Date for Review:

Revision History:

Revision History
Revision Date Owner Summary of Changes
1 January 2018 LM Reference made to Growth Mindset strategies and revision to Classroom Standards




Introduction                                                                                                             4

Principles Underpinning the Behaviour Policy                                             5

Commitment to the Behaviour Policy                                                              6

Classroom Standards                                                                                           7

Behaviour Strategies                                                                                            8

Fixed Term Exclusion                                                                                           9

 Additional Support for Students Who Have Been Excluded                    10

Permanent Exclusion                                                                                           10

Use of Reasonable Force                                                                                    11



The Behaviour Policy draws on principles of good practice, is founded on the UTC ethos and underpins the culture of the UTC.

In addition the Behaviour Policy:

  • Supports students to take personal responsibility for their actions- actions which are modelled through the ethos of ‘Every Day is an Interview’;
  • Supports the worked-based environment and models professional expectations in line with those of partners from industry;
  • Underpins a culture of encouraging students to focus on successful outcomes for their ‘end game’;
  • Has a visible strategy which promotes positive and focused conversations to reinforce expectations driven by students’ aspirations;
  • Encourages and supports students in their progress towards being considerate and tolerant of others, in line with the British Values statement of the UTC.

The guiding premise of the UTC is that externally imposed discipline, whilst it may be necessary in certain instances, is a reactive response to that which has already happened. It is therefore, of limited efficacy in addressing the prospective and long-term social needs of students. The UTC therefore encourages students to be courteous, honest, work hard with endeavour and self-discipline.

Such encouragement is delivered through day-to-day contact with each individual student and through the corporate life of UTC Bolton and the ‘Every Day is an Interview.’

Teachers praise and reward behaviour which reflects the UTC’s values through the positive Growth Mindset postcard process. Praise of a public nature is used in group meetings and especially in assembly to give public acknowledgment of achievement. Rewards and punishments are applied fairly and consistently.



Principles Underpinning the Behaviour Policy

  • Early Intervention: Intervention is prompt where there is poor behaviour or attendance so it is clear that such behaviour will not be tolerated;
  • Rewarding Achievements: Positive recognition of the achievements of individual students, class or year group is celebrated through assemblies, awarding Growth Mindset postcards, termly reward trips;
  • Supporting Behaviour Management: A holistic approach to managing and promoting positive behaviour ensures consistency and transparency. The Pastoral Leaders for each Key Stage work with the Director of Inclusion to support resolution to behaviour issues;
  • Working with Parents/Carers: The UTC encourages parents/carers to support behaviour and attendance through home-College Learning Agreements, parents’ meetings and newsletters. The UTC Attendance and Punctuality Policy provides details on the role of parents/carers.
  • Involving Students: Students help to reinforce the UTC Bolton Behaviour Policy by active involvement in contributing to the writing and implementation of anti-bullying and harassment policies. They also contribute suggestions and make proposals through the Student Leadership Team, Student Council and in daily contact;
  • Commitment to Equal Opportunities: Parents/carers and students are made aware that the UTC has an Equal Opportunities Policy and is committed to equality of opportunity for all students. The UTC monitors the impact of its policies and procedures on different groups (by race, gender and disability). The effectiveness of such policies are reviewed by the Interim Management Committee;
  • Study Support: Many activities, including Intervention sessions, reinforce the work of the UTC and progress of students.


Commitment to the Behaviour Policy


Commitment Students Staff
Safe Environment I will protect the environment and never litter or damage property. I will not bring into the UTC anything that might do harm or damage to other students, staff or the environment We will build a safe and secure community based on relationships which actively promote respect, care and opportunity for all.
Dress for Success I will follow the dress code and dress professionally at all times We will model the professional dress expectations required in a professional workplace.
Attendance and Punctuality I will take responsibility for meeting my attendance target of at least 98% and ensure that I attend every meeting and learning opportunity on time. We will lead by example and ensure we hold students accountable for their attendance and punctuality.
Progress I will know my agreed targets in all my subjects and ensure that I am doing all I can to exceed these. We will give students meaningful feedback that helps them make progress and improve. We will ensure that students receive regular updates on their progress and have regular opportunities to discuss these.
Professionalism I will display a professional working ethos when in class by following basic rules that promote successful learning and support a safe environment e.g. respecting other students and staff, not using my mobile phone unless asked, not having chewing gum or fizzy or energy drinks or eating during learning. We will use agreed structures to support all students and consistently build a professional learning environment.
Aspire I will develop deep knowledge and understanding of the world around me so that I can become an active, responsible citizen capable of improving  the world. We will provide the very best teaching methods and utilise the most relevant learning technologies to support students to exceed their expectations and become an expert in their chosen field.
C0 Full Co-operation

Students co-operate through a sense of personal responsibility and commitment to the ‘Every Day is an Interview’ ethos. Achievement Points and Growth Mindset recognition are important strategies.

C1 Positive Reinforcement

Students reminded of the UTC ethos and their commitment to positive behaviour.

One day our visitors could be your future employer Students issued with first warning. Initials placed on board.

C2 Positive Reinforcement

Second warning issued. Behaviour comment logged on SIMS.




Formal Reinforcement

The student is required to make up for lost work during Recall at the end of the UTC day (16.20 – 17.00). No notice is required but parents/carers will be informed via telephone or text.

Learning Agreements would be developed in the most severe cases. These are drawn up established by an individual member of staff in partnership with the student and parents. They logged on SIMS and sent to the Academic Mentor, relevant Pastoral Leader and Head of Subject.

Safety Net Student sent with work to a colleague within the subject team.

Every Day is an Interview – Classroom Standards

 Behaviour Strategies

When the need for imposed discipline arises it is done so according to the following principles:

  • Minor Offences: (e.g. inattention, chewing in class, etc.) are dealt with by the class teacher through additional work, compensatory action, work-based detentions (Recall) (or, in the case of chewing gum, cleaning the underside of desks and chairs.)
  • Classroom Indiscipline (minor but repeated): troublesome, interference with and disturbing of others, etc., through reference to the Curriculum Leader for judgement at that level, to the Head of Subject and relevant Pastoral Leader.
  • Major Indiscipline (e.g. class disruption, rudeness to staff) by reference to Heads of Subject and the Director of Inclusion for their consideration and action which may be passed on to the Principal.
  • Indiscipline of a very serious nature (including bullying) by referring directly to the Director of Inclusion or Principal.

The Principal will use his judgement in deciding when offences have become sufficiently regular or are sufficiently serious to justify Fixed Term or Permanent Exclusion. Most serious disciplinary cases will continue to be dealt with by persuasion through the use of Learning Agreements.

  • Violence will automatically lead to the exclusion of the one who struck first or who by harassment caused the altercation to begin. Retaliation will be dealt with on the merits of the case. The degree of provocation, the need of a student to defend him/herself will be taken into account.
  • Students who aid or abet serious breaking of the UTC Behaviour Policy will themselves be the subject of severe sanctions.
  • Persistent verbal abuse and threatening words or actions is bullying and will be dealt with in the same manner as would physical bullying in line with the UTC Anti-Bullying Policy. The UTC will not tolerate any form of hate crime.
  • Theft will lead to temporary exclusion as a matter of course. Although help and support to remediate the problem will be given.

Fixed Term Exclusion

The Principal may exclude a student for up to 45 days in a UTC Bolton academic year. Where a student is excluded for a fixed term period the exclusion should be for the minimum time to ensure that the student and others in the UTC understand that the behaviour has been unacceptable. Any period of exclusion longer than 5 days requires notification to the Local Authority as the student has to be in education after 5 days.

Indiscipline of a very serious nature will result in a student being dealt with by a Learning Agreement, as well as a possible Fixed Term exclusion.

When a student is excluded for a fixed term period of more than a day or two the Principal will arrange for the student to receive work to completed at home and have it marked when she/he returns to the UTC.

Parents/carers are expected to collect their child from the UTC and make appropriate provision for them during the period of exclusion.

Parents/carers are informed of the above action via the Learning Agreement process which is used to record issues of poor behaviour, discipline and poor work.

Fixed Term exclusion is reasonable and proportionate to the offence; account will be taken of any special circumstances individual students may have.

 Additional Support for Students Who Have Been Excluded

  • Following a Fixed Term exclusion, on re-entry to the UTC, parents/carers will be invited to talk with the Director of Inclusion or Principal.
  • Students who have been excluded are usually placed on a Learning Agreement which has specific targets for the student.
  • Students who are excluded are often placed on attendance, behaviour or work performance reports so that their progress is monitored.
  • If the student is excluded for behavioural difficulty then an assessment of performance in class and that of behaviour across all the staff who teach the student is made, with a view as to whether the student needs to be placed on the Special Educational Needs register.
  • Students who have identified Special Educational Needs or are on stages of assessment will have their progress reviewed and discussion will take place with the parents/carers and SENCO as to next steps.
  • Restorative approaches may be used when and where appropriate to ensure a return to full co-operation.

Permanent Exclusion

Permanent Exclusion will be used when the student has shown her/himself to be unwilling to accept the normal control mechanisms of UTC Bolton or when not to exclude would put members of staff and students at risk of harm.

It will also be used for incidents of severe violence, e.g. attack on a member of staff. The Principal will inform the Police of incidents of violence against staff and students or when a criminal offence has been committed.

Permanent Exclusion will be used for the possessing, handling, use or dealing in classified drugs and will automatically lead to the involvement of the Police. The possession of any weapons such as knives, guns, BB guns will automatically lead to exclusion.

Parents/parents will receive a Permanent Exclusion letter outlining the reasons for the exclusion, the details of the Interim Management Committee Discipline Meeting which will take place within 15 working days of the first day of exclusion and details of organisations which can provide advice and support. Details regarding the appeals process are also contained within the letter.

The Clerk to the IMC will send a letter to the parents/carers inviting them to attend a discipline hearing consisting of governors from the IMC.

During the meeting the UTC will present to the Discipline Panel the reasons for Permanent Exclusion, and parents/carers will have the opportunity to present their case, if they attend.

The Panel will make a decision to uphold or reject the decision of the UTC to permanently exclude.

If parents/carers are unhappy and would like to appeal the decision, the UTC will make provisions for an independent panel to review the case. The decision of the independent review panel is final.

Use of Reasonable Force

Members of staff are permitted to use reasonable force to restrain a student from committing an offence, injuring him/herself or others, damaging property or behaving in a manner which damages the good order and discipline at UTC Bolton.

The Principal and authorised staff may also use such force as is reasonable given the circumstances, when conducting a search without consent for knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles