PART A: BEHAVIOUR POLICY

1. INTRODUCTION AND CORE PRINCIPLES

1.1 Purpose

This Behaviour Policy sets out Cheadle Hulme School's ("the School’s") approach to promoting positive behaviour, supporting students' personal development, and maintaining high standards of conduct across the School community. It provides a framework for recognising achievement, addressing concerns, and ensuring a safe, inclusive, and purposeful learning environment.

This policy should be read alongside:

• School Rules, Expectations and Codes of Conduct in the Senior School;
• Safeguarding and Child Protection Policy and Procedures (including procedures for responding to harmful sexual behaviour, sexual violence and sexual harassment, and the making or sharing of nudes or semi-nudes);
• Anti-Bullying Policy;
• Online Safety Policy and Acceptable Use Policy;
• Mobile Phone Policy;
• Restrictive Intervention and Reasonable Force Procedures.

1.2 Ethos and Vision

Cheadle Hulme School advocates a relational approach where students feel safe, known, and understood, and where they are motivated to succeed. In accordance with the five core values of Endeavour, Resilience, Integrity, Contribution and Compassion, the School relies on students to display high standards of behaviour based on respect for others, and respect for learning, for the School, its buildings, grounds and resources.

The School provides a comprehensive programme of pastoral care designed to support students throughout their time at Cheadle Hulme School. We believe that high expectations must be matched by high levels of support. Our pastoral and academic support systems are designed to help every student flourish and to provide timely intervention when challenges arise. Where behaviour or academic progress falls below expectations, we seek to understand the underlying reasons, work in partnership with students and families, and provide appropriate support alongside clear accountability. We recognise that mistakes and setbacks are a natural part of learning and development. Through reflection, guidance and, where appropriate, restorative practice, our aim is to help every student learn from their experiences, rebuild confidence and move forward successfully.

1.3 Core Principles:

1. High Expectations: We believe every student is capable of meeting high standards of behaviour. We set clear expectations, establish consistent routines and promote positive habits, recognising that excellent behaviour creates the conditions for everyone to learn, flourish and succeed.

2. A Culture of Kindness: Kindness, respect and inclusion underpin every interaction within our community. We expect students to demonstrate empathy, integrity and consideration for others, creating an environment in which everyone feels valued, safe and able to thrive.

3. Positive Relationships: Strong, respectful relationships between staff, students and families are central to our approach. By knowing our students as individuals and building trust, we create the conditions in which students feel supported, challenged and able to make positive choices.

4. Dealing with Behaviour at Source: Staff are empowered and expected to address behaviour promptly, consistently and professionally. Most behaviour is best managed by the member of staff present, reinforcing expectations, maintaining positive learning environments and preventing concerns from escalating unnecessarily.

5. Responsibility, Reflection and Restoration: We encourage students to take responsibility for their choices, reflect on the impact of their behaviour and learn from their mistakes. Wherever appropriate, restorative conversations help repair relationships, rebuild trust and enable students to move forward positively.

6. Fairness and Consistency: We apply behaviour expectations fairly, consistently and proportionately. Similar behaviours will normally result in similar responses, while recognising individual circumstances, safeguarding needs and reasonable adjustments where appropriate.

7. Safeguarding First: The safety and wellbeing of every student is paramount. We recognise that behaviour can sometimes be an indicator of an unmet need or safeguarding concern, and these considerations will always inform our decision making when responding to behaviour.

1.4 Inclusion and Reasonable Adjustments

The School is committed to fulfilling its duties under the Equality Act 2010. While high standards of conduct are expected of all students, the School recognises that some behaviours may be linked to a student's Special Educational Needs or Disabilities (SEND). In such cases, the School will apply 'reasonable adjustments' to this policy to ensure students are not unfairly disadvantaged. This includes reviewing triggers for behaviour and considering alternative supports or modified sanctions in consultation with Learning and Support and pastoral teams before a formal consequence is issued.

The School does not tolerate discrimination based on protected characteristics, including age, sex, race, religion, disability, or sexual orientation. The School will deal with any form of discrimination sensitively, appropriately and promptly.

1.5 Restrictive Interventions, including use of reasonable force

The School has regard to the Department for Education's statutory guidance "Restrictive interventions, including use of reasonable force, in schools" (April 2026). This guidance sets out when and how staff may use restrictive interventions, including reasonable force, to keep students safe. All members of school staff have the legal power to use reasonable force in certain circumstances to prevent or stop a student from:

1. Causing injury to themselves or others;
2. Committing a criminal offence;
3. Damaging property;
4. Causing disorder among students at the school.

The use of restrictive interventions should always be:

• A last resort – used only when other strategies have been exhausted or the situation requires immediate action.
• Reasonable and proportionate – using no more force than necessary for the shortest time required.
• Safe – staff must not use techniques that restrict breathing or circulation.
• Recorded and reported – all significant incidents of restrictive intervention (including use of force) must be recorded and reported in line with the new legal duty.

The School strictly rejects the use of corporal punishment. It is illegal to use force on a student for the purpose of punishment.

The School does not operate a 'no contact' policy. Staff are permitted and expected to use appropriate physical contact with students where this is necessary for their safety, welfare, or to support their learning (for example, to comfort a distressed student, to guide a student safely, or to demonstrate a technique in PE or Music).

Staff who are likely to need to use reasonable force will receive appropriate training.

Detailed procedures for recording and reporting the use of restrictive interventions, including force, suspension, and restraint, are set out in the Restrictive Interventions and Reasonable Force Procedures.

1.6 Safeguarding-First Approach

The welfare and safety of students is paramount. The School recognises that some behavioural incidents are safeguarding matters that require an immediate safeguarding response before any consideration of disciplinary action.

This includes, but is not limited to:

• Child-on-child abuse (including physical, sexual, emotional abuse, and bullying).
• Harmful sexual behaviour (HSB), sexual violence and sexual harassment (including upskirting, unwanted touching, sexually degrading comments).
• Making or sharing of nudes or semi-nudes (including images digitally altered or wholly generated by artificial intelligence such as deepfakes).
• Incidents that may indicate a student is at risk of harm (including exploitation, radicalisation, or abuse at home).
• Behaviour that may be linked to mental health needs, trauma, or adverse childhood experiences.

When such incidents occur the Designated Safeguarding Lead (DSL) or Designated Safeguarding Officer (DSO) must be informed immediately.

The DSL will assess the incident in accordance with Keeping Children Safe in Education (KCSIE) 2026 and determine what immediate safeguarding action is required. This may include supporting the victim, assessing risk, contacting parents and carers (unless this would put the child at risk), and/or referring to Children's Social Care and/or the police.

Only after the safeguarding assessment and response will the School consider whether disciplinary action is appropriate.

The School is clear that:

• Sexual violence and sexual harassment are never acceptable and will not be tolerated.
• Victims will always be supported, believed, and taken seriously.
• A victim should never be made to feel they are creating a problem by reporting.
• Sexually abusive language or behaviour will never be normalised as 'banter', 'an inevitable fact of life', or 'just part of growing up'.
• Students whose behaviour falls below expectations will be sanctioned. This will only occur after safeguarding needs have been addressed.

1.7 Making or Sharing of Nudes or Semi-Nudes (Including AI-Generated Images)

Any incident involving the making or sharing of nudes or semi-nudes (including images digitally altered or wholly generated by artificial intelligence such as deepfakes) mandates an immediate safeguarding response. The Designated Safeguarding Lead (or Deputy) must be informed immediately and the safeguarding procedures set out in the Safeguarding and Child Protection Policy must be followed before any disciplinary action is considered.

Staff must never intentionally view, copy, print, share, store or save such images. If staff suspect that a device may contain such an image, the device should be secured and the matter referred immediately to the DSL or Deputy DSL in accordance with the Safeguarding and Child Protection Policy and the Searching, Screening and Confiscation procedures.

1.8 Separation for Safeguarding Purposes

In certain circumstances, the School may need to temporarily separate students for safeguarding reasons (for example, following an allegation of harm by one student against another). This is not a disciplinary sanction and does not imply wrongdoing. It is a neutral safeguarding measure designed to protect all students involved while the School, working with the DSL and external agencies as appropriate, assesses risk and determines the best course of action.

Parents and carers will be informed if their child is separated for safeguarding purposes, and the Head will be notified. The School will ensure that education continues to be provided during any period of separation wherever possible.

All staff have a responsibility to understand and implement this safeguarding-first approach.

2. LEGAL FRAMEWORK AND STATUTORY COMPLIANCE

2.1 Independent School Status

Cheadle Hulme School is an independent school. As such, the DfE's statutory guidance on Suspension and Permanent Exclusion for maintained schools, academies and student referral units does not apply. However, the School has regard to best practice and operates within the following legal framework:

Statutory Requirements:

• Independent School Standards Regulations 2014 – requires a written behaviour policy that sets out measures to encourage good behaviour, prevent bullying, and sets out sanctions.
• Keeping Children Safe in Education (KCSIE) 2026 – statutory safeguarding guidance applicable to all schools.
• Equality Act 2010 – legal duties regarding protected characteristics and reasonable adjustments.
• Human Rights Act 1998 – right to education and fair process.
• Data Protection Act 2018, UK GDPR, and Data (Use and Access) Act 2025 – data protection legislation.
• Restrictive Interventions, Including Use of Reasonable Force, in Schools 2026 - advising schools how to minimise the need to use restrictive interventions, and the use of suspension and explaining the new legal duty to record and report on the use of force and suspension.

Non-Statutory Guidance:

• Behaviour in Schools: Advice for Headteachers and School Staff (DfE, 2024).
• Searching, Screening and Confiscation: Advice for Schools (DfE, 2024).

2.2 KCSIE 2026 Alignment

This policy specifically aligns with KCSIE 2026 requirements including:

• Making or sharing of nudes or semi-nudes: All incidents involving the making or sharing of nudes or semi-nudes (including images digitally altered or wholly generated by artificial intelligence such as deepfakes) mandate a safeguarding response.
• Child-on-child sexual violence and harmful sexual behaviour: The School recognises the continuum from harmful sexual behaviour (HSB) to sexual violence.

2.3 Natural Justice and Fairness

As an independent school exercising contractual powers under the parent contract, the School must act:

• Lawfully – within the School's own rules and legal duties.
• Rationally – based on evidence and sound reasoning.
• Reasonably – proportionately and fairly.
• Procedurally fairly – giving students and parents and carers opportunity to be heard.

3. SCOPE AND APPLICATION

3.1 When This Policy Applies

This policy applies to all students in the Senior School when they are:

• On the School site;
• Travelling to or from School;
• Participating in educational visits, residential trips, sporting fixtures or any other School activity off-site;
• Under the lawful control or supervision of a member of School staff;
• Wearing School uniform or otherwise identifiable as a student of Cheadle Hulme School;
• Representing the School in any capacity; and
• Online or away from School where their behaviour:

• may adversely affect the welfare of another member of the School community.
• may damage the reputation of the School.
• may undermine the orderly running of the School; or
• could reasonably result in disciplinary action under the School's Behaviour Policy.

3.2 Parental Partnership

Parents and carers are expected to work in partnership with the School to promote high standards of behaviour and conduct. We also ask that parents and carers abide by the Behaviour and Conduct Expectations of Parents and Carers.

4. DEFINITIONS

Reference to ‘the Head’ includes the Senior Deputy Head.

Reference to ‘parents and carers’ includes:

• Biological / Natural Parents: Includes all biological mothers and fathers, regardless of whether they are married or living with the child.
• Legal Guardians & Those with Parental Responsibility: Includes adoptive parents, step-parents with formal responsibility, court-appointed guardians, and relatives holding special guardianship orders.
• Carers (Without Parental Responsibility): Includes any person with whom a child lives and who day-to-day looks after the child—such as foster carers, kinship carers, or family friends—irrespective of a formal legal tie.

Misbehaviour is defined as:

• Failure to uphold the Waconian Values in and out of the classroom;
• Inappropriate behaviour during unstructured time before school, at recess, lunch time and after school;
• Behaviour that prevents other students from learning;
• Non-completion of classwork or homework;
• Failure to follow instructions;
• Incorrect uniform;
• Poor punctuality.

Serious misbehaviour is defined as:

• Repeated breaches of the School Rules and Expectations;
• Disrespectful or threatening behaviour towards a member of staff;
• Use of a mobile phone on site without explicit permission;
• Any form of child-on-child abuse, including but not limited to:

• bullying, including prejudice-based and discriminatory bullying and cyberbullying;
• abuse within intimate personal relationships between children;
• physical abuse;
• harmful sexual behaviour (HSB), sexual violence and sexual harassment;
• coercive or controlling behaviour;
• online abuse;
• the making or sharing of nudes or semi-nudes, including images or videos that have been digitally altered or wholly generated by artificial intelligence (deepfakes).
• upskirting;
• pressuring another student to engage in sexual activity;
• making sexually degrading comments or gestures.

• Misogyny/misandry;
• Racist, sexist, homophobic or discriminatory language or behaviour;
• Vandalism;
• Theft;
• Serious dishonesty, including fraud, malicious allegations or deliberate interference with an investigation;
• Serious misuse of technology, online abuse, non-consensual sharing of images or conduct that significantly harms another person or the reputation of the School;
• Possession of any prohibited/banned items. These are:

• knives or weapons;
• alcohol;
• illegal drugs;
• stolen items;
• tobacco, snus, nicotine pouches and cigarette papers;
• e-cigarettes or vapes;
• steroids;
• fireworks;
• pornographic material;
• any articles that the member of staff suspects has been or is likely to be used to commit an offence, to cause personal injury or damage to the property of any person or the School;
• replica knives and weapons;
• ammunition;
• equipment relating to illegal drugs.

• Conduct outside School that has a material connection to the School, affects members of the School community or brings the School into serious disrepute; or
• Any behaviour that, in the Head's judgement, is sufficiently serious to warrant formal disciplinary action.

5. BULLYING

Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power. Bullying is therefore:

• Deliberately hurtful;
• Repeated, often over a period of time;
• Difficult to defend against.

Bullying can include:

Details of our School’s approach to preventing and addressing bullying are set out in our Anti-Bullying Policy and Strategy.

6. ROLES AND RESPONSIBILITIES

The Governing Board

The Governing board is responsible for monitoring this behaviour policy’s effectiveness and holding the Head to account for its implementation.

The Head

The Head is responsible for:

• Reviewing and approving this policy;
• Ensuring that the School environment encourages positive behaviour;
• Ensuring that staff deal effectively with poor behaviour;
• Monitoring how staff implement this policy to ensure that recognition and consequences are applied consistently to all groups of students;
• Ensuring that all staff understand the behavioural expectations and the importance of modelling and maintaining them;
• Providing new staff with a clear induction into the School’s behavioural culture to ensure they understand its rules, expectations and routines, and how best to support all students to engage fully with the wider life of the School;
• Offering appropriate training in behaviour management, and the impact of special educational needs and disabilities and mental health needs on behaviour to any staff who require it, so they can fulfill their duties set out in this policy;
• Ensuring this policy works alongside the safeguarding and child protection policy to offer students both consequences and support when necessary;
• Ensuring that the data from the behaviour log is reviewed regularly, to make sure that no groups of students are being disproportionately impacted by this policy.

Staff

All staff are responsible for:

• Creating a calm and safe environment for students;
• Establishing and maintaining clear boundaries of acceptable student behaviour;
• Implementing the behaviour policy consistently;
• Communicating the School’s expectations, rules, routines and Values through teaching behaviour and in every interaction with students;
• Modelling expected behaviour and positive relationships;
• Providing a personalised approach to the specific behavioural needs of particular students;
• Recognising hidden stressors for vulnerable students, such as young carers or looked-after-children, to ensure empathic and supportive responses to their behaviour;
• Considering the impact of their own behaviour on the School culture and how they can uphold the Waconian Values;
• Using de-escalation techniques and positive behaviour management strategies to try to minimise and prevent the need for restrictive interventions;
• Recording behaviour incidents promptly and appropriately;
• Challenging and supporting students to meet the School’s expectations.

The Senior Leadership Team and the Pupil Welfare Team will support staff in responding to behaviour incidents.

Parents and carers

Parents and carers, where possible, should:

• Get to know the School’s behaviour policy and reinforce it at home where appropriate;
• Support their child in adhering to the school’s behaviour policy;
• Inform the school of any changes in circumstances that may affect their child’s behaviour;
• Comply with any pastoral work following misbehaviour (for example, attending reviews of specific behaviour interventions);
• Raise any concerns about the management of behaviour with the School directly, while continuing to work in partnership with the School.

The School will endeavour to build a positive relationship with parents and carers by keeping them informed about developments in their child's behaviour and the School’s policy, and working in collaboration with them to tackle behavioural issues.

Students

Students will be made aware of the following during their induction into the behaviour culture:

• The Waconian Values of Endeavour, Resilience, Integrity, Compassion and Contribution;
• The expected standard of behaviour they should be displaying at School;.
• They School’s key rules, expectations and routines;
• The ways in which positive behaviour and the demonstration of the Waconian Values will be recognised and the consequences they will face if they do not uphold the values or meet the standards of behaviour;
• The support that is available to them to help them meet the behaviour standards;

Students will be supported to meet the behaviour standards and will be provided with repeated induction sessions wherever appropriate. They will be supported to develop an understanding of the School’s behaviour policy and wider culture. Students will be asked to give feedback on their experience of the behaviour culture at the School to support the evaluation, improvement and implementation of the behaviour policy.

7. PASTORAL CARE STRUCTURE

The Senior Deputy Head is responsible for the welfare and development of all students in the Senior School and oversees the pastoral care system in the Senior School.

The Senior School is divided into three sections; The Lower School (Years 7 and 8); The Upper School (Years 9 - 11) and The Sixth Form (Years 12 and 13). Each section has a Head of School overseeing the academic progress, pastoral care and co-curricular involvement of the students in their care. Supporting each year group is a Head of Year, Student Manager and team of Form Tutors. A discrete Safeguarding Team, Learning and Support Team and Medical Team form the wider Pupil Welfare Team. All members of staff have a role to play in creating the desired culture and are expected to address behaviour promptly, consistently and professionally. 

Certain members of staff have a specific role to play in terms of pastoral care and behaviour support.

Heads of School

Heads of School are responsible for shaping a culture characterised by compassion, curiosity, and joy, built around connections with people, our community, and our heritage. They will lead on academic, pastoral, and co-curricular initiatives, ensuring students achieve their fullest potential. Heads of School:

• Set and model the highest standards of leadership, accountability, and pastoral care, fostering a culture of excellence, resilience, and mutual respect;
• Develop and implement a successful transition strategy for students new to CHS or graduating from a different section of the School;
• Lead their team of Heads of Year and Student Managers to ensure that they provide the highest quality of support for the students;

• Lead the strategic direction of pastoral care, ensuring it aligns with the broader aims of the School and addresses the evolving needs of students in their section of the School;
• Proactively develop and implement a pastoral programme that supports the social, emotional, academic, and personal development of students;
• Ensure the highest standards of behaviour, attendance, and uniform are maintained, addressing any students who do not meet expectations in a fair and consistent manner, in line with School policy;
• Monitor behaviour management ensuring fairness and consistency across the School community;
• Liaise with the Designated Safeguarding Lead (DSL) regarding any safeguarding concerns, ensuring that all students are well-supported and their welfare is a top priority.

Within the Behaviour Support pathway, Heads of School:

• Take a lead role in managing serious behavioural issues and incidents at Stage 4;
• Lead investigations and attend Disciplinary Meetings at Stage 5.

Heads of Year

Working alongside the Heads of School, Heads of Year are appointed to:

• Cultivate an inclusive, supportive, and compassionate culture within the Year Group;
• Coordinate the delivery of the Year Group's pastoral programme, ensuring consistency and effectiveness;

• Monitor student behaviour and ensure the consistent application of School procedures for recognition and discipline across the Year Group;

• Ensure the effective implementation of behavioural interventions;
• Manage the response to behavioural incidents and support the Head of School in decision-making regarding appropriate consequences at C3 level and above;

• Oversee the work of the Year Group Student Manager to ensure that welfare concerns are appropriately and consistently dealt with and monitored;

• Communicate effectively with parents and carers, addressing concerns regarding student conduct, welfare, or academic progress;
• Follow anti-bullying procedures and respond to allegations appropriately.

Within the Behaviour Support pathway, Heads of Year are responsible for:

• Leading on non classroom-based behavioural incidents;
• Liaising with Heads of Department about persistent low-level behavioural issues in the classroom;
• Issuing After-School Detentions (C3) for persistent behavioural issues or more serious behavioural misconduct.

Form Tutors

Each student in the Senior School is allocated to a Tutor Group with a Form Tutor. The Form Tutor is normally the first point of contact for students and parents when any difficulties arise, unless the situation is deemed to be serious. Form Tutors are responsible for creating a safe and supportive environment where students feel a sense of belonging and value.

The Form Tutor will:

• Cultivate an inclusive, supportive, and compassionate culture within the Tutor Group;.
• Support each tutee's academic, active and altruistic development;.
• Ensure the highest standards of behaviour, attendance, and uniform are maintained, addressing any students who do not meet expectations in a fair and consistent manner, in line with School policy;
• Monitor tutees’ attendance and progress effectively through use of the School’s tracking systems;
• Use CPOMS to record and report pastoral concerns that are raised about any tutee;
• Provide support and guidance when necessary on an individual or Form basis.

Student Managers

Student Managers work alongside the Heads of School, Heads of Year and Form Tutors to provide day-to-day pastoral support, ensuring that students' welfare needs are met, barriers to learning are reduced and positive behaviour is promoted.

The Student Manager will:

• Along with the Form Tutors, act as a primary point of contact for students and parents;
• Monitor attendance, punctuality, behaviour and attitudes to learning, implementing early interventions where needed;
• Support students with pastoral and behavioural interventions, referring or escalating concerns to the Head of Year or Head of School as required;
• Support investigations into serious behavioural incidents by gathering information, interviewing students and maintaining accurate records;
• Liaise with Safeguarding, Medical, Learning and Support and external agencies to ensure students receive appropriate support;
• Maintain accurate pastoral records and work collaboratively with Form Tutors and Heads of Year to promote positive behaviour, engagement and wellbeing.

Heads of Department

Heads of Department oversee the academic support pathway for their subject areas. Where there are academic concerns in relation to organisation and engagement Heads of Department will:

• Implement departmental interventions for persistent academic concerns;
• Monitor the impact of academic interventions;
• Communicate with parents regarding academic concerns.

Within the Behaviour Support pathway, Heads of Department will:

• Lead on classroom-based low level behavioural concerns that are referred by class teachers;
• Issue After-School Detentions (C3) for persistent low level behavioural incidents in the classroom;
• Support subject teachers with classroom management strategies;.
• Communicate with parents regarding persistent low-level classroom behavioural concerns;
• Liaise with and seek support from Heads of Year and Heads of School when appropriate.

8. PROMOTING POSITIVE BEHAVIOUR

8.1(i) Expectations of All Students

All students are expected to:

• Demonstrate the School's values of Respect, Endeavour, Integrity, Compassion and Contribution;
• Demonstrate the highest levels of application and behaviour in lessons and study periods;
• Treat others with kindness, courtesy and respect;
• Follow the reasonable instructions of School staff;
• Attend School regularly, punctually and prepared to learn;
• Behave responsibly, honestly and with integrity;
• Contribute positively to lessons and the wider life of the School;
• Respect the School environment and the property of others;
• Use technology responsibly and safely and in accordance with the School’s Acceptable Use Policy agreements;
• Conduct themselves appropriately both in person and online; and
• Recognise that their actions have consequences and take responsibility for their behaviour.

Students are expected to be upstanders, not bystanders, challenging or reporting behaviour that causes harm, undermines another person's dignity or compromises the safety and wellbeing of others.

8.1 (ii) Staff Responsibilities

All staff are responsible for:

• Modelling the School's values in their own conduct;
• Building positive, respectful, professional relationships with students;
• Promoting and reinforcing good behaviour;
• Addressing inappropriate behaviour promptly and fairly;
• Dealing with behaviour at source wherever possible before escalating;
• Using knowledge of students (LoS, ILP, HCP, CEM data) to inform their approach;
• Recording concerns appropriately on iSAMS or CPOMS;
• Communicating with parents and carers when appropriate.

8.1 (iii) Prevention and Education

Positive behaviour is actively reinforced through:

• Academic lessons
• Form Time and assemblies
• The Waconian Programme
• Enrichment activities
• Specific campaigns (e.g., Anti-Bullying Week, LGBTQ+ History Month)
• Clear routines and expectations
• Restorative conversations

8.2. Recognition

Cheadle Hulme School recognises that promoting and recognising good behaviour is a shared responsibility. As such all staff take an active role in modelling, encouraging and maintaining high standards of conduct. Young people thrive in an environment where their efforts and achievements are recognised, appreciated and celebrated. To this end we aim to foster a culture of encouragement, where endeavour and success in all areas of School life, academic, active and altruistic, are celebrated and praised regularly and meaningfully.

Positive reinforcement is embedded in the daily life of the School. Encouragement and congratulations are offered as a matter of course in lessons, and outstanding pieces of work are highlighted and recognised in a variety of different ways departmentally across the School. Achievements are also recognised in assemblies, through the awarding of ties and pin badges, through invitations to celebration breakfasts, by the presentation of prizes and emails and postcards of congratulations sent home.

Staff are invited to promote high standards of behaviour, in accordance with the School's values, ethos and aims, through their use of the School’s ‘Recognition System’ detailed in Part B.

8.3 Opportunities for Responsibility

In addition to praising and recognising students, the School provides students with opportunities for additional responsibility to reinforce the importance of personal development and contribution to the life of the School. There are a host of opportunities, examples include: being a House Captain, a Sport Captain, a Peer Mentor, a member of the Student Council.

8.4 The Waconian Programme

Alongside the pastoral programme, delivered in assemblies and during Form time, the Senior School's discrete Waconian Programme equips students with the skills and knowledge they need to make safe and informed decisions. In Sixth Form age appropriate topics are covered in the Lecture series. The programme promotes the School’s Waconian values, develops character and empowers individuals to maintain their own mental and physical wellbeing while treating others with empathy and respect.

9. TRAINING

As part of their induction process, staff are provided with training on managing behaviour, including training on:

•   The safe and lawful use of reasonable force and/or other restrictive interventions;
•   The needs of the students at the School;
•   How SEND, mental health needs and personal circumstances can impact behaviour;
•   Trauma-informed practice and behaviour management.

Behaviour management also forms part of continuing professional development.

10. EXPECTATIONS, RULES AND CODES OF CONDUCT

The School Rules, Expectations and Codes of Conduct are designed to create a safe, inclusive and purposeful environment in which every student can learn, thrive and realise their potential. These are shared with students, staff and parents at the start of the academic year and are referred to frequently.

11. MOBILE PHONES

Cheadle Hulme School operates as a mobile phone-free environment. The use of mobile phones and similar smart technology is prohibited throughout the school day, including during lessons, between lessons, breaktimes and lunchtimes, except where specifically authorised for medical or safeguarding reasons. Full details are set out in the Mobile Phone Policy. 

12. RECORD KEEPING AND MONITORING

The School will collect data on the following:

• Behavioural incidents;
• Attendance, suspensions, required removal and permanent exclusions;
• Incidents involving restrictive intervention, including the use of reasonable force;
• Incidents of searching, screening and confiscation;
• Perceptions and experiences of the School behaviour culture for staff, students, governors and other stakeholders via anonymous surveys.

This data will be analysed every term by the Assistant Head Data and Assessment and the Senior Deputy.

The data will be analysed from a  variety of perspectives including:

• At school level
• By age group
• At the level of individual members of staff
• By day/week/term
• By protected characteristic

The School will use the results of this analysis to make sure it is meeting its duties under the Equality Act 2010. If any trends or disparities between groups of students are identified by this analysis, the School will review its policies to tackle them.

A report will be shared with Governors each term, at the Safeguarding and Pupil Experience Committee Meeting.

PART B: BEHAVIOUR PROCEDURES:

Purpose and Scope

Part B sets out the everyday procedures used by staff to promote positive behaviour, respond to academic and behavioural concerns, and provide appropriate support where students are finding it difficult to meet the School’s expectations.

These procedures are intended to provide a clear, consistent and proportionate approach that can be applied confidently by staff across the Senior School. They support early intervention, encourage concerns to be addressed as close as reasonably possible to the point at which they arise, and help ensure that students understand both the expectations placed upon them and the support available to help them succeed.

Part B covers:

• Proactive behaviour management and positive classroom practice;
• Recognition of positive behaviour, effort and contribution;
• Early intervention and pastoral support;
• The Academic Support Pathway for concerns relating primarily to organisation, effort, homework, progress or engagement with learning;
• The Behaviour Support Pathway and Behaviour Stages 1–4;
• The use of restorative practice, reasonable adjustments and support alongside consequences;
• Escalation of persistent or more significant concerns; and
• Recording, communication and monitoring of behaviour.

Academic difficulty will not, in itself, be treated as misconduct. Where a concern is primarily academic, staff should normally follow the Academic Support Pathway. Where a student’s conduct falls below the School’s Expectations, Rules or Codes of Conduct, the Behaviour Support Pathway should be followed.

Serious misconduct at Behaviour Stages 5 and 6 is dealt with under Part C: Serious Misconduct Procedures.

13. PROACTIVE BEHAVIOUR MANAGEMENT

The purpose of proactive behaviour management is to create a safe, respectful and purposeful environment in which all students can learn, participate and thrive. The School seeks to prevent behavioural difficulties through positive relationships, clear expectations, consistent routines and early support.

13.1 Principles

Behaviour is most effectively promoted when students understand what is expected, experience consistent boundaries and feel known and supported by the adults around them. All staff therefore contribute to the culture of the School through the relationships they establish, the standards they model and the way in which they respond to students. Members of staff at Cheadle Hulme School:

• Establish calm, respectful and professional relationships with students;
• Communicate expectations clearly and reinforce them consistently;
• Recognise and praise positive conduct, effort and contribution;
• Use predictable routines that support learning and reduce uncertainty;
• Intervene early when behaviour begins to fall below expectations;
• Consider whether behaviour may be linked to safeguarding, SEND, disability, mental health, trauma or another unmet need; and
• Apply reasonable adjustments where these are required, while maintaining appropriate expectations for conduct and safety.

Positive relationships do not remove the need for boundaries or consequences. Rather, they provide the foundation from which expectations can be upheld fairly, confidently and consistently.

13.2 Promoting Positive Behaviour Around the School

Students are expected to behave in a way that supports the safety, dignity and wellbeing of others throughout the School day.

Staff should be visible, approachable and prepared to address behaviour that falls below the School's Expectations, Rules or Codes of Conduct, including behaviour outside their immediate teaching or pastoral responsibility. Members of staff should:

• Greet students positively and establish a calm tone;
• Reinforce courteous movement, language and conduct in shared spaces;
• Challenge low-level concerns promptly and proportionately;
• Avoid ignoring behaviour that may undermine safety, respect or the learning environment;
• Seek support where a situation is escalating or cannot be safely managed; and
• Record and pass on concerns where a wider pattern may require pastoral or safeguarding intervention.

13.3 Recognition Cards

Recognition Cards are entered into a student's record on iSAMS. They should be awarded for a 'job well done' or for exceeding School expectations in terms of level of commitment to the School values and/or contribution to the three core elements of School life which are: Academic, Altruistic, and Active.

Examples include:

• Contribution – active involvement in charity events; acting as an Ambassador
• Resilience – overcoming personal challenges; failing well and improving
• Endeavour – sustained improvement in Learning Habits; outstanding examination results
• Compassion – being a kind and supportive friend
• Integrity – being an outstanding role model; representing CHS positively
• Academic – excellent homework/test/classwork
• Altruism – giving time to care for or support others
• Active – exceptional contribution to events/initiatives

Recognition Card Milestones:

13.4 Exceptional Awards

Head's Recess Award

Students are nominated for a Head's Recess Award if they are deemed to have acted in a way that demonstrates the Waconian Values to an exceptional degree, that goes beyond a Recognition Card. Colleagues should award students with a Recognition Card and then submit their Head's Recess Award nominations to the relevant Head of School. The students are then invited to meet the Head. The parents and carers of the students receive a follow up postcard from the Head.

Colours

Colours are awarded as recognition of sustained commitment and/or excellence in Co-Curricular activities. The award is either Half-Colours or Full Colours. Half-Colours are awarded for sustained commitment in an awarding activity. Full Colours are awarded for excellence, demonstrating leadership and inspiring others in the awarding activity.

Academic Achievement

Each year, the School awards prizes for Sustained Academic Endeavour for students who have consistently achieved Exceeding Expectations in their Learning Habits. In addition, Heads of Year recognise students with outstanding Learning Habits at each reporting point with a letter home. The School also awards prizes for academic achievement. In Years 9, 10 and 12, prizes are awarded to the top performers in each academic subject. In Years 7-10, prizes are also awarded for exceptional achievement across subjects.

13.5 Effective Classroom Practice

Teachers are responsible for establishing a classroom environment in which students can learn without disruption. Effective classroom management should be rooted in strong subject knowledge, purposeful planning, clear instructions and consistent routines. Staff should seek to understand the context of behaviour while remaining clear that students are responsible for the choices they make. Teachers should:

• Meet and greet students where appropriate;
• Begin and end lessons in a calm and orderly manner;
• Make learning objectives, tasks and standards of work clear;.
• Use seating plans and other reasonable strategies to support engagement;
• Give concise instructions and allow students a reasonable opportunity to comply;
• Use praise and recognition to reinforce positive behaviour;
• Address low-level disruption without unnecessary interruption to learning;
• Follow up concerns rather than allowing them to become normalised; and
• Seek advice from pastoral, safeguarding or Learning and Support colleagues where behaviour may reflect a wider need.

14. EARLY INTERVENTION AND SUPPORT

Where concerns begin to emerge, staff should respond early. Appropriate intervention may include a conversation with the student, clarification of expectations, restorative discussion, contact with the Form Tutor or Student Manager, communication with parents and carers, reasonable adjustments or referral for additional pastoral, safeguarding or learning support.

The response should be proportionate to the concern and informed by what is known about the student. Early support should not be delayed until behaviour reaches a formal disciplinary threshold.

14.1. Transition to Academic Support or Behaviour Support

Where a concern relates primarily to organisation, homework, effort, progress or engagement with learning, it should normally be managed through the Academic Support Pathway in Section 8. Where a student's conduct falls below the School's Expectations, Rules or Codes of Conduct, the Behaviour Management Pathway in Section 9 should be followed. A concern should not be treated as misconduct simply because a student is struggling academically; for example, a low test score is not necessarily due to poor preparation or application. Due care should be taken to understand an individual’s profile where test scores are below expectation.

However, deliberate refusal to follow a reasonable instruction, persistent non-compliance or conduct that disrupts the learning of others may require a behavioural response.

15. ACADEMIC SUPPORT

Academic Support provides a graduated framework for responding to concerns about a student's organisation, effort, homework, progress or engagement with learning. Its purpose is to identify barriers, provide appropriate support and help the student develop the habits required for academic success.

15.1 Academic Concerns

Academic concerns may include:

• Work that is incomplete, late or below the standard reasonably expected;
• Poor organisation or failure to bring the correct equipment;
• Limited effort, concentration or independent study;
• Difficulty managing workload or meeting deadlines;
• Incomplete or disorganised books or folders;
• A decline in academic progress or engagement; or
• Patterns suggesting that additional learning, pastoral or wellbeing support may be required.

15.2 Principles of Academic Support

1. Academic concerns should be addressed through support, accountability and clear expectations;
2. The student should be helped to understand the concern and the steps required to improve;
3. Intervention should be timely, proportionate and graduated;
4. Parents and carers should be involved where concerns are persistent, significant or require support beyond School;
5. Staff should consider whether the concern may be linked to SEND, disability, safeguarding, mental health, attendance or another barrier to learning and raise that concern on CPOMS, tagging in both colleagues from the Learning and Support and relevant pastoral team;
6. Reasonable adjustments and agreed support strategies should be implemented consistently where appropriate;
7. Academic sanctions or support arrangements should not be presented as disciplinary consequences unless the student's conduct itself warrants a behavioural response.

15.3 Graduated Response

Academic Support should ordinarily begin with class teacher intervention and escalate only where concerns persist or become more significant. The precise response will depend on the nature, frequency and impact of the concern and on the student's individual circumstances.

Support may include discussion with the student, completion of work at an agreed time, target setting, monitoring, mentoring, communication with parents or carers, intervention by the Form Tutor or Student Manager, referral to Learning and Support, study-skills sessions or a more formal academic review.

Academic Support

15.4 Where Academic and Behavioural Concerns Overlap

Where an academic concern is accompanied by deliberate refusal, dishonesty, defiance, disruption or another breach of the School's Expectations, the behavioural element may also be addressed through Section 9. Staff should avoid duplicating consequences unnecessarily and should ensure that the student understands which aspect of the concern is academic and which is behavioural.

16. BEHAVIOUR SUPPORT

Behaviour Support provides a clear, consistent and graduated framework for responding when conduct falls below the School's Expectations, Rules or Codes of Conduct. Its purpose is to protect the learning and wellbeing of the community, promote reflection and accountability, and support students to make sustained improvements in their behaviour.

16.1 Core Principles

1. Behaviour should be addressed as close as reasonably possible to the point at which it occurs;
2. Responses should be fair, proportionate and consistent, while allowing for the individual circumstances of the student and the incident;
3. Staff should seek to understand the reasons for behaviour without removing the student's responsibility for their choices;
4. Consequences should be accompanied, wherever appropriate, by reflection, restoration and support;
5. Safeguarding concerns must always take precedence over disciplinary processes;
6. Reasonable adjustments may affect the way in which a process or consequence is implemented, but do not necessarily remove the need for accountability; and
7. Serious or persistent misconduct may require formal disciplinary action in order to protect the wider School community and determine whether CHS remains the appropriate educational setting for the student.

16.2 Professional Judgement

The Behaviour Stages provide a framework rather than an automatic tariff. Staff should use professional judgement when determining the appropriate response, taking account of:

• The nature, seriousness and impact of the behaviour;
• The student's age, understanding and individual circumstances;
• Whether the behaviour is isolated, repeated or part of a wider pattern;
• The student's response, including honesty, insight, remorse and willingness to repair harm;
• Any relevant safeguarding, SEND, disability, mental health or contextual factors;
• The support and interventions already provided; and
• The need to maintain safety, fairness and confidence in the School's expectations.

Behaviour may be addressed at a higher stage where its seriousness or impact warrants this. Equally, a supportive or restorative response may be appropriate alongside, or in place of, a formal consequence where this is consistent with safety, fairness and the aims of the policy.

16.3 Restorative Practice

Restorative practice is central to the School's approach. It aims to help students understand the effect of their behaviour, accept responsibility, repair relationships and make better choices in the future. It does not mean that consequences are avoided. A restorative response may take place alongside an appropriate sanction.

A restorative conversation should explore:

1. What happened?
2. What were you thinking or feeling at the time?
3. Who has been affected, and how?
4. What needs to happen to put things right?
5. What will you do differently next time?

Restorative work should be proportionate and should not require a student who has been harmed to participate in a face-to-face meeting. The wishes, welfare and safety of those affected must be considered before any restorative meeting is arranged.

16.4 Chance - Choice - Consequence - Restore

For low-level classroom or around-School concerns, staff may use the sequence:

CHANCE - CHOICE - CONSEQUENCE - RESTORE.

This provides clarity while allowing the student an opportunity to correct their behaviour.

The sequence should not be applied mechanically. Immediate escalation is appropriate where behaviour is unsafe, abusive, seriously disruptive or otherwise too significant to be managed through repeated reminders.

17. BEHAVIOUR STAGES

The Behaviour Stages provide a graduated response to misconduct. Lower stages focus on prompt correction, reflection and pastoral support. Higher stages reflect increasing seriousness, persistence or impact and involve more formal investigation, communication and oversight.

17.1 Behaviour Stages 1-3

Behaviour Stages 1-3 are used for low-level, repeated or emerging concerns. They are recorded and monitored so that patterns can be identified and appropriate pastoral support can be provided. They do not attract Disciplinary Points.  

Behaviour Stages 1 - 3

To reflect the difference in age, the Sixth Form have some different consequences which follow a different framework appropriate to a more adult atmosphere as the students are prepared for life beyond CHS and independence. Accordingly, sixth form students have certain freedoms and privileges that younger students in the School do not. These privileges may be withdrawn if a student’s behavioural choices do not reflect our culture, ethos and expectations.

Consequences may include:

• Loss of student free time at recess and lunchtime;
• A ban from the Sixth Form Centre for a period of time;
• Withdrawal of the privilege to leave the site at lunchtime;
• Withdrawal of the privilege to sign out early when a student does not have any afternoon lessons;
• WIthdrawl of the privilege to be able to park on site;
• Students having to hand in their mobile phone; and
• Supervised and directed private study.

17.2 Behaviour Stage 4

Behaviour Stage 4 is used for significant misconduct or for persistent lower-level behaviour where previous interventions have not brought about sufficient improvement. A Stage 4 response may include a Head of School Detention and should ordinarily involve communication with parents or carers and consideration of any further support required.

Behaviour Stage 4

17.5.3 Behaviour Stages 5 and 6: Serious Misconduct

Stage 5 addresses serious misconduct that represents a significant breach of the School Rules. These incidents require formal investigation and may result in a Disciplinary Meeting. The Head will determine an appropriate and proportionate response to Stage 5 serious misconduct, which may include a Headteachers Detention, Suspension, a Written Warning or a Managed Move.

Stage 6 addresses very serious or extreme misconduct that represents the most severe breaches of the School Rules and any criminal offence committed on or off School premises. These incidents will also be investigated formally. The Head will again determine an appropriate and proportionate response which may include Suspension, a Final Written Warning, a Managed Move or in extreme circumstances, Permanent Exclusion.

Detailed procedures can be found in Part C.

18. PERSISTENT MISCONDUCT AND DISCIPLINARY POINTS

The School distinguishes between the monitoring of day-to-day behavioural concerns and the formal review of repeated serious misconduct.

Behaviour Stages 1-3 are monitored to support early identification, pastoral intervention and improvement. They do not contribute to Disciplinary Points. Only major disciplinary sanctions attract Disciplinary Points:

·       Head of School Detention (Behaviour Stage 4);

·       Headteacher's Detention (Behaviour Stage 5); and

·       Suspension (Behaviour Stage 6).

Disciplinary Points are not intended to operate as an additional punishment or as an automatic tariff for exclusion. Their purpose is to identify when a pattern of serious misconduct requires formal review.

The School does not believe it is in the best interests of students or the wider School community for serious misconduct simply to result in an indefinite cycle of increasingly familiar sanctions. Where repeated serious misconduct demonstrates that previous interventions have been unsuccessful, the School will formally review whether it remains the appropriate educational setting for that student.

When a student reaches 12 Disciplinary Points, a formal disciplinary review will be convened. The review will consider:

• The nature, frequency and seriousness of the misconduct;
• The impact on other students, staff and the wider School community;
• The support, interventions and reasonable adjustments provided;
• The student's response to previous consequences and opportunities to improve;
• Any relevant safeguarding, SEND, disability, mental health or contextual information;
• The views of the student and parents and carers; and
• Whether the student can reasonably be expected to meet the School's expectations in the future.

Reaching 12 Disciplinary Points does not, by itself, determine the outcome. Following review, the School may decide that the student should remain at CHS with a final support and behaviour plan, that further conditions should be imposed, or that the student's place should be considered under the procedures for suspension or permanent exclusion.

19. RECORDING, MONITORING AND COMMUNICATING

Behavioural concerns and sanctions should be recorded accurately and promptly using the School's agreed systems. Records should be factual, proportionate and sufficiently clear to support pastoral monitoring, safeguarding and any subsequent investigation or review.

Parents and carers should be informed in accordance with the relevant Behaviour Stage and whenever their involvement is necessary to support improvement, respond to a significant concern or understand a formal disciplinary outcome. Staff should take care not to communicate assumptions or provisional conclusions as established fact while an investigation is ongoing.

19.1 Recording Systems

The School will retain behaviour records in accordance with the Data Protection Act 2018, UK GDPR, and Data (Use and Access) Act 2025. Records will be kept for the following periods:

• Behaviour records on ISAMS and CPOMS will be kept until the student turns 25
• Use of force, seclusion, and restraint records will be kept for 7 years

Parents and carers have the right to request access to their child's behaviour records in accordance with data protection legislation.

iSAMS:

• All C2, C3, C4 consequences recorded
• Recognition Cards recorded
• Detentions recorded
• Suspensions and Exclusions recorded

CPOMS:

• All pastoral concerns recorded
• Safeguarding concerns recorded
• Behaviour Incidents at Stage 3, 4, 5, 6 recorded
• Investigation reports stored in the Document Vault

• All use of force incidents recorded (statutory requirement under section 93A Education and Inspections Act 2006)
• All seclusion and restraint incidents recorded (statutory requirement under Schools (Recording and Reporting of Seclusion and Restraint) (No. 2) (England) Regulations 2025)

19.2 Monitoring

Form Tutors and Student Managers:

• Monitor C2s for individual students
• Identify patterns and provide early intervention

Heads of Department:

• Monitor classroom behaviour in their subject area
• Monitor academic concerns
• Identify students needing support

Heads of Year:

• Monitor all consequences for year group
• Identify patterns across subjects
• Coordinate interventions and support
• Liaise with parents

Heads of School:

• Monitor serious incidents (Level 4, 5, 6)
• Oversee investigations
• Review effectiveness of sanctions and support

Senior Deputy Head:

• Monitor use of force, seclusion and restraint incidents
• Ensure statutory recording and reporting requirements are met
• Review data to identify patterns and training needs
• Oversee whole-school behaviour data
• Monitor trends and patterns
• Review policy effectiveness
• Report to Head and Governors

PART C: SERIOUS MISCONDUCT PROCEDURES

Cheadle Hulme School is committed to creating a safe, inclusive and supportive learning environment where all students can thrive. Suspension and permanent exclusion are serious sanctions used only as a last resort when:

• All other reasonable strategies have been exhausted;
• A student's behaviour presents a serious risk to their own education, welfare or safety, or that of others; and
• Allowing the student to remain in school would seriously harm the education or welfare of others.

These procedures apply where conduct is, or may be, serious misconduct at Behaviour Stage 5 or Behaviour Stage 6. They are intended to ensure that serious matters are handled promptly, safely, fairly and consistently, while recognising the School’s safeguarding responsibilities and the need to support all students affected.

Serious misconduct is behaviour that causes, or has the potential to cause, significant harm; seriously undermines safety, dignity, trust or the orderly life of the School; or demonstrates a significant disregard for the School's Expectations, Rules or Codes of Conduct. Definitions and examples of Serious Misconduct can be found in Section 4. Examples of Stage 5 and Stage 6 Misconduct can be found below. This list is not exhaustive.

20. SERIOUS MISCONDUCT

20.1 Core Principles

1. Safeguarding comes first. Where an incident may indicate that a child has suffered, is suffering, or is at risk of harm, the DSL or Deputy DSL will be involved before disciplinary decisions are made.
2. Allegations will be considered impartially and without predetermination. A student will normally be told the substance of the concern and given a reasonable opportunity to respond.
3. The School will act on the information reasonably available and will decide disputed facts on the balance of probabilities.
4. The investigator and final decision-maker will be different people where permanent exclusion is a possible outcome. For other serious matters, roles may be combined where this is fair and proportionate.
5. Relevant SEND, disability, safeguarding, mental-health and contextual information will be considered. Reasonable adjustments will be made where required.
6. The seriousness of the misconduct, its impact, any relevant previous disciplinary record and the student’s response will inform the outcome. Previous disciplinary history will normally be considered only after the facts of the current allegation have been determined.
7. Information will be shared on a need-to-know basis. The School may withhold or redact information where necessary to protect another child, comply with safeguarding duties or protect confidential third-party information, while still providing sufficient information for a fair process.
8. No student will be pressured to leave the School as an alternative to a formal disciplinary process.

20.2 Immediate response to a serious incident

1. Make the situation safe. Seek medical assistance or emergency support where required and separate students if necessary.
2. Refer safeguarding concerns immediately to the DSL or Deputy DSL and follow the Safeguarding and Child Protection Policy.
3. Preserve relevant evidence. This may include CCTV, written accounts, photographs, School-system records, confiscated items or digital evidence.
4. Notify the appropriate senior pastoral leader. Stage 5 matters will normally be overseen by a Head of School or Senior Deputy Head. Stage 6 matters will be overseen by the Senior Deputy Head and/or Head.
5. Inform parents at an appropriate stage, normally on the same day where their child is the subject of a serious allegation, unless safeguarding or police advice indicates that contact should be delayed or managed differently.
6. Decide whether any precautionary measure is needed while enquiries continue. This may include increased supervision, temporary separation, a change of location or timetable, restrictions on contact, supervised internal separation, or precautionary suspension.

20.3 Precautionary measures while an investigation is ongoing

A precautionary measure is not a finding of misconduct and must not be presented as one. It will be no more restrictive than reasonably necessary, kept under review and ended when it is no longer required.

Where a student needs to remain away from School while an investigation is completed, this will be described as a precautionary suspension pending investigation. The letter to parents will make clear that the suspension is a neutral measure, not a disciplinary finding, and will state the reason, expected duration, review arrangements and arrangements for continuing education. The School will avoid using informal or unrecorded “send home” arrangements for serious disciplinary matters.

Where the student remains on site, supervised internal separation may be used to protect welfare or the integrity of the investigation. The student will be appropriately supervised, have access to education, meals, toilet breaks and pastoral support, and the arrangement will be reviewed if it continues beyond the day on which it is imposed.

The procedure followed by Cheadle Hulme School when there has been an allegation, complaint or rumour about serious misconduct where a sanction of Suspension, Exclusion or Removal may be imposed by the Head consists of three stages, as follows:

1. Investigation procedure
2. Disciplinary meeting with the Head
3. Review Meeting

21. INVESTIGATION AND DISCIPLINARY DECISION-MAKING

21.1 Investigation: who leads and what must be recorded

The investigation will be led by an appropriate member of the pastoral or senior leadership team. The investigator should establish the allegation, identify the evidence reasonably required and keep a clear factual record of the enquiries undertaken. Where permanent exclusion may be considered, the investigator will report the evidence to the Head and will not be the final decision-maker.

Depending on the circumstances, relevant evidence may include:

• Accounts from the student who is the subject of the allegation, any student affected, witnesses and relevant staff;
• CCTV, access-control, attendance, School-system or other records;
• Physical evidence, photographs and any item lawfully confiscated;
• Relevant digital material, dealt with in accordance with the electronic-device procedure below; and
• Relevant safeguarding, SEND, medical or contextual information, obtained and shared on an appropriate need-to-know basis.

21.2 Speaking with students and witnesses

Students may be spoken with informally to establish what has happened and may be asked to provide a written or recorded account. The School will explain the purpose of the conversation in age-appropriate language. A student may be supported by a suitable member of staff and reasonable adjustments will be made where needed. Notes will be made of material interviews and the student will be given an opportunity to correct or add to their account where appropriate.

The School does not operate a criminal or court process and legal representation is not normally required. Where a matter is particularly serious, complex or sensitive, the School may adapt the process to ensure fairness and welfare.

21.3 Police, Children’s Social Care and other external agencies

A School disciplinary investigation may run alongside a safeguarding or criminal investigation. The School will take appropriate account of advice from the police, Children’s Social Care or another relevant agency. It may pause or limit parts of its investigation where an external agency advises that continuing would prejudice their work. Any pause will be kept under review; the School may still take necessary safeguarding or precautionary action.

21.4 Disciplinary meeting

Where the investigation identifies a case to answer, a disciplinary meeting will normally be held before a Stage 5 or Stage 6 outcome is imposed.

• Parents/carers and the student will be invited and told the substance of the allegation and the possible range of outcomes. Reasonable adjustments will be made to enable effective participation.
• The investigating member of staff will summarise the allegation, the investigation undertaken and the relevant evidence. Copies or summaries of material will be provided where appropriate; information may be redacted to protect other students or confidential third parties.
• The student and parents will have a reasonable opportunity to respond, ask questions and draw attention to relevant evidence or contextual information.
• The decision-maker will decide whether each material allegation is proved on the balance of probabilities. If further enquiries are required, the meeting may be adjourned.
• If an allegation is not proved, no disciplinary sanction will be imposed for that allegation. The School may retain a proportionate internal record of the concern and outcome in accordance with its retention arrangements.
• If an allegation is proved, the decision-maker will then consider the appropriate response, including any relevant disciplinary history, mitigation, support already provided, reasonable adjustments and the impact on others.
• The decision and reasons will be communicated to the student and parents, normally in writing within one working day or as soon as reasonably practicable. The letter will state any sanction, expectations, support, reintegration arrangements and any available review route.

21.5 Possible outcomes

Depending on the seriousness and circumstances, outcomes may include a Headteacher’s Detention, restorative or reparative action, loss of privileges, a behaviour agreement or support plan, a first or final written warning, disciplinary suspension, managed move by agreement, required removal under the Parent Contract, or permanent exclusion.

Support may be provided alongside a sanction. A single very serious incident may justify a Stage 6 outcome; permanent exclusion does not require a student first to have exhausted every lower-level sanction.

22. SEARCHING, SCREENING AND CONFISCATION

22.1 Authority and grounds for searching

Searching is a safeguarding and behaviour-management power and must be used lawfully, proportionately and with respect for the student’s dignity and privacy. Only the Head, or a member of staff authorised by the Head, may conduct a search. A member of staff cannot be required to conduct a search if they refuse.

An authorised member of staff may search a student or their possessions where there are reasonable grounds to suspect that the student has a prohibited item or another item identified by the School Rules as an item for which a search may be made. Staff may also search for any item where the student gives informed agreement.

22.2 Items for which the School may search

• Knives and weapons, including replica weapons or an article reasonably suspected of being intended or likely to cause injury;
• Alcohol;
• Illegal drugs and drug paraphernalia;
• Stolen items;
• Any article reasonably suspected of having been, or being likely to be, used to commit an offence, cause personal injury or damage property;
• Tobacco and cigarette papers;
• Fireworks;
• Pornographic images;
• E-cigarettes, vapes, snus, nicotine pouches and related products;
• Psychoactive, intoxicating or other unauthorised substances which the School considers detrimental to safety or good order; and
• Any other item identified in the School Rules as banned and searchable.

22.3 Before and during a search

• Assess urgency and risk. Consider the student’s age, needs, disability, SEND, previous experiences and any reasonable adjustment required.
• Explain why the search is proposed, what it will involve and where it will take place, and give the student an opportunity to ask questions.
• Seek the student’s co-operation. If the student refuses and the search is not urgent, supervise the student away from others and seek advice from the Head, Senior Deputy Head, DSL or Head of School.
• Conduct the search away from other students where reasonably possible. A search may take place on School premises or where staff have lawful control or charge of the student, such as on a School trip.
• A search of a student must normally be carried out by a member of staff of the same sex as the student, with another member of staff present as witness. The limited urgent exception in law may only be used where there is a reasonable belief that serious harm will be caused if the search is not carried out immediately and the usual arrangements are not reasonably practicable.
• School staff may search outer clothing, pockets, possessions, desks and lockers. Staff must not require the removal of clothing other than outer clothing and must not conduct a strip search.
• A student’s possessions should normally be searched in the student’s presence and in the presence of another member of staff, subject only to the urgent serious-harm exception.
• Reasonable force may only be considered where lawful and necessary. It may not be used to search for an item which is banned only by School Rules. Any use of force must also comply with the School’s restrictive-intervention procedures.

22.4 Strip searches by police

School staff will never conduct a strip search. A strip search involving removal of more than outer clothing can only be undertaken by police acting under their own legal powers. Before calling police where a strip search may result, the School will consider the potential impact on the student’s physical and emotional wellbeing and whether less intrusive options have been exhausted, unless there is an immediate risk of harm.

The DSL or Deputy DSL will be involved. The School will advocate for the student’s welfare, support the involvement of a parent or other appropriate adult where required and reasonably practicable, record that the search occurred, inform parents after the event and provide appropriate safeguarding and pastoral after-care whether or not an item is found.

22.5 After a search: recording, safeguarding and parents

Any search by School staff for a prohibited item, and any search conducted by police on School premises, will be recorded on the School’s safeguarding reporting system whether or not an item is found.

The record should include the date, time and location; student; staff and witnesses present; item sought; reason; outcome; any item found; and follow-up action.

The DSL or Deputy DSL will be informed of searches for prohibited items and of any search which reveals a safeguarding risk. The DSL will consider whether early help, Children’s Social Care, police or other support is required.

Parents will be informed as soon as practicable of any search for a prohibited item and of the outcome, including anything confiscated and any resulting action. The School may also inform parents about searches for School-banned items where appropriate.

Search records will be monitored for patterns and disproportionate impact on particular groups of students.

22.6 Confiscation and disposal

An authorised member of staff conducting a search may confiscate an item where there are reasonable grounds to suspect that it poses a risk, is prohibited or searchable under School Rules, or is evidence relating to an offence. Staff must store confiscated items securely and follow the School’s arrangements for returning, retaining, disposing of or passing items to the police.

• Weapons and items suspected to be evidence of an offence will be passed to the police as soon as reasonably practicable.
• Controlled drugs will normally be delivered to the police. Where there is uncertainty about whether a substance is controlled, it will be treated as if it is.
• Alcohol, tobacco, cigarette papers and fireworks will not be returned to the student and may be retained or disposed of appropriately.
• Stolen items will normally be returned to the owner or passed to the police, taking account of value, risk and the circumstances.
• Other School-banned items may be returned, retained or disposed of where reasonable, taking account of value, safety and the likelihood of further disruption.

22.7 Electronic devices

A confiscated electronic device may contain evidence of an offence or material capable of causing harm. Staff should first consider safeguarding. Where an authorised member of staff has lawful grounds and a good reason to examine data or files on a device, any examination must be limited to what is necessary and proportionate.

If staff suspect that a device may contain a nude or semi-nude image of a child, they must not intentionally view, copy, print, share, store or save the image. The device should be secured and the matter referred immediately to the DSL or Deputy DSL. Material suspected to constitute a criminal offence will be handled in accordance with safeguarding guidance and, where appropriate, passed to the police.

22.8 Screening

Screening means requiring students to pass through, or be scanned by, a walk-through or hand-held metal detector without requiring physical contact. The School does not currently operate routine screening. If screening is introduced, students and parents will be informed in advance of what it involves and why it is being used, and reasonable adjustments will be made for disabled students or others who need them.

If a student refuses to be screened, staff will consider the reason, assess risk and decide whether a search is necessary under the procedure above. Refusal to comply with a reasonable School requirement may also be addressed under the Behaviour Policy.

23. SUSPENSION AND REINTEGRATION

23.1 Status of this section

Cheadle Hulme School is an independent school. The Department for Education statutory suspension and permanent exclusion framework for maintained schools, academies and pupil referral units does not apply to CHS. The School nevertheless has regard to relevant principles of fairness, safeguarding, equality, proportionality, continuing education and reintegration as good practice. The School’s contractual rights and obligations arise from its Parent Contract, this policy and other applicable School rules and procedures.

23.2 Two types of suspension

The School distinguishes between:

• Precautionary suspension pending investigation: a neutral temporary measure used where the student’s attendance may present a safeguarding or welfare risk, interfere with an investigation, or materially disrupt the orderly running of the School. It does not imply guilt and does not itself attract Disciplinary Points.
• Disciplinary suspension: a formal sanction imposed after misconduct has been established. It is recorded as a disciplinary outcome and attracts Disciplinary Points in accordance with Part B.

Both forms of suspension will be confirmed to parents in writing, with clear wording so that the basis of the suspension cannot be confused.

23.3 Disciplinary suspension

A disciplinary suspension may be imposed for serious misconduct where removal from School for a defined period is proportionate. The Head or Senior Deputy Head may impose a suspension in accordance with the School’s delegated authority. A suspension will normally be for no more than five School days unless the Head determines that exceptional circumstances justify a different period under the Parent Contract and School rules.

The written notification will state:

• The misconduct found and a concise explanation of the reasons for the decision;
• The start and end date of the suspension and when the student may return;
• Arrangements for education, work and contact with School during the suspension;
• Any restriction on attending School premises, activities or events;
• The number of Disciplinary Points, where applicable;
• The reintegration arrangements and any support or conditions; and
• How parents may raise concerns or request a review where the School’s procedures provide for one.

The School will make reasonable arrangements for the student’s education to continue during any suspension. Work will be set and access to appropriate teaching resources maintained as far as reasonably practicable, with reasonable adjustments for SEND or disability.

23.4 Reintegration following suspension

A reintegration meeting will normally take place before, or at the start of, the student’s return. The purpose is to provide a constructive fresh start, clarify expectations, consider the impact of the behaviour, confirm any support or reasonable adjustments and reduce the risk of recurrence. Parents will normally be invited, but a student will not be prevented from returning solely because a parent cannot attend.

A reintegration plan may include pastoral monitoring, mentoring, restorative work, a behaviour agreement, Learning Support involvement, counselling, safeguarding support, adjusted arrangements or external-agency input. The plan will be reviewed where ongoing support is needed.

24. PERMANENT EXCLUSION, REQUIRED REMOVAL AND REVIEW

24.1 Permanent exclusion

Permanent exclusion is reserved for the most serious cases and may be imposed only by the Head. It may be considered where:

• There has been a very serious single breach of the Behaviour Policy; or
• There have been persistent serious breaches despite appropriate intervention;

This will also be considered where the Head concludes that allowing the student to remain at the School is no longer compatible with the safety, welfare, education or orderly life of the School community, or with the student’s ability to benefit from the education and community life offered by CHS.

The Head will consider the established facts, seriousness and impact, the student’s response, any relevant previous disciplinary record, safeguarding and contextual information, SEND/disability and reasonable adjustments, support already provided, and the likely impact of the available options. Permanent exclusion may be proportionate after a single exceptionally serious incident and is not dependent on every lesser sanction having been tried first.

24.2 Procedure where permanent exclusion may be an outcome

A full investigation will be completed under Section 21. The investigator will not be the final decision-maker.

Parents and the student will be invited to a disciplinary meeting with the Head and informed that permanent exclusion is a possible outcome.

The investigation and evidence will be presented. The student and parents will have a reasonable opportunity to respond and to provide relevant information in mitigation.

The Head will first decide the facts on the balance of probabilities. Only if serious misconduct is established will the Head then determine sanction.

The Head will normally communicate the decision promptly and confirm it in writing. A permanent-exclusion letter will state the findings, reasons, effective date, leaving arrangements, educational and safeguarding arrangements, and the route and deadline for requesting a review.

Where appropriate, the School will support an orderly transition to another educational setting and will transfer records in accordance with safeguarding and data-protection requirements.

24.3 Withdrawal, managed move and required removal

A managed move or parent-led withdrawal will only be used where it is genuinely voluntary and in the student’s interests. The School will not pressure parents to withdraw a student to avoid a formal permanent-exclusion decision. Any required removal for reasons other than a proved disciplinary offence must be dealt with under the Parent Contract and the School’s applicable removal/review procedure, not presented as a disciplinary exclusion.

24.4 Review of a permanent-exclusion or required-removal decision

Parents may request a review of a decision to permanently exclude or require removal in accordance with the School’s published appeal procedures. The review procedure should be issued with the decision letter and should specify the deadline, panel composition, documents, attendance arrangements, reasonable adjustments, the scope of review and the panel’s powers.

The review is undertaken by a panel of three governors who will review the evidence and processes followed by the School’s policies.

As a minimum, the review should consider whether the decision was procedurally fair, whether the material facts were established on the balance of probabilities and whether the outcome was proportionate. Panel members should have had no material prior involvement in the case. The student and parents should be enabled to participate effectively, and the panel’s decision or recommendations should be provided in writing with reasons.

24.5 Governance, recording and monitoring

Serious misconduct findings, suspensions and permanent exclusions will be recorded accurately on the School’s agreed systems and retained in accordance with the School’s retention schedule.

Governors will receive appropriate anonymised information to enable oversight of serious disciplinary action, trends, proportionality and equality impact.

The School will monitor patterns in serious sanctions, including any disproportionate impact on students with protected characteristics or SEND, and will review practice where concerns arise.

Information about another student’s disciplinary outcome will not normally be disclosed to complainants or other families beyond what is lawful and necessary.