examples of types of behaviour that might result in internal exclusion are:

  1. Bullying; if not serious or persistent including by misuse of social media in and out of school
  2. Persistent disruptive behaviour in class
  3. Some cases of fighting;
  4. Truancy;
  5. Serious vandalism, graffiti;
  6. Smoking   (including use of ‘e’ cigarettes etc)

C8: One/Two Day External exclusion

Examples of incidents which may result in a fixed term or permanent exclusion include;

  1. Physical assault on member of staff
  2. Serious physical assault of other students
  3. Some incidents of direct verbal abuse of staff
  4. Serious defiance towards staff
  5. Possessing, handling, passing or dealing in drugs (prohibited substances) including alcohol.
  6. Bringing weapons, knives, fireworks or dangerous items into school
  7. Serious theft
  8. Persistent bullying including by misuse of social media in and out of school
  9. Bringing the school into disrepute
  10. Malicious accusations against school staff
  11. Serious vandalism
  12. Dangerous behaviour which compromised the safety of other pupils

At all times the school will adhere to relevant legislation covering exclusions.

C9: Longer Three-Five Day External Exclusion

Where a student has been excluded before, it may be appropriate for the second or third formal exclusion to be extended beyond the initial one or two days. This is so the student understands that if their behaviour does not improve that the sanction becomes more serious.

C10: Governors’ warning

In effect a final warning that should poor behaviour result in further exclusions, then the student will either be dual-registered with a learning centre or permanently excluded. This will be given as part of a formal minuted meeting involving a member of the SLT, governor, parent and student. Minutes of the meeting will be circulated to all present. Serious misbehaviour following the governors’ meeting will result in the permanent exclusion protocol being invoked.

Students with Special Educational Needs

The school recognises its duties under the Equality Act 2010 to ensure that a student’s SEND is considered when considering how discipline issues are dealt with.


The Governing Body will ensure that appropriate high-quality training on all aspects of behaviour management is provided to support the implementation of the policy.  In order for the behaviour policy to be effective, a clear relationship with other school policies, particularly equal opportunities, race equality, special educational needs and anti-bullying, has been established.

Involvement of outside agencies

The school works positively with external agencies. It seeks appropriate support from them to ensure that the needs of all pupils are met by utilising the range of external support available.


The Head, in consultation with the staff, will undertake systematic monitoring and conduct regular reviews of the behaviour management policy and procedures in order to evaluate them to ensure that the operation is effective, fair and consistent. The Head will keep the Governing Body informed.

The Governing Body will regularly review this policy and associated procedures, to ensure its continuing appropriateness and effectiveness. The review will take place in consultation with the Headteacher, staff and parents.

The outcome of the review will be communicated to all those involved, as appropriate.