You child’s school’s approach to dealing with poor behaviour will vary according to the age group, the seriousness of the behaviour, and the school's specific policies. Below, we have summarised the type of consequence that schools may issue for poor behaviour. Please note that this is not an exhaustive list and schools are free to create their own behavioural policy. The purpose of below is simply to give you a flavour of the consequences and how this can change as your child gets older.

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Years 1 to 6 (Primary School):

• Classroom Management: Teachers often employ positive behaviour management strategies, such as rewards, praise, and a clear set of classroom rules.

• Communication: Teachers communicate with parents or carers about behavioural concerns. Effective communication between teachers and parents helps to reinforce the consequence, and is key to helping the child understand what they have done wrong.

• Temporary removal from the classroom: In some cases, a short separation from the classroom may be used for disruptive behaviour. The child is usually removed to a specific place (E.g. A senior teacher, Head of Year/ Department or Pupil Support), and increasingly a restorative conversation is had to explain the reasons for the consequence and what acceptable behaviour should look like.

• Persistent poor behaviour. This would usually result in parents or carers being asked to attend a formal meeting, and behaviour and consequences will be discussed. In extreme cases, this could lead to a temporary, or in rare cases, a permanent exclusion.

 

Years 7 to 11 (Secondary School):

• School Policies: Schools typically have clear behaviour policies and codes of conduct that students are expected to follow.

• Detentions: Students may receive detentions for minor breaches of school policy as a consequence.

• Parental Involvement: Parents or carers are usually contacted (phone call, text message, email) for detentions and will definitely be contacted for serious or recurring issues.

• Additional support: Support from school counsellors, Pupil Support staff or mentors might be offered to address underlying issues.

• Exclusion: In extreme cases, students may be temporarily (fixed term) excluded from school for a specified period. In rarer cases, this could be a permanent exclusion.

 

Years 12 to 13 (Sixth Form or College):

• Higher Expectations: There is often an expectation of greater maturity, and students are expected to take more responsibility for their behaviour.

• Internal Disciplinary Measures: Schools may have internal disciplinary processes, which can include written warnings or temporary exclusions.

• Examinations Impact: Serious misconduct can affect a student's ability to take exams or continue their studies.

 

Throughout all age groups, schools aim to strike a balance between discipline and support, with a focus on helping students learn from their mistakes and develop good behaviour. Additionally, schools often provide pastoral care, mentoring, and access to support services to address any underlying issues contributing to poor behaviour. It's important to note that the specific policies and procedures can vary between schools and may be subject to change over time.