The behaviour policy at Sandringham School establishes the ways in which all members of the school community contribute to the learning environment. Students are expected to attend school, be well motivated to learn and to behave well.

Sandringham School is a very good school where the students strive to achieve and the vast majority of them behave in a mature and responsible manner. 

Please take time to view the Rewards and Consequences grids.

Rewards

Staff send postcards home when a student has completed work to a high standard; we have recently introduced postcards for staff, where students can thank their teachers for their hard work! 

Our rewards take many forms; it is important that effort and achievement of all kinds are treated as noteworthy. A special award celebrated each Friday is the Headteacher‘s commendation which is presented to any student who has worked exceptionally hard during the previous week. We encourage students to take a real pride in their own achievements and to respect the achievement of others. 

Reward stickers and commendations

Good work in the classroom will be rewarded with a stickers, and as students accumulate these they can exchange them for Bronze, Silver, Gold and Platinum certficates. Excellent work/effort will be rewarded by commendations from Directors of Learning and the leadership team; outstanding work merits a Headteacher‘s commendation. 

Roll of Honour board

Every half term, faculties will nominate a student from each year group for the Roll of Honour board, to recognise that they have consistently worked hard to improve their learning and completed work to a high standard. These students‘ names and photos will be displayed on the Roll of Honour Board within the faculty. Each faculty‘s highest performing student overall will also receive a prize in assembly. 

School Colours

School Colours reward students for involvement in extra-curricular and community activities. Each term, faculties will nominate students who have attended all practices or rehearsals or have represented the school in competitions or performances. Colours will take the form of a badge that should be worn on the lapel of the school blazer. 

Achievement and Prize-giving Assemblies

Special achievement assemblies for each year group (7-10) are held every summer term, to recognise persistent work, effort and achievement of students throughout the year. Faculties and Tutor teams nominate students for a range of awards, and parents are invited to attend to see their children‘s work rewarded. 

There is also an annual, whole-school prize-giving, to recognise students who have completed consistently outstanding work. 

Consequences

Our Consequence System is designed to support students in their learning and enjoyment of school. Whilst our ethos is to reward students as often as possible there inevitably have to be clear expectations regarding behaviour. The system is based on promoting learning; anything that prevents the student or others from learning will be taken very seriously. 

Our new Consequences System is based on a fair set of rules that will be applied by all staff consistently. The system gives students the chance to behave. If they choose not to, they will be given a warning. If they do not respond to the warning, they will then be given the choice of regulating their own behaviour, or receiving a consequence. If they still do not respond, they will receive a consequence. 

Rules of the consequence system

  • Staff will always try to build relationships with students and encourage students to choose the correct behaviour.
  • Once a consequence has been given it cannot be taken back except through consultation with the Director of Learning for the Year Group or a member of the Leadership Group.
  • Students will always be told why they have received a consequence.

Sanctions

The following notes offer a general guide; for details please consult the Rewards and Consequences framework. Students and parents may like to know that all sanctions are recorded on a school database. 

Verbal warnings

Students who disrupt the learning of others, talk or move around when they shouldn‘t, or come to class without the necessary equipment, will get a ‘C1‘ or ‘C2‘ consequence, which earns a verbal warning. 

Detentions

Students who persist with poor behaviour will earn a ‘C3‘, and a one-hour detention after school. Disobedience, rudeness, swearing in conversation, lateness and some other behaviour also earn a C3 detention, as does failure to attend a Faculty detention (for missed homework). 

Students will bring home a letter (which they have to sign for) informing parents/carers of a C3 detention, which they will complete, in silence, from 3.05-4.05pm. Misbehaviour or failure to attend will result in a Saturday morning detention (held monthly) or a C4 internal exclusion. 

Parents may contact the Director of Learning for their child's Year Group (Head of Year) or a member of the Leadership Group if they have queries about detentions. If a detention needs to be rearranged, please contact the Student Services Manager. 

Removal and Internal exclusion

Swearing across a room, or at another student, chewing gum, walking away from a member of staff and fighting or bullying can result in a C4, meaning removal from class. Students may then be internally excluded, in which case they will be set work in our Silent Learning Area (SLA), where they will be supervised for the remainder of the day. Students placed in the Silent Learning Area will also be required to attend a hour C3 detention at the of their internal exclusion.

Students set a full day in the SLA may bring a packed lunch or can buy a sandwich, drink and fruit from a limited menu. Students will not be allowed out of the SLA to communicate with their peers or other members of the school community during the day. 

Exclusion

Sandringham does not exclude students lightly, but fixed-term or permanent exclusion can be applied to students whose behaviour is violent, criminal, or threatening, and to students who repeatedly cross the boundaries of poor behaviour and do not respond to other consequences.

Pastoral Care

The pastoral system aims to ensure that students derive full benefit from the education we offer and is an integral part of school life. Students are divided into all-ability tutor groups in which they remain for five years. The work of the Form Tutors is monitored, co-ordinated and supported by the Performance Director who remains with the year group to provide stability and continuity throughout KS3 and KS4. 

In addition to the traditional tutor system, all tutor groups belong to one of six houses. It is through the house system that we encourage students of all ages to work together and help each other. 

A key part of the pastoral system is the SLA where students can receive support from the personalized learning managers in a less formal environment. It is through this area that we work closely with outside agencies such as the school counselor, nurse and behaviour support teams.