Behaviour Management Policy


A core principle of The Attic Learning Centre is to create opportunities for young people to take responsibility for the choices they make about management of behaviour. The Centre provides a safe place to explore this process in a supportive and non-judgemental manner.  For many of the young people who attend this provision, it is the first real chance they have had to engage in positive decision making in an educational setting. We endeavour to work closely with other professionals because we believe that a multi-disciplinary approach is the best way of solving complex problems.


There is an assumption that young people make a positive choice to attend The Attic Learning Centre and continued membership of the Centre is dependant on regular attendance and good punctuality and compliance with the ground rules.

The majority of issues are resolved through group work and discussion and are not individualised.  This theme runs through all of the work of The Attic Learning Centre.

Positive peer pressure is a key aspect of the process of supporting the members of the group.  This is done through the involvement of all the members of the group in setting the ground rules and continuous active reminders and monitoring.

The Ground Rules are set by all staff andung people through guided and supportive discussions. This is revisited as and when necessary, eg. following a particular incident, new admission, etc.


There is a clear link made between the choices members of the group make and the outcomes of those choices.  Positive choices are rewarded with positive outcomes.  Group members who make poor and limiting choices are supported to make the link for themselves between the choices they make and the consequences that may follow.

All young people have a Personal Learning Plan (PLP) with targets agreed by the young person, parents/carers and other involved professionals. All young people have an Individual Learning Plan with targets. These often focus on finding a solution to a known problem. They can be used independently to address particular incidences/issues as appropriate.

Flexibility in the shape of the group’s day, allows issues to be picked up and resolved as quickly as possible.  Young people who are unable to cooperate and participate appropriately within the structure of the group may be asked to leave for the day; further action will be taken, determined by a variety of factors.

The Attic is following the DfE guidance and aims to:

  1. Promote good behaviour, self-discipline and respect;
  2. Prevent bullying;
  3. Ensure that pupils complete assigned work;
  4. Regulate the conduct of pupils.

Behaviour and discipline in schools – Advice for Headteachers and school staff  February 2014

Managing challenging behaviour

Both teaching and non-teaching staff at the Attic expect to be confronted with challenging behaviour. It is therefore essential that all staff are equipped with strategies to manage difficult situations as well as cultivating a staff atmosphere conducive to supporting each other. Staff have at least a weekly staff meeting and staff briefings  prior to the start of the morning session  to discuss issues  and whereby staff can raise matters relating specifically to individual pupils and share ideas for best practice.

The use of restraint and physical de-escalation

The education act (1997) and associated documentation guidance, clearly state that there are occasions when staff may be required to use reasonable force in order to protect the rights and interest of other adults and young people.

Attic reserves the right to use ‘reasonable’ force inline with statutory guidance from DfE – please see link below. This may involve any action from gently leading a young person away from a situation or to a ‘safe’ place to more serious physical restraining of a violent young person. We promote a ‘hands off’ approach and will only intervene physically in exceptional circumstances. All staff have been provided with appropriate training in physical de-escalation.

DfE  ‘Use of reasonable force – Advice for headteachers, staff and governing bodies July 2013,

Dealing with serious incidents 

A serious incident may be described as:

  • Involving violence which is specifically targeted at another person.
  • Bringing drugs into Attic or attempting to sell them in the Attic.
  • Significant and wilful damage to property.

Serious incidents may lead to the pupils involved being excluded and may, in certain circumstances involve the Police being informed. The purpose of excluding in these circumstances is twofold:

  • to make the situation safe (this is particularly important in the case of a violent incident)
  • Enable a rational decision to be made about what happened and what needs to be done about it.

Recording incidents

Daily logs kept to record minor incidents. There are two methods of recording incidents. Incident forms should be used for serious incidents.


A list of behaviours that may lead to exclusion is listed below and is discussed and explained to parents and young people during their induction and forms part of the Behaviour Management Policy.

  • Under the influence or in possession of drugs or alcohol
  • Violence /Aggression/ significant threat to adults or students.
  • Bringing weapons into school
  • Going offsite without permission and not returning
  • Putting self or others at significant risk of harm
  • Significant destruction of property
  • High level bullying
  • Inappropriate sexual behaviour
  • Targeted, discriminatory verbal abuse
  • Theft
    Persistent behaviours that lead to an unacceptable level of disruption or make the young person or others unsafe may lead to exclusion. Under these circumstances The Attic staff will review the young person’s programme and how and when we work with that young person.

The Attic follows the guidelines under the link below:

Exclusion from maintained schools, Academies and pupil referral units in England

A guide for those with legal responsibilities in relation to exclusion

Searching, Screening and Confiscation

Attic follow the government guidance below

Searching, screening and confiscation-Advice for headteachers, school staff and governing bodies February 2014

The power to discipline beyond the school gate

Attic will exercise its right to discipline beyond the school gate following the guidance on page 9

Behaviour and discipline in schools – Advice for Headteachers and school staff February 2014

Pastoral care for staff accused of misconduct. 

Please see Professional Boundaries and Safe Working Practice policy

Malicious Accusations against School Staff.

Attic will not tolerate this behaviour and that it will be dealt with through the policy, and be referred to the police, if appropriate.

Equality Act 2010

Attic acknowledges the school’s legal duties under the Equality Act 2010, in respect of safeguarding and in respect of pupils with special educational needs (SEN).

Anti Bullying Policy

This is intrinsically linked to the behaviour policy and is attached in Appendix 2

Appendix 1

The Attic Behaviour Rewards and Consequences (Revised March 2016)

All young people have the right to be and feel safe. All have the right to be in an environment where they can learn. Behaviour that supports this will be rewarded.  There will be consequences for behaviours that do not support this.


Students are rewarded for their attendance and their attainment and progress.


Attendance is rewarded on a weekly and half termly basis. If a student has a full weeks attendance they are rewarded with a snack of their choice (For example, a bacon sandwich.) by their key worker. This will be given to the student at the beginning of the week following the week of full attendance.

If a student has over 90% attendance during a half term they are rewarded with a £20 voucher of their choice.

Attainment and Progress.

Weekly Rewards.

Subject teachers are able to reward students for academic progress with phone calls home and postcards. A phone call home can be made at the subject teachers discretion, if the student has had a good lesson, a good week or has achieved something of note. Postcard home are to be sent if a student completes three or more learning objectives. Key workers can also give rewards for success across the week. When completing the keyworker check list if a student has 4+ green square (See modified check list) they qualify for the rewards shown on the reward pyramid.

Half Term Rewards.

Certificates of achievement can be issued by subject teachers if a student meets there subject target for the half term. A certificate for outstanding work can also be issued if a student has produced and excellent piece of work during the half term. Students qualify for half term rewards if they meet 4 out of 6 of their PLP targets when their PLP is reviewed. They can also qualify for these rewards if they have a 100% record for weekly targets. (This will allow students who have started half way through a term and are unable to progress on their PLP to still access the rewards. It will also apply if a student is certified ill for a number of weeks and cannot meet their PLP targets but still works hard when they are in school.)

Annual Rewards.

Subject teachers award student of the year certificates at their own discretion, based upon progress and achievement throughout the year, at the end of year awards evening.

The annual trip will be offered to those students that have achieved 4 out of 6 of their half term rewards.


Time Out

Young people can ask for time out or a member of staff may suggest it. They will get a green card and will be able to go to one of the chairs provided, outside the heads office and the main office. They can return to the lesson. Any tokens earned in this session will still be the responsibility of the teacher of the class they came from. Time out will be recorded by the teacher.

Monitoring and Progress

These systems can be monitored over time to show progress. If no progress is evident then this will be discussed by the keyworker and an intervention implemented eg

Limit on Time Out cards

New target set

Discussion with yp

Discussion with yp and parent/carer

Revise programme, interventions, timetable



Not meeting their targets or unacceptable behaviour will lead to warnings.


Daily Consequence


Young people in sessions will be given 3 warnings to correct their behaviour. The third warning will mean they need to leave the session and go to one of the provided work tables outside the heads office or the rear foyer. If they are ready they can return to the next session.


Policy Updated:      October 2015.

Amended – March 2016.

Review Date: September 2016 – Due to implementation of Thrive and Behaviour Watch