Behaviour Charter


At Longfield Academy we firmly believe in every student Achieving Beyond Expectations, where students thrive in a system with clear mechanisms for rewarding students for their efforts, beyond the basic high expectations. We also believe that behaviours that impact negatively on learning need to be and will be sanctioned appropriately. The aim of this charter is to make it clear to students, staff and other stakeholders, how we approach rewards but also sanctions at Longfield Academy. 

The Behaviour Charter forms part of the extended Behaviour for Learning Policy.

The Behaviour Charter will be explained to students via College assemblies and displayed on the electronic boards and in classrooms.

At any point through a lesson or tutor time, a teacher can and is encouraged to make reference to the Behaviour Charter to promote or help create a positive climate for learning but it can also be used to warn students of the consequences of poor behaviours especially if the student does not refocus their behaviours following a warning. 

Organisational Mondays are built into our provision and tutors will be expected to draw attention to the Behaviour Charter, the high expectations of their behaviour and feedback verbal feedback on how tutees are performing, as per documented on Behaviour Watch.

Longfield Academy Rewards

We promote a range of opportunities in which students can be rewarded for outstanding work and exemplary behaviour. We recognise that rewards alone should not be the primary motivator to do his/her best but because they want to achieve beyond expectations. 

The table below provides a guide on the typical rewards that can be expected by students for their efforts. This list is not exhaustive and we encourage staff to find different and original ways in which to reward and therefore motivate students.




League of Excellence – Potential to improve, module by module.

If a student is logged on Behaviour Watch they will receive behaviour points based on their actions, these are accumulated over the module, contributing to their League of Excellence position. In addition we allocate the following points for positive phone calls home or a letter from the Principal;

  • 5 points–Teaching or Support Staff
  • 6 points –Assistant Head of College
  • 8 points – Head of College
  • 10 points – Principal


  • Third and Second place = Chocolate Reward
  • First Place = gift card
  • If a student wins the League of Excellence for their year group, they receive an additional gift card.
  • Top 30 students in each year group are displayed on the League of Excellence Rewards Boards in the Main Reception.
  • Top 30 in each year college year group will be displayed and celebrated in college assemblies and within the notice boards.



Sustained good work/behaviour


Commendations/Certificate by subject teachers rewarded through College Assemblies




Outstanding work/behaviour in or outside the classroom


Postcard home (Sent via admin support)




Very good work/behaviour in or outside the classroom


Merit award (Logged on BW)
The teacher may indicate this in the student’s planner.




Good work/behaviour in or outside the classroom


Verbal praise

College Specific Rewards

Each college has their own rewards via Lapels for Outstanding Achievement:

  • Anderson A’s
  • Galileo Stars
  • Matisse Badge

Students who display outstanding characteristics over a module/year may be selected by the College Leadership Team for their college recognition reward.

Attendance Rewards

  • League of Excellence – incorporates attendance. High attendance improves chances of entering the top 30 within their college/ year.
  • Attendance Postcards – for 100% termly attendance
  • Certificates for Most Improved Attendance
  • Modular and yearly prize draw for most improved attendance (Amazon Voucher for the family as well as a Bluewater gift card for the student)
  • Attendance Badge for their lapel – for 100% attendance over the year.
  • The above are celebrated through College assemblies.
  • College Attendance Cup – given each module to the college with the highest average attendance.

Longfield Academy Sanctions 

We endeavour to create a climate of positivity, rewarding students for their efforts beyond that expected by all. However, on occasions students behaviours do fall short of the high standards we expect and therefore a sanction is warranted. The following Longfield Academy Sanctions chart, which will also be present on the displayed charter, puts different negative behaviours into agreed categories and then an appropriate sanction can then be applied. This chart should be a point of reference for staff to show how sanctions will increase in severity unless a change in behaviour occurs.

It must be added that any point a behaviour and the sanctions can escalate and skip levels. Teachers professional judgment is required.

There are behaviours that may be witnessed that are not on this list. Again, professional judgement will be used to apply the most appropriate sanction. If in this situation, the teacher should seek advice from their line manager and/or the Behaviour Support Mentor for that college.

Parental consent is not required for detentions.This is in line with DFE guidance detailed in the “Behaviour and discipline” document from January 2016.  However parents will be informed by staff of any after school detention and their support for such a sanction sought. 


Anything not identified below is likely to be judged as a L4 Sanction.

The student should be brought to the attention of the relevant Behaviour Support Mentor and AHOC.

A decision MAY be made to escalate this behaviour to the relevant Head of College and/or Principal.

An appropriate sanction will be applied.




record behaviour & consequences

Persistent L2 infringement (minimum 2)

Swearing at another student


Online derogatory comments 

In out of bounds area

Continued disruptive behaviour preventing learning

Truancy from lesson – including walking out without permission.


Truancy from school

3 negative logs per week


40 minute after school detention with teacher.

Failure to attend will result in an after school detention with the Head of Department and possibly placed on Subject Report.


40 minute after school detention with CLT, likely to involve further intervention.

record behaviour & consequences

Behaviour Watch Log

Phone Call home




record behaviour & consequences

Persistent L1 infringement (minimum 2)

Homework not completed

Inadequate work

Inappropriate language in conversation with staff.

Defiance (refusal to comply despite L1 warning)

Mobile phones / earphone s out in class



15 minute detention at break or lunchtime.

Reference  to consequence chart

-confiscation and passed on to Admin.

record behaviour & consequences

Behaviour Watch Log




record behaviour & consequences

Poor punctuality


Chewing gum

Drinking (excluding water)

Incorrect equipment including planners.

Defiance (e.g. refusal to move seat)

Inappropriate language between students

Uniform Infringement


Discussed and resolved

Reference  to consequence chart

record behaviour & consequences


After School Detentions

  • Students may be given an after school detention for 40 minutes for LS2 behaviours including failure to attend a break/lunchtime detention or were poorly behaved in that first detention. 
  • 24 hours notice should be given to allow parents to make alternative transport arrangements.
  • Detentions must be logged on Behaviour Watch by 2pm to allow an after school detention to be set for the next day. 
  • Parents will be notified by text message.
  • After school detentions will be 40 minutes in length from 3:20 pm until 4pm
  • These detentions should be logged on BW and ensure that the relevant tutor and SSM is cc’d into correspondence. 
  • Failure to attend an after-school detention –student will be placed in the Internal Exclusion Room.

If a student acquires more than 3 detentions in one week (break or after school), further discussion between Tutor/SSM and perhaps HOC, needs to take place. SSMs to monitor this through the analysis of the Management Reports sent through weekly.

Community Based Sanctions – The academy also uses school-based community service detentions which can include picking up litter, weeding the school grounds, tidying a classroom/ communal area and removing graffiti.

Complaints from parents refer to College Leadership Team if this cannot be resolved.

Exiting Students from Lessons

A student may be exited from a lesson where:

  • They have a Time Out Card which stipulates 5 minutes outside a lesson may be required.
  • Students do not have permission to leave a classroom without consent of that teacher/additional adult or use their Time Out card to avoid facing a discussion about poor behaviour. 
  • If a student leaves a classroom without permission this is a LS2 behaviour and will result in a 40 minute after school detention with the class teacher. If a student does leave without permission, the relevant SSM/College Leadership Team should be notified as soon as possible. Once located and the reason for walking out established, the student may be returned or kept. The SSM/College Leadership Team member will determine whether the student had a genuine reason for leaving and that a sanction will not apply. This will be communicated back to the class teacher.

Exit Rooms & On-Call

  • No student is allowed to be outside a classroom for more than 5 minutes unless the behaviours are so severe that they cannot re-join the class. Then on-call should be used to remove the student.
  • SSMs/SLT Teams should only be called to a lesson for a serious breach of discipline (LS2+) which cannot be resolved within a few minutes. The member of staff will be expected to log the incident as soon as possible.
  • If a student does leave without permission, the relevant on-call should be notified as soon as possible. Once located and the reason for walking out established, the student may be returned or kept. Refer to Exiting Students from lessons.

Behaviour Reports at Longfield Academy

At Longfield we operate a Three Tier system of reports which are used for different purposes:

  • To monitor a student’s conduct over a set period of time.
  • To identify hotspots where a student struggles with displaying the correct behaviours
  • To identify lessons/days where the student performs well, beyond that normally expected of all students.

Stage 1 Tutor Report – Following on from an analysis of the Behaviour logs, a tutor may want to put a tutee on report for two weeks. The relevant SSM will be notified and targets agreed. No more than two targets for any student. If any two weeks the student fails the report then it is escalated to Stage 2. If they do well, the tutor will inform the relevant SSM of the decision to take them off of report. A call home from the tutor confirming this should take place. 

Stage 2 CLT/AHOC Report/Subject Reports – If a student fails Stage 1 or falls under the radar of a member of CLT/AHOC then they will go on Stage 2 CLT/AHOC report. The same procedures then apply although the parents will receive a letter congratulating their child of the progress, if a decision is taken to remove them from the report. The CLT/AHOC would have regular conversations with the parents.

If there are any subject specific issues identified in a Stage 1 or Stage 2 report a Subject Only Report can be issued, with the approval of the relevant Head of Department (HOD). The HOD will monitor that student’s progress for up to four lessons to monitor behaviour and progress.

Stage 3 Head of College Report – If a student fails Stage 2 then they may be placed on Stage 3 report HOC. The HOC will apply the same procedures as the Stage 2 CLT/AHOC report but it is collected and monitored daily. Failure of this report will result in a meeting between the Principal, Head of College and the parents/carers.

Internal Exclusion Room

The Academy uses the internal exclusion room as a sanction for any student who has displayed behaviours that are deemed level 3 on the sanctions charter. This sanction can only be granted by the Heads of College and/or the Principal.

Behaviour for Learning Policy 2021 – 2022

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