Overview

We believe that students have the right to enjoy their lessons and pursue their educational goals without disruptions caused by another student’s misconduct. Similarly, we expect our staff to maintain professional behavior at all times and deserve to be treated respectfully by both students and colleagues.

During the induction process, we clearly outline the parameters of unacceptable behaviour to both staff and students. We address instances of general misconduct in classrooms, during activities, and ensure clarity on health and safety issues. This includes rules on fire and smoke alarm usage, national laws, and internal regulations related to smoking and alcohol consumption.

While this policy serves as a guideline, it is essential for teachers and students to adhere to these standards.

Gross Misconduct

Staff Gross Misconduct is handled according to the Disciplinary Procedures outlined in the staff handbook. In rare cases where a student’s behaviour constitutes Gross Misconduct, leading to their exclusion from courses and activities, specific scenarios are considered. These include repeated refusal to follow instructions, posing health and safety risks, disruptive behaviour affecting others’ course experience, abusive or violent conduct, or breaking the law.

Harassment, Bullying, and Discrimination

We are committed to equal opportunities and providing an environment free from discrimination, harassment, or victimisation. Harassment is defined as unwarranted conduct that violates dignity or creates a hostile environment. It may involve various behaviours such as suggestive comments, threats, insults, offensive gestures, or unwanted physical contact.

Bullying is a form of harassment characterised by malicious behaviour intended to harm or undermine someone. Discrimination based on protected grounds such as sex, race, religion, disability, sexual orientation, or age is not tolerated.

Process

In handling misconduct, staff follow disciplinary procedures outlined in the Staff Handbook. Exclusion of a student is rare and follows a thorough investigation by the Centre Manager. Students are given warnings for unacceptable behaviours, with parents/guardians informed if necessary. Continued misconduct may lead to exclusion from courses, with arrangements made for safe return travel.

Reporting

All incidents of problematic behaviours are documented by the Welfare Manager. Records leading to exclusion decisions are maintained, including meeting minutes with involved students.

Various levels of intervention are outlined for addressing different behaviours.

In the context of the provided policy, “activities” refer to any structured or organised events, tasks, or engagements that students participate in as part of their educational programme. These activities can include but are not limited to classroom exercises, group projects, field trips, sports events, cultural outings, workshops, or any other planned educational or recreational endeavours designed to enhance the learning experience and provide a well-rounded education. The policy outlines how student behaviour during these activities should align with the expected standards of conduct and respect for others to ensure a positive and productive learning environment.

In low-level behaviour instances during activities, the following interventions are applied to address the behaviour effectively:

1. Talking when should be listening: Make the student aware that their behaviour is disruptive and ask them to stop.
2. Shouting / talking loudly/Shouting out: Address the student and request them to lower their voice or refrain from shouting.
3. Not listening / not paying attention: Politely remind the student to focus and engage in the activity.
4. Interrupting: Explain the importance of not interrupting and encourage waiting for the appropriate time to speak.
5. Touching/tapping peers or equipment: If a student is flicking pens or touching equipment, remind them to refrain from such actions.
6. Sleeping!: Wake the student gently and remind them to stay alert and participate in the activity.

By promptly addressing these low-level behaviours, we aim to maintain a positive and productive learning environment for all participants.

Medium Level Behaviour Intervention

In medium-level behaviour instances during activities, the following interventions are applied to address the behaviour effectively:

• All of the above when pre-warned: Implement the previous interventions mentioned for low-level behaviour. Additionally,
• Name calling: Address the student engaging in name-calling behaviour and explain its impact on others.
• Answering back: Remind the student of respectful communication and discourage backtalk.
• Invasion of personal space: Explain the importance of respecting personal boundaries and intervene if necessary.
• Interrupting staff or a fellow student when they are speaking: Emphasise the importance of listening and waiting for one’s turn to speak.
• Drifting in and out of activity, disrupting flow: Encourage consistent participation and engagement in the activity.
• Using mobile phone or other electronic equipment during activity time: Prohibit the use of electronic devices and ensure focus on the task at hand.
• Disrespecting equipment and resources: Explain the importance of treating equipment with care and respecting resources provided for the activity.

If the behaviour persists despite prior warnings, the student will be given time out of the activity to reflect on their actions. By addressing medium-level behaviours promptly, we strive to promote a respectful and focused learning environment for all participants.

Unacceptable: Cause for Concern

In instances categorised as cause for concern due to unacceptable behaviour during activities, the following interventions are implemented to address the behaviour effectively:

• All of the above when pre-warned: Apply the interventions outlined for medium-level behaviours. Additionally,
• Repetitive swearing and bad language (in L1 or L2): Address the use of inappropriate language and explain its impact on the environment.
• Minor Hitting/slapping/kicking/dragging (without leaving a mark): Address physical actions that violate boundaries and ensure appropriate conduct.
• Petty vandalism (marking desks, doors superficially): Explain the importance of respecting property and discourage vandalism.
• Wilfully disrupting activity: Intervene when a student deliberately disrupts the activity and redirect their focus.
• Low level abuse to another student (irregular name-calling, picking on at random, not targeted attacks): Address instances of verbal abuse or harassment towards peers.

If the behaviour continues despite prior warnings, the student will be given a 5-minute time-out from the activity. The accompanying group leader will be informed of the behaviour to ensure awareness and appropriate follow-up. By addressing unacceptable behaviours promptly, we aim to maintain a safe and respectful learning environment for all participants.

Abuse Level Intervention

In instances categorized as abuse level during activities, the following interventions are implemented to address the behaviour effectively:

• Unacceptable verbal abuse to another student: Address any verbal abuse directed towards another student and emphasize respectful communication.
• Low level physical abuse to another student: Address physical abuse incidents promptly and ensure the safety and well-being of all students.
• Wilful damage to property/equipment/facilities/school building/graffiti: Confront instances of intentional damage to property or facilities and emphasize the importance of respecting shared spaces.

By addressing abuse level behaviours promptly and firmly, we aim to uphold a safe, respectful, and conducive learning environment for all participants.

Serious Incident Intervention

In serious incidents during activities, the following interventions are implemented to address the behaviour effectively:

• Verbal or physical abuse to staff: Address any verbal or physical abuse directed towards staff members and ensure a safe working environment.
• Harsh and unacceptable verbal, emotional, or physical abuse to another student: Intervene in cases of severe mistreatment towards other students and promote a culture of respect and empathy.
• Fighting (physical confrontation): Promptly intervene in physical altercations and ensure the safety of all individuals involved.
• Bullying: Address bullying behaviour promptly and provide support to both the victim and the perpetrator to prevent further harm.
• Stealing: Confront instances of theft and ensure appropriate actions are taken to address the behaviour.
• Wilful damage to property/equipment/facilities/school building/graffiti: Address intentional damage to property, equipment, facilities, or school buildings, including graffiti, emphasizing the importance of respecting shared spaces.

In such serious incidents, immediate transfer to the Welfare and Student Services Manager, Principal, or Centre/Operations Manager is essential for further investigation and necessary actions to maintain a safe and inclusive environment. By addressing serious incidents promptly and decisively, we strive to uphold a culture of respect, safety, and well-being for everyone involved.

Expulsion 

We reserve the right to expel students who fail to adhere to the rules and regulations in place. Expulsion may be considered in cases where students repeatedly violate established guidelines or laws, endanger the safety of others, engage in severe misconduct, or exhibit behaviour that significantly disrupts the learning environment.

By enforcing this expulsion policy, we aim to maintain a safe, respectful, and conducive educational setting for all students and staff members.