Citizenship Code incorporating Student Disciplinary
Department: Learner Journey
Document Author: Joe Baldwin
Job Title: Deputy Principal
Date of Approval: August 2026
Review Date: August 2029
Version: 6
Policy Checklist:
| Policy Inception Requirement | Yes / No / N/A | Supporting information |
|---|---|---|
| Has an Equality Impact Assessment been completed? See form below. | â | |
| Has a Welsh Language Impact Assessment been completed? See form below. | â | |
| Has a Data Protection Impact Assessment been considered with regards to this policy? If yes, please contact the Information Services Manager in order to complete a Data Protection Impact Assessment. | â | |
| Has the review taken account of the latest Guidance/Legislation? | â | |
| Is legal advice required? If yes, please ensure you have taken the necessary steps to secure the appropriate legal advice before proceeding further. | â | |
| Is staff training required? If yes, please ensure that the necessary training is arranged through the Learning & Development Advisor. | â | Staff briefings and Dysgu eLearning module |
| Are there HR related issues that need to be considered? If yes, please contact the HR Manager to discuss further. | â | |
| Are there financial issues? If yes, please contact the Finance Manager to discuss further. | â | |
| The latest Policy Positioning Statement has been added to the start of the policy | Yes | |
| For SLT use only: | ||
| Is this a new policy? If yes, SLT to complete the College Policy Approval Delegation checklist at the time of approval. | No | |
| Approval level assigned: SLT |
1. Policy Statement
Our mission is simple – be all that you can be.
Bridgend College is a special place to learn and work. We want to create an inclusive environment which enables people to be innovative and passionate about what they do. We want to create inspirational opportunities which transform lives and celebrate the successes of every individual. We are committed to making decisions which are ethical and people-centred, for every person and in every interaction.
We know that the standards we walk past are the standards we accept, so by being a team player who is committed to our organisational values, we can ensure that everyone is ready to learn and work in an environment where they are respected and feel safe, to be all that they can be.
We want Bridgend College to be a place of sanctuary, providing a sense of belonging.
We recognise the significant impact of trauma on individuals’ lives and understand that a compassionate and understanding approach is essential to support our students and staff on their academic and personal journeys. We will do this by being calm, consistent and caring in our approach to communication and decision-making.
We want to be an anti-racist College. We are committed to fostering an inclusive culture where people are respectful and where this permeates all that we do. We want to develop a culture where people show up for one another with trust and integrity – a place of learning and work where people thrive.
As a place of education, we recognise our responsibility in developing the skills, knowledge and confidence of our students, staff and the communities we serve.
We know that we donât always get things right, but we are committed to listening, learning and educating ourselves on our journey to becoming an extraordinary organisation.
2. Purpose and Objectives
We are committed to the wellbeing of students, staff, visitors and other stakeholders. The College actively promotes the positive welfare of all staff and students including vulnerable adults and those with additional learning needs (ALN) and expects all staff, volunteers and partners including associated employers and work placement providers to endorse and demonstrate this commitment at all times.
- Be Ready
- Be Respectful
- Be Safe
These behaviour expectations support the organisational responsibilities we have under the Prevent Duty to actively promote five British Values:
- Democracy
- The rule of law
- Individual Liberty
- Mutual Respect
- Tolerance
This Citizenship code, which incorporates our approach to student disciplinary, sets out our expectations of all students choosing to enrol at Bridgend College or any of its associated subsidiaries or partner organisations.
Where academic misconduct of a higher education student is suspected, the relevant policy will be applied and upheld. Where any sanction is issued and upheld against a Bridgend College apprentice, we will notify the apprentice’s employer. Where disciplinary matters relate to a student enrolled on a pre-16 pathway (e.g. Junior Apprenticeships, Pupil Referral Unit and EOTAS) the relevant school or Local Authority policy may supersede this policy.
3. Policy Details
This policy aims to ensure a proactive and positive approach to the Equality Act 2010 and the nine protected characteristics under the Act and our duties under other key legislation including; Wales Safeguarding Procedures, Welsh Government Keeping Learners Safe Guidance, The Wellbeing of Future Generations (Wales) Act 2015, The Social Services and Wellbeing (Wales) Act 2014 and Prevent Duty Guidance for Further Education Institutions in England and Wales.
This policy applies on all College premises and to all College related activities, on or off site, such as College-arranged transport to and from College, visits, study tours and residentials (UK or overseas).
This policy recognises that where the studentâs attendance, performance or behaviour appears to be indicative of a mental health issue, additional learning need, illness or injury it may be more appropriate to follow procedures as stated in the Collegeâs Ready to Learn Procedure.
This policy encompasses our expectations relating to student attendance, behaviour and conduct.
4. Confidentiality
The duty of confidentiality is not absolute and may be breached where it is in the best interest of the student or in wider public interest. If professionals judge that disclosure is necessary to protect a student or others from serious risk of harm, confidentiality may be breached.
Staff must not disclose information relating to a student, their welfare or personal information without express authorisation to do so from the Designated Senior Person (DSP) or Designated Safeguarding and Wellbeing Manager. This stipulation includes where a member of staff may receive an information request from a parent, guardian or the police. The police are required to provide the college with a Personal Data Request Form completed by a Detective Inspector.
Data retention schedules and data policies relating to the General Data Protection Regulation (GDPR) are available on the College website and can be requested in writing to the College Data Protection Officer (DPO).
5. Radicalisation and Extremism
The College seeks to protect its students against the messages of violent extremism including, but not restricted to, those linked to Islamic ideology, far right, extremist animal rights movements and self-initiated terrorism (S-IT).
Behaviours and actions which are deemed to be of an extremist or radical nature will be dealt with in line with the Collegeâs safeguarding policy, available on the College website.
The College will fulfil its responsibilities as outlined within the Prevent Duty guidance for further education institutions in England and Wales. This includes a dynamic risk assessment of Prevent, based on local and national threats.
6. Bullying and Harassment
Bullying is defined as the deliberate misuse of power or influence and can take many forms. Where the intention may not be to deliberately cause hurt, it can still be considered as bullying if the victim perceives it as so. Bullying includes physical actions, verbal, emotional, sexual, homophobic, racist, online, hate crime, peer-on-peer sexual harassment or on the grounds of religion.
A flowchart of managing this type of incident can be found in appendix 3 of this policy.
7. Incidents Outside of College
Where incidents or events take place outside of the College (either off campus and/or not during college hours) which bring the Collegeâs name or reputation into disrepute, we will take action in line with this policy.
8. Mobile Phones
There are times when using a mobile phone in learning environments is not permitted. This could be for safety reasons (for example, in a workshop or when carrying out practical activities).
All students are expected to use mobile phones in a safe and respectful way and must not film, record or video other people without their knowledge and permission. The use or modification of any such material captured will be considered as a potential act of bullying or harassment and will be managed as part of the Citizenship Code.
The use of mobile phones can cause distraction to other peopleâs learning and experience and often cause valuable learning time to be lost. Phones should only be used in sessions with the express instruction of staff. Use without this express instruction is not permitted.
All students are expected to follow requests from any staff member in relation to mobile phone usage. Not following these requests is not respectful and will result in the Citizenship Code being invoked.
During a learning activity, a member of staff may use the âNo Phone Zoneâ marker. This means that phones are not permitted to be used for the duration of the activity and must be stored away safely out of sight. This may be to support independent learning, to undertake mock or controlled assessments or to support the experience of all students in the session.
In exceptional circumstances, where a student is expecting communication due to an emergency or extenuating circumstance, the student is expected to let relevant staff know within the session, so that this can be supported and managed appropriately.
9. Citizenship Code Learning Contract
To Be All That You Can Be by being Ready, Respectful and Safe
Ready
- Be on time
- Take part in all timetabled and planned learning and enrichment activities
- Have the equipment and Personal Protective Equipment you need with you
- Report any absence to College by emailing absence@bridgend.ac.uk
Respectful
- Respect other students, staff and visitors
- Respect your learning environments
- Respect others whatever their gender, sexuality, disability, age, religion or belief or race
- Only smoke or use e-Cigarettes in designated zones, outside of and away from College buildings
- Respect âNo Phone Zonesâ during learning activities and follow requests associated with phone use
Safe
- Ensure you have your student ID badge on display at all times when you are on campus
- Follow health, safety and fire instructions when using equipment and moving around the College
- Report any concerns you have about your own safety or someone elseâs to a member of staff or the Wellbeing Team
- Follow the Collegeâs IT Network Acceptable Use policy, including online safety, use of WiFi networks, use of social media and artificial intelligence (AI) (including misrepresenting the College or bullying)
Sometimes behaviours donât demonstrate our Citizenship Code of being Ready, Respectful and Safe.
Examples of such behaviours and activities include:
- Criminal activities and substance misuse (theft, fraud, criminal damage, assault, possession or supply of illicit drugs/legal highs, carrying offensive weapons)
- Extremism (either violent or non-violent), which might include terrorism or and act which endangers
others (under the Terrorism Act 2000)
What We Expect
Remember that you are an ambassador for the College, this includes whilst travelling to and from the campuses and when out on College trips or course activities.
Signing our Citizenship Code means that you understand and agree to demonstrate these behaviours at all times.
10. Recognition (Positive Notes and Student Awards)
We want students to flourish and fulfil their potential both in learning and life. We are committed to delivering excellent learning and enrichment opportunities which enhance our studentsâ experience and provide a platform which enables them to excel and achieve. Positive Notes can be issued both as physical postcards and as entries on MiHub.
All staff are encouraged to issue positive notes where excellence in attitude, work outputs or learning achievements are demonstrated by students. Our annual Student Award ceremony also provides a fantastic opportunity to recognise extraordinary achievements by students.
11. Disciplinary Process
Any student has the right to request meetings and associated written and verbal communication in Welsh or English without delay.
We will always endeavour to use restorative approaches where appropriate to support reflection and learning.
11.1 Issue Logs
11.1.1 Issue Logs are a method by which staff can record any on-going concerns that arise with a student that they deem applicable to be recorded on the student portal (recorded via the staff dashboard).
11.1.2 A staff member can record up to three issue logs; the third issue log within a six-week cycle will escalate to Stage One with the studentâs tutor or Progress Coach.
11.1.3 There is no right of appeal against an Issue Log.
11.2 Stage One
Process Owner: Tutor or Progress Coach
11.2.1 Where three Issue Logs have been raised and are recorded on the student portal, a Stage One meeting will be held between the student and tutor or Progress Coach.
11.2.2 An Action Plan will be co-produced with time bound outcomes agreed. This will be signed by the student and tutor or Progress Coach and stored on the student portal.
11.2.3 A copy of the Action Plan is sent directly to the student and tutor or Progress Coach. An exemplar Action Plan can be found in appendix 2.
11.2.4 A review meeting will take place two weeks after the initial Stage One meeting to discuss any progress made. If issues persist, escalate to Stage Two.
11.2.5 Where the student has completed all actions outlined in the Action Plan within the agreed time, the Process Owner can de-escalate from Stage One at the end of the preceding term.
11.2.6 There is no formal route of appeal at this stage.
11.3 Stage Two
Process Owner: Deputy Curriculum Manager
A student may progress to Stage Two if the Action Plan from Stage 1 is not adhered to or the student consistently breaches the Citizenship Code (Ready, Respectful and Safe).
11.3.1 At Stage Two the Deputy Curriculum Manager will arrange an interview with the student to assess/identify/discuss any issues raised via the disciplinary process to date.
11.3.2 All aspects of the studentâs behaviour will be taken into account to compose a detailed action plan of support in order to bring the student back on track to achieve their qualification. The student action plan must contain constructive and positive targets in order to promote an active and achievable learning plan for the student. Consider additional support services, including the Wellbeing Team, Additional Learning Support Team, and Progress Coaches.
11.3.3 The agreed action plan is recorded on the student portal and copies are sent to the Process Owner and student.
11.3.4 In cases where it may be deemed appropriate the Process Owner can de-escalate or escalate the stage of the disciplinary process according to the evidence provided. This will be documented on the student portal.
11.3.5 An action plan review meeting should be held between the student and Deputy Curriculum Manager, two weeks after the Stage Two meeting and this, along with any new actions should be recorded on the student portal. A tutor or Progress Coach and other curriculum delivery staff also have a responsibility to encourage a student to engage with their action plan.
11.3.6 Where actions have not been achieved or behaviours continue to fall below expectation, a second review date should be identified along with any additional interventions or support required.
11.3.7 Failure to achieve actions following the second review meeting will result in escalation to Stage Three of the disciplinary process.
11.3.8 Should the student be involved in further more serious incidents following the implementation of this action plan that are considered misconduct/gross misconduct, this should be escalated accordingly.
11.3.9 There is no formal route of appeal at this stage.
11.4 Stage Three
Process Owner: Curriculum Manager
11.4.1 Where the attendance, performance or behaviour of a student is of a more serious nature or where the attendance, performance or behaviour has not improved despite Stage Two interventions, the student will be required to attend a Stage Three interview with a Curriculum Manager. Senior Curriculum Administrators will assist in the coordination of a meeting to include parents/carers.
11.4.2 A letter will be sent to the student outlining the concerns and highlighting the studentâs entitlement to be accompanied; confirmation of the time and location of the interview; and a statement explaining that, if the student fails to attend or an alternative date is not arranged, the Curriculum Manager reserves the right to rearrange the meeting, with little or no notice, at their own convenience.
11.4.3 The student will be entitled to be accompanied by a peer, student representative, family member, or other appropriate person in the case of a vulnerable adult (but not by a legal or other professional advisor unless the College otherwise agrees). A legal or other professional adviser will be allowed if the College intends to have an external advisor present.
11.4.4 At the interview the student will be entitled to state their case including any mitigating factors before any decision is taken and/or action plan is formulated.
11.4.5 If the student disputes the evidence, the Curriculum Manager may suspend the interview in order to investigate what is disputed and seek appropriate further evidence. The interview will be reconvened within 10 working days.
11.4.6 Where the studentâs attendance, performance or behaviour appears to be indicative of a mental health issue, illness or injury, it may be more appropriate to follow procedures as stated in the Collegeâs Ready to Learn procedure. In addition, the interview can be adjourned in order that future action can be determined.
11.4.7 The Curriculum Manager will complete the Stage Three Action Plan which must contain constructive and positive targets in order to promote an active and achievable learning plan for the student. This will be reviewed by the Progress Coach weekly and revisited with the student on the date proposed on the Action Plan by the people involved in Stage Three as outlined in Appendix 1. A copy of the Action Plan must be signed by both the student, Curriculum Manager and where appropriate a parent, carer or guardian.
11.4.8 Should the student complete the required actions identified on the Stage Three Action Plan, the decision can be taken to de-escalate the student to a Stage Two in the disciplinary process.
11.4.9 Should the student be involved in further more serious incidents following the implementation of this action plan that are considered misconduct/gross misconduct, this should be escalated accordingly.
11.4.10 There is no formal route of appeal at this stage.
11.5 Stage Four
Process Owner: Assistant Principal (Curriculum)
11.5.1 Where the attendance, performance or behaviour complained of is of a more serious nature/gross misconduct or where the attendance, performance or behaviour has not improved in spite of a Stage Three interventions, the student will be required to attend a Stage Four disciplinary interview with the Assistant Principal (Curriculum) and the Curriculum Manager.
11.5.2 Senior Curriculum Administrators will coordinate correspondence.
11.5.3 An outline of the gross misconduct will be included in the content of the letter along with the studentâs entitlement to accompaniment; confirmation of the time and location of the interview; and a statement explaining that, if the student fails to attend or an alternative date is not arranged, the Assistant Principal (Curriculum) reserves the right to rearrange the meeting, with little or no notice, at their own convenience.
11.5.4 Where a student is under the age of 18, they are entitled to bring one representative to the meeting. This might be a parent or guardian.
11.5.5 The Curriculum Manager will act as the investigating officer and present the case accompanied by any evidence collated to the attendees of the Stage Four meeting.
11.5.6 It is not anticipated that a final outcome or decision will be reached during the meeting. Instead, the meeting is intended to provide an opportunity for the student to present their case and clarify facts. Final outcomes and decisions will be communicated in writing within 7 working days.
11.5.7 In some cases it may be deemed appropriate by the Director of Curriculum to de-escalate or escalate according to the evidence and individual nature of each case. This will be documented on the student portal.
11.5.8 In some cases where no disciplinary action is necessary, the case will be considered closed by the College.
11.5.9 In the case of a final written warning being issued, the warning will state that any repeated or further poor attendance, performance or behaviour by the student may result in the studentâs exclusion from the College.
11.5.10 In serious cases of poor attendance, performance or behaviour, including repeated misconduct or gross misconduct, the Assistant Principal (Curriculum) may issue a Final Warning with a written action plan.
11.5.11 In the case of a Final Warning being given or when an action plan has been set (with or without suspension), the Assistant Principal (Curriculum) will set a date and time for when their progress will be reviewed.
11.5.12 The student has the right to appeal against the decision in writing within 7 working days of the date of the outcome letter. Appeals should be via post or email and addressed to the Deputy Principal.
11.5.13 Should the behaviour be deemed to be unacceptable by the College, a recommendation by the Assistant Principal (Curriculum) can be made to the Deputy Principal for exclusion. If the decision for exclusion is upheld by the Deputy Principal, the student will be given the opportunity to appeal as outlined in section 14.
11.5.14 This meeting and consequent outcomes should be recorded on the student portal.
12. Recommendation for Exclusion
The Deputy Principal will consider the documentation presented by the Assistant Principal (Curriculum) and the Curriculum Manager, and the reasons for the recommendation.
The Deputy Principal may decide not to uphold the recommendation for exclusion and that no further disciplinary action is necessary.
The Deputy Principal may recommend that alternative sanctions should be applied.
The Deputy Principal may decide to uphold the recommendation for exclusion. The student will be informed of the decision within 10 working days of the outcome letter recommending exclusion. The student has the right to appeal against the decision by writing, within 10 working days of the date of the exclusion letter, to the Principal.
13. Exclusion
The period of exclusion is decided upon by the Deputy Principal, but shall not exceed a period of more than five years. During any period of exclusion, no excluded student may return to College without prior approval from the Deputy Principal, who will arrange for relevant supervision.
Previously excluded students wishing to return to the College must make an application to the Principal and Chief Executive. The Principal and Chief Executiveâs decision shall be final.
Any student is welcome to apply to Bridgend College and each application will be reviewed without prejudice.
14. Appeal against Exclusion
Any appeal against the exclusion of a student will be made to the Principal, who will be provided with the complete documentation that has led to the exclusion.
The Principal will consider the documentation and whether the procedures in the Citizenship Code (Incorporating Student Disciplinary) Policy have been followed.
The Principal will reach a decision about whether to uphold the exclusion and inform the student of the decision within 10 working days of receiving the letter of appeal for exclusion.
The decision of the Principal is final and there is no formal route of appeal at this stage.
15. Suspension Pending Investigation / Disciplinary Interview
A student may be suspended from the College immediately by a member of the college Senior Leadership Team. The student will be placed directly onto a Stage Four within the Citizenship Code (incorporating Student Disciplinary) and the Assistant Principal (Curriculum) will act as the investigating officer and follow the procedure as outlined in section 11.5.
Suspension due to an act of gross misconduct or gross negligence may lead to a Fourth Stage interview which could result in either, no further action, a recommendation for an alternative sanction or a recommendation for exclusion.
Suspension due to an act of gross misconduct or gross negligence will supersede any other disciplinary action a student may be involved in.
Any such suspension will be confirmed in writing by the Assistant Principal (Curriculum) (within 7 working days of its occurrence).
Suspension should not last more than 10 working days without the suspension being lifted or a date for an interview being set.
If suspension lasts more than 10 working days, the student shall have the right to appeal against the suspension by writing to the Deputy Principal.
The student will be entitled to be accompanied to the appeal by a peer, student representative or family member, or other appropriate person in the case of a vulnerable adult, (but not by a legal or other professional adviser unless the College otherwise agrees).
The outcome of the appeal will be notified to the student as soon as possible and in any case within 10 working days. There is no further appeal against this decision.
16. Suspended Students
Due consideration by the Assistant Principal (Curriculum) will be given to suspended or excluded students who need to take external examinations or internal assessments as to whether to allow them to attend. In this instance, any suspended students will be accompanied by a member of support staff and will normally take the exam or assessment separately to other students.
17. Criminal Offences
Where any member of staff has reason to believe that a student may have committed a criminal offence, the College will refer the matter to the police and may continue disciplinary proceedings under this policy or suspend the student pending the outcome of police enquiries and any charges which may be brought against the student. Where the student has been suspended under this provision, when the results of those enquiries and any criminal proceedings are known, the College reserves the right to recommence proceedings under this policy in relation to the matter. A certificate of conviction from a court of competent jurisdiction will be conclusive proof of that conviction.
Where the College has reason to believe that a student has made a successful application to the College and failed to disclose an unspent criminal conviction, it reserves the right to take disciplinary action, including withdrawal of a course offer where deemed appropriate for the safety and wellbeing of the individual, wider student population and College staff.
Where an incident occurs, either within or outside of College which results in a Police charge, investigation and/or bail conditions being served, we will await the conclusion of any investigation or hearing before invoking (where applicable) this policy, unless the timeline for a charge or outcome is likely to significantly impact on learning (achievement) or where other elements of an incident still contravene this policy. Depending on the nature of the charge, the College reserves the right to suspend any student until the Police case has concluded. The College may continue to operate its own investigation and take action under this policy where information available indicates that Police activity is not explicitly time-bound and therefore impacts a student’s ability to continue learning and complete their learning programme.
18. Related Documents
- Safeguarding Children and Vulnerable Adults Policy
- Admissions Policy
- Ready to Learn Policy
19. Document Review
This policy and associated procedures will be reviewed annually, although updated in line with the publication of any statutory guidance or legislation.
Equality Impact Assessment Form
| Name of Policy/Procedure | Citizenship Code incorporating student disciplinary |
| Policy Owner (to complete this EIA) | Joe Baldwin |
| Aim(s) and Purpose of Policy | Behaviour Expectations and Conduct |
| Who does the policy affect? | |
| Learners | â |
| Staff | â |
| General Public |
| Equality characteristic | Positive impact | Neutral impact | Negative impact | Reason/comment |
|---|---|---|---|---|
| Age | â | |||
| Disability | â | The College has a Ready to Learn policy, designed to be a supportive measure for students who may have an additional learning need or a wellbeing need which may have a short-term impact on engagement and/or behaviour. | ||
| Gender reassignment | â | |||
| Marriage and civil partnership | â | |||
| Pregnancy and maternity | â | |||
| Race | â | Managing a racist incident flow and process provides additional clarity on how such an incident will be managed by the college. | ||
| Religion or belief | â | |||
| Sex | â | |||
| Sexual Orientation | â |
Date completed: August 2026
Signed by Manager completing the assessment: Joe Baldwin
Welsh Language Impact Assessment
| Name of Policy/Procedure | Citizenship Code incorporating student disciplinary |
| Policy Owner (to complete this EIA) | Joe Baldwin |
| Aim(s) and Purpose of Policy | Behaviour Expectations and Conduct |
| Who does the policy affect? | |
| Learners | â |
| Staff | â |
| General Public |
Welsh Language Standards
| Number | Type | Standard | Positive (could benefit) | Negative (could impact) | No Impact |
|---|---|---|---|---|---|
| 94 | Policy Making standards | When you formulate a new policy, or review or revise an existing policy, you must consider what effects, if any (whether positive or adverse), the policy decision would have on â (a) opportunities for persons to use the Welsh language, and (b) treating the Welsh language no less favourably than the English language. | â |
Action Plan
Actions should demonstrate steps to be taken to reduce or where possible, eliminate any negative impact on the Welsh Language.
| Action | Who | By When | Success Measure (how will we know we have achieved the action) |
|---|---|---|---|
Assessment Completion Date: August 2026
Appendix 1: Disciplinary Flow
Students will ordinarily move through stages incrementally, both up and down the disciplinary stages, although where it is deemed that behaviour or actions require a higher degree of intervention (e.g. gross misconduct), students may enter the disciplinary process at a given level.
A process workflow flowchart mapping student performance/behavior progression across five key columns: Timeline, Stage, Process Owner, Example(s), and Automated Notification Workflow.
Issue Log Phase (Rolling 6-Week Cycle)
- Process Owner: Any Member of Staff
- Stages: Issue Log 1 (yellow) $\rightarrow$ Issue Log 2 (orange) $\rightarrow$ Issue Log 3 (red)
- Examples: Repeated use of inappropriate language; persistent lateness; required equipment or uniform not brought to sessions recurringly; continued use of mobile phone despite requests not to or during a ‘No Phone Zone’ activity.
- Notification: $\ge 3$ Issue Logs within a rolling six-week period triggers an email/dashboard notification to the Progress Coach.
Stage 1 (2 Weeks)
- Process Owner: Progress Coach
- Stages: Stage 1 $\rightarrow$ Stage 1 Action Plan Review
- Notification: Reminder notification to Progress Coach to review action plan or referral to Stage 2.
- Decision (Improvement?):
- YES: Remain active until preceding half-term.
- NO: Escalates to Stage 2.
Stage 2 (2 Weeks)
- Process Owner: Deputy Curriculum Manager
- Stages: Stage 2 $\rightarrow$ Stage 2 Review
- Examples: OnTrack Action Plan not met or further persistent related issues; $< 85\%$ attendance; vandalism of College property.
- Notifications: Initial notification to Deputy Curriculum Manager; reminder notification to DCM to review action plan or referral to Stage 3.
- Decision (Improvement?):
- YES: Remain active until preceding half-term.
- NO: Escalates to Stage 3.
Stage 3 (Weekly)
- Process Owner: Curriculum Manager
- Stages: Stage 3 $\rightarrow$ Stage 3 Review
- Examples: Stage 2 Action Plan not met; significant behavior issues; bullying or harassment.
- Notifications: Initial notification to Curriculum Manager; reminder notification to CM to review action plan or referral to Stage 4.
- Decision (Improvement?):
- YES: Remain active until the next half-term.
- NO: Escalates to Stage 4.
Stage 4
- Outcomes: Exclusion or remain active until end of preceding term.
- Process Owner: Assistant Principal (Curriculum)
- Stages: Stage 4 $\rightarrow$ Stage 4 Contract Review
- Examples: Stage 3 Action Plan not met; actions which pose significant risk to self or others; possession of a weapon.
- Notifications: Initial notification to Assistant Principal (Curriculum); reminder notification to AP to review contract.
Appendix 2: Action Plan Exemplar
Note: this is input directly into the Citizenship section of the Staff Portal (visible to student via student portal)
| Notes (including identification of how behaviours link to our expectations: Ready / Respectful / Safe) |
|---|
| Key Issues: You are not demonstrating that you are ready to learn as your attendance is currently 89% and we are concerned about your lateness. You are not showing respect for others when you use inappropriate language. We discussed your reason for non-attendance, which has been due to personal circumstances and challenges within your home life. This has had an impact on you receiving EMA, which has meant you have struggled to get bus fare, meaning there have been mornings that you have walked to College, causing lateness to the first session. You explained that you are feeling overwhelmed with some of the work, which is being compounded by missing parts of lessons either through lateness or non-attendance. You did recognise that your language is unacceptable and inappropriate. |
| Action | People I will need support fromâĤ |
|---|---|
| Ensure that the language I am using is respectful. | |
| Link in with weekly Wellbeing drop-in so that I can discuss how I am feeling and so that the Wellbeing Team can monitor things at home. | Wellbeing Team |
| Speak to Student Services to arrange an EMA approval so that I have money to pay for my bus fare, which will enable me to be on time | Student Services |
| I will attend additional support sessions so that I can catch up with the work I am struggling with and can access the support I need. | Inclusive Learning Facilitators |
Example of Citizenship area in Staff Dashboard:
Appendix 3: Managing a Racist Incident
A workflow diagram mapping the reporting, investigation, and resolution process for incidents reported to the Wellbeing Team, split by Student and Staff pathways:
1. Initial Reporting
- Trigger: Incident Reported to the Wellbeing Team.
2. Investigation Phase (Split Pathways)
- Student Branch: Investigated by Deputy Curriculum Manager; Parent(s) / Carer(s) notified.
- Staff Branch: Investigated by Line Manager.
3. Evidence & Determination (Shared Steps)
- Statements taken from anyone involved, including witnesses.
- Determination made following investigation.
- Appropriate sanction / support / education / restorative conversation facilitated.
4. Recording & Outcome Phase (Split Pathways)
Staff Outcome: Outcome reached and recorded as a racist incident on staff file and complaints log.
Student Outcome: Outcome reached and recorded as a racist incident on student portal and MyConcern.
Appendix 4: Standardisation Panel
A standardisation panel of a cross-section of up to six staff will be convened three times per academic year, once per term per campus. The panel will include representatives from the Student Wellbeing team, the Learning Support team, Student Services, the Progress Coach team and curriculum.
Purpose
On each campus, the standardisation panel will review a minimum of 10 citizenship cases across each of the four stages, along with issue logs.
The panel will consider, discuss and document the following:
- The level of intervention (stage) against the behaviours or concerns recorded and whether stages have been consistently applied against the behaviours or concerns recorded (thresholds)
- The robustness of any action plans and the review process (where applicable)
- The effectiveness of cases being moved up or down the policy stages
- Use of and engagement with wraparound support services to sufficiently support the student in achieving any actions outlined (both use within the plan and engagement from student in any support)
Responsibilities
The Assistant Principals for Curriculum will be responsible for coordinating each standardisation panel and documenting the review details covered within each panel. This will include:
- The number of citizenship cases reviewed and at which stage levels
- Consistencies and inconsistencies identified
- Providing a summary report to the Curriculum Leadership of any key themes, emerging training requirements and opportunities for improvement
