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Copies of the guidance for both off-site directions and managed moves. This reflects a separation of the two processes, and as such, this guidance will replace the 'DOWIMM' scheme.

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St Benet's does not have a central behaviour policy as this sits with the individual academy. Leaders can use the guidance on this padlet alongside central team support to develop an effective policy for improving behaviour, in the framework of the academy's/trust's vision and values. However, policies NS04, NS08 and NS10 (Anti-Bullying, Offensive Weapons and Alternative Provision policies) will all support the academy's approaches.

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The procedure for Trust policies is that the Board’s Committees review and approve the draft policies at their meetings each term in line with an annual schedule of policy review. Most policies are reviewed every three years. As soon as the Trustees have approved a policy it should be applied in all of the Trust’s schools and therefore will be communicated to the schools at the earliest opportunity so that it can be applied if the need arises.

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Please note that recent training has indicated that if leaders are uncertain if the behaviour warrants a Permanent Exclusion or a suspension, the DfE guidance states that 'a suspension can only be converted to a permanent exclusion when new evidence comes to light'. As such, Heads should seek advice from their Improvement Director and/or the Governance Team to look at options as to how to proceed if this is the case. Please also note that in the exclusion paperwork, schools should make clear that they have considered their equalities duties in taking the decision to exclude.

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EEF - Analysis of Behaviour Interventions

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EEF - Analysis of Behaviour Interventions

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The costs of behaviour interventions vary widely and overall they are estimated to range between very low to moderate. The costs to schools to deliver whole school strategies are largely based on staff time and training. More intensive, targeted interventions are likely to incur higher staffing and training costs.

Behavioural interventions can require a large amount of staff time, compared with other approaches. Targeted or one-to-one approaches, delivered by trained school staff or specialists, will require additional staff time compared to universal approaches. Overall, effective approaches can promote better engagement with teaching and learning by reducing challenging behaviour and improving pupil engagement.

Alongside time and cost, school leaders should reflect on the impact of whole school behaviour policies and support their staff to maintain a consistent approach. When adopting new approaches, school leaders should consider programmes with a track record of effectiveness. Improving classroom management may involve intensive training where teachers reflect on their practice, implement new strategies, and review their progress over time.

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Behaviour interventions seek to improve attainment by reducing challenging behaviour in school

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Tom Bennett: Creating a culture to optimise school behaviour

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Tom Bennett: Creating a culture to optimise school behaviour

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Still relevant, this established book by Bill Rogers looks at establishing a whole-school strategy for improving behaviour

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Behaviour Management: A Whole-School Approach

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In this revised and updated edition of Bill Rogers′ bestselling book, the author draws on his extensive experience as an educational consultant and trainer to help teachers and managers develop a whole-school strategy for dealing with student behaviour.

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DfE Statutory Guidance for schools regarding their Behaviour Policy and approaches

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Governance Support: Pupil Suspensions and Exclusions (GovernorHub)

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Governance Support: Pupil Suspensions and Exclusions (GovernorHub)

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The area on DoNESC GovenorHub regarding Suspensions and Exclusions. This is regularly kept up to date by the Governance Team and has resources to guide Heads through the process .

Please use the model letters from the Trust's Governor Hub section rather than the LA model letters as these are Trust-appropriate.

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To get started, enter your email address below

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Norfolk Exclusions guidance - this link includes links to exclusions flow charts, model letters, etc

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There are 'Bitesize' information sheets on both Managed Moves and Off-site Directions in the GovernorHub area on Pupil Suspensions and Exclusions.

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A useful book for class teachers to support with in class behaviour management

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Buy Getting the Buggers to Behave 4th Revised edition by Cowley, Sue (ISBN: 9781441173140) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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DfE Case Studies - managing poor behaviour

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DfE Case Studies - managing poor behaviour

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Mendlesham Community Primary School (Suffolk)

A small rural school in a middle school system. Nearly all pupils come from a white British background and the proportion of pupils eligible for the pupil premium is below average. In 2010 the behaviour at the school was rated as 'requires improvement'. At the most recent inspection in 2012, behaviour was rated 'outstanding'.

Staff response to misbehaviour

The school developed a clear response route for teachers to follow to ensure a consistent approach across the school when dealing with poor behaviour in the classroom. The pupil:

is gently reminded that their behaviour is breaking the school rules

receives a warning and their name is written on the board

receives a yellow card, which means the child has to stay behind for five minutes at playtime

receives a red card, which means they are sent to the headteacher's office and a letter is sent home to their parents

Golden rules and tickets

To help teachers implement this response to poor behaviour, the school introduced Jenny Mosley's Golden Rules which cover all aspects of behaviour. This helps staff to explain to pupils which rule they broke and why their behaviour was unacceptable. The rules are:

we are gentle - we don't hurt others

we are kind and helpful - we don't hurt anybody's feelings

we listen - we don't interrupt

we are honest - we don't cover up the truth

we work hard - we don't waste our own or other's time

we look after property - we don't waste or damage things

Alongside the golden rules, the school also introduced Golden Tickets and Golden Certificates. Children earn golden tickets for good behaviour (eg helpfulness or politeness) and these are put in a special box in each classroom. At the end of the week the golden tickets are added up and the pupil with the most in the year group receives a golden certificate. The golden certificates are given out at Friday's celebration assembly which is popular with the children and provides a real incentive to behave well.

Collective staff responsibility

It is made clear that all staff have a responsibility for the behaviour of all children in the school and not just the pupils in their class. For example, any teacher who sees a pupil running in the school is expected to positively remind them that they need to walk. Teachers will say 'walk please' rather than 'stop running'.

St Peter's Catholic High School (Gloucester)

A secondary inner-city Catholic comprehensive for 11- to 18-year-olds, that caters for a range of abilities. Around a third of pupils come from ethnic minorities, and the school has a lower-than-average proportion of pupils eligible for the pupil premium. There are 1,700 pupils on the school roll. In November 2012, the school was rated by Ofsted as outstanding in behaviour.

School ethos

The school has developed a positive and supportive environment in which teachers and pupils respect each other. To help create this atmosphere, the school refers to each form group, including the teacher, as a 'family' with responsibility, respect and care for each other.

E-report

The school uses the Schools Information Management System ( SIMS) to record and manage behaviour. The school records both good and bad behaviour, and this allows staff to monitor trends and patterns.

The school uses SIMS to place pupils on e-report. This means that teachers monitor and report on the behaviour of the pupil. This report is used by the school to track progress and is automatically sent home to parents.

Where a pupil continues to be disruptive, the form tutor is able to create an individual behaviour support programme. Parents are invited to be involved with this process and together they set short-term, achievable targets for the pupil to help improve their behaviour.

Inclusion unit

When pupils continually behave inappropriately they will be taken out of lessons and placed in the inclusion unit for a day. The inclusion unit is supervised by senior staff, with a separate timetable, and class teachers provide the pupil with their work for the day. The separate timetable means pupils are not able to socialise with their friends for the entire day and, at least in part because of this, it is an effective deterrent against poor behaviour.

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Whole school approach: managing poor behaviour

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Approaches to managing behaviour throughout the whole school at both a primary and secondary school.

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How Stopsley Community Primary School encourages good behaviour by rewarding pupils.

Stopsley Community Primary School (Luton) is a larger-than-average primary school for 4- to 11-year-olds with 400 pupils. The school has a high proportion of students from ethnic minority backgrounds, many have English as an additional language and there is a high proportion of traveller children. There is a high mobility of pupils as a result of transitory migration. The school has been on a journey of improvement as in 2011 it was put into special measures but at its most recent inspection in 2012 it was rated 'good' overall and in behaviour.

House point system

One of the measures introduced to improve behaviour was a house points system to reward pupils. In each classroom, all the pupils' names are written on a board and they can earn ticks for demonstrating one of the school values. The values help to reinforce good behaviour:

Hope

Enjoy

Achieve

Responsibility

Togetherness

Pupils collect ticks and receive awards for certain milestones.

Number of ticks

Award

50 ticks

bronze certificate

100 ticks

silver certificate

150 ticks

gold certificate

200 ticks

platinum certificate and a £5 book voucher

250 ticks

diamond certificate and a £10 book voucher

Resources and support for teachers

Teachers are given help and resources to manage classroom behaviour. The Charlie Taylor behaviour checklist was found to be particularly effective. Staff liked having direction and support to get the simple things right. Staff were also encouraged to model the behaviour they expected of their pupils. For example, teachers now acknowledge each and every child that they see.

Red carpet treatment

One problem at the school was pupils running between classrooms. The headteacher introduced a simple solution to stop pupils running through the school. Red carpets were put in the corridors. When pupils were asked why a red carpet had been put in, they eventually suggested that it was because they were special. The headteacher agreed, yes it was that they were special, and she explained that VIPs do not run on a red carpet. If a member of staff sees a pupil running on the red carpet they quietly remind them: 'remember we walk on the red carpet'; they don't reprimanded with 'don't run'.

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Using rewards: encouraging good behaviour

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How Stopsley Community Primary School encourages good behaviour by rewarding pupils.

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Behaviour 'Guru' Bill Rogers' book on classroom management

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This exciting new edition of the best-selling and beloved teacher′s companion looks at the everyday behaviour issues facing teachers working in today′s classrooms. Describing real situations and dilemmas, Bill Rogers provides theoretically sound strategies and best practices to support you in meeting the challenges of the job, as well as building up a rapport with both students and colleagues to enable positive and productive learning environments. The new edition has been revised and updated and now also includes

Written jargon-free in Bill′s accessible and empathetic voice it includes in-depth strategies, practical examples, case studies and pragmatic hints and tips to put in to practice. This will make for informative and inspiring reading to all those involved in educating our children and young people.
access to an interactive website packed with a host of extra material to take you further.

Videos of Bill demonstrating his behaviour strategies in real classroom settings

Podcasts where Bill explains his ideas and ethos in more detail as well as answering teachers′ FAQs

Extra reading material for even more support on difficult subjects

Behaviour Management Tool Templates to use with students in the everyday classroom

Role-play scenario cards to help understand and prepare for challenging situations

"We often think of behaviour management in terms of dealing with challenging behaviour, but Dr Rogers begins by looking at classroom organisation and whole-class strategies. Alongside the theory, he provides examples that create a much deeper understanding of exactly what works and what doesn't." - Special magazine

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Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support

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Buy Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support Fourth by Rogers, Bill (ISBN: 9781446295335) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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DfE Case Studies - schools rated Outstanding

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DfE Case Studies - schools rated Outstanding

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Practical tips from the world’s leader in classroom behaviour management, Dr Bill Rogers.

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DfE: Suspensions and Permanent Exclusions

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DfE: Suspensions and Permanent Exclusions

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Schools function well and children learn best when they are calm and purposeful. As such, it is a whole staff responsibility to promote good behaviour and deal with incidents in line with their school policy - but to be proactive when doing so. Children's behaviour is another form of communication for them - schools should work from this starting point and seek to identify and remove barriers to good behaviour early, building good habits from a pupil’s first day at school. Our Christian ethos underpins how we manage behaviour effectively, seeking to change bad behaviour rather than simply punish it, in a firm but compassionate way with restorative approaches in place.

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• Schools should have a behaviour policy which states how promoting good behaviour and discipline are pursued. School are also responsible for creating and regularly reviewing a written statement of general principles to guide the school's behaviour policy.

• Before finalizing these principles, consultation with the headteacher, school staff, parents, and pupils is mandatory, and the school's behaviour policy, which includes school rules, must be published on a website.

• These should explicitly cover teachers' powers related to screening and searching pupils (for both statutory prohibited and school-banned items), the use of reasonable force, and disciplining pupils for misbehaviour occurring outside school premises.

• A key requirement is that the policy must not hinder teachers' statutory powers by including "no searching" or "no contact" policies, nor should they restrict the power to discipline for off-site misbehaviour.

• The school's behaviour policy must clearly outline all banned items for which a search can be made, specifically including prohibited items such as knives, weapons, alcohol, illegal drugs, stolen items, articles used to commit an offence or cause injury/damage, tobacco, cigarette papers, fireworks, and pornographic images.

• The school should always pay heed to their duties under the Equality act, the protected characteristics and those pupils with SEND when dealing with behaviour.

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• Establish and consistently pursue policies promoting good behaviour and discipline, guided by a written statement of general principles.

• Ensure the school's behaviour policy is clearly articulated, simple to understand and follow, and widely published (e.g., on a website).

• Set and communicate high expectations for all students and staff, demonstrating these expectations through actions and words, and believing in every student's potential.

• Design a clear vision of the school culture focusing on social and academic conduct, regularly referring to it, and translating aspirations into routines and expectations.

• Make behaviour a whole-school focus, ensuring it is a high-status topic in all meetings and planning, not just addressed reactively.

• Implement well-advertised, repeatedly demonstrated routines for all aspects of school life, such as corridor movement, class entry, and assemblies, to foster social norms and reduce uncertainty.

• Train all staff thoroughly in behaviour management, ensuring they are inducted early, continuously developed, and understand a broad range of strategies, including routines, appropriate responses, and relationship building. St Benet's Trust promotes the Norfolk Steps approach for this (although leaders are welcome to look at equitable alternatives).

• Foster strong, positive, and trusting relationships between staff and pupils, understanding individual needs and acting supportively.

• Employ a balanced approach to behaviour management, combining positive reinforcement, praise, and rewards with clear sanctions and consequences.

• Apply consequences consistently across the entire school community, ensuring certainty of response over severity, and using sanctions as a conversation about behaviour. These should aim to be restorative in nature and seek to change behaviour in the longer term

• Address low-level disruption proactively and confidently using techniques like non-verbal cues, proximity, clear directives, and tactical ignoring of secondary behaviours, to maintain focus and prevent escalation.

• Utilise data systems to regularly monitor, track, and analyse behaviour incidents to identify patterns, inform interventions, and ensure timely action.

• Involve parents and the wider community by communicating school expectations, providing opportunities for engagement, and collaborating with external agencies to support pupils.

• Make reasonable adjustments for disabled pupils and those with Special Educational Needs (SEN) when managing behaviour, acknowledging that rigid application of policies may be discriminatory, and offering tailored support.

• Where needed, develop and staff internal inclusion units to provide targeted early specialist intervention for challenging behaviour, aiming for reintegration into mainstream learning.

• Employ de-escalation strategies for challenging behaviour, focusing on maintaining calmness, avoiding confrontation, understanding triggers, and allowing for reflection.

• Use restorative practices to resolve problems quickly, fostering reflection and rebuilding relationships after incidents.

• Maintain high visibility of leadership (headteacher and senior staff) throughout the school day, at gates, in corridors, and in classrooms, to model expected behaviours and demonstrate support.

• Prioritize engaging and flexible curriculum delivery and well-planned lessons to reduce opportunities for misbehaviour and keep students on task and achieving.

• Address attendance and punctuality with 100% expectation, monitoring in real-time and implementing immediate reactions (investigation, sanction, or support) for deviations.

• Manage technology use effectively, typically restricting personal devices like smartphones in lessons to minimize distraction, with clear policies and consequences for non-compliance.

• Foster pride in the school and its community through celebrating achievements, maintaining a clean and positive environment, and promoting a sense of belonging among students and staff.

• Ensure that all staff feel confident in using reasonable force when legally necessary to prevent harm, damage, or disorder, understanding that it cannot be used as a punishment.

• Utilise formal structures like prefect teams and student councils to promote positive role models within the student body.

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Vision and Policy:

◦ Is our written statement of general principles regularly reviewed, and does it clearly guide our approaches in determining measures to promote good behaviour and discipline?

◦ Have we adequately consulted before finalizing our statement of principles, and is it published on the school's website?

◦ Does our behaviour policy clearly articulate and exemplify high expectations for all students and staff, believing in every student's potential?

◦ Is our school culture clearly defined as "the way we do things around here," understood, and subscribed to by the entire school community?

◦ Are our expectations clearly exemplified with specific, concrete examples, avoiding vague terms that can be misinterpreted?

Implementation and Consistency:

◦ Are our behaviour management strategies tailored to our specific school context, demographics, resources, and staff, and are they regularly reviewed and refined?

◦ Do we ensure highly consistent working practices and attention to detail in the execution of all behaviour policies and strategies?

◦ Is there a consistent, agreed-upon whole-school approach to behaviour management, with all staff on board, clear expectations, and regular training, modelling, and feedback?

◦ Is the message that behaviour is everyone's responsibility clearly understood and acted upon by all staff, from support staff to governors?

◦ Are we actively modelling, explaining, and promoting the shared values and practices that define good behaviour in our school?

Classroom and Low-Level Disruption Management:

◦ Is our learning environment conducive to positive behaviour, with an engaging curriculum and well-planned lessons that keep students on task?

◦ Are staff confident and consistently using effective strategies for managing low-level disruption, such as non-verbal cues, proximity, and tactical ignoring of secondary behaviours?

◦ Are teachers using calm, clear directional language and non-verbal cues to effectively settle a class and gain focus, without singling out individuals unnecessarily?

◦ Do we have clear school/classroom rules, a well-known motto/ethos, and opportunities for pupils to take responsibility?

Support, Intervention, and Consequences:

◦ Does our overarching behaviour management approach effectively balance positive reinforcement and modelling with clear communication of responses to poorer behaviour?

◦ Does our reward system genuinely encourage good behaviour, start each day fresh, utilise role models, offer tailored and refreshed rewards, and is it applied consistently?

◦ Is our sanctioning process clear, known to all, consistently and fairly applied, with appropriate escalation steps and parental involvement?

◦ Do we view consequences as a conversation, blending sanctions with supportive responses when students need help due to underlying issues like SEND or low literacy?

◦ Are staff trained in and consistently using de-escalation strategies, maintaining calmness, avoiding confrontation, and providing reflection time?

◦ Are restorative practices used effectively to resolve incidents, promote reflection, and rebuild relationships?

◦ Do we offer a range of targeted interventions, such as individual behaviour plans or inclusion centres, to support pupils with specific behavioural issues?

◦ Are reasonable adjustments made for pupils with SEND, adapting behaviour management systems, identifying triggers, and emphasizing positive reinforcement?

◦ Are exclusions (internal and external) used as a last resort, with clear processes, reintegration strategies, and robust administrative trails, rather than as a primary strategy?

Leadership, Staff, and Community Engagement:

◦ Are our school leaders highly visible, committed, and supported by a strong team with clear, detailed expectations understood by all?

◦ Do senior leaders consistently model expected behaviours, provide clear messages, fully support staff decisions, allow appropriate classroom management flexibility, and invest in ongoing staff training and development?

◦ Do we foster a non-judgmental environment where teachers feel comfortable asking for support, including peer mentoring or team teaching, when struggling with a class?

◦ Are we actively engaging parents and the wider community through various channels (e.g., technology, workshops, forums) to foster support and consistent expectations?

◦ Are we creating safe, sane, and secure learning environments for all students, especially those from challenging backgrounds, focusing on what the school can control to make a difference?

◦ Do our systems and policies account for staff workload, ensuring they have the time to effectively monitor and follow up on behavioural incidents, and deprioritizing less critical tasks when new ones are introduced?

Monitoring and Evaluation:

◦ Do we have robust systems for capturing, regularly updating, live monitoring, and acting upon behaviour data to identify patterns and inform interventions?

◦ Do we regularly use comprehensive methods, such as anonymized staff and student surveys, to capture detailed and qualitative data on behaviour experiences beyond formal records?

◦ Are we consistently maintaining our school culture through ongoing staff training, effective consequences, data monitoring, and regular review of standards?

◦ Are we regularly self-auditing our behaviour approaches, engaging in critical reflection, and sharing best practices with partner schools or trusts?

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Educate against Hate: Self Review and Signposting Tool

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Educate against Hate: Self Review and Signposting Tool

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Skip to content

Subject area:

Fundamental British Values, Hate crime

Resources:

Policy guidance

Format:

Pdf

If you need information on this website in a different format like accessible PDF, large print, easy read, audio recording or braille: email: educateagainsthate@gmail.com

This tool has been designed to support schools to develop a whole-school approach which promotes respect and discipline, in order to combat bullying, harassment and abuse of any kind. It is intended for use by the senior leadership team within schools. Many of the interventions and support outlined will help any school wishing to create a more respectful school community. It builds on the recommendations in Tom Bennett's independent review on behaviour in schools. It gives practical advice and examples of how schools can develop and implement their approach. It also links to case studies and further support.

A tool to support schools as they develop a whole school approach that promotes respect and discipline.

© 2025 educate.against.hate

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Respectful School Communities: Self Review and Signposting Tool - Educate Against Hate

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A tool to support schools as they develop a whole school approach that promotes respect and discipline.

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Education – A network for members with an interest in restorative practice within the education sector

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Norfolk Schools and Learning Providers - Norfolk County Council

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On this page

What is it?

The 'Roots and Fruits' analysis tool can help understand the feelings and experiences that may be underpinning a child or young person's behaviour.

Why is this area of work important?

The purpose of the roots and fruits exercise is to better understand behaviour. Roots and fruits help identify the underlying causes of a child or young person's behaviour by examining their needs and experiences.

Through the roots and fruits process, planned provision and support can be devised to help a child or young person feel more comfortable and therefore be able to behave more positively.

How it works?

Roots: Represent the underlying factors influencing behaviour (e.g., past experiences, unmet needs, emotions).

Fruits: Represent the visible behaviours (e.g., actions, reactions).

You will need to know this information

Identify the fruits: Observe and note the child or young person's visible behaviours.

Explore the roots: Consider what might be causing these behaviours.

Consider past experiences: What has the child or young person experienced?

Identify unmet needs: Are there any needs not being met (e.g., emotional, physical)?

Understand the emotions: What feelings might the child or young person be experiencing?

How to complete

1. Negative experiences

Starting on the left-hand side of the tree, begin by completing the 'Negative Experiences' section: What experiences has the child or young person had in school? What personal/health, family or community experiences have they had? Consider past as well as current experiences. It could also be useful to consider risk factors from DfE Mental health and behaviour in schools' guidance.

2. Uncomfortable feelings

Next complete the 'Uncomfortable Feelings' section of the tree: What feelings are likely to underpin the behaviours you are seeing? Based on observations and communication with the child or young person, note down the feelings that they may be experiencing e.g., loneliness, rejection, anxiety, confusion, etc.

3. Behaviours that challenge or harm

Complete the 'Behaviours that Challenge or Harm' section of the tree. What behaviours could be expected to result from the child or young person's life experiences? Ensure behaviours are described factually and clearly such as running inside the school building, throwing pencils, putting equipment in mouth, kicking staff, going under the table, hiding in the toilets, etc. Avoid generic terms such as disruptive or defiant as these are not specific enough to be able to form a plan from the roots and fruits work.

4. Positive behaviours

Now moving over to the right-hand side of the tree, complete the 'Positive Behaviours' section. Choose one of the behaviours that challenges or harms and consider an alternative behaviour. This behaviour needs to be small, measurable, achievable, and realistic for the individual child or young person. Focus on 1 or 2 behaviours to begin with e.g., walking whilst in the corridor, staying at workstation for 5 mins, leaving the playground when asked, etc.

5. Comfortable feelings

Complete the 'Comfortable Feelings' section of the tree: How will the child or young person need to feel to be able to display the positive behaviours you have listed above? e.g., involved, safe, needed, motivated, happy, etc.

6. Positive experiences

Finally, complete the 'Positive Experiences' section of the tree: Explore strategies to meet the child or young person's unmet needs. What experiences/support will the child or young person need to have to experience positive feelings in school? For example, use positive language, encouraging and supportive language in your scripts, plan for the child or young person to spend time with an emotionally available adult, plan in movement breaks and create sensory diets to meet needs. Review listed protective factors within the DfE Mental health and behaviour in schools' guidance and consider their impact on the child or young person.

What support is available?

Norfolk Steps

Norfolk Steps provides training and resources to help schools and settings with early intervention and prevention strategies to support positive behaviour. In addition, Norfolk Steps provide behaviour management techniques to respond to behaviours that challenge and/or harm.

The Norfolk Steps team has also developed a Behaviour Toolkit which includes further guidance on how to create a Behaviour Support Plan along with example plans, behaviour trackers and other guidance.

Trauma Informed Schools

Norfolk Steps principles and exercises align with Trauma Informed practices. Trauma Informed Schools provides further information.

Whole School SEND

Whole School SEND have developed a series of free online CPD units designed to support those who work with children and young people in schools and settings to deliver an inclusive experience for every learner. Modules of specific note are:

Unit 1: Creating an emotionally safe environment

Unit 2: Creating a socially safe environment

Unit 3: Creating a physically safe environment

Unit 8: Understanding behaviour as communication

Unit 9: Promoting mental wellbeing in your setting

Unit 12: Supporting sensory differences in the learning environment

Key contacts

If you would like some talk to a member of our team for additional support and guidance, then please contact us on 0333 313 7165.

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Roots and fruits - Norfolk Schools and Learning Providers - Norfolk County Council

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Norfolk's Restorative Practice pages

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Norfolk Schools and Learning Providers - Norfolk County Council

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Restorative approaches - Introduction - Norfolk Schools and Learning Providers - Norfolk County Council

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DfE: Searching, Screening and Confiscation

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DfE: Searching, Screening and Confiscation

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DfE: Restrictive Interventions and Use of Reasonable Force

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DfE: Restrictive Interventions and Use of Reasonable Force

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Norfolk Behaviour Padlet - including Roots/Fruits, ABC and Behaviour support plans

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Norfolk Behaviour Padlet - including Roots/Fruits, ABC and Behaviour support plans

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Link the Norfolk Behaviour Padlet including Analysis tools and model Behaviour support plans

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Norfolk Guide to Prejudice-Based Incidents

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Norfolk Schools and Learning Providers - Norfolk County Council

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Prejudice-based Incidents - Norfolk Schools and Learning Providers - Norfolk County Council

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One Minute guide to Prejudice-based Incidents

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Statutory Framework: Use of Force and Searching, Screening and Confiscation

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Statutory Framework: Use of Force and Searching, Screening and Confiscation

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Use of Force:

• All members of school staff have a legal power to use reasonable force to prevent pupils from hurting themselves or others, damaging property, or causing disorder. However, Force cannot be used as a punishment.

• Headteachers and authorised staff can use such force as is reasonable to conduct a search for "prohibited items" (knives, weapons, alcohol, illegal drugs, stolen items, tobacco, cigarette papers, fireworks, pornographic images, any article likely to be used to commit an offence, cause personal injury, or damage to property). However, Force cannot be used to search for items banned only under the school rules.

• Schools must acknowledge their legal duty to make reasonable adjustments for disabled children and children with special educational needs (SEN) when considering the use of reasonable force.

• Suspension must not be an automatic response when a member of staff has been accused of using excessive force.

Searching, Screening, and Confiscation:

• The member of staff conducting a search must be of the same sex as the pupil being searched, and there must be another member of staff present as a witness (with limited, urgent exceptions).

• The person conducting the search must not require the pupil to remove any clothing other than outer clothing (hats, shoes, boots or scarves are considered outer clothing).

• Controlled drugs, stolen items or weapons/items that are evidence of a suspected offence must be delivered to the police as soon as possible

• If a member of staff finds a pornographic image that constitutes a specified offence (extreme or indecent image of a child), it must be delivered to the police as soon as reasonably practicable. Staff must never intentionally view or copy, print, share, store, save indecent images of children.

• Any search by a member of staff for a prohibited item (from the statutory list) and all searches conducted by police officers must be recorded in the school’s safeguarding reporting system.

• Parents must always be informed of any search for a prohibited item that has taken place, and its outcome, as soon as practicable.

• Schools' statutory power to make rules on pupil behaviour enables them to impose a requirement that pupils undergo screening.

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Exclusion Process - Headteacher's Duties:

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Exclusion Process - Headteacher's Duties:

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• Only the headteacher of a school can suspend or permanently exclude a pupil on disciplinary grounds.

• Any decision of a headteacher, including suspension or permanent exclusion, must be made in line with the principles of administrative law: lawful, reasonable, fair, and proportionate.

• The headteacher must apply the civil standard of proof ('on the balance of probabilities') when establishing facts.

• Headteachers must take steps to ensure work is set and marked for pupils during the first five school days of a suspension or permanent exclusion where they will not be attending alternative provision.

• A suspension or permanent exclusion must be formally recorded.

• Headteachers must notify parents (or excluded pupil if 18+) without delay of the period and reason(s) for the suspension or permanent exclusion.

• Headteachers must, without delay, provide parents with specific information in writing regarding reasons, period, right to make representations, right to remote access meetings, and right to attend/be represented at governing board meetings.

• Where a suspended or permanently excluded pupil is of compulsory school age, the headteacher must notify parents of the days on which they must ensure the pupil is not present in a public place during school hours (first five days, or until alternative provision starts). This notification must be without delay, at the latest by end of afternoon session on first day.

• If alternative provision is being arranged, specific details must be included in the notice or provided within 48 hours before provision starts (exceptions apply).

• Headteachers must, without delay, notify the social worker (if applicable) and VSH (if LAC) of the exclusion and reason(s).

• Headteachers must, without delay, notify the governing board of any permanent exclusion, any exclusion exceeding five school days/ten lunchtimes in a term, or any exclusion resulting in missing an exam/test.

• The local authority must be informed without delay of all school exclusions regardless of length. If the pupil lives outside the LA area, the 'home authority' must also be notified.

• The law does not allow for extending a suspension or converting a suspension into a permanent exclusion

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Advice from Louise Hodgson, Norfolk Exclusions Team, Sept 25

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Advice for schools around suspension pending further investigation

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NCC Managed Move Guidance

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Restrictive Interventions Policy

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NS20 Restrictive Interventions Policy Mar26 (1)

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Resources to support schools and trusts in developing, implementing and maintaining a whole-school behaviour culture.