The application of sanctions at Breckenbrough is a careful balancing act. On the one hand there has to be "consequences" for unacceptable behaviour and justice has to be seen to be done. On the other it has to be remembered that the main tenant of control is that the pupils want to be at Breckenbrough and that they want to address their problems. Therefore, it is essential that sanctions are not applied in a manner that will cause further emotional damage and develop long term alienation to the school. The primary motive for applying a sanction is to ensure the behaviour of the boy improves. For this reason counselling or talking to boys forms tha basis of the policy. Staff are encouraged to talk through a problem with a pupil and not to apply a sanction unless it is absolutely necessary and only after it has been carefully explained to the pupil the reason for the sanction and the expectation of the improved behaviour.

It is imperative that sanctions are used sparingly the emphasis is for the pupils to control themselves and conform to the Schools' Code of Behaviour.

1. Sanctions imposed should be appropriate to the pupil and to the situation. Some sanctions will be more effective with some pupils than with others. Sanctions should be applied taking into consideration wider issues than the immediate situation.
2. Whilst the threat of a sanction might be effective in gaining improved behaviour the threat strategy must be used with great care. Many Breckenbrough boys when feeling negative will want to feed on any negativism. A common response can be "go on then - see if I care". The threat strategy should only be used if the member of staff is confident that the threat will be effective.
3. Sanctions must not be applied in anger. The reason for the sanction should be carefully explained to the perpetrator, and the expected improvement in behaviour expected.
4. Communication is crucial for the effectiveness of the policy, Commonly pupils will;
   • Argue skilfully that a sanction is unfair and then boast to their peers that it is ineffective.
   • That victims, in particular, and the other boys in general will often argue that the sanction is not punitive enough, suggesting that the pupil has got away with it.
   Thus staff must explain clearly to those involved what action has been taken and why. Often this communication will have to be repeated and reinforced.
5. To monitor that the sanction has been adhered to, that it has been effective and has generated a change in behaviour. If it has failed then sanctions should not be automatically repeated but alternative strategies considered.

All sanctions should be written in the Sanctions Book and the following information included:-

1. Date
2. Pupil
3. Sanction
4. Duration of Sanction
5. Reason for Sanction

The Sanction Book will be reviewed at the end of each term by Key Workers to monitor the number of sanctions applied and to evaluate their effectiveness on changeing the pupils behaviour.

Counselling/Talking To

The success of Breckenbrough is dependent on the strong relationship staff have with the pupils and staff should be confident in using their relationship with the pupil to show their displeasure. Staff should not underestimate the effectiveness of their anger, or disappointment, will have on a boy. Similarly, in the majority of instances, (as for example in bullying), extended conversations (counselling) with the boys is the most appropriate action. Staff should not worry "that nothing has been done" because something has been done, that is both effective and positive, especially if the counselling has brought a successful change in behaviour. In for example bullying cases where the victim feels that there must be a consequence, but the staff knows that a convential public consequence will generate increased anger in the perpetrator, it is good practise for the victim to be told that the incident has been documented and will go in the boys records. The member of staff, however must be confident that following the counselling the perpetrator is contrite and has learnt. Staff should ensure that the victim is satisfied that "something" has been done and that thay feel safe and secure.

If a member of staff feels that the matter does not necessarily need a formal sanction but needs discussing further then it is good practice to refer the boy to a Senior member of staff to continue the counselling process. The boy might also benefit from being referred to the School Counsellor's.

The reason that counselling should be accepted as the major sanction is because the process should result in a number of positive outcomes, however short term:-

1. a change for the better in the behaviour of the pupil
2. dissipation of pupils anger
3. support for a victim (if there is one involved)
4. crucially, the process will enhance the relationship between the member of staff and the boy. The longer and more difficult the counselling, then the more positive the outcome invariably is.

There are a wide variety of short term sanctions that can be applied by staff.

For anti-social behaviour in the Dining Room there are two main sanctions that can be applied:-

1. exclusion from the Dining Room. Here boys should be sent somewhere specific. Wherever possible the boy should be allowed to return as long as his behaviour is acceptable. It is important to note that by law a pupil cannot be deprived of his meal.
2. to give a boy a job in the Dining Room. This would be particularly effective if the boy already doing the job is behaving well however staff must be confident that the boy will comply and the sanction will not exacerbate the situation.

For loud behaviour around the school, boys can be sent to:-

1. to their units
2. to their rooms
3. to a secluded area in the school e.g. classrooms, Great Hall

If pupils are sent somewhere quiet, it is important that the boys know why and are then monitored. A clear time limit should be set and then reduced if the pupils show that they have calmed. However, before the sanction is applied staff should encourage the boys to join a positive activity and - if possible - occupy the boys themselves.

For damage boys can:-

1. clear up the damage that they ahve caused
2. do a community service (job) in school
3. fined. If a boy is fined, the amount should be one that can be repaid. Great care must be taken to ensure that the boy is not already in debt. Fines should be set in discussion with the person responsible for pocket money.

Misbehaviour on the bus or when out of school can result in a Gating. If boys return late to the bus, then they are likely to miss the next trip.

Privelages should be earned. These privelages can be withdrawn, however once withdrawn staff must carefully monitor the reaction of the pupil to ensure that the sanction has been effective. It is essential that the reason is carefully explained to the boy. It is important that this sanction is not over used because its impact will be eroded.

On units early bed times can be used for bad behaviour on units. If a pupil goes late to bed repeatedly then either an early rise or early to bed the following evening can be applied. Staff must realise that if the latter, responsibility for the sanction is being transferred to another member of staff.

Blanket sanctions are applied with great caution. The danger is that some boys will feel aggrieved because of the worse behaviour of others and this can incite further poor behaviour. Blanket sanctions can be applied where staff are confident that all boys are equally guilty or where they are confident that the sanction can be applied successfully.

GATING

Gatings should be applied primarily for incidents outside school although it can be used for misbehaviour in school. As with other sanctions, it must be applied carefully and appropriately. Staff must be aware that it is tempting to use gatings as a sanction because it is easy to apply. Staff should discuss the appropriateness and length of a gating with a senior member of staff. The reason for, and the duration of, the gating must be carefully explained. If the gating has been given for poor behaviour then the length of the gating will be reduced by the pupil improving their behaviour. It is essential that gatings do not get prolonged, the aim is to improve behaviour.

ASSEMBLY

For serious breaches of behaviour which has been referred to 10 to 9 meetings, it is sometimes felt that there should be a public announcement that a pupil will be seen after Assembly by the Head. The boys see this as a major sanction, although as with all counselling scenarios the aim is for a positive outcome.

The sessions are always documented.

ISOLATION

For a serious incident where a temporary exclusion might be felt to be appropriate but is likely to cause long term damage to the boy and not be effective then a period of isolation from his group during the school day is appropriate. Although isolated from other boys during this time, the time can be used as an opportunity for counselling with staff. The amount of time has to be carefully monitored to ensure that the boys attitude does improve and that it does not increase his anger and frustration.

TEMPORARY EXCLUSIONS

Temporary exclusions (suspensions) are the most dramatic sanction that can be applied. The decision to a temporary exclusion is never made lightly and is made by the Headteacher in consultation with the staff. The great danger is that the pupil may feel rejected by the school, however the major tenant of control is that the pupils want to be at Breckenbrough, that they accept the standard of behaviour demanded by the school (and society) and in applying the temporary exclusion both the pupil and the school agree that it will be an opportunity to have time and space to address his problems. Again the emphasis is for a positive outcome. During the temporary exclusion contact is maintained with the pupil and on their return they are counselled on the behaviour that is expected on their return.

PERMANENT EXCLUSIONS

See Exclusion Policy. Permanent exclusions are only applied after the most serious types of incident or if a boy is not addressing his problems and progressing. Breckenbrough is then not the right placement and every effort is made to transfer the boy to a more appropriate placement.

Breckenbrough boys on the whole do not like the classroom or school work, therefore the main challenge for the teacher is to engender a positive attitude firstly to the classroom and then to work. This should be done primarily through positive attitude firstly to classroom and then to work. This should be done primarily through positive encouragement and the building and celebration of success. Poor behaviour should be dealt with firmly, calmly and with perseverance. Sanctions, if they are used, should be used with restraint and great care.

If a pupil becomes frustrated, or is behaving in a way that is effecting the education of his peers, then the pupil can be excluded from the classroom. They should be sent somewhere specific, normally the Head's office. If the teacher feels confident that the pupil will calm quickly then perhaps he should just stay outside the classroom door quietly. In other instances a pupil might be sent for a walk to calm and to return when ready. A teacher can send a boy to the Head/Deputy, they will normally talk to the boy about the problem in the classroom and encourage him to return as quickly as possible. There is a timetable for free classrooms if teachers want to put a boy in a room to work on their own. Teachers may feel that a pupil is behaving badly in order not to work and it is acceptable for a pupil to be sent to the Head's office with work to be completed.

If a pupil is being continuously disruptive across the curriculum then staff may decide that the boy should be excluded from his group for a short period of time. During thetime the boy will either work on his own or talk about his problems and discuss how he will behave and perform on his return.