Created: Sep 2013
Reviewed: Feb 2020

BST Behaviour policy

The British School in Tokyo
School Policy Document

The British School in Tokyo School Policy Document

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BST Behaviour policy
Introduction:
BST expects high standards of behaviour from its students. These standards are modelled by the adults thatwork in the school and students are expected to follow their example. Students are expected to beresponsible to themselves and to others in all aspects of their lives. At school, this involves behaving inways which enable themselves and their peers to learn effectively.
Aims:In accordance with our BRITISH Learner attributes, by upholding high expectations of behaviour BST aims toensure that every individual is recognised as a valued member of the school and that an environment isestablished that enables students to:
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Be thoughtful: respectful, sensitive and polite to others
Be aware of their own rights - and their responsibilities
Be a team player and know that their behaviour has consequences for themselves and others
Feel safe, respected and cared forFeel able to take risks and relish challenges in order to learnBe self-assured

In the Primary School
Reinforcing expectations
Throughout the school individual classes generate classroom rules under the title of Handy Hints. These
are the behaviours required to be an effective learner, to be a responsible citizen and to ensure thehealth and well-being of the school community.
Consequences are made clear regarding inappropriate behaviour that does not meet theschool’s expectations.
All members of staff promote positive behaviour, through the public and private recognition of what
is good, in a variety of ways:

Through verbal or written praise
Display of work or effort
Star of the Week
Informal gestures
Verbal acknowledgement
Giving extra responsibility or jobs
Visit to another member of staff
Improvement Assembly
Email or verbal feedback to parents.

Consequences and procedures
There will be occasions when correction of behaviour is necessary. BST operates a consistent approach tothe manner in which this is done. Its teaching and support staff are empowered to create a just, secureand happy teaching and learning environment. They consistently deal with all forms of negative
behaviour following two over-riding rules:
Be calm: Students are dealt with calmly and firmly, referring to the inappropriate behaviour (rather thanthe child), and explaining clearly why action is being taken, and what that action is.
Fresh start: Although persistent or serious misbehaviour needs recording, every student can feel that each
day is a fresh start. Any discipline is applied fairly and the consequences fully explained.
The British School in Tokyo School Policy Document

Page 2 of 3There is a stepped approach to consequences which are identified to the students. The consequencesand procedures followed depend upon the severity of the behaviour and will involve different staff
members accordingly. Students for whom this majority approach is not appropriate have an individualplan detailing an alternative provision.
In very severe cases, a student may be suspended from school for a fixed period of time. The student isallowed to return to school, only if the student and their parents are prepared to rectify the behaviour
and ensure it is not repeated.
In very extreme cases, a student may be permanently excluded from the school. In these extremecases, representative members of the Board of Trustees would be involved in the decision. There is, ofcourse, a clear process of appeal (outlined in our Complaints Procedure).
In the Secondary School
Reinforcing expectations
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Praise: verbal praise is used by all staff to indicate and reinforce successHouse Points: these are used by teachers to reward a particularly good piece of work or effort, orother positive or praiseworthy behaviour. House points are recorded in the homework diary.
Achievement certificates: these are awarded at the end of each term, for highest effort, attainmentand house point totals.
Colours: for very significant achievement and commitment to sport, students may receive colours(half or full). The PE department sets out and manages the criteria and awarding of colours. Houses
are also in a position to award colours.

Consequences and procedures
When negative or anti-social behaviour occurs it is challenged by staff. In many cases a verbal warning
will suffice.
If unsatisfactory behaviour persists, a student may be given detention (or other appropriate immediatesanction) or issued a report card for a period of time. In more serious cases, the Tutor and Head of House
will call a meeting with parents to discuss the issues and agree on the action to be taken. A student
contract may be drawn up as part of this meeting.
BST Secondary runs a ladder of intervention which includes detentions. These are run by Heads of Houses
or, in more serious cases, by the Head or Deputy Head. In a limited number of extreme cases, the Head of
School or Principal may impose an internal exclusion, a fixed-term external exclusion or a permanentexclusion (ratified by the Trustees). In such cases there is, of course, a clear process of appeal (outlined in
our Complaints Procedure).

Paul ToughPrincipal

The British School in Tokyo School Policy Document

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