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Behaviour for Learning Policy

A copy of our Behaviour for Learning Policy can be downloaded here.


The Behaviour for Learning Policy at The Mirfield Free Grammar and Sixth Form is a statement of good practice that covers all aspects of an Academy that contribute to the development and maintenance of good behaviour and a positive ethos. All members of the Academy are expected to help maintain an atmosphere conducive to learning, with courtesy and mutual respect as basic requirements.


To encourage adherence to an agreed set or principles of behaviour by students.

  • To support effective teaching and learning.
  • To contribute to mutual respect.
  • To gain the agreement and support of all staff (teachers and non-teaching staff) and parents.


The BfL rules displayed in classrooms and other parts of the Academy as appropriate.

The basic code is designed to be brief and easy to learn. It includes only those rules which our Academy will enforce.

The basic code is applicable to a variety of situations and is designed to encourage students to develop responsibility for their own behaviour.

The full version of The Code of Conduct can be found in the student planner and is below:

Code of Conduct

3.1. In Class

  • Arrive on time;
  • Enter the classroom in a quiet and orderly manner;
  • Go to your place in the classroom without delay;
  • Bring all the equipment you need in a suitable bag;
  • Get all your pens, books etc out at the beginning of the lesson;
  • Listen carefully;
  • Follow instructions;
  • Work hard – stay on task;
  • Ask for help when you need it;
  • Help each other when it is appropriate but don’t distract or annoy anyone;
  • Be sensible and act in a safe manner at all times;
  • Record all your homework in your planner, complete it and hand it in on time;
  • Be respectful to adults at all times

 3.2. Out of Class

  • Walk to lessons rather than running, pushing or barging past each other;
  • For safety, keep to the left along corridors and on stairways;
  • Be ready to help e.g. by holding doors, offering to carry things etc.;
  • Line up in single file in an orderly manner outside each classroom;
  • This pattern of behaviour should apply anywhere in the Academy grounds.
  • Use the one-way system at the applicable times.

3.3. In General

  • Treat everyone with respect and speak politely to everyone
  • Wear the correct uniform at all times, remove outdoor coats when in the Academy;
  • Speak in a low voice, as shouting is always rude;
  • Use language which is neither abusive or offensive
  • Offer to help others;
  • Be polite.
  • Listen to others and expect to be listened to
  • Try to understand other people’s points of view;
  • Don’t interrupt anybody or allow others to interrupt you;
  • Be silent when required;
  • Respond in an appropriate manner.
  • Keep the Academy clean and tidy so that it is always a welcoming place, which we can be proud of
  • Take great care of the displays;
  • Keep the walls and furniture clean and unmarked;
  • Put all litter in bins (even if this means carrying it until you find a bin);
  • Report any damage you see to a member of staff;
  • Use toilets and showers in an appropriate way.


We consider it vital that praise and rewards should have a considerable emphasis within the Academy and so students will achieve recognition for a positive contribution to Academy life. Such a contribution includes sound academic work and attitude, good behaviour and attendance and adherence to the Code of Conduct. The focus of our Academy should not be limited to those whose academic work is outstanding or to those whose behaviour is consistently poor.

It is expected that good standards of behaviour will be encouraged through the consistent application of our Code of Conduct supported by a balanced combination of rewards and sanctions within a constructive Academy ethos.

It is important to develop and maintain consistency in the application of the reward system.


4.1 Aims

  • To develop a consistent pattern of rewards, which are known, understood and agreed to by all.
  • To support the Code of Conduct.

4.2. Implementation

This may be achieved in the following ways:

  • By distinguishing between informal rewards (such as giving praise for appropriate behaviour in and outside the classroom and formal rewards (such as the giving of praise stamps and for further agreed aspects of Academy life).
  • By differentiating rewards for different age groups as appropriate
  • By agreeing a number of rewards, both formal and informal, and promoting their consistent use throughout the Academy.

Examples of informal rewards which staff are encouraged to use for academic achievement, appropriate behaviour and outstanding attitude include:

  • General praise and encouragement in lessons, which should be used as much as possible;
  • The Principal or other appropriate members of senior staff to be invited to praise individuals, groups or classes and being invited into classrooms/assemblies as appropriate;
  • Recognition to be given to success of differing kinds in assemblies or in form time.
  • Students’ work to be displayed as much as possible in order to give recognition to it.
  • A letter/postcard home to parents may be used covering a wide variety of academic and non-academic achievements.

Formal rewards include:

  • Praise Stamps from individual members of staff;
  • Notes in planner;
  • Certificates for Attitude and Achievement for all teaching groups, twice every academic year;
  • Certificates for 100% Attendance in any one term;
  • Praise letters home from Achievement Co-ordinators and Faculties;
  • Termly ‘Good Behaviour’ rewards.



Students have a right to expect fair and consistently applied sanctions for poor behaviour and which make a clear distinction between serious and minor infringements of the Code of Conduct.

An appropriate sanction is one which is designed to put matters right and encourage better behaviour in future, acting as a deterrent. It is inappropriate to punish whole groups for the misdemeanours of a few or to impose a sanction which is designed to humiliate a student or students.

At times, of course, we have to recognise and accept that young people will not behave or work in a manner which is acceptable. Where misdemeanours are minor or are a result of carelessness it is likely that only a clear ‘verbal warning’ will be issued. These will be issued in the form of “C1” and “C2” warnings. It is expected that this will be a sufficient prompt for most students to return to working acceptably.

Sanction for deliberately setting off the fire alarm

Deliberately setting off the fire alarm will lead to a fixed-term exclusion and possibly a recommended permanent exclusion.

5.1. Aims

  • To develop a consistent pattern of sanctions, which are known, understood and agreed to by all members of the Academy community.
  • To support the code of Conduct.

5.2 Current Practice

The Academy policy has the following types and levels of sanctions currently available to:

5.2.1. Individual members of staff

  • Whole Academy detention as a result of the Behaviour for Learning system.
  • Referral to the Achievement Co-ordinator via the Behaviour for Learning system.
  • In serious situations calling for support using the Behaviour for Learning and Senior Leadership team.
  • Referrals can be made to the IMPACT Centre

5.2.2. Achievement Co-ordinators / Behaviour for Learning Staff

  • Putting students on report.
  • Monitoring behaviour through behaviour targets.
  • Sending letters home.
  • Placing students in the Isolation Room
  • Using the Senior on-call member of staff to be with the student
  • Placing the student in Isolation plus (staying until 5pm)
  • Sending a student to another school’s Isolation facility
  • Fixed-term exclusion (confirmed by the Principal).
  • A single point referral made to find an alternative provision of education (agreed with the Principal).
  • Referral to the Academy’s counsellor.

5.2.3. Senior Leadership Team

  • Sending letter home/contacting parents.
  • Meeting with parents.
  • Placing students in the Isolation Room.
  • Using the Senior on-call member of staff to be with the student
  • Placing the student in Isolation plus (staying until 5pm)
  • Sending a student to another school’s Isolation facility
  • Fixed-term exclusion.

5.2.4. Principal

  • Placing students in the Isolation Room.
  • Using the Senior on-call member of staff to be with the student
  • Placing the student in Isolation plus (staying until 5pm)
  • Sending a student to another school’s Isolation facility
  • Fixed-term exclusion.
  • Governors’ Discipline Hearing
  • Permanent exclusion.

5.2.5. Excluded Students found in a public place

A formal warning will be included in the student’s initial exclusion letter that is sent to their Parent/Carer. This warning will make it clear that a Penalty Notice may be issued should their child be present in a public place in any of the first five days of exclusion from the Academy.


A Penalty Notice may be issued;

  • If an excluded student of compulsory school age is unsupervised in a public place during the Academy’s hours, 8.40am to 4.00pm (Section 103 of the Education and Inspection Act 2006);
  • If an excluded student of compulsory school age is accompanied by a parent in a public place during the Academy hours without reasonable justification
  • If an excluded students is apprehended during Academy hours by the Police, or by anti-social behaviour officers.
  • If an excluded student of compulsory school age returns to the Academy – i.e. in or around the Academy grounds or buildings – without prior agreement form the Academy’s Principal
  • If an excluded student of compulsory school age returns to the Academy with his/her parent(s) without prior agreement from the Academy’s Principal.
  • Section 103(4) of the Education and Inspections Act 2006 allows the parent a defence of reasonable justification. ‘Reasonable justification’ is;
  • Taking a child to a medical appointment
  • Extraordinary family circumstances – e.g. a funeral;
  • Accompanying an adult to a place of work or to an education related working area of supervision – e.g. a library;
  • On an Academy INSET day and/or an Academy closure day.

The Procedure for payment of Penalty Notices

Arrangements for payment will be included with the Penalty Notice. Payment of a Penalty Notice discharges the parent of liability for the offence in question. S/he cannot subsequently be prosecuted for the period covered by the Penalty Notice.

From September 2013, payment of a Penalty Notice is for £60, for each parent of each child, if paid within 21 days, and £120 if paid after this date but within 28 days.

The Academy follows the DFE guidance for recommended permanent exclusions using the 2012 ‘Exclusion from maintained schools, academies and pupil referral units in England’.


Modelling good behaviour is at the heart of our Behaviour for Learning system. We aim to use praise effectively and appropriately to bring all students into the high standards we expect of them. Teachers aim to highlight the very good behaviour demonstrated by almost all students in order to encourage other students into good behaviour rather than constantly referring to, and reinforcing, behaviour which is unacceptable.

BfL rewards and sanctions are linked to behaviour targets. The behaviour targets are displayed in all classrooms.

The behaviour targets are:

  • To remain silent when the teacher is talking;
  • To stay on task;
  • To speak to other students in a pleasant way;
  • To not touch another student.

6.1. C3 Detentions

The third time a student fails to meet behaviour targets in class they receive a C3. This is a 30 minutes detention after school.

6.2. C4 Sanctions

If after receiving a C3 detention, the student continues to disrupt learning and/or breach the BfL Targets, a student will be issued a C4 and will be removed from the lesson (sent to the On-Call room).

  • Some aspects of student behaviour are considered extreme and will result in the student being removed from the lesson 'on-call' immediately without warning (C4 Sanction). This results in a one hour detention.
  • Students will be sent straight "on-call" for doing the following:
  • Swearing;
  • Not doing as they have been asked first time;
  • Refusing to start a task;
  • Speaking to a member of staff inappropriately.

6.3. BfL around the Academy

  • An important aspect of BfL is that it extends throughout the Academy.
  • Any member of our teaching or support staff can issue a C3 detention to students. There are no warnings for C3 around the school. A C3 can be issued for the following:
  • Running or shouting in corridors;
  • Pushing another student;
  • Eating in a undesignated area
  • Out of permitted area (out of bounds). In addition, a C3 will also be given for being more than 5 minutes late to a lesson or tutor time without a note. The class teacher/tutor would normally issue a C3 for this.

6.4 Behaviour for Learning in the Classroom

6.4.1. Statement

Effective classroom management skills can be developed through training: INSET; experience and appropriate support from colleagues. Personal reflection on practice, for the purpose of improvement will be of great importance.

In addition, well prepared lessons which actively promote independent enquiry, in which students are aware of the lesson purpose, help to secure good standards of behaviour.

6.4.2. Aims

  • To support the development of increased effectiveness in classroom management.
  • To help reduce ‘low level disruption’.
  • To contribute towards increased Academy effectiveness.
  • To ensure consistency of approach by staff.

6.4.3. Guidance for Staff

Five basic principles encapsulate the essence of effective classroom management. These may be summarised as:

  • Good preparation;
  • Good relationships;
  • Differentiation;
  • High expectations;
  • Consistency.

In more detail this is likely to mean that colleagues should:

  • Arrive before the class and begin on time.
  • Where possible, ensure that students are lined up quietly outside the classroom before admitting them.
  • Be prepared for the lesson and ensure that the lesson purpose is known by students.
  • Know the student as individuals – by name and by attainment. Call them by their first names.
  • Use the whole Academy Behaviour for Learning system.
  • Model the standards of courtesy expected from students.
  • Ensure that all students are enabled to participate fully in the lesson.
  • Emphasise the positive, including praise for good behaviour as well as good work.
  • Be fair and consistent in the use of reprimands and ensure they are directed at the student(s) responsible.
  • Criticise the behaviour but not the person.
  • Use private rather than public reprimands where possible.
  • Make fair and consistent use of sanctions.
  • Avoid whole group sanctions
  • Keep to time in the lesson and finish on time
  • Ensure an orderly exit.

Effective Lessons

7.1. Statement

Effective lessons are likely to be those which have been planned to have high challenge, lessons which motivate and engage and those which encourage students to be resourceful, responsible and resilient. Lessons will include differentiation, higher order questioning, where students learn effectively, resulting in improved overall progress.

7.2. Aims

  • To improve the quality and experience of learning for students.
  • To support effective classroom management techniques.
  • To contribute towards improved Academy effectiveness.

7.3. Guidance for Staff

  • Be well prepared for the lesson.
  • Extend and motivate all the students.
  • Include differentiation well matched to student ability.
  • Mark work promptly and constructively.
  • Use the results of assessment to help focus lesson planning.
  • Set home-learning regularly and to schedule.
  • Use and encourage group work where appropriate