Whole School

1. Policy Statement

 1.1 In its commitment to supporting the development of holistic children prepared to overcome the challenges of the global world, Holden Park encourages children to adopt the highest standards of behaviour, principles and moral standards and to respect the ethos of the school. This policy promotes the school’s ethos and ensures equity and fairness for all pupils, regardless of age or background.

1.2 Built on a Christian ethos, Holden Park fosters trust and mutual respect for everyone, regardless of their faith.

1.3 Holden Park understands that, paramount to academic excellence, are good relations with others, good manners, and a secure environment for everyone within the school community. The behaviour policy is therefore designed to support all school members to live and work in a mutually beneficial way.

1.4 Holden Park acknowledges that behaviour can be improved through positive reinforcement modelling of good behaviour, and a culture of praise, as these outweigh frequent punishment and admonition.

1.5 Positive behaviour and relationships are encouraged through stimulating academic and extracurricular activities and pastoral care.

1.6 The principles in this behavioural policy are based on the school’s mission and vision for the future of our students and the Holden Park School community.

Core Values

• Honesty: By being honest, we are able to discover each other’s strengths and weaknesses. With this knowledge, we can improve our individual and overall outcomes.
• Originality: We are dedicated to developing the skills needed to think independently and creatively.
• Loyalty: Any environment where success is desired requires loyalty. Through continuously providing good quality education and experiences, we strive to build trust and loyalty.

• Discipline: We practice measures that encourage all to obey rules and our code of conduct, using appropriate and educational consequences to correct disobedience.

• Engagement: Maximum engagement is critical for overall success. We aim to achieve this through promoting meaningful and interactive learning experiences.

• Nationalism: We aim to encourage identification with one’s nation and support for its interests.

• Positivity: We strive for a positive environment that will encourage perseverance through any obstacle one may encounter. We aim to manifest positive mindsets through constructive thinking, optimism, and creative thinking.

• Achievement: Through detailed feedback and clear expectations for quality over quantity, we strive for high levels of achievement, whether academic, artistic, sporting, etc.

• Responsibility: We seek to give opportunities where people can act independently yet be held accountable for decisions they make.

• Kindness: This is a key ingredient needed to promote positivity and peer acceptance. Inclusive behaviour increases the feeling of optimism and therefore achievement.

Code of Conduct/Ethics

1. Honesty and Integrity

• We uphold truthfulness and transparency in all our actions and decisions.
• A culture of trust and openness guides our interactions among students, staff, and families.

2. Responsibility and Accountability

• Each member of the school community is accountable for their actions and choices.
• Students are guided to take ownership of their learning, while parents and staff share the responsibility of supporting their success.

3. Respect, Inclusivity, and Privacy

• We celebrate diversity, treating all students with dignity and respect.
• By fostering an inclusive environment, we ensure that every voice is heard and valued, creating a safe space for collaboration and growth.
• HPS strongly encourages parents to demonstrate respect for teachers and staff, irrespective of their roles or designations.

4. Empathy and Care

• We prioritise compassion and understanding, encouraging members of our community to support one another in meaningful ways.
• Care for the emotional and physical well-being of others is a cornerstone of our values.

5. Excellence and Holistic Learning

• We strive for the highest standards in education, encouraging curiosity, creativity, and personal growth.
• Holistic and lifelong learning are embedded in our approach, inspiring all members of the community to reach their full potential.

6. Safety, Security, and Safeguarding

• We are unwavering in our commitment to providing a safe, secure, and supportive environment.
• Safety measures cover physical, emotional, and digital spaces, ensuring students’ well-being.
• Safeguarding Commitment:

 – We maintain a robust safeguarding policy to protect students from harm, abuse, or neglect

–  Importantly, we have Designated Safeguarding Leads (DSLs) and our staff are trained to identify and respond to safeguarding concerns promptly and effectively.

– Together, parents, students, and community members are partners in promoting a culture of safety and vigilance.

7. Community Partnership

• Collaboration with families and the broader community is key to our shared success.
• Parents, staff, and the wider school network work together to create an environment that empowers students to thrive and develop into responsible citizens.

2. General Roles and Responsibilities

Holden Park strives to create an enabling and inclusive teaching and learning environment by:

• Promoting good behaviour and discipline
• Promoting self-esteem, self-discipline, positive self-disposition, and positive relationships based on mutual respect
• Encouraging fairness to all regardless of differences
• Early intervention
• Encouraging positive parent partnership
• Culture of praise and encouragement

3. Staff Expectations, including teachers, support staff, and volunteers

3.1 It is the responsibility of all staff to ensure that this policy is adhered to and to work with the leadership team in the implementation of the policy. Staff should be aware of and take into consideration students with Additional Learning Needs.

3.2 It is the responsibility of the staff to document all misbehaviour. If a student misbehaves repeatedly, staff should refer to Appendices A and B of the behaviour and discipline policy. Initially, the class/subject teacher deals with the incident him/herself. In the Senior School, form tutors should be kept informed, and they should keep a record of all incidents. If misbehaviour continues, the pupil will be referred to the DSL/Pastoral Lead, Key Stage coordinators, Head of Primary/Secondary School, Head of Academics/AHOS, and ultimately the Head. A log of all serious incidents of misbehaviour (both Secondary & Primary School) is kept in the child’s school records (register/admin).

3.3 Class/ Subject teachers report to parents about the progress of each pupil in their class, in line with the whole-school policy. The class/form teacher may also contact a parent if there are concerns about the behaviour or welfare of a pupil.

3.4 Class/Form teachers should discuss the school rules with each class/form. The school rules/pupil code of conduct are reviewed regularly by the School Councils. In addition to the school rules, each class in EYFS also has its own classroom code, which is agreed upon by the pupils and displayed on the wall of the classroom. In this way, every pupil in the school knows the standard of behaviour that we expect in our school. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class during ‘circle time’ or at another appropriate time.

3.5 Where external support agencies are involved in meeting the needs of a particular child, teachers will liaise and work co-operatively with those agencies, as necessary, to support and guide the progress of the child.

3.6 Where external support agencies are involved in meeting the needs of a particular child, teachers will liaise and work co-operatively with those agencies, as necessary, to support and guide the progress of the child.

4. Expectations: Pupils and Parents

4.1 Pupils are expected to:

• Take responsibility for their behaviour: They will be made fully aware of the policy, procedures, and expectations.
• Avoid intimidating behaviour or behaviours prone to misinterpretation or unwanted contact.
• Punctual for all classes, social gatherings organised by the school, submit all assignments as at or before when due.
• Display responsible behaviour and demure
• Have a positive outlook on correction
• Respect all staff and other pupils.
• Accept and support the Behavioural and Discipline policy.

4.2 Parents and Guardians are expected to:

• Encourage and support their children to take responsibility for their behaviour, both inside and outside the school;
• Work in partnership with the school to assist it in maintaining high standards of behaviour. Parents and Guardians who accept a place for their child at Holden Park undertake to uphold the school’s policies and regulations.
• Support the school’s values in matters including attendance and punctuality, behaviour, uniform/dress and appearance, standards of academic work, extra-curricular activities, and homework/private study;
• Encourage their child to recognise the importance of good behaviour as an integral part of effective learning.
• Respect all members of the school community;
• Encourage their child to be properly prepared for school each day.

5. Promoting Good Behaviour

1. Staff will immediately identify and encourage positive behaviour;
2. Staff will regularly inform each other of pupils’ praiseworthy actions.
3. Staff will inform parents of exemplary behaviour as well as achievement (via means such as house points, praise postcards, parents’ evening, or informally via a telephone call/email).
4. Staff may give privileges to pupils who behave consistently well and to those who have made a special effort to do so;
5. Achievements will be recognised in celebration assemblies and at Speech Day. Individual departments in the school may also celebrate achievement.

Rewards are given by way of:

1. House points
2. Awards
3. Gifts
4. Public Celebrations

6. Dealing with Unacceptable Behaviour

 6.1. The school employs a number of sanctions to support and enforce the school rules and to ensure a safe and positive learning environment. The Head/Head of Primary School ensures that due investigative action has taken place and applies any sanctions fairly. Corporal punishment is never used or threatened. Punishment will be proportionate to the pupil’s misbehaviour, and any detention will be reasonable in all circumstances. Consideration will be given to the pupil’s circumstances, such as age, specific learning needs, religion, or travel problems.

6.2. Behaviour which is deemed to discriminate against someone with protected characteristics under the Equality Act will not be tolerated.

6.3. The school may choose to use a range of sanctions (as outlined in Appendix A – Senior School and Appendix B – Prep School), including suspension or, in extreme cases, permanent exclusion. Staff, pupils and parents should be aware of the Behaviour Policy Level of Sanctions.

6.4. Minor misdemeanours, such as Level 1 on the Level of sanctions document, will be recorded. Minor or first-time misdemeanours will usually be dealt with on the spot. More serious or repeated instances are referred to the tutor/class teacher and then to the DSL/ Pastoral Lead, Head of Key Stage Years, or Deputy Head/AHOS, and ultimately HOS.

6.5. Parents will be given at least 24 hours’ notice in writing concerning any after-school or Saturday detention. This allows parents the opportunity to make representations concerning the detention, but does not give them the right to refuse the sanction.

6.6    Holden Park School reserves the right to employ school sanctions for behavior occurring out of school or during the holidays.

6.7    Should parents have a concern about the way that their child has been treated, they should initially contact the form tutor /class teacher. Parents may also feel it is appropriate to contact the relevant Student Manager/ Pastoral Lead/ Head of Sixth Form/ Head of Prep/ Deputy Head. If the concern remains unresolved, parents should contact the Head in line with Stage 2 of the School Complaints (Dealing with Parental Concerns) Policy.

7. Malicious accusations against any member of the school community

7.1 The School recognises that there may be occasions when a pupil justifiably needs to raise issues about the actions of a member of the community and has procedures for dealing with such concerns, which can be found in the Safeguarding and Child Protection Policy. However, where the allegation is one of malicious intent or fabrication, the school will give due regard to the most appropriate disciplinary sanction to be taken, which may include temporary or permanent exclusion, as well as referral to the police if there are grounds for believing a criminal offence may have been committed.

8. Off-site Behaviour

8.1 The school will not take responsibility for the actions of any Holden Park pupils off-site, and the effects of such actions. Nevertheless, the school reserves the right to take action against such pupils whose behaviour is judged by the school as being inappropriate and/ or where such actions result (or risk resulting) in bringing the school into disrepute. The following are given as examples of such actions which could be deemed as fulfilling the criteria for such judgements, which could lead to action being taken, but do not constitute a closed list.

8.2 Behaviour on coaches (or other modes of transport) used by the school which falls below the expected standards of behaviour as listed in our Code of Conduct.

8.3 Behaviour and/ or communication on social media sites or in person that fall below the guidelines listed in the Online Safety Policy, Anti-Bullying Policy, Managing Allegations Against Pupils Policy, and the Computer Acceptable Use Policy.

8.4 Behaviour that is deemed to bring the school’s name or reputation into disrepute, where appropriate, will be investigated and sanctioned if necessary.

9. Incident Reccording

9.1 Cases of behaviour resulting in a sanction at level 3 or above will be recorded in the school’s Sanctions Book.

10. Internal Suspension/External Suspension/Requirement to Leave /Permanent Exclusion

10.1 Suspensions can be either temporary or permanent (exclusion). The Head will authorise suspensions and/or exclusions and will be involved in the interviews and discussions with pupils and parents. In the case of a suspension, the Chair of Governors will be informed and consulted before any student is permanently excluded. Parents will be made aware in advance if suspension or exclusion is a possible outcome of any meeting or investigation.

10.2 As per the Parent Contract, the Head may suspend a pupil if she considers that their conduct or behaviour (including behaviour or conduct outside school) is unsatisfactory and the suspension or exclusion is in the School’s best interests or those of the pupils concerned. The School Behaviour Policy (Appendices A and B) sets out or includes examples of offences at Level 5 and 6 (Level 4 and 5 in Prep) likely to be punishable by suspension. These examples are not exhaustive, and the Head may decide that suspension or expulsion for a lesser offence is justified where there has been previous misbehaviour. All aspects of a pupil’s record at the School may be taken into account.

10.3 For temporary suspensions, the school makes a distinction between one which is neutral and one which is a formal sanction. The school will inform parents which approach is being followed. A neutral suspension is one in which the school requires a pupil to be removed from lessons/school so that an investigation can be conducted fairly and without further escalation of a problem. This suspension may be either internal or external and should ideally last no longer than two days to allow for an investigation to be completed. Should the investigation find in the pupil’s favour, then they may return to school with no further consequences and with no negative record of the sanction. Should the investigation find that a formal sanction is required, it will be noted on the pupil’s record. The Head can, at her discretion, count the time spent away from school as part of the recorded punishment.

10.4 Internal Suspension
The likely duration will be between 1 and 3 days. The pupil will be in a room working on their own under supervision. Work will be set for them from their regular lessons, and the Head of School will coordinate. The pupil will have a different lunch and break from their peers.

10.5 External Suspension
A sanction must give a message to the pupil concerned and the rest of the School community. A suspension is used when that message must be heard strongly and clearly. Sometimes the misbehaviour is individual, and so no public announcement is made. Parents will be contacted as the misbehaviour is investigated, and the pupil will be required to stay at home (or with a guardian) for between 1 and 3 days.

10.6 Exclusion and Managed Removal from the School
In the case of permanent exclusion, a pupil’s name will be permanently removed from the school roll. In addition, any references requested for the pupil by external agencies will set out the facts and circumstances of the reasons behind the exclusion.

10.7 Rationale for Exclusion
A decision to exclude permanently will be taken as a last resort when a range of other strategies has been previously employed in line with Sanctions Levels 1 -7 (1-6 in Prep) in the Behaviour Policy (Appendices A and B) or if an exceptional individual offence has been committed. Parents will be concerned to have the School reach a decision which is in the best interests of their child. The school also needs to take into account the interests of the whole School community.

Exclusion will usually only be considered when it is deemed to be in the best interests of one or more of:

1. the pupil concerned;
2. other pupils in the School ;
3. Staff in the School;
4. The school’s reputation.

 Exclusion will also be considered where the pupil concerned is regarded on the balance of probabilities as having committed a criminal offence, whether or not connected with the School and whether or not criminal proceedings have been instituted.

      The Head will refer to the Parent Contract when considering excluding a pupil.

10.8 Managed Removal
The school distinguishes a Managed Removal from the School and Permanent Exclusion. A Managed Removal may be offered by the school at its discretion, as an alternative to permanent exclusion.

In the case of a Managed Removal, the school will require that a pupil leaves the school but will provide reasonable assistance in ensuring that they can make a fresh start at an alternative school. In this case, no record of an expulsion will be made in any future references.

1. Process for Permanent Exclusion
   The decision to permanently exclude for non-financial matters is taken by the Head after discussion with senior staff and the Chair of Governors. The parents are informed of the decision and asked to collect the pupil as soon as possible. Parents will be made aware in advance if exclusion is the possible outcome of any meeting or investigation.
   While the precise procedure to be followed in a given situation depends on the circumstances of the case, the procedure outlined below would apply wherever possible:

a. A fair and thorough investigation will be led by the appropriate Deputy Head

b. Pupils must be informed of the allegation and the evidence relied upon

c. Pupils must be given a fair opportunity to exculpate themselves

d. Parents will be informed as soon as practically possible

e. A hearing will be conducted by the Head, and a decision reached

f. An appeal should be offered, and this will be conducted by the Chair of Governors

Before a decision is made to exclude a pupil from Holden Park School permanently, a full investigation will be undertaken by one of the Deputy Heads and the appropriate Head of School. The Head will not take part in the investigation as this may compromise her impartiality at the hearing.

Process for Permanent Exclusion

1. The decision to permanently exclude for non-financial matters is taken by the Head after discussion with senior staff and the Chair of Governors. The parents are informed of the decision and asked to collect the pupil as soon as possible. Parents will be made aware in advance if exclusion is the possible outcome of any meeting or investigation.
2. While the precise procedure to be followed in a given situation depends on the circumstances of the case, the procedure outlined below would apply wherever possible:

• A fair and thorough investigation will be led by the appropriate Deputy Head.
• Pupils must be informed of the allegation and the evidence relied upon.
• Pupils must be given a fair opportunity to exculpate themselves.
• Parents will be informed as soon as practically possible.
• A hearing will be conducted by the Head and a decision reached.
• An appeal should be offered, and this will be conducted by the Chair of Governors

3. Before a decision is made to exclude a pupil from Holden Park School permanently, a full investigation will be undertaken by one of the Deputy Heads and the appropriate Head of School. The Head will not take part in the investigation as this may compromise her impartiality at the hearing.

11. Appeal Process

If a pupil is excluded by the Head, the parent may appeal against the decision in line with Stage 3 of the School’s Complaints (Dealing with Parental Concerns) Policy. The Appeals Procedure is set out in the Complaints Policy, and the Head will provide the parents with a copy of the Complaints Policy when sending the formal exclusion letter.

This policy should be read in conjunction with the School’s:

• Anti-Bullying Policy
• Attendance Policy
• Child Protection Policy Including Safeguarding Guidance
• Code of Conduct (Pupils)
• Complaints (Dealing with Parental Concerns) Policy
• Drugs Policy (Pupils)
• Equal Opportunities Policy (Pupils)
• E-Safety Policy