Our vision for students completing their studies at JCG is shaped by expectations of excellent behaviours and attitudes:   

• They will have grown as individuals who are well-mannered and able to find fulfilment in their service to others. 
• They will be thoughtful, open-minded and able to lead. 
• They will be conscious of the advantages they have enjoyed and of the opportunities and obligations such advantages should bring. 
• They will have an admiration for those people who have nurtured and shaped their learning. 
• They will want to have a positive impact on their community and the world.  

Our College’s most important value is belong: belonging is at the heart of our relational and restorative approach to supporting student behaviour. 

We believe student behaviour is optimised when young people feel safe, listened to and valued; we recognise that when students do not feel this way, it limits the range of positive behaviours they are likely to be able to display. We acknowledge that the imperative to ensure students feel safe, listened to and valued will require a personalised and nuanced approach to supporting behaviour, which is sensitive to trauma, adverse childhood experiences, mental health and other needs.

Our College is not a community that needs many rules to ensure its members can thrive alongside one another. We do require all members of our community to act in such a way as to keep themselves, and each other, safe at all times. In addition to this core expectation, we have the following aspirations for our students as learners at College:  

• Developing an excellent attitude to learning. To achieve this, students will be motivated, committed and aspire to do their best; they will persevere in their learning and respond positively to feedback. 
• Being thoroughly prepared for learning. To achieve this, students will arrive on time and ready to learn; they will submit work on time and bring the correct equipment to lessons. 
• Demonstrating excellent behaviour for learning. To achieve this, students will collaborate constructively and generously, manage distractions and listen carefully; they will be respectful and kind and demonstrate interest and curiosity.    

When staff need to support students to improve their behaviour, our desired outcomes are as follows:  

• The student understands the impact of their behaviour on themselves and others
• The student has an actionable plan to make good / put right what has gone wrong 
• The student feels supported to improve their behaviour moving forward  Learning loss is minimised

• To ensure that all members of our community are safe and are supported to feel safe at College 
• To articulate and embed the principles underlying our approach to supporting behaviour, so as to achieve a flexible consistency that allows for personalisation and reasonable adjustment 
• To cultivate an environment which is conducive to purposeful learning 
• To encourage mutual respect between all member of our community
• To support all students to aspire to excellent behaviours for learning
• To recognise, celebrate and promote excellent behaviours 
• To support all students to reflect on and improve their behaviour, when required, through appropriate consequences for unacceptable behaviour 
• To ensure all staff feel equipped to support student behaviour in a way that leads to excellent behaviour without undermining the felt safety of any student

Die Schüler sollten ermutigt werden, Verantwortung zu übernehmen: 

• Behaving in a way that is safe, kind and respectful at all times 
• Aspiring to excellent attitude, preparedness and behaviours for learning and reflecting upon their own behaviours  
• Challenging unsafe, unkind or disrespectful behaviours in others (‘call it out’) 
• Wearing their uniform appropriately and with pride (this includes meeting expectations regarding jewellery  and cosmetics, and not chewing gum in College)
• Signing and adhering to the home/school agreement 
• Signing and adhering to the joint JCG/VCJ Charter of Respect  
• Engaging with student leadership opportunities that promote the excellent behaviour of their peers (e.g. Peer Mediator, Peer Mentor, Senior Prefect, House Captain)

Parents have responsibility for: 

• Working in partnership with the College to support its aims to promote safe and respectful behaviour 
• Signing and supporting the home/school agreement 
• Attending the College for any meetings requested regarding their child’s behaviour  

All staff, including subject teachers, have responsibility for: 

• Role modelling safe, kind and respectful behaviours at all times 
• Leading, promoting and sustaining a culture of safe, kind, respectful and excellent behaviour for learning in any lesson, activity, event or area of the College for which they are responsible 
• Signing and adhering to the joint JCG/VCJ Charter of Respect 
• Celebrating good behaviour, including through the use of Achievement Marks (see Appendix 2) 
• Making appropriate and consistent use of Behaviour Marks, so that behaviours in need of support can be identified and addressed swiftly  
• Supporting student behaviour in line with this policy, and making decisions about appropriate consequences for unacceptable behaviours (see Appendix 3) 
• Escalating behaviour concerns, as appropriate, through the graduated response outlined below (see Appendix 1) 
• Avoiding any actions (e.g. shouting or risking public humiliation) likely to undermine the felt safety of our students  

Tutors have responsibility for: 

• Leading, promoting and sustaining a culture of safe, kind, respectful and excellent behaviour for learning within their Form 
• Contributing to student learning about safe and positive behaviours for learning through delivery of the tutor programme 
• Knowing students in their Form well, so that any behavioural concerns can be seen in a holistic context  
• Acting as the first point of contact for students, parents and colleagues should any member of their Form need support with their behaviour
• Reviewing behaviour data (available through Satchel One) and taking action in relation to this as directed by Heads of School
• Using mentoring and discussion of periodics/reports to engage students in reflecting upon their behaviours for learning 
• Escalating behaviour concerns, as appropriate, through the graduated response outlined below (see Appendix 1)

Heads of Department/Faculty have responsibility for: 

• Leading, promoting and sustaining a culture of safe, kind, respectful and excellent behaviour for learning within their Department / Faculty 
• Encouraging and monitoring the use of rewards and consequences within their Department/Faculty, including through the review of behaviour data provided by Heads of School (see Appendices 2 and 3) 
• Ensuring departmental policies and procedures relating to rewards and consequences are understood and implemented by colleagues 
• Ensuring that Departments/ Faculties provide opportunities (in consultation with parents) for supervised working outside of lessons, as a consequence for students not yet completing assignments (see Appendix 3)  
• Supporting subject teachers to manage behaviour concerns in line with the graduated response outlined below (see Appendix 1)
• Escalating behaviour concerns, as appropriate, through the graduated response outlined below (see Appendix 1)
• Ensuring home learning resources are provided for any student who is suspended (see Appendix 5)  

 Heads of School, in partnership with their Assistants, have responsibility for: 

• Leading, promoting and sustaining a culture of safe, kind, respectful and excellent behaviour for learning within their School 
• Ensuring the tutor, assembly and event programmes within their School empower all students to be resilient and to adopt excellent learning behaviours, including strategies for metacognition and self-regulation 
• Ensuring Tutors can access behaviour data for their School (Achievement Marks and Behaviour Marks, including for outstandong home learning) on a weekly basis   
• Determining and acting upon thresholds, within their School, for patterns observed within behaviour data (e.g. communications home, use of report cards) 
• Analysing student behaviour data from reports and periodics and following up as appropriate  
• Writing letters of praise following periodic/report analysis  
• Providing standard letters/templates for concerns such as incorrect uniform 
• Ensuring personalised behaviour plans (e.g. report cards / contracts) are in place when needed 
• Providing, through management of their offices, a space for students to self-regulate, reflect and re-set before returning to learning as needed (see Appendix 3) 
• Liaising with external agencies to support student behaviour as appropriate Supporting tutors and other colleagues to manage behaviour concerns in line with the graduated response outlined below (see Appendix 1) 
• Escalating behaviour concerns, as appropriate, through the graduated response outlined below (see Appendix 1)

 Head of PSHE has responsibility for: 

• Ensuring that the PSHE curriculum (Years 7-13) empowers all students to be resilient and to adopt excellent learning behaviours, including strategies for metacognition and self-regulation  

SENCo has responsibility for: 

• Working in partnership with Heads of School to support student behaviour  
• Providing specialist support for students (and their teachers) whose behaviour may be affected by a special educational need or disability, including SEMH concerns 
• Providing, through management of the SEN Hub, a space for students with exit cards to self-regulate, reflect and re-set before returning to learning as needed (see Appendix 3) 
• Liaising with external agencies to support student behaviour as appropriate  

Head of House has responsibility for: 

• Awarding House merits to recognise participation in House events   

Senior Leadership Team has responsibility for: 

• Leading, promoting and sustaining a culture of safe, respectful and excellent behaviour for learning across the College  
• Working collaboratively to respond to any serious incidents as they emerge  
• Supporting colleagues to manage behaviour concerns in line with the graduated response outlined below (see Appendix 1) 
• Supervising students should they need to be withdrawn from a lesson, and investigating the causes of any such withdrawal  
• Leading the College’s response to any serious behaviour incident (see Appendix 4) 
• Leading any investigation or intervention which requires a student’s belongings to be searched  
• Contacting the police should their support and intervention be required  

Assistant Headteacher (Student Guidance) has responsibility for: 

• Reviewing this policy 
• Maintaining oversight of the College’s engagement with external agencies to support student behaviour 
• Supporting Heads of School, the SENCo and other colleagues to manage behaviour concerns in line with the graduated response outlined below (see Appendix 1) 
• Escalating behaviour concerns to the Principal/Vice Principal as needed, including in all cases when suspension is a recommended consequence (See Appendices 1 and 5)

Der stellvertretende Schulleiter (Personalwesen) ist verantwortlich für: 

• Ensuring staff professional learning places appropriate emphasis on classroom management and supporting student behaviours  

Vice Principal has responsibility for: 

• Leading the College’s commitment to applying student voice to decisions and polices, including those relating to supporting student behaviour 
• Deputising for the Principal in fulfilling his responsibilities in relation to this policy  

Der Schulleiter ist verantwortlich für: 

• Overseeing the application of this policy Writing letters of praise following periodic/report analysis  
• Supporting colleagues to manage behaviour concerns in line with the graduated response outlined below (see Appendix 1) 
• Making decisions regarding the suspension of students, with reference to Education Department policy (see Appendix 5)  

Attendance Policies 

Politik gegen Mobbing 

Politik der Vielfalt, Gleichberechtigung und Eingliederung

Gesundheits- und Sicherheitspolitik 

Individual Student Needs Policy 

Schutzmaßnahmen und Kinderschutzpolitik  

Politik des Wohlbefindens 

CYPES Positive Behaviour, Exclusions & Part-Time Timetables Policy & Practice

Two Principles of the Graduated Response  

1. Address the presenting problem as close to the original context as possible (within the lesson, within the Department etc.), only referring on once this has been attempted 

Unless  

2. The problem is a serious incident (see Appendix 4) or otherwise represents a safeguarding concern, in which case refer immediately to SLT/DSL  

Graduated Response to Supporting Student Behaviour  

• Behaviour that is or risks becoming dangerous should be referred immediately to SLT via the school office (see Appendix 4) 
• For behaviours that constitute bullying (and for advice on what such behaviours entail), see the Counter Bullying policy (bullying should always be referred to the Head of School)
•  For other disruptive, unkind or otherwise unacceptable behaviours: 

1. Aim to resolve the issue 'then and there' by speaking to the student, stepping outside of the classroom/ Form room to do so when needed 
2. For behavioural issues within a lesson (non-completion of work/homework or low-level disruption), seek the support of the Head of Department when needed 
3. For behavioural issues outside of a lesson (including in Form), seek the support of the Head of School when needed  
4. Engage with parents early on, before issues escalate and/or become entrenched [Heads of School will have advised if contact home is not appropriate] 
5. Use Behaviour Marks consistently, so that Tutors and Heads of School are made aware of any concerns and can follow up 
6. Persistent and or / widespread behaviour concerns will be addressed by Heads of School, formulating an improvement plan (e.g. report card / contract) in dialogue with parents 
7. Heads of School will refer to the Assistant Headteacher (Student Guidance), where there is no improvement, to meet with student and parents  
8. The Principal or Vice Principal will issue internal or external suspensions when needed and will address any concerns that remain unresolved by the graduated intervention of teacher/Tutor, HOD, HOS and AHT  

Rewards are used to recognise, celebrate and promote those behaviours which reflect and amplify our culture. Staff should expect to make far more use of rewards than of consequences.   

Suggestions for rewards: 

• Giving an Achievement Mark, which is shared automatically with parents via Satchel: One (see below) 
• Giving verbal praise 
• Showing students trust, asking them to lead a group or help other students 
• Giving a reward sticker 
• Written praise on student work 
• Informing parents of excellent behaviours using a card, letter or phone call 
• Recognition in an assembly or House meeting 
• Displaying work around the College 
• Publishing articles in JCG Life 
• Awarding prizes at College prize giving 
• Awarding House colours 
• Informing the media of success 
• Meeting with the Principal to celebrate success 
• Receiving a letter of praise from the Principal
•  Receiving the recognition of the Governing Body, via the Principal

Achievement mark reward criteria  (linked to the College values)

Years 7 to 11   

From Years 7 to 11 students’ achievement marks will be rewarded by certificates and vouchers once they reach a certain milestone:        

• 25 = Bronze certificate awarded by tutor    
• 50 = Silver certificate awarded by tutor  
• 75 = Gold certificate awarded by Head of School in lower/upper school assembly  
• 100 = Platinum certificate and Amazon voucher presented in whole college assembly by Vice Principal (TR)       

Certification  

Achievements collated monthly.  Final round up - Friday 4th July. No achievement points will count after this date.  

The language of consequences – as opposed to sanctions or punishments – emphasises that our response to unacceptable behaviours will have a ‘natural’ or meaningful (rather than arbitrary) relationship to those behaviours. Consequences are designed to ensure students can repair / put right what has gone wrong, having been supported to reflect upon this. Appropriate consequence will depend on factors including the nature of the behaviour, the student’s wider context (see the principles underpinning this policy) and previous patterns of behaviour.  

More serious consequences often follow this pattern: 

• Regulate (ensuring the student is calm and does not feel threatened)
• Relate (communicating empathetically with the student as the situation is assessed and reviewed) 
• Repair (supporting the student to repair/put right what has gone wrong)  

Involving parents – early and frequently – allows these actions to take place in partnership between home and College. For this reason, Behaviour Marks are shared automatically with parents via Satchel: One.

Suggested consequences  

Examples of consequences for general behaviour concerns 

• Reminding students of expectations and redirecting their behaviour with a verbal or non-verbal ‘nudge’ 
• Issuing a Behaviour Mark (see below) to encourage reflection on behaviour and ensure any behavioural patterns requiring support are identified (giving Behaviour Marks, particularly in relation to organisation/equipment, should always be framed in terms of seeking support for the student) 
• Requesting a verbal or written apology from a student 
• Organising a restorative meeting between members of the community  
• Providing students with an opportunity to serve the College in a way that rights a wrong (e.g. tidying up a room left in a messy state) 
• Discussing concerns with parents (via email, phone call or meeting) 
• Referring to a more senior member of staff in line with the graduated response Implementing a personalised behaviour plan (e.g. report card or contract overseen by HoS) 
• Moving students to a different class group (in consultation with tutor, HoS, SLT) 
• Contacting SLT for support with a behaviour concern 
• Making use of supervised learning during a school day (internal suspension) or suspension (see Appendix 5)    

Behaviour mark criteria (linked to our aspirations for students as learners)

Examples of consequences for specific behaviour concerns  

• Confiscating (usually until the end of a half-term) student jewellery to temporarily remove the opportunity to make a poor choice by wearing it in College  
• Temporarily restricting access (usually for one day) to / use of mobile devices (for breaches of the AUA) 
• Using a standard uniform letter to remind students and parents of uniform expectations
• Asking students to complete overdue home learning by 0825 the following morning, and issuing a behaviour mark when this does not happen
• Directing students to attend Departmental / Faculty support sessions to complete overdue assignments including home learning. 
• Withdrawing students to HOD/HOF’s classroom to work if their behaviour is disruptive 
• Supporting any student struggling to use their iPad (device for learning) appropriately to make better choices by having this device enrolled on the Jamf platform. This enables the College to control access to both Apps and the internet (this is overseen by the AHT Digital Learning and Curriculum, and the AHT Student Guidance/DSL). Where students need to be encouraged to reflect on the appropriate use of a particular App, this may be limited for a period of time through the use of Jamf
• Requiring students to hand in personal mobile devices that have been misused to the school office for a period of time

On rare occasions, teachers may encounter a serious behaviour incident which makes them immediately concerned for the safety and wellbeing of one or more students. Such incidents may lead to suspension (see Appendix 5) and include physical assault and verbal abuse.  

Such incidents take immediate precedence over other activities and will require the support of other colleagues. Such incidents must be immediately referred to a member of SLT. 

When such an incident occurs, the first priority is the safety of any student who may have been harmed or otherwise made to feel unsafe. Any such student should be immediately removed from the context of the incident and taken by a member of staff to receive First Aid (if needed) and then to the office of a senior colleague (SLT or Head of School).

Any students believed to be perpetrators of a serious incident (e.g. responsible for assaulting or verbally abusing another student) should also be taken (separately from any believed victim) by a member of staff to the office of a senior colleague (SLT or Head of School).

All students involved should be asked to provide written accounts (as soon as possible, keeping in mind the possibility of harm and distress) of their involvement in the incident to be passed to the member of SLT leading the response and investigation. The senior member of staff may also seek written accounts from students who witnessed, but were not otherwise involved in, the incident.

The parents of all students involved will be contacted as soon as possible and before the students return to lessons or leave College (as appropriate).

Alternatives to suspension will always be sought, but a suspension may be a necessary, protective and supportive measure where there are serious instances of unacceptable behaviour.   

Suspension will be used in accordance with the principles of this policy, including prioritising the safety of all students and ensuring students are supported to reflect upon and to improve unacceptable behaviours whilst learning loss is minimised.   

Suspensions can be ‘internal’ (with students working in the offices of senior staff) or ‘external’.  

CYPES Exclusions policy outlines the following valid grounds for (external) suspension: 

• Failure to follow school rules 
• Verbal abuse to staff or another pupil 
• Property (vandalism/damage) 
• Physical assault on staff or another pupils
• Sexual misconduct 
• Dangerous behaviour, bullying 
• Drugs/Smoking/Vaping 

Suspension Procedures 

• Suspensions are very rare in College, and we understand that students and parents (rightly) take them very seriously; our procedures are intended to support the wellbeing of students at the same time as ensuring they reflect on, and learn from, unacceptable behaviours 
• If an incident is considered to warrant suspension, the HoS or Assistant Headteacher will refer to the Principal or, if unavailable, the Vice Principal; they will provide the Principal/Vice Principal with relevant evidence (e.g. witness statements) derived from their investigation of the incident 
• When the Principal or Vice Principal  (together with the HoS or Assistant Headteacher as appropriate) discusses suspension with the student, the student's Form Tutor or a non-teaching member of the Student Guidance Team will be present; their role is the provision of emotional support, to the student, during and immediately following the meeting
• The Principal can suspend for 5 days in one period or 15 days total per term, using the CYPES Recommended Suspension Tariff 
• A student will remain in College until the parent / guardian comes to the College to discuss the incident 
• The College will confirm the details of the suspension to the parent/guardian in writing  
• The Assistant Headteacher (Student Guidance) will log the suspension on SIMS  
• Prior to beginning a period of suspension, students will have received learning resources and/or instructions relating to learning from the College 
• After the suspension period is complete, a ‘return to school meeting’ will take place with a senior leader, parent / guardian and the student who was suspended 
• If a parent / guardian has concerns about the suspension, they can discuss this with the Principal. If they remain concerned, they have the right to approach the Governing Body 
• If the suspension is for five days or fewer, the parent / guardian can approach the Governing Body to determine whether the suspension was justified or not 
• If the suspension is for more than five days, the parent / guardian can approach the Governing Body to request that their daughter is reinstated into the College 
• Where suspension occurs at the same time as a student’s public examinations, arrangements will be made for the student to sit these examinations in College