Discipline Policy

 “Better Relationships Better Braidhurst”

Whole School Praise and Discipline Policy

  1. Rationale

 Good discipline is a prerequisite for good learning. No matter the extent or nature of indiscipline, it is a barrier to learning and teaching. At Braidhurst High School, we believe that each pupil has a right to the best education. This is provided in a partnership between the school, parents and the community. We therefore aim, through strong, consistent and fair management of pupil behaviour, to establish a happy, secure and purposeful environment in which each pupil can develop his or her full potential. Providing this good learning environment is an important precondition for pupils attaining the highest possible levels of attainment. Every pupil is therefore asked to conform to the rules of the school and parents are kept closely informed so that they can support the systems in place. This policy is based on promoting the use of praise and celebration of success where it is deserved.

  1. Key Features of Promoting Positive Relationships
  • Positive atmosphere based on a sense of community and shared values
  • Effective support and leadership from the Head Teacher and senior management
  • An appropriate and effectively delivered curriculum for all pupils
  • The promotion of mutual respect, self discipline and social responsibility
  • All young people have the right to expect that they can fulfil their ambition to inclusion in education, training and employment
  • Schools and other organisations / agencies have a responsibility to assist young people to achieve their full potential
  • Young people and their families need to take responsibility for finding solutions to problems. This will be done in conjunction with relevant agencies
  1. Aims
  • We aim to put the emphasis on praise and reward for good behaviour. By praising and rewarding acceptable behaviour, such behaviour may then become the norm
  • We aim to involve staff and pupils in determining school and classroom rules
  • We aim to involve parents in supporting the development of a whole school approach to promoting positive personal behaviour
  • We aim to encourage all pupils to realise that they each have a part to play in the life of the school
  • We aim to foster a positive attitude to learning in pupils by recognising and regularly rewarding good work, good attitudes and behaviour
  • We aim to encourage excellence in pupil performance and behaviour by praising pupil achievement and attainment in all of their experiences
  • We aim to give pupils a clear, but concise, statement of rewards and sanctions related to their behaviour and effort
  • We aim to encourage staff to adopt a consistent approach to classroom management
  • We aim to secure the orderly atmosphere necessary for effective teaching and learning to take place
  1. Importance of a Quality Learning Environment

Pupils are much more likely to behave well if their school experience is positive and worthwhile. At Braidhurst High School, we will strive to provide the pupils with the best education in as positive an environment as possible. The curriculum we provide will be relevant and appropriate. We will strive to create a supportive, creative learning environment where pupils:

  • respect all school staff
  • respect their peers
  • respect their environment
  • are keen to learn and be successful
  • follow the rules and behave well

We will endeavour to ensure that the quality of learning and teaching is of the highest quality. We will aim to ensure that:

  • pupils are kept on task and that teacher expectations are high
  • ICT will be used effectively to support Learning and Teaching
  • the curriculum is differentiated appropriately to take account of individual learning needs
  • teachers make their teaching as accessible and motivating as possible for pupils by taking account of different learning styles


  1. Code of Conduct

Classroom Rules and School Rules will be displayed in class and will be regularly reinforced at assemblies and in class.

Classroom Rules


  • to yourself and others
  • to other peoples’ property
  • always be polite and considerate


  • to do your best
  • to achieve your potential


  • for your own learning
  • for going that “extra mile”


  • by bringing all equipment
  • by bringing your completed homework


  • on your work
  • do not be distracted by or distract, others
  • follow teacher instructions

School Rules

  • full school uniform will be worn every day
  • keep left and move quickly and quietly between classes
  • no phones will be used between or in classes
  • no eating on the way to, or in classes
  • put your litter in the bins provided


6. Celebrating and Rewarding Good Behaviour

Positive reinforcement is more important than punishment in our behaviour policy. We believe that good behaviour should be recognised and rewarded. The staff at Braidhurst High have agreed to:

  • recognise and highlight good behaviour as it occurs
  • ensure that pupils are praised for behaving well
  • explain, and more importantly demonstrate, the behaviour we want to see. We recognise that our behaviour will influence the behaviour of the pupil
  • encourage pupils to be responsible for their own good behaviour
  • let parents and carers know about their child’s good behaviour

The system

Our Promoting Positive Relationships system is largely based on encouraging and rewarding positive behaviour which will generate positive relationships amongst our pupils and staff.

Pupils will be awarded merits when they behave well and issued with demerits/referrals if their behaviour causes concern.

All pupils in all classes should be awarded a merit for each period if they meet the specified criteria.

It is essential that all staff do this as the numbers of merits awarded are checked monthly by Pupil Support staff and form or new praise system.

Positive behaviour will allow pupils to participate in a huge range of extra circular activities. Every month pupil totals will be displayed in the Tuck Shop Praise Boards based on number of Merits minus Demerits. It will be a traffic light system detailing scores for the Month. Pupils should be Green on at least 5 out of the 9 months to be allowed on the end of year reward trip.

More than 5 Merits                                   Green

0-4 Merits                                                       Amber

Less than 0                                                      Red

Pupil’s behaviour record is regularly checked by both Guidance staff and DHT’s and appropriate action taken.

Praise Cards will be awarded to the pupils in the top 10% for Merits in every year group at the end of every month.

Reward trips will take place and will be offered to pupils with a record of good behaviour.

Pupils with a large number of demerits will be interviewed, and will not be allowed to participate in events.

Pupils can be awarded a merit for every period for every subject if they:

  • Arrive on time
  • Arrive with all appropriate materials
  • Remove outer garments
  • Successfully completed set homework
  • Behave and work well throughout the period

Pupils could be awarded a demerit if they fail to follow class rules or teacher instructions.

Pupils MUST be informed if they are to be given a demerit

  1. Stopping Inappropriate Behaviour

Occasionally pupils may forget about the code of good behaviour. Everyone at Braidhurst High has agreed to encourage pupils to follow the code by:

  • reminding pupils about our code
  • noting and acknowledging good behaviour as it occurs
  • dealing positively with inappropriate behaviour in accordance with agreed policy guidelines

Students will be made aware of the sanctions that will come into effect should they break the code of conduct, or display continually poor behaviour. Most cases of indiscipline will be dealt with without the need for formal sanctions. There is an increasing scale of sanctions available to the school, including suspension and expulsion but it is hoped that with the cooperation of parents such sanctions will be used only as a last resort. Lines of referral are clear and easy to understand.

Strategies include:

  • a quiet word from the teacher in private, sterner words to show displeasure
  • pupil being moved to another seat
  • the logging of demerits
  • issuing of a Discipline exercise
  • referral to the PT
  • daily or Weekly Report (Departmental Logging sheet)
  • isolating a pupil from his/her group in the classroom
  • loss of privileges
  • telephone call/letter to parents
  • referral to DHT
  • use of yellow/red books
  • involvement of senior management and outside agencies
  • Exclusion

The following list of strategies will be displayed in all teaching areas

Discipline Steps

Step 1 Internal Classroom MeasuresOptions available1) Verbal Warning

2) Outside Room (Maximum of 5 Minutes)

3) Moved Seat

Step 2 Demerit•       Pupil should be informed they are being given a demerit. Mark demerit on SEEMIS.•       Only 1 Demerit can be given per period. (The most serious offence).
Step 3 Discipline Exercise•       Discipline Exercise Issued (up to a maximum of 25 lines)•       Logged on SEEMIS as Discipline Exercise by teacher

•       Text Message sheet sent to office no later than 4pm the same day

•       Completed Text Message sheet placed in Pupil Support trays by office

Step 4 Referred to Principal Teacher•       Options Available1) Double Original Punishment, Text sent home. (up to a maximum of 50 Lines)

•       Demerit must be marked for non return of Punishment Exercise

2)Internal Exclusion within department

3) Departmental monitor

•       Pupil Support must be informed for information only.

Step 5 Detention•       Referred to detention by Principal Teachers only•       Pupils should be reminded by departments that they have detention

•       Pupils will complete 1 Detention of 20 minutes from a Standardised Exercise.

•       Staff Detention Volunteer will email during detention to inform PT’s/SMT of pupils who did not attended.

Step 6 Referred to Senior Management Team•       Removal of priviliges•       Internal exclusion

•       Phonecall home/letter home

•       Red book

•       Exclusion

Step 7 Fresh Start•       A Fresh start should be given every period to all pupils(However cognisance should be taken of previous issues)
  1. Procedures for Dealing with Major Breaches of Discipline

The school will not tolerate inappropriate behaviour, for example:

  • alcohol/substance abuse
  • aggressive/threatening behaviour towards staff or pupils
  • bullying
  • failure to follow school rules
  • fighting
  • racism/sectarianism
  • stealing
  • swearing at staff or pupils
  • threats/comments made relating to sexuality
  • truancy
  • vandalism

Strategies such as the ones below have been agreed for dealing with each of these areas. All disciplinary measures will be recorded.


  • Withdrawal from class for the rest of the day
  • A telephone call and letter to parents informing them of the problem
  • Withdrawal of privileges. (Trips, Dances, School Teams)
  • Parents will be invited to the school to meet with their child’s Guidance teacher or appropriate Depute Head
  • Contact with Attendance Officers, Attendance Council, and Reporter to Children’s Panel
  • If the problem is severe or recurring, then the authority’s exclusion procedures will come into operation
  • Referred to school BART or HART meetings
  • Multi-Agency meetings
  1. Partnerships

Although the school has a critical role to play in promoting positive behaviour, it is clear that schools cannot, and should not, tackle this responsibility alone. Partnership is the key, and schools can consolidate partnerships by:

Ensuring that parents have full information on the schools’ curriculum, with regular progress reports. Parents will be told when things are going well and when we have concerns.

Braidhurst High School accepts that pupils who present challenging behaviour do so for various reasons and the school will address these issues (if appropriate) through a joint working approach with other agencies. We will strive to have effective working relationships with Social Work, Educational Psychology, Health Departments and Police Scotland, in particular to ensure that those pupils who are particularly vulnerable receive co-ordinated multi-disciplinary responses. Pupil Support staff will be responsible for the care and welfare of looked after and accomodated children within their caseload, with D. Gardiner responsible for overseeing the Looked After and Accomodated Procedures.

  1. Monitoring and Evaluation

In order to help evaluate the policy we ask you to reflect on the following questions

  • Is the policy achieving what you hoped it would?
  • Are there snags which only demonstrate themselves in practice?
  • Are you and your colleagues modelling the school values?
  • Do all staff demonstrate respect for the pupils?
  • Does everyone show respect for visitors?

This policy will be evaluated for its effectiveness on an annual basis.

Role of the Class Teacher

  • Reinforce school rules and expectations
  • Reinforce classroom code of conduct
  • Warn pupils about inappropriate behaviour
  • Use appropriate strategies to deal with inappropriate behaviour
  • Award merits / demerits as appropriate
  • Contribute to whole school praise system
  • Complete behaviour monitoring books issued by PTPS / SMT
  • Complete departmental monitoring cards
  • Record the issue of punishment exercises, ensuring the tear off sheet is returned to the office before the end of the school day (4pm).
  • Collect Discipline exercises
  • Inform PT of non-completion of Discipline Exercise
  • Refer pupils to PT (for serious incidents or persistent inappropriate behaviour which has exhausted classroom strategies and sanctions from Discipline Steps 1-3)

Role of a Principal Teacher

  • Reinforce school rules and expectations
  • Reinforce classroom code of conduct
  • Warn pupils about inappropriate behaviour
  • Encourage and promote positive behaviour throughout the Department
  • Use appropriate strategies to deal with inappropriate behaviour (see policy)
  • Award merits/demerits as appropriate
  • Liaise with staff on the implementation of reward schemes within the Department
  • Liaise with Department staff to issue and record Praise Postcards
  • Support staff with general discipline issues
  • Encourage staff to follow the correct discipline procedures
  • Complete behaviour monitoring sheets issued by Guidance/SMT
  • Issue and complete, with staff, Departmental monitoring sheets
  • Check/Sign Departmental monitoring sheets for classroom teachers
  • Work with staff to ensure that Discipline Exercises are recorded
  • If pupils do not return Discipline Exercises when requested the PT will endeavour to collect these from pupils
  • Issue lunchtime detention to pupils
  • Discuss suitable steps with classroom teachers to deal with pupils appropriately
  • Act upon referrals from classroom teachers
  • Refer pupils to Learning Support/Guidance
  • Foster a supportive atmosphere in the Department
  • Refer pupils to SMT 

Role of Principal Teacher Pupil Support

  • Be proactive in the management of House Groups by tracking and monitoring pupil performance with regard to discipline on a regular basis, identifying patterns or changes in behaviour
  • Liaise with staff across the school in a bid to provide effective and individualised support for all pupils
  • Link with parents and carers, alerting them to any issues or concerns about their child’s behaviour or attitude, and work with them to support pupils into better habits
  • Identify and work in partnership with outside agencies, which may assist pupils in working to potential at school
  • Respond to staff referrals promptly, and act on the information provided appropriately
  • Regularly remind pupils of the school’s expectations in terms of behaviour and warn them of the consequences of falling short of these
  • Interview pupils who are giving cause for concern
  • Monitor behaviour through the use of Yellow Books and provide pupils who have been experiencing difficulties in this area with achievable and meaningful short term goals and daily feedback
  • Issue lunchtime detention
  • Refer pupils to DHT in instances when a Red Book would appear to be more suitable in helping them to modify their behaviour

Role of the SMT

  • Reinforce school rules
  • Reinforce classroom code of conduct
  • Warn pupils about inappropriate behaviour
  • Use appropriate strategies to deal with inappropriate behaviour (see policy)
  • Award merits/demerits as appropriate
  • Issue and record Praise Postcards
  • Complete behaviour monitoring sheets issued by Pupil Support/SMT
  • Issue and complete Departmental monitoring sheet
  • Record the issue of Discipline Exercises
  • Collect Discipline Exercises
  • Have a high profile within the school and deal with issues as they arise
  • Support all colleagues who raise discipline concerns
  • Make regular checks on the number of merits/demerits issued to pupils in relevant year group
  • Discuss area of merits/demerits at year group assemblies
  • Issue update on number of merits/demerits to Pupil Support to display on praise boards.
  • Place appropriate pupils on behaviour monitoring cards
  • Interview pupils with a significant number of demerits
  • Contact parents of pupils with significant number of demerits
  • Liaise with Pupil Support staff about pupils causing concern
  • Liaise with staff running events/clubs/activities re length of privilege card removal
  • Reply promptly to all referrals submitted by all staff
  • Liaise with outside agencies if appropriate
  • Regularly update staff on issues of discipline
  • Report on Bullying and Racist issues in accordance with NLC policies
  • Discuss the possible suspension of certain pupils with the HT

Click to download a copy: Better Relationships Better Braidhurst Policy

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