SV ACADEMY - BEHAVIOUR, REWARDS AND SANCTIONS POLICY

KS3, KS4 and Post-16 | Academic Year 2026/27

Status: This policy replaces the previous March 2023 Behaviour, Rewards and Sanctions Policy and is updated for the legal, safeguarding and independent-school framework in force in September 2026.

1. Statement of Intent

SV Academy seeks to provide a calm, safe, respectful and supportive environment in which every pupil and student can learn, develop and achieve. High standards of behaviour are a whole-school responsibility and are built through clear expectations, consistent routines, positive relationships, appropriate support, recognition of success and fair consequences when expectations are not met.

The central principle of this policy is respect: respect for self, respect for others and respect for the learning environment. Behaviour is understood in context. Staff will maintain high expectations while also considering safeguarding, special educational needs and disabilities (SEND), communication needs, trauma, mental health, equality duties and other factors that may affect a pupil or student.

This policy applies to KS3, KS4 and Post-16 learners while on SV Academy premises, taking part in school activities, travelling under school arrangements and, where there is a reasonable connection to the school, to conduct outside school or online that affects the safety, welfare, reputation or orderly running of the school community.

2. Aims

Create a calm, safe and purposeful environment in which teachers can teach and pupils can learn.
Set clear, age-appropriate and consistently understood expectations for behaviour, conduct and relationships.
Teach, model and reinforce positive behaviour rather than relying only on sanctions.
Recognise effort, progress, contribution, responsibility and positive conduct.
Respond to misbehaviour promptly, fairly, proportionately and consistently.
Prevent and respond effectively to bullying, cyberbullying, discriminatory behaviour, harassment, sexual harassment and violence.
Identify whether behaviour may indicate unmet SEND, safeguarding, mental health, communication or pastoral needs.
Use restorative approaches where appropriate, while maintaining clear boundaries and accountability.
Keep accurate records of serious misbehaviour and the sanctions imposed, as required for independent schools.
Minimise the need for restrictive interventions through prevention, de-escalation and individual support.

3. Statutory and Regulatory Framework

This policy has been updated with regard to the Education (Independent School Standards) Regulations 2014 and the Department for Education Independent School Standards guidance updated April 2026. Independent School Standard paragraph 9 requires the proprietor to ensure that a written behaviour policy is drawn up, implemented effectively and sets out the sanctions used for pupil misbehaviour, and that a record is kept of sanctions imposed for serious misbehaviour.

The policy also takes account of Behaviour in schools: advice for headteachers and school staff, Keeping Children Safe in Education 2026, the Equality Act 2010, the SEND Code of Practice, the April 2026 guidance on restrictive interventions including reasonable force, and the statutory mobile phone guidance effective from September 2026.

SV Academy is an independent school. The statutory suspension and permanent exclusion framework that applies to maintained schools, academies and pupil referral units does not apply to independent schools in the same way. Any suspension or permanent exclusion by SV Academy will therefore be managed under the school's published policies, contractual arrangements, safeguarding and equality duties, and any relevant placement or commissioning agreement.

4. Core Behaviour Expectations

4.1 Respect for Self

Attend regularly, arrive punctually and be ready to learn.
Take responsibility for choices, learning, equipment and personal conduct.
Use language and behaviour that preserve personal dignity and safety.
Seek help when worried, dysregulated, unsafe or unable to meet expectations.

4.2 Respect for Others

Allow others to learn and staff to teach without disruption.
Treat pupils, staff, visitors and members of the community with courtesy and dignity.
Respect lawful differences in belief, identity, culture, background and opinion.
Do not bully, harass, intimidate, discriminate against or deliberately humiliate others.
Follow reasonable instructions from staff promptly and safely.
Behave in a way that protects the health, safety and welfare of others.

4.3 Respect for the Environment

Treat SV Academy buildings, equipment, learning resources and other people's property with care.
Keep classrooms and communal areas safe, clean and ready for learning.
Do not deliberately damage, misuse or interfere with school property, safety equipment, IT systems or security arrangements.

5. Teaching Positive Behaviour and Whole-School Routines

Positive behaviour is taught and reinforced through induction, classroom routines, tutor and mentoring work, personal development, assemblies, modelling by adults and consistent responses across the school. Expectations will be explained rather than assumed, particularly for new pupils and those with additional communication or learning needs.

Staff greet pupils positively and establish calm starts to lessons.
Instructions and routines are clear, concise and applied consistently.
Transitions and communal spaces are actively supervised.
Staff use professional, respectful language and avoid sarcasm, humiliation or confrontation.
Staff notice and reinforce appropriate conduct, effort, resilience and improvement.
Where behaviour begins to deteriorate, staff intervene early using calm redirection and de-escalation.
Repeated concerns are shared with pastoral, SEND, safeguarding and senior staff so that patterns are identified and support can be coordinated.

6. Rewards and Recognition

SV Academy uses praise and recognition to reinforce the behaviours, attitudes and learning habits the school wants to see. Recognition should be genuine, proportionate and linked to what the pupil or student has done well. It should not be used as a bribe for basic compliance or in a way that embarrasses the learner or devalues the reward.

Specific verbal praise and positive feedback in lessons.
Positive behaviour or achievement points recorded on the school system.
Positive messages, telephone calls, emails or letters to parents or carers.
Positive referral to a tutor, mentor, senior leader or Executive Headteacher.
Certificates, commendations, celebration events or displays of high-quality work.
Recognition of improved attendance, punctuality, effort, resilience, teamwork, kindness, leadership and contribution to the community.
Opportunities for responsibility, representation, mentoring or participation in appropriate enrichment activities.

7. Principles for Sanctions

Sanctions are used to protect learning, reinforce boundaries, support reflection and make clear that choices have consequences. A sanction will not be imposed simply because a pupil has additional needs or is unable to comply for a reason connected with disability without appropriate consideration of reasonable adjustments.

Staff should avoid whole-group punishment, arbitrary penalties, aggressive shouting, threats that are not carried through, ridicule, sarcasm, deliberate embarrassment, degrading treatment or labelling a pupil as a problem. Corporal punishment is prohibited.

Sanctions must be lawful, reasonable and proportionate to the circumstances.
The pupil's age, understanding, SEND, disability, communication needs, safeguarding context and known vulnerabilities will be considered.
The response should distinguish between the behaviour and the person.
Consequences should normally be applied as soon as reasonably practicable and explained clearly.
Restorative action or reparation may be used alongside a sanction where appropriate.
Where deliberate damage or loss occurs, reasonable restitution may be sought in accordance with the school's terms and the law; financial penalties will not be used arbitrarily as behaviour sanctions.
Serious sanctions and serious misbehaviour will be formally recorded.

8. Staged Response to Misbehaviour

The following framework supports consistency. Staff may move directly to a higher stage where behaviour is serious, creates a safeguarding or safety risk, or previous lower-level interventions have not been effective. The framework is not a rigid tariff and professional judgement remains necessary.

StageExamples of Response1 - Reminder and redirection | Quiet reminder, re-stating expectation, change of seat, brief restorative conversation, completion of missed work.
2 - Formal classroom consequence | Warning, behaviour point, short removal from an activity, catch-up time, tutor or mentor follow-up, parent contact where appropriate.
3 - Escalated response | Removal from lesson or supervised internal provision, detention where lawful and appropriate, behaviour report or contract, restorative meeting, targeted intervention.
4 - Senior intervention | Parent/carer meeting, individual behaviour support plan, risk assessment, pastoral/SEND/safeguarding review, restricted privileges, internal suspension or equivalent supervised arrangement.
5 - Serious sanction | Suspension or, in the most serious or persistent cases, permanent exclusion under SV Academy procedures. Serious incidents may also be referred to police, children's social care, the local authority or other agencies where appropriate.

9. Removal from Lessons and Internal Provision

Removal from a lesson may be used where necessary to restore a calm learning environment, allow a pupil to regulate, protect others or enable a focused intervention. Removal should be supervised and should not become an informal exclusion from education.

Where removal is used repeatedly, leaders will consider why the behaviour is recurring and whether additional pastoral, SEND, safeguarding, curriculum or family support is required. Pupils should continue to receive meaningful education and appropriate support during longer periods of internal provision.

10. Detention and Loss of Privileges

Detention may be used as a proportionate sanction during the school day or, where lawful and consistent with SV Academy's terms and arrangements, after school. Staff will consider safeguarding, transport, age, SEND, medical needs and any other relevant circumstances before arranging an after-school detention.

Privileges may be restricted for a defined period where this is relevant to the behaviour. Restrictions will not remove a pupil's access to essential education, food, drinking water, toilets, medical care or safeguarding support.

11. Bullying, Discrimination, Harassment and Child-on-Child Abuse

Bullying, cyberbullying, prejudice-based bullying, discriminatory language, harassment, sexual harassment, sexual violence and other harmful behaviour are not accepted at SV Academy. Incidents will be addressed promptly and recorded in accordance with the school's safeguarding and anti-bullying arrangements.

Where conduct may constitute child-on-child abuse or another safeguarding concern, it will not be treated solely as a behaviour matter. The Designated Safeguarding Lead will be informed and the school will follow Keeping Children Safe in Education 2026 and its Child Protection and Safeguarding Policy. Victims will be supported and any response to the alleged perpetrator will be proportionate and safeguarding-led.

12. Malicious or Deliberately False Allegations

Safeguarding allegations must always be taken seriously and handled under the appropriate safeguarding procedures. An allegation that is not substantiated is not, for that reason alone, malicious or deliberately false.

Where, following the appropriate safeguarding process, there is clear evidence that a pupil knowingly invented or maliciously made an allegation, the school may consider a proportionate behaviour response. Any such decision will take account of the pupil's age, understanding, vulnerability, SEND and safeguarding needs.

13. SEND, Disability and Reasonable Adjustments

SV Academy recognises that behaviour may be affected by SEND, disability, communication difficulties, sensory needs, trauma, medical needs or mental health. Staff will maintain high expectations while considering whether reasonable adjustments or additional support are required.

Where behaviour is repeated or unusually severe, staff should consider whether there is an unmet need and involve the SENCO, pastoral team, DSL, parents or carers and relevant external professionals as appropriate. Individual behaviour support plans and risk assessments may be used for pupils who need a tailored approach.

Reasonable adjustments may include changes to communication, environment, transitions, seating, sensory support, task structure, regulation breaks, staffing or the way a sanction is implemented.
Adjustments do not mean that unsafe or harmful behaviour is ignored. They are intended to enable the pupil to understand expectations and participate without substantial disadvantage.
Any repeated use of restrictive intervention involving a pupil with SEND will trigger review of support, triggers, adjustments and risk management.

14. Safeguarding and Behaviour

Changes in behaviour, repeated absence, aggression, withdrawal, sexualised behaviour, substance misuse, exploitation indicators, online incidents or significant dysregulation may indicate safeguarding concerns. Staff must remain professionally curious and report concerns through the school safeguarding system without delay.

Behaviour records should be considered alongside safeguarding information so that patterns are not missed. Behaviour management must never prevent or delay a safeguarding referral.

15. Mobile Phones and Personal Devices

From September 2026, SV Academy operates as a mobile-phone-free environment by default throughout the school day, including lessons, movement between lessons, breaks and lunchtimes. Pupils and students must keep phones and other personal communication devices switched off and stored in accordance with the school's arrangements unless an authorised exception applies.

Exceptions may be approved where necessary for a medical condition, disability, SEND, safeguarding reason or another exceptional circumstance. Such arrangements should normally be agreed in advance and recorded.

Unauthorised use may result in confiscation for a proportionate period and other sanctions under this policy. Staff will manage devices in a way that protects personal data and ensures safe return. Post-16 learners are subject to the same school-day expectations unless an expressly authorised arrangement applies.

16. Online Behaviour and Conduct Outside School

SV Academy may respond to behaviour outside the school site, including online behaviour, where there is a reasonable connection to the school or where the behaviour affects another pupil, member of staff, the orderly running of the school, safeguarding or the reputation of the school community. Examples include bullying, threats, harassment, harmful online content, filming or sharing incidents, and misconduct while travelling to or from school or attending an SV Academy activity.

Where online conduct raises safeguarding or criminal concerns, the DSL and, where appropriate, external agencies will be involved. Any behaviour sanction will be separate from, but coordinated with, the safeguarding response.

17. Searching, Screening and Confiscation

Where searching, screening or confiscation is considered necessary, SV Academy will act within the legal powers that apply to an independent school, its published rules and terms, data protection requirements and safeguarding duties. Staff must not assume that every statutory search power applying to maintained schools or academies automatically applies to SV Academy.

Where possible, cooperation and consent will be sought. Any search must be necessary, proportionate, respectful of dignity and sensitive to age, sex, SEND, trauma and safeguarding needs. If there is an immediate risk of harm or suspected criminal activity, senior staff, the DSL, parents and/or the police may be involved as appropriate.

Items may be confiscated where permitted by school rules and the law, particularly where an item is unsafe, disruptive, prohibited by school rules or may constitute evidence of an offence. The handling, retention and disposal of items will be documented where appropriate.

18. Restrictive Interventions, Reasonable Force and Seclusion

SV Academy aims to minimise the need for restrictive interventions through prevention, positive relationships, environmental adjustments and de-escalation. Reasonable force or another restrictive intervention will only be used when necessary and proportionate, using the least restrictive intervention and least amount of force for the shortest time required.

Staff must consider the pupil's welfare, age, size, SEND, disability, communication needs, medical conditions, trauma and other vulnerabilities. Seclusion is not a disciplinary punishment and may only be used as a safety measure in accordance with current guidance, with supervision and release as soon as the immediate risk of harm has reduced.

From April 2026, SV Academy must have procedures for recording each significant incident in which force is used and for recording each seclusion or restraint incident. Relevant incidents should be recorded as soon as practicable, normally on the same day. Parents or carers must be informed in writing as soon as practicable and the school should endeavour to do so on the same day, subject to the limited safeguarding exceptions in the statutory framework.

Following a significant restrictive intervention, the school will consider medical attention, debriefing, support for the pupil and staff, review of triggers and de-escalation strategies, and whether an individual behaviour support plan or risk assessment should be introduced or amended.

19. Suspension and Permanent Exclusion

Suspension or permanent exclusion is a serious response and will normally be considered only where behaviour is serious or persistent and lesser interventions are not appropriate or have not been effective, or where allowing the pupil to remain would create a serious risk to safety, welfare, education or the orderly operation of the school.

As an independent school, SV Academy is not governed by the maintained-school and academy statutory exclusion framework in the same way. Decisions will be taken under the school's own published procedures, parent contract or placement agreement, and with regard to safeguarding, SEND, disability discrimination, fairness and any duties owed to the placing or commissioning authority.

Parents or carers, and where relevant the referring school or commissioning authority, will be informed in writing of a suspension or permanent exclusion, the reasons, its duration or effective date, education arrangements where applicable and any available internal review or complaints route. For Post-16 students, communication will take account of age, legal status and data protection while ensuring safeguarding and commissioning obligations are met.

20. Serious Misbehaviour

Examples of behaviour that may result in an immediate senior response and a serious sanction include, but are not limited to, serious violence, possession or use of a weapon, serious threats, sexual violence, serious harassment, possession or supply of illegal drugs, serious deliberate damage, theft, serious discriminatory abuse, persistent bullying, serious online harm, significant defiance creating a safety risk, or behaviour that places another person at serious risk.

Each case will be considered on its facts. The presence of an item, allegation or incident does not remove the need for fair investigation, safeguarding consideration and proportionate decision-making.

21. Restorative Practice and Reintegration

Following significant incidents, removal, suspension or prolonged absence, SV Academy will support a structured return to learning. Reintegration may include a meeting, review of expectations, restorative conversation, amended behaviour plan, risk assessment, pastoral or SEND support and agreed targets.

Restorative approaches are intended to repair harm and rebuild relationships. They will not be forced where this would be unsafe, inappropriate or distressing to a victim.

22. Roles and Responsibilities

22.1 Directors / Proprietor

Ensure a written behaviour policy is in place, implemented effectively and reviewed.
Ensure a record is kept of sanctions imposed for serious misbehaviour.
Receive appropriate assurance about behaviour, bullying, serious incidents and restrictive interventions.
Ensure policy and practice comply with safeguarding, equality and independent school standards.

22.2 Executive Headteacher / Headteacher and Senior Leaders

Set and communicate the school culture, expectations and routines.
Support staff to apply the policy consistently and fairly.
Oversee serious sanctions, behaviour support plans and significant incidents.
Ensure behaviour information is analysed for patterns, disproportionality and areas requiring improvement.
Ensure staff training is appropriate to the needs of the school and pupils.

22.3 Staff

Model respectful, calm and professional behaviour.
Teach and reinforce routines and expectations consistently.
Record significant incidents accurately and promptly.
Use sanctions proportionately and seek support rather than working in isolation.
Report safeguarding concerns immediately and consider SEND or other needs where behaviour is recurring.

22.4 Pupils and Students

Follow school expectations and reasonable staff instructions.
Take responsibility for behaviour and its impact on others.
Report bullying, harassment, unsafe behaviour and safeguarding concerns.
Engage with support, restorative work and reintegration arrangements.

22.5 Parents and Carers

Support the school's behaviour expectations and communicate relevant needs or circumstances.
Engage constructively with meetings, behaviour plans and support arrangements.
Raise concerns through the appropriate school process rather than escalating conflict through pupils or social media.
Work with the school and relevant professionals where behaviour may reflect wider need.

23. Recording, Monitoring and Data

SV Academy will record behaviour incidents proportionately using the school's management information and safeguarding systems. In accordance with the Independent School Standards, a record will be kept of sanctions imposed for serious misbehaviour.

Senior leaders will review behaviour information to identify repeat incidents, locations, times, pupils requiring additional support and any disproportionate patterns affecting pupils with SEND, disabilities, protected characteristics or other vulnerabilities. Restrictive intervention data will be reviewed separately in line with the April 2026 guidance.

Serious behaviour incidents and sanctions.
Bullying, discriminatory and harassment incidents.
Lesson removals, internal provision and suspensions.
Permanent exclusions or programme withdrawals.
Restrictive interventions, seclusion and restraint incidents.
Restorative actions, parent meetings and behaviour support plans.
Referrals to safeguarding, SEND, pastoral or external agencies where relevant.

24. Staff Support and Training

Behaviour management is a collective responsibility. Staff should seek advice early and should not be expected to manage persistent or serious behaviour in isolation. Support may include coaching, observation, mentoring, SEND advice, safeguarding consultation, de-escalation training and relevant INSET.

Staff who may need to use restrictive interventions will receive guidance and, where required by risk assessment or pupil need, appropriate practical training. Training will emphasise prevention, de-escalation, lawful decision-making, dignity, SEND and post-incident recording and support.

25. Complaints and Allegations

Parents, carers and pupils may raise concerns about the application of this policy through the school's complaints process. A complaint about the use of restrictive intervention will be handled under the complaints procedure and any safeguarding allegation against a member of staff will be managed in accordance with Keeping Children Safe in Education 2026 and the school's safeguarding procedures.

A complaint or challenge to a sanction does not automatically suspend the sanction unless a senior leader decides this is appropriate.

26. Related Policies

Child Protection and Safeguarding Policy.
Anti-Bullying Policy.
SEND Policy and individual support plans.
Attendance Policy and Procedures.
Online Safety / Acceptable Use Policy.
Mobile Phone arrangements.
Restrictive Interventions / Use of Reasonable Force arrangements, where maintained separately.
Suspension / Permanent Exclusion or Admissions / Terms and Conditions procedures.
Complaints Policy.
Health and Safety and Risk Assessment Policies.

27. Monitoring and Review

The Senior Leadership Team will monitor implementation of this policy throughout the year. Behaviour trends, serious sanctions, bullying, suspensions, permanent exclusions and restrictive intervention data will be reviewed so that policy and practice can be improved.

This policy will be formally reviewed at least annually and sooner where legislation, Department for Education guidance, Independent School Standards, safeguarding requirements or SV Academy procedures change. The current version will be made available to staff, pupils, parents, carers, referring schools and commissioners and published on the school website.

Appendix 1 - SV Academy Behaviour Expectations

ExpectationWhat this looks likeReady to Learn | Attend, arrive on time, bring required equipment, follow routines and engage with learning.
Respect | Use appropriate language, listen to others, respect differences and follow reasonable instructions.
Safe | Keep hands, feet and objects to yourself; report concerns; do not bring unsafe or prohibited items.
Responsible | Take ownership of choices, care for property, use technology appropriately and repair harm where possible.
Kind and Inclusive | Do not bully, harass, discriminate or deliberately exclude; help create a community in which others feel safe and valued.

28. Key References

Policy reviewed and revised: September 2026
Next scheduled review: September 2027, or sooner if required.

Behaviour Policy