Behaviour Policy

1.    Behaviour policy

1.1    The purpose of this Policy is to ensure the safety of learners and staff and to provide guidance on the immediate actions to take when students have failed to display appropriate attitudes and behaviours which undermine our culture of safe, conducive to learning environment.  Interventions will be made when individual learner actions/incidents affect the learning of others or can be judged to be unsafe.


1.2    The policy is based on the principle of ‘acceptable behaviour’, with rules to ensure safety and a spirit of co-operation within a large community. Learners should show respect for other learners, staff and visitors and act in a polite and mature way. It is important for individuals to be able to learn, to be able to teach and to be part of the NCL community without fear of: 

•    Disruption of, and interference with, learning 
•    Actual or threatened violence from others 
•    Bullying 
•    Harassment, including sexual or racial harassment, or harassment on the grounds of religion, belief or disability 
•    Illegal substances or alcohol being made available 
•    Criminal behaviour (e.g. theft and the carrying of offensive weapons) 
•    Deliberate damage to property      


1.3    Learners will be made aware of this policy and the Newcastle City Learning Code of conduct at induction. Programmes for Young People/KEEP learners will be asked to sign the ‘Learner Attitude & Behaviour Contract’ which will commit them to abide by these policies throughout their time at Newcastle City Learning.

1.4    Classroom rules may be negotiated and are displayed in some teaching spaces and Newcastle City Newcastle Council’s values are detailed in the learner handbook and discussed with all staff and learners.

2.    Newcastle City Learnings priorities


Intent impacts on each individual throughout learning

•    Delivering a high and consistent standard of teaching, learning and assessment
•    Deepening learning and widening the application of skills
•    Increasing learner independence


Curriculum for all

•    Providing learning opportunities to improve knowledge, skills. and confidence to realise better life chances moving forward. 
•    Focussing on learners’ wellbeing so they can fulfil their potential and access the city and the opportunities it provides
•    Meeting individual learner needs to enable them to fulfil their learning journey


Actively working with partners and stakeholders

•    Meeting the needs of diverse communities 
•    Investing in continuing professional development and well-being of staff
•    Responding to partners’ needs


Needing to be financially stable in a changing environment

•    Responding to financial challenges in the light of devolution and government priorities
•    Being fully compliant and accountable
•    Effectively implementing finances and funding


Newcastle City Councils-values and behaviours 



•    We take pride in and celebrate each other’s achievements
•    We have a positive, optimistic, can-do attitude
•    We do our very best to meet and exceed the expectations of our colleagues, customers, partners and residents
•    We help and support others to make a positive difference
•    We make sure that we celebrate and praise each other’s good work



•    We are honest and treat people equal to their needs
•    We respect and value every person as an individual
•    We listen to other opinions and points of view and embrace difference
•    We are decent, fair and compassionate
•    We act with integrity in everything we do
•    We are accountable for our actions and our performance


Ambitious We are passionate, determined, enthusiastic and want to succeed

•    We believe in making the most of opportunities to help us succeed
•    We achieve more when we work together
•    We are enthusiastic about change
•    We encourage others to be their best
•    We have the courage to change things for the better and make a difference
•    We are passionate about making Newcastle a great city

2.1. Unacceptable behaviour can be divided into the following categories: 


Minor misconduct 


This includes for example: 
•    Unauthorised occasional lateness 
•    Noisy behaviour 
•    Using ‘mobile phones’ inappropriately 
•    Failure to observe reasonable instructions by staff 
•    Using inappropriate language


Repeated misconduct

 This includes for example: 
•    All examples of minor misconduct, where a learner has not responded appropriately, after earlier requests to do so 
•    Regular unauthorised absence or lateness 


Serious or persistent misconduct

 This includes for example: 
•    Failure to observe health and safety regulations 
•    Continuous absence/lateness 
•    Disruptive behaviour 
•    Damage to Newcastle City Learning property 
•    Excessive physical contact with another learner (this may be of a sexual or abusive nature) 
•    Failure to respond to oral warnings given for earlier misconduct 
•    Failure to respond to a direct instruction given by a member of staff 
•    Using inappropriate language towards others, including comments which may cause offence, including peer on peer abuse.


Gross misconduct 


This includes for example: 
•    Assault on, or threatening behaviour towards learners or staff. 
•    Bullying, harassment or the making of threats against staff or learners 
•    Theft or fraud 
•    Committing any criminal offence whilst involved in a Newcastle City Learning activity 
•    Serious damage or misuse of Newcastle City Learning property 
•    Seriously disruptive behaviour 
•    Dangerous behaviour, including the possession of offensive weapons 
•    Accessing or making available to others pornographic or other offensive material 
•    Bringing others on to the Newcastle City Learning site or compromising its security in any way 
•    Possessing, or being under the influence of drugs or alcohol 
•    Serious misuse of, or interference with, electronic systems or data 



The categorisations above are intended to be illustrative and are designed to set a framework within which staff can make a judgement as to the severity of a disciplinary issue. It should be acknowledged that all situations are unique, and that a range of circumstances should be taken into consideration before making a final judgement. 

All staff to raise any incidents of bad behaviour on the college’s central records, this allows patterns to be identified and reports to be produced.

3. Partnership stage

3.1 The steps below detail the procedure to follow when dealing with unacceptable behaviour. For Programmes for Young People/KEEP learners this will be undertaken by pastoral officers. For adult learners this will be undertaken by Adult Learning and Skills managers in the first instance.   


3.2 Any information received about an incident after the event must be forwarded to the relevant Manager.


3.3 Managers may also need to follow up with other Newcastle City Learning procedures, e.g. disciplinary, bullying etc., where appropriate. 


3.4 Where a learner is aged below 18 years, their next of kin/parent/carer must be informed that an incident has occurred as soon as practically possible.

Before moving to the disciplinary stage the partnership stage should be implemented.

The partnership stage should be implemented where there is cause for concern, eg attendance, behaviour or progress issues. The student will be allocated a Progression Coach who will:-

•    Support and listen to identify any barriers which may be getting in the way of the learner meeting the requirements of the behaviour and attitudes expectations set out by Newcastle City Learning
•    Develop an appropriate Action Plan with the learner
•    Monitor and review progress against the plan for a period of 4 weeks
•    Discuss with the learners, and parents where appropriate, the consequences of not meeting the required improvements set out in the Action Plan and the positive outcomes for everyone if the Action Plan is achieved