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Nottingham Girls' Academy

Discipline and Sanctions

Faculty Report

Where a pupil regularly disrupts learning in a particular subject, the classroom teacher, in consultation with the HoF, may place the pupil on Faculty Report.

The purpose of this report is to provide the pupil with the opportunity to improve their behaviour and attitude to learning by setting individual targets and strategies.

Faculty Reports will be issued over a fixed period of no more than two weeks. The subject teacher must inform the parent (by a note in the planner or phone call home) and record that a Faculty Report has been issued in Class Charts.

The Faculty Report should be retained by the teacher for the duration of the report and stored in the department once it is finished with.

Faculty Isolation

Where a pupil regularly disrupts learning in a particular subject, the classroom teacher, in consultation with the HoF, may place the pupil in Faculty Isolation. Their usual teacher will provide suitable work which they will complete whilst seated in the classroom of a colleague within that faculty. This might be used to allow a teacher a chance to establish routines and expectations with the rest of the group before reintroducing the isolated pupil.

Faculty Isolations will be issued over a fixed period of no more than three lessons. The subject teacher must inform the parent (by a note in the planner or phone call home) and record that a Faculty Isolation has been issued in Class Charts.  This may be preceded or followed by a Subject Report.

Prior to returning to their normal timetabled class, there should be a successful Restorative Conversation between the pupil and the classroom teacher.  This may be facilitated by the HoF or link SLT member.

Pastoral Interventions

HoFs must exercise their professional judgement in determining when they need to involve the HoY in supporting them with pupil interventions.

Where pupils persistently fail to meet the high expectations of standards and behaviour, the relevant pastoral team will implement a range of strategies and sanctions.

HoYs will identify pupils of concern through the regular analysis of Class Charts data in discussions with their SLT link.  If a pupil is regularly failing to meet the expectations set out in the Code of Conduct and/or in classrooms (across a number of faculties), pastoral teams have a range of strategies and sanctions available to them with which to reinforce those expectations and try to bring about a positive change in behaviour.  The list of these below is not intended as a hierarchy to be followed in order, nor is it an exhaustive list.  Every situation and pupil is different and some strategies on the list may not be appropriate to the situation or pupil; pastoral teams will use their professional judgement to respond to negative behaviours and attitudes, reinforce expectations and re-engage pupils in learning.

  • Tutor report
  • HoY report
  • SLT report
  • Instant isolation (-4 points) – only applied by HoY or SLT for serious issues.
  • Parental meeting
  • Barriers to learning referral to SEND team
  • Pupil Intervention Plan

Pupil Intervention Plans

If a pupil’s behaviour has deteriorated sufficiently to cause concern, Pupil Intervention Plans (PIPs) can be used to support improvements in behaviour by identifying negative behaviours, triggers for these behaviours and strategies that will be used to try and mitigate these triggers, fostering positive behaviours.  Specific targets are agreed in order to measure the impact of strategies and a date set to review these. In addition to some of the above strategies and sanctions, a PIP may include: 

  • Guidance for teachers on how to engage the pupil in learning. 
  • Guidance on seating plans and consistent application of rewards and sanctions. 
  • Guidance on how to build positive relationships with the pupil. 
  • Structured contact with parents. 
  • In-class mentoring and support. 
  • Withdrawal work for 1-to-1 or small group sessions on behaviour or counselling. 

Serious Incidents or Persistent Poor Behaviour

In some cases, a serious incident or persistent poor behaviour may require a more stringent sanction.   Any recommendation to use these sanctions must be submitted to the Principal with the appropriate supporting evidence.

The Principal (or Deputy Principal in his absence) will make the final decision on whether to apply this or another sanction. Such sanctions may include:

  • Fixed term isolation
  • Fixed term isolation at another school
  • Personalised timetable
  • Fixed term exclusion
  • Placement at an Alternative Provision
  • Managed Move
  • Permanent Exclusion

When recommending the use of one of these sanctions, the evidence should include:

  • Relevant staff and pupil witness statements of the incident.
  • A history of previous sanctions, support, and other interventions received by the pupil.

Fixed Term Exclusion (FTE)

If a FTE is issued, the parent will be informed by phone and a letter will be sent to the parent on the same day that the FTE is issued.  The letter will give details of the reason why the pupil has been excluded, as well as the time, location and attendees for the re-admission meeting.  The pupil will need to complete a reflection booklet and the answers will be discussed in their re-admission meeting.

The re-admission meeting will normally be conducted by the relevant member of SLT and the HoY.  At this meeting, a re-admission contract will be agreed.  The terms of this contract will vary according to individual pupil need and will usually be drawn from the above list of pastoral strategies and sanctions.  The student will also be placed on SLT report for 2 weeks (minimum).

Managed Moves, Alternative Provision and Permanent Exclusions

The decision to permanently exclude a pupil is never taken lightly. The negative impact this almost always has on a pupil’s life chances is always a key element of any consideration and is why a permanent exclusion is a last resort at Nottingham Girls’ Academy.

However, there are times when a pupil’s behaviour is so detrimental to the safety, or education of others at the Academy, that a decision to remove them from the mainstream environment must be taken.

In this circumstance, in an attempt to try and avoid a Permanent Exclusion, the Principal will consider whether the pupil might benefit from a fresh start at another school.  This is referred to as a managed move; a trial placement at another school to see if a different setting and/or a different peer group can have a positive impact on the pupil’s education.  They are usually only successful if both the pupil and their parents/carers support the move. A managed move is organised in conjunction with the Local Authority’s Fair Access Panel.  They usually last 12 weeks, during which time the pupil’s behaviour and attendance are closely monitored.  If behaviour and/or attendance does not meet the expectations of the placement school, they may terminate the managed move.  However, if the pupil’s behaviour and attendance do meet the expectations of the placement school,then they will take the pupil onto their roll at the end of the managed move.

If a managed move fails, or if pupils and/or parents/carers are not supportive of such a move, then a placement at Alternative Provision (AP) may be considered.  Alternative Provision will usually provide the pupil with a smaller, less formal setting in which the qualifications they study will be tailored to their age, ability and interests.  Usually, a pupil on AP would not follow the same curriculum being studied in the mainstream at the Academy.  The Academy has the right to place the pupil where they feel appropriate.  They will monitor the pupil whilst at the provision and should there be an opportunity to successfully reintegrate the pupil back into mainstream school, this will be considered carefully.


Pupils are expected to be on time to school and to all lessons.  Punctuality is a core aspect of future employability and getting into good habits and routines is essential.

When a pupil is late to school, they will miss part (or all) of tutor time or assembly.  This means they will miss vital notices and content from our PHSE programme of study.  We place a great deal of importance on this and therefore treat lateness to school seriously.  Our procedures for dealing with late pupils can be found in the appendices.

When a pupil is late to lessons they disrupt the learning of other pupils in that lesson, as well as their own.  This is not acceptable and the expectation will be reinforced with a detention.  This may also act as an opportunity to catch up with missed work.

Mobile Phones and Electronic Devices

Pupils must not bring mobile phones or other electronic devices into school.  However, we accept that many parents/carers wish their child to have a mobile phone with them for the journey to or from school.  Therefore, on entering the Academy, any mobile phones should be switched off and placed safely in their bag.

An ‘out of sight, out of mind’ principle needs to be followed.  Pupils must only take their mobile phones out of their bags at the end of the day, once they exit the courtyard.

If a mobile phone is seen or heard for any reason during the school day, then it will be confiscated. The member of staff confiscating the phone will hand it into Reception and inform the pupil that they can collect it at the end of the day.  Each confiscation will be logged by Reception staff and parents/cares will be informed via a postcard sent home.  Further sanctions will apply for repeated offences:

  • Step 1 - First postcard - notification to parents at home that a school rule has been broken and we would like them to reinforce the no mobile phone policy.
  • Step 2 - Second postcard - pastoral team phone home to discuss this has happened again, check postcards are getting home, ask for help in reinforcing the rule, and explain how this will escalate if it continues, lose two days of break and lunch time socials.
  • Step 3 - Third postcard - parents invited in for a meeting with (D)HoY.  Contract agreed that the phone is handed in to Reception every morning and collected every evening for a fixed period of time (minimum of two weeks).
  • Step 4 - Fourth postcard - parents invited for a meeting with the SLT line manager for the year group and a temporary isolation at another site. 

A pupil who refuses to hand their mobile phone over to a member of staff will have it confiscated by a senior member of staff and the pupil’s parent/carer will be asked to collect it from the Academy.

A pupil who refuses to hand their mobile phone over to a senior member of staff may be given a fixed term exclusion and, in future weeks, will be asked to hand their mobile into Reception at the beginning of the day for a notified period of time – see Step 3.

If there is an emergency and a pupil feels that they need to contact their parent/carer, they must speak to their pastoral team, who may give permission to use the mobile phone in a private area.

These rules do not apply to sixth form students.  However, they are permitted to use their mobiles in the post-16 area.  If found using their phones anywhere else, they will be reminded of the expectation and the Head of Sixth Form will be informed.

Greenwood Academies Trust Behaviour Policy