At The Thomas Aveling School, we have the very highest expectations of our students, staff and parents. We believe that every young person can succeed when high standards, strong relationships and shared responsibility are at the heart of school life. 

 

Our expectations around attendance, behaviour, uniform and equipment are designed to ensure that all students can learn in a safe, orderly and supportive environment. By working together, we can help every child achieve their full potential and make the most of the opportunities available to them.  

 

Attendance 

Regular attendance is essential for academic achievement, wellbeing and future success. At Thomas Aveling, our ambition is for all pupils to strive for at least 96% attendance, and we expect all students to attend school every day that the school is open.  

​

Research consistently shows a strong link between excellent attendance and high attainment. Students who attend school regularly are more likely to achieve their academic potential, develop positive relationships and benefit from the full range of opportunities school provides.

 

How We Support Attendance 

We are committed to supporting excellent attendance through: 

• Regular monitoring of attendance and punctuality. 

• Early identification of attendance concerns. 

• Recognition and celebration of excellent and improved attendance. 

• Partnership working with parents/carers to remove barriers to attendance. 

• Support from external agencies where appropriate. 

• A graduated response to persistent attendance concerns 

​

Attendance Rewards 

We actively promote and reward excellent and improved attendance throughout the year. Students may receive recognition, certificates, rewards and other incentives for excellent attendance and significant improvement.  

​

Attendance Concerns 

Where attendance becomes a concern, the school will work closely with students, parents/carers and external partners to identify barriers and provide support.

 

This may include: 

• Attendance monitoring. 

• Attendance meetings. 

• Attendance support plans. 

• Formal attendance contracts. 

• Referrals to attendance services. 

• Education Penalty Notices where appropriate. 

• Legal intervention where required.  

​

Leave of Absence During Term Time 

The Headteacher will not authorise holidays during term time. Leave of absence will only be considered in exceptional circumstances. Any request should be made in writing to the Headteacher in advance of the planned absence.  

​

Parents/carers should be aware that Education Penalty Notices may be issued where unauthorised leave of absence is taken or where there are significant levels of unauthorised absence.  

 

Behaviour for Learning 

Building and maintaining positive relationships is at the heart of everything we do. Students have the right to learn in a safe, orderly and respectful environment, and staff are committed to ensuring that disruption-free learning takes place in every classroom.  

​

Our Behaviour for Learning procedures provide a clear and consistent framework of expectations, support and consequences. By maintaining high standards and positive routines, we help students develop the habits and character needed for success both in school and beyond.  

​

Behaviour Expectations 

All students are expected to follow ‘The TA WAY’ Code of Conduct:  

​

​

Behaviour Expectations for Students with SEND 

We maintain high expectations for all students while recognising that some pupils may require additional support or reasonable adjustments due to special educational needs or disabilities. 

​

Behaviour will always be considered in the context of a student’s individual needs; however, it does not follow that every incident of misbehaviour is directly linked to a special educational need or disability. Where appropriate, reasonable adjustments may be implemented following consultation with staff, parents/carers and relevant professionals.  

 

Behaviour for Learning  

Students are expected to demonstrate positive behaviour and engage fully in learning. When behaviour falls below expected standards, staff will use the school's graduated response system. 

​

Standards ​

A Standards log may be issued where students fail to meet basic school expectations. Students receiving a Standards log will receive a break detention. Failure to attend will result in escalation. Consistent focus, preparedness and positive conduct will help students avoid sanctions.  

​

Remind (R1) 

A verbal reminder of the expected behaviour, giving students the opportunity to self-correct and make positive choices.  

​

Reinforce (R2) 

A further reminder which reinforces expectations and encourages students to make positive behavioural choices.  

​

Relocate (R3) 

A student may be relocated through a seating change, discussion outside the classroom or a short cooldown period. This provides an opportunity for a fresh start and enables learning to continue. R3 incidents are recorded electronically and may lead to further sanctions depending on severity.  

​

Remove (R4) 

Where behaviour continues to significantly disrupt learning despite previous interventions, a student may be removed from the lesson. The incident will be investigated and an appropriate response or sanction determined.  

 

Conduct Cards 

All students are issued with a Merit Conduct Card and a Demerit Conduct Card at the start of each term. These cards form part of the compulsory equipment students are expected to carry every day.  

​

Where students demonstrate our Character Virtues or British Values, they can be rewarded by having their conduct card signed. Each signature equates to one merit. Where students fail to meet expected standards outside lessons, staff may record a demerit on the student's card. Five demerits will result in a one-hour after school detention. Failure to produce a demerit card when requested may result in additional sanctions.  

 

Behaviour Incidents and Sanctions 

Behaviour incidents are recorded electronically and monitored by pastoral and leadership staff. Consequences are proportionate to the severity and frequency of behaviour concerns and may include: 

• Break detentions (for “Standards” logs). 

• After-school detentions. 

• Leadership detentions. 

• Zone placements. 

• Restorative work. 

• Fixed term suspension. 

• Other interventions and support strategies.  

 

The school believes in combining clear consequences with meaningful support to help students improve behaviour and be successful members of the school community.  

​

Reasonable adjustments 

In exceptional circumstances our behaviour policy can be differentiated to ensure that vulnerable students are not discriminated against.  Any differentiation to the application of the behaviour policy will be agreed via consultation with all stakeholders, and final approval made by the Senior Leader Team. 

 

Home School Agreement 

Our Home School Agreement outlines the responsibilities shared between students, parents/carers and the school. 

Download here: 

​

​

​