BARNARDISTON HALL

Preparatory School

Aims and Ethos of the School

Admissions, Attendance, Boarding, Discipline and Exclusions Policy and Policy to Promote Good Behaviour

Barnardiston Hall is committed to safeguarding and promoting

the welfare of children and young people

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Aims and Ethos of the School

 

Aim

 

‘Our aim at Barnardiston Hall is to provide a secure and stimulating environment in which children can enjoy a wide range of education, physical and artistic opportunities, so that they can achieve their potential and leave the School as confident and caring individuals’.

 

Ethos

Barnardiston Hall’s aims are that all pupils should be:

$1·                     Happy

$1·                     Stretched to achieve their potential

$1·                     Given opportunities to take part in a wide range of activities

$1·                     Encouraged to develop their character to stand them in good stead for whatever life brings

We want a family atmosphere in the School where pupils are comfortable with relationships and are able to share concerns.  We know that all pupils can achieve much but not all can come first and this is not important.  We celebrate scholarship and success in sports and music but equally, and perhaps more important are effort (we call it ‘the Barnardiston ‘oomph’), manners and achievements of individual goals based on each pupil’s ability.

We believe in maximum participation – for instance 25% of our pupil’s went to the National Orienteering Championships last year, 90% of eligible pupils take part in the Sudbury Music Festival each year, over 100 pupils learn tennis, most are involved in music and drama.  Most of our 3-4 year olds stay overnight at school in the Summer Term as part of their Out and About, many older children have climbed Mam Tor, Snowdon or Ben Nevis and the majority have taken part in School productions.

We are keen to build up character, determination in the face of adversity, kindness and consideration to all, flexibility and hard work.  It should be second-nature to be polite and caring.

 

 

 

 

Admissions Policy

This policy should be read in conjunction with our Equality and Diversity Policy which is available on our website or a printed copy can be obtained from the School Office.

Barnardiston Hall accepts girls and boys aged 2 – 13 years and offers day, weekly and full boarding.  Substantial bursaries are offered to Service personnel.  There are approximately 200 children, 30 of whom are boarders.

Whilst broadly offering a Christian ethos, the School has no discrimination in regard of gender, disability, race, religion, cultural background, linguistic background, sexual orientation or academic or sporting ability.   

Barnardiston Hall does not have a set point of entry.  Many families move into the area throughout the year and the School is flexible in its approach to admission dates.  Two classes are operated for most age-groups with a maximum of 20 children in each.  The School has a Nursery department for children aged 2/3 years and a Pre-Prep Department for children aged 3 – 7 years.  Children aged 7 – 13 years attend the Prep School.  Children in the Pre-Prep Department are divided into Classes 1 – 4 and children in the Prep School are divided into Form Groups I – VI.  Children are prepared for entry into their senior schools at either 11+ or 13+ and most children sit Common Entrance examinations at these times.  Children also leave Barnardiston Hall to attend local state schools at age 13.

The School is registered by the Government to offer Early Years’ Funding and this is offered to the parents of all children from the term after the child’s 3^rd birthday to the tem in which they are 5.

Barnardiston Hall is non-selective and welcomes children of all abilities, providing we believe that they will benefit from what we can offer.  The School has a specialist learning support unit called ‘The Bridge’ which is CReSTeD registered and is staffed by well-qualified professionals and experienced Learning Support Assistants.  The Bridge offers specialist educational support to children who require additional help and we are therefore able to welcome children with specific educational needs. 

The School accepts Statemented children and has close links to Norfolk Social Services who refer children on the ‘Pathfinder’ scheme.  We have a small number of children with autism and Asperger’s Syndrome, all of whom are able to access the full curriculum with the necessary support.

All children in the Pre-Prep Department and the Prep School wear School uniform for both academic and sporting activities.  This is compulsory and parents are able to purchase the uniform through either the second-hand uniform shop (on site) or from the School outfitters, Aubyn Davies in Bury St Edmunds.

Whilst most children join the School at the beginning of the academic year, we recognise that many parents move into the area at other times and therefore offer year-round entry.

The criteria for admission is as follows:

1)       New parents frequently hear about the School through ‘word of mouth’ but there is also limited advertising in local newspapers and in Service publications. 

2)       Parents contact the School to request a prospectus.  This includes information about the School, a copy of the Admissions Policy, a recent Newsletter, current School Calendar and recent OFSTED reports.

3)       Parents contact the School to arrange an informal visit.  The School does not hold ‘open days’ but offers individual visits to any interested parents.  Children of Nursery age are not required to attend at this time. However, parents are encouraged to bring older children with them as the Headmaster will informally assess the child and will spend some time talking to them.  Parents do not need to prepare their child in any way for this interview but may wish to bring previous school reports if they feel that his moy be beneficial.  During the visit, parents and children will have the opportunity to spend time alone with a large representative group of children to enable them to ask any questions they might have.  This is followed by a tour of the School either with the Headmaster, Mr Tim Dodgson, or his PA, Mrs Lesley Gundersen, who has had three children at the School herself and is therefore also able to give a parent’s view. 

4)       If the Headmaster (and any other staff involved) believes that the child will benefit from an education at Barnardiston Hall, the parents will be given an Initial Registration Form to take away with them.  If they do decide that they would like to accept the place, the form is completed and returned to the School Office which will prompt the start of the registration process.  If there is any question as to the child’s ability to access the curriculum at the School, specialist reports will be requested together with a copy of the latest current school report and an assessment day will be arranged.  During this day, Mr Nick Robinson (Head of The Bridge) will spend some time with the child and may run some diagnostic tests.  If appropriate, the child will be supported in class by an LSA during the day.  The School aims to meet parents at the end of the assessment day and will endeavour to either formally offer a place or, in rare cases, outline to parents fully as to why a place can not be offered and offer some practical alternatives.  Places at the School are not offered when both the Headmaster and Head of The Bridge believe that an education at Barnardiston Hall would not be in the best interests of the child.

5)       Upon offer of a place and receipt of the registration documentation, the School will contact the parents to arrange a suitable entry date.  Prior to entry, the School will keep in contact with parents and, in the case of children aged 6 and above, will arrange a Familiarisation Day (and night for boarders).

6)       On the first day at School, children are taken to the School Office where they will be met by a ‘mentor’ who will be in the same class / form / set.  The mentor will stay with the new child until they have settled in and will ensure that they are integrated into their peer group.  During this time, staff will be extra vigilant at break-times and will ensure that the new child is not left alone at any time.

 

Overseas Applicants

Barnardiston Hall welcomes applicants from overseas and has close links to the Regent’s School in Thailand which regularly sends pupils to the School for a period of 1 – 6 terms.  In addition, short-term boarders attend the School for ‘total integration’ courses of between 2 – 4 weeks.  Most short-term student are confident in their use of English language (written and spoken) and the School benefits from the cultural diversity that these students bring.  In the case of non-English speaking students, the School has a qualified EFL teacher who is able to teach children on an individual basis until such time that they are able access the curriculum in a general class.

Complaints

We hope that you and your child do not have any complaints about our admissions process.  However, a copy of the School’s Complaints Procedure can be sent to you upon request.

 

 

 

 

 

 

 

 

 

 

 

 

Attendance Policy

 

We see the education of your child(ren) as a partnership between you and the School.  We are committed to providing the highest quality of education for your child(ren) and we aim to work with you to achieve this.

All pupils are required to be in School by 8.20am.  The School day ends at 3.30pm for Pre-Prep Department (or as pre-agreed for those children not yet of legal school age) and at 4.30pm for children attending the Prep School.   Pupils are not allowed to leave the School site unless accompanied by a member of staff on a pre-arranged trip / appointment, details of which will have been previously advised to you.

Requests for absence must be made in writing or by email and addressed to the Headmaster except in the case of an emergency medical appointment, in which case a call to Mrs Gundersen, (PA to the Headmaster), will be acceptable.  Requests for exceptional absence (ie absence for days other than Religious Festivals, illness or medical appointments) should be sent to the Headmaster, Mr Tim Dodgson, at least two weeks in advance.  Please note that it is not School policy to allow holidays to be taken during term-time.

If your child is ill, please telephone the School and leave a message on the ‘Child Absence’ line by dialling ‘1’.  If we do not hear from parents by 9am, we will telephone home to ascertain the reason for the absence.

 

 

 

 

 

Boarding

Barnardiston Hall accepts weekly, full and occasional boarders from the age of 7.  However, if family circumstances necessitate the admission of a younger pupil into the boarding house and, depending on the maturity of the child, we will consider accepting a younger child. 

We aim to become a ‘home from home’ for our boarders and we provide accommodation that is warm and welcoming.  Children are encouraged to personalise their rooms and are involved in selecting soft furnishings and colour schemes.

The boarding house is located in the Main House and is divided into two floors, girls on the first and boys on the second.   Girls and boys have their own Common Rooms in which they can socialise and all have access to the African Room on the ground floor.   Residential House Staff and Matrons, under the supervision of the Headmaster, Mr Tim Dodgson, and the Head of Boarding, Mr Whittles, take charge of the children and arrange a full and active programme for them.  A copy of the current boarding programme is available upon request.  Our Boarding Handbook provides further information to parents and children on boarding life at the School. 

School Disciplinary and Exclusion Policy

(including sanctions,rewards and restraint)

 

This practice guideline should be read alongside the following school documentation:-

• Behaviour policy
• Responses to Alcohol, Smoking and Substance Abuse
• Anti-Bullying policy

This policy also takes into account the following guidance from the DOH and DfE

$1·         July 2002 – “Guidance for Restrictive Physical Interventions.”

$1·         September 2003 – “Guidance on the use of restrictive Physical Interventions for Pupils with Severe Behavioural Difficulties”

$1·         Farrer & Co. Briefing Document “Excluding Pupils -  A Practical Guide for Independent Schools”

$1·         March 2009 ISBA Guidance on Discipline and Exclusions Policy

$1·         DfE Guidance 2011 for Schools on “Screening, Searching and Confiscation”

$1·         DfE guidance 2011 Behaviour and Discipline in schools

$1·         September 2011 National Minimum Standards for Boarding Schools – Standard 12

The National Care Standards Commission under Standard 4, expects the School to ensure that the use of discipline with boarders is fair and appropriate.

 

 

 

 

Understanding and Managing the Challenging and Unwanted Behaviour of our Pupils

 

Behaviour difficulties in our pupils may arise from characteristics associated with emotional and behavioural difficulties such as impaired communication and socialization skills, lack of empathy, obsessive or ritualistic behaviours, over sensitivity to stimuli and high arousal. Some pupils with learning difficulties may also have damaged self-esteem.  Challenging and unwanted behaviour may be a reaction to these difficulties and an attempt for the individual to control a situation or communicate distress or frustration. 

As professionals working in a mutually supportive partnership with parents, we must seek to understand any pupil’s behaviour in the wider context of the individual, their difficulties and their response to their environmentat school and at home. 

Whilst we understand that certain behaviours are characteristic of the needs of our students, we teach appropriate social skills and coping strategies to help the pupil understand and accept boundaries of reasonable behaviour.  We aim to understand the underlying factors causing the behaviour in order to respond positively, consistently and effectively.  We will provide structures and strategies to empower the individual to manage their own behaviour, promote independence, enhance communication and socialization and raise self-esteem.  This work is in line with our mission statement for the whole school and statement of purpose for the boarding aspect.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Expectations:

 

$1·         We have clear expectations of behaviour shared with pupils, parents and staff via our school values, ethos and prospectus.  We aim to provide a happy, healthy, mutually respectful working environment for our pupils and staff, where bullying, intimidation or interference by any party will not be tolerated.

$1·         Behaviour expectations are translated into class and boarding rules for our students.  These are reinforced in assemblies, PSHE lessons, reflection and reward times in school, at individual and boarders’ meetings.  A set of School rules on behaviour is attached.

$1·         Children should treat others as they expect to be treated themselves.

$1·         In cases of Special needs or circumstances, a multi disciplinary team including parents either at Annual Reviews or other meetings will discuss behaviour.

$1·         Behaviour targets are set where necessary, and reviewed termly to give staff and parents an agreed and shared focus. 

$1·         Liaison with parents takes place through personal contact, phone calls, letters, e-mails and at Parents’ Evenings.  We operate an open door policy for parents to come in and discuss behavioural issues.

 

 

 

 

 

 

 

 

 

 

 

Positive Approaches/Rewards:

 

We are committed to positive approaches to behaviour management and throughout Barnardiston, we offer a reward system to motivate and help the pupil to learn appropriate behaviours, these include:

• Verbal praise
• Showing good work – to class or member of the Senior Management Team
• Written praise in exercise books and Prep Diary (house points).
• Class reward chart – tick chart, smiley face, stickers, award books for younger pupils
• House Point Certificates for good work/behaviour
• Achievement assemblies
• Valuing pupils’ work through display
• External accreditation
• Reward/favourite activities built into the boarding day/evening
• Annual Subject and Year Group prizes for achievement and effort awarded at Speech Day
• Reports to parents
• Achievements recorded in termly newsletter

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Responses to Challenging and Unwanted Behaviour:

 

The table on the next page details acceptable responses to challenging and unwanted behaviours as they occur.  Our responses to challenging and unwanted behaviour are always underpinned by a deeper understanding of the factors affecting individual pupils, their difficulties and their motivations.  Our responses will be consistent and will be in line with their long-term behaviour targets.  Responses will depend on the individual needs of the pupil and their level of comprehension. Reasonable adjustments will be made for SEN pupils. Responses to behaviour will be positive, respectful and non-confrontational.  We will make clear to the pupil through our language that it is the behaviour we disapprove of, not the pupil himself or herself.

It is important to aim to discover the root cause of the misbehaviour. Pupils may need support to tackle anger management or other personal issues that have been factors in causing the problem. If they need some degree of counselling, they will be passed on to our dedicated team in the Bridge or referred to our independent listener.

Staff will be guided through meetings and INSET sessions on how to deal with behavioural issues. They are also expected to have read and understood fully school policies on discipline and how to implement them. It is important that staff dealing with serious incidents speak with a senior member of staff to learn from the incident, seeing if a different approach is needed in future.

Behaviour	Response/Strategy	Staff Involved
Minor incidents, e.g. $1·         Non compliance to a reasonable and understood request $1·         Inconsiderate behaviour towards others $1·         Minor disruption $1·         Distracting others $1·         Inappropriate language $1·         Minor verbal aggression $1·         Inappropriate touching	Responses may include one or more of the following $1·         Ignoring inappropriate behaviour and praising/rewarding appropriate behaviours $1·         Praising the appropriate behaviour of others as an example/peer pressure $1·         Diffusion/diversion to an appropriate task $1·         Verbal/visual reinforcement of behaviour expected $1·         Withhold class reward token (i.e. tick/smiley face) $1·         Verbal response/expression of disapproval and reasons $1·         Use of social stories $1·         Use of a sanction, for example, detention at morning break with relevant task to complete	Teachers Boarding Staff Classroom Assistants
Repeated or more major incidents e.g. $1·         Repeated/continued refusal to comply to a reasonable request or routine $1·         Disruption to the lesson/work of others $1·         Verbal aggression (i.e. offensive language, shouting or screaming) $1·         Threatening behaviour/intimidation $1·         Inappropriate physical approaches – aggressive/sexual (i.e. touching, poking etc) $1·         Minor damage to property $1·         Opting out, removing self from the room	Responses may be as above, but may also include one or more of the following $1·         Sent to Head of Pastoral Care or Headmaster as last resort $1·         Loss of reward/privilege $1·         Loss of play time/favourite activity $1·         Moving within the group $1·         Moving from the group to another area of the room $1·         Moving from the classroom to outside the room (to be observed/monitored by member of staff) $1·         Separate group from individual/backing off $1·         Remove to playground/hall or Bridge (for physical release of frustration) $1·         Allowing the individual time and space to calm down $1·         Inform parents – letter/email/homework diary/immediate phone call for more serious incidents $1·         Allowing pupils to talk to parents on the phone $1·         Individual behaviour monitoring sheets may be drafted for certain pupils detailing agreed responses to specified behaviours.  These will be circulated to all staff working with the student $1·         In the Boarding House, pupils can be sent to their room for quiet time or early 'lights out' $1·         Parents and other agencies may be required to attend school at this stage to formulate and agree a more detailed “Behaviour Management Plan” $1·         In serious cases, suspension and expulsion will be considered (see Formulating a Behaviour Management Plan Section Below)	Class/group Teacher Head of Pastoral Care Boarding Staff Parents Headteacher
Serious/potentially dangerous behaviours/incidents i.e. $1·         Persistent threatening intimidating behaviour $1·         Physical assault on peer/staff $1·         Damage to property $1·         Self injury $1·         Alcohol/drug abuse $1·         Sexual harassment or misconduct $1·         Parental behaviour $1·         Theft $1·         Racist abuse $1·         Malicious accusations made against staff	Responses may include those above but will also include $1·         Individual will be seen by Headmaster who is likely to suspend/expel the child $1·         Parents will be brought in, the matter discussed, and appropriate action taken  (see Formulating a Behaviour Management Plan Section Below)	Class/group Teacher Head of Pastoral Care Boarding Staff Parents Headteacher

Strategies and responses to minimise challenging and unwanted behaviour are in line with the permitted sanctions outlined in the DfEE “Social Inclusion: Pupil Support” 1999 Document, which includes

• Removal from the group (in class)
• Withdrawal of break or lunchtime privileges
• Detention (within school time)
• Withholding participation in any school trips or sports events that are not an essential part of the curriculum
• Withdrawal from for example, a particular lesson or peer group
• Completion of assigned work or extra work
• Carrying out a useful task in school

Punishments that are humiliating or degrading will not be used.  The following sanctions/punishments will never be used:-

$1·         Corporal punishment.

$1·         Any form of hitting of a child (including hitting a child in anger or retaliation)

$1·         Deprivation of food or drink.

$1·         Enforced eating or drinking.

$1·         Prevention of contact by telephone or letter with parents or any appropriate independent listener or helpline.

$1·         Requirement to wear distinctive clothing or the wearing of nightclothes by day.

$1·         Use or withholding of medical or dental treatment.

$1·         Intentional deprivation of sleep.

$1·         Use of fines other than by way of reparation and not exceeding two thirds of the child’s immediately available pocket money.

$1·         Locking in a room or area of a building.

$1·         Intimate physical examination of the child.

$1·         Withholding of any aids or equipment needed by a child.

Behaviour Management Plans

 

Where a pupil’s behaviour is causing expressed concern from home or school, parents will be required to attend a meeting with School staff and relevant agencies to formulate and agree an “Individual Behaviour Management Plan.” This plan may need to address the issues of physical interventions (see below) or the use of quiet areas. If the pupil is under the guidance of the Bridge, (SEN unit), relevant staff will be involved in any strategy decisions.

The use of a quiet area will differ according to the needs or preference of the child/ young person.

The behaviour management plan will consider the factors underlying the behaviour and the antecedents or triggers to the behaviour. The plan will set out mutually agreed strategies for managing the behaviour. The plan will be subject to review by the staff and parents, as necessary.

The following are given as suggested headings for an individuals’ behaviour management plan –

$1·         Description of behaviours.

$1·         Target behaviours.

$1·         Factors affecting behaviour (i.e. pupil’s difficulties, communication problems, anxiety, environmental factors)

$1·         Antecedents to behaviour (i.e. triggers, what leads up to/ precedes the behaviour)

$1·         Strategies for managing the behaviour (i.e. environmental changes, structures/ strategies to be implemented, responses to behaviour, description of language to be used, physical intervention – see below)

$1·         Procedures for monitoring/ recording the behaviour.

$1·         Signatories of all those involved in formulating the plan.

 

 

 

 

 

 

Physical Intervention

 

It is highly likely that any pupil requiring physical intervention more than on an isolated occasion will be removed from the School.  However, in the case of having to initiate physical intervention, the guidelines below may be of use.

In law, everyone has the right to live without “interference” from others.  Staff have a duty of care to all students – to protect them from harm and to handle them in a gentle, respectful manner.  As staff, we also have the right to protect ourselves from injury and minimise the risk of harm to themselves and others.  When managing difficult behaviour, staff aim for the most minimum but effective intervention – first trying avoidance, distraction, backing off, talking down, moving other children out of the way, and giving the student time and space to respond to our requests. If the situation allows, staff should arrange to get support from NAPPI (Non Aggressive Physchological and Physical Intervention) - trained staff members. However, it is understood that this may not always be realistic and staff are trusted to use the minimum amount of physical effort possible.

 

 

 

 

 

Behaviour Monitoring, Recording and Reporting

 

Minor incidents are logged in a Detention Book. Detentions then take place on Monday, Wednesday and Friday break times with a member of staff on duty. Sanctions in detention should try to 'fit the crime'. After 3 detentions in a term, the pupil will speak with Mr Dodgson and receive a warning that, on receiving a fourth detention that term, they will attend a 2 hour weekend detention with him. If they do receive this detention, a letter is sent to parents giving the reasons why. Staff record incidents where more serious incidents occur in a “Punishment book”.  The information added records exactly what has occurred and the sanction that has been put into place. Incident report forms will be put in pupil p files. Depending on the nature of the incident, parents will be telephoned or asked to come into the school for a meeting with the Headmaster or a senior member of staff. Where a physical intervention technique has been used, the Head and parents will be informed as soon as possible and the incident will be fully recorded as above.

Where a physical injury as a result of a pupil’s behaviour occurs, an incident report form will be completed and passed to the Head Master, Mr Tim Dodgson.

The Headmaster and the class teacher may liaise to write individual behaviour monitoring report cards for certain pupils detailing specific behaviour issues. For a boarding pupil, this process would involve boarding staff. Such strategies are then disseminated to other staff at staff meetings. Where applicable, details of strategies can be found within individual pupil’s files.

For some pupils, the frequency and incidents of their behaviour may be monitored and recorded by the teacher or boarding staff for initial analysis in drawing up a “Behaviour Management Plan” and subsequently in the monitoring of its effectiveness.

When a pupil moves from the Pre-Prep to the Prep School, staff from both departments will liaise to discuss any behavioural issues and relevant strategies needed for individual pupils. When sending information to senior schools, it will be made clear before the pupil's transition if there are any behavioural issues that senior schools should be aware of.

Guidance on confiscation of pupils’ belongings and pupil searches

 

Confiscation:

The Education and Inspections Act 2006 and Guidance for Schools on “Screening, Searching and Confiscation” (DfE, Aug 2011), provides that confiscation is an appropriate disciplinary measure when applied in a reasonable and proportionate way. Any member of Barnardiston Hal Prep

School staff may confiscate, retain or dispose of a pupil's property in order to enforce the School’s rules and to maintain an environment conducive to

learning, where the rights of all pupils to be educated in a safe and orderly environment are safeguarded. Such circumstances may include:

- an item that poses a threat to others: for example, a laser pen is being used to distract and possibly harm other pupils or staff.

- an item that poses a threat to good order for learning: for example, a pupil uses a personal music-player or mobile phone in class.

- an item that is against school uniform rules: for example, a pupil refuses to take off an unauthorised item of clothing (such as a hooded top) on entering a classroom.

- an item that poses a health or safety threat: for example, a pupil wearing large ornate jewellery in PE or Games lessons may present a safety threat to other pupils.

- an item which is counter to the ethos of the school: for example, material which might cause tension between one community and another or is illegal for a child to have: for example, racist or pornographic material, alcohol, illegal substances.

- any other prohibited or dangerous items as detailed by the School’s rules.

In general, items should be confiscated for the duration of a lesson or until the completion of the same school day. The basis for confiscations of a longer duration should be discussed and approved by an appropriate senior member of staff.

Pupils have a right to expect that confiscated items, especially those of monetary or emotional value, will be stored safely until they can be returned and staff should present such items to the School Office in an envelope with the details of the pupil and agreed arrangements for return.

Particular care should be taken when deciding whether to confiscate items of clothing or jewellery, with appropriate regard to whether the item in question has religious or cultural significance to the pupil. When confiscating items, staff should avoid physical contact or interference with pupils' clothing of a kind that might give rise to child abuse allegations.

 

 

Pupil Searches

 

Legal provision in the Violent Crime Reduction Act 2006, inserted in the Education Act 1996, and guidance issued by the Department for Education (August 2011) makes it lawful for the Head Master (or staff designated by him) to search pupils for any item banned under the School rules, with their consent. There is also a statutory power to search pupils or their possessions without consent where there are reasonable grounds to believe that the

pupil has certain prohibited items. Reasonable grounds may include overhearing pupils talking about an item or a pupil behaving in an unusual or suspicious manner. Prohibited items include knives, weapons, alcohol, drugs and stolen items. School staff can confiscate any banned or prohibited item found as a result of a search which they consider to be harmful or detrimental to School discipline.

The power to search pupils with consent allows a teacher to ask a pupil to turn out their pockets, bag or desk/locker. The power to search pupils without consent, with the authorisation of the Head Master, should be carried out by a staff member who is the same sex as the child. There must always

be a witness, (also a member of staff) to the search and, if at all possible, they should also be of the same gender as the pupil. The power to search without consent extends to a personal search involving the removal of outer garments and searching of pockets, bags and lockers.

If it is felt necessary for a pupil to be subject to an intimate search for (say) illegal drugs or stolen property, or if staff feel that they will encounter any resistance from the pupil, then the School will ensure such searches are carried out according to agreed protocols by the Police, following notification to parents.

Items found as a result of a without consent search: alcohol may be retained and disposed of appropriately, controlled substances (or suspected controlled substances) will be delivered to the Police in accordance with the School’s Substance Abuse policy. The School will judge if stolen items also need to be reported to the Police and, when appropriate, the goods will be

returned to their rightful owner.

The School is not required by law to inform parents before a search takes place or to seek their consent to search their child. However, Barnardiston will seek to inform parents of any serious disciplinary incident that may involve a search of their child as soon as is practicable.

 

BARNARDISTON HALL PREPARATORY SCHOOL

 

Behaviour Policy

This document is to be used in conjunction with the Discipline, rewards and sanction policy.

INTRODUCTION

Barnardiston Hall Prep School aims to encourage pupils, from Early Years up to our Year 8, to adopt the highest standards of behaviour, principles and moral standards. We aim to promote trust, mutual respect for everyone. We believe that good relations, good manners and a secure learning environment play a crucial part in the development of intellectually curious pupils, who are motivated to become life-long learners. We develop qualities of team-work and leadership through our extensive programme of extra-curricular activities.

Barnardiston Hall Prep School is an inclusive community. We welcome pupils from a wide variety of ethnic and social backgrounds and faiths. We treat everyone as an individual, aim to develop the whole person equipped to take his/her place in the modern world.

 

CODE OF CONDUCT

Barnardiston Hall Prep School community of staff, parents and pupils adhere to a code of conduct, rather than to lists of rules. We see education as a partnership. Our staff are committed to excellence, aiming to achieve a spirit of trust and cooperation. We expect the highest values and standards of behaviour both inside and outside the classroom, as well as outside the school and in any written or electronic communication concerning the school.

We expect pupils to treat staff and each other with consideration and good manners and to respond positively to the opportunities and demands of school life. They should follow the school’s Rules and Regulations.

Everyone has a right to feel secure and to be treated with respect, particularly the vulnerable. Harassment and bullying will not be tolerated. Our Anti-bullying policy is set out in the Parent Handbook. The school is strongly committed to promoting equal opportunities for all, regardless of race, gender, gender orientation or physical disability.

We expect pupils to be ready to learn and to participate in school activities. They should attend school and lessons punctually and follow the school’s attendance policy. They should care for the buildings, equipment and furniture. We expect pupils to behave at all times in a manner that reflects the best interests of the whole community.

INVOLVEMENT OF PARENTS AND GUARDIANS

Parents and Guardians who accept a place for their child at Barnardiston Hall Prep School undertake to uphold the school’s policies and regulations, including this policy. They will support the school’s values in matters such as attendance and punctuality, behaviour, uniform/dress and appearance, standards of academic work, extra-curricular activities and homework/private study.

We will always telephone the home on the first day of an unexplained absence in order to make sure that your child has not suffered an accident. Please note that it is the School policy usually not to allow holiday to be taken during term.

 

INVOLVEMENT OF PUPILS

Our experience shows that the ethos of and respect for the school is enhanced by listening to our pupils and by encouraging constructive suggestions from them during staff/pupil discussions.

 

SCHOOL RULES AND REGULATIONS

The school’s Rules and Regulations are designed to encourage positive behaviour. Its sanctions are to help us to manage challenging behaviour. Copies of the Rules and Regulations are set out in the Parent Handbook and may change from time to time. Parents and Guardians undertake to support the authority of the Head Master in enforcing them in a fair manner that is designed to safeguard the welfare of the community as a whole.

The Headmaster, for his part, undertakes to apply any sanctions fairly, and, where appropriate, after due investigative action has taken place. Sanctions may undergo reasonable change from time to time; but will not involve any form of unlawful or degrading activity. Examples of sanctions include: detention during morning breaks or on Saturdays, withdrawal of privileges, assistance with domestic tasks, such as collecting litter, suspension for a specified period, removal or expulsion. The school’s policy on Discipline and Exclusions is set out in the Parent Handbook.

 

TEACHING AND LEARNING

Barnardiston Hall Prep school aims to raise the aspirations of all its pupils and to help them to appreciate that there are no barriers to their potential achievements both inside and outside the classroom. Pupils are encouraged to take responsibility for their own learning. We celebrate success, emphasise the positive and deal with the negative in a sensitive and tactful way. Our teaching staff offer every child a high level of individual attention, together with consistent and helpful advice. In return, we expect every pupil to cooperate and to work hard.

 

 

 

 

COMPLAINTS

We hope that you and your child do not have any complaints about the operation of our behaviour policy.  A  Copy of our Complaints procedure is included in the School Handbook and further copies can be sent to you on request or picked up from the School Office.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Barnardiston Hall Preparatory School

Barnardiston Hall, Barnardiston, Nr Haverhill, Suffolk CB9 7TG

Telephone: 01440 786316

 

Principal:  Colonel KA Boulter

Headmaster:  TWT Dodgson

Telephone: 01440 786316

 

Registered Office: Garland House, Garland Street, Bury St Edmunds, Suffolk IP33 1EZ