SANCTION GUIDELINES
WELCOME
Sanction Guidelines
These guidelines have been developed to support Headteachers in deciding on sanctions for poor behaviour. The guidelines cover the most common offences that regularly come before a Headteacher and require a punitive decision. This guidance will assist you in making decisions without prejudice and focus your attention on the evidence provided.
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In line with Government guidance, it is essential that an exclusion is not imposed in the heat of the moment. Headteachers are expected to take time to consider all relevant information before making a decision to exclude, whether permanently or for a fixed period. This includes reviewing the available evidence carefully and seeking input from relevant staff members where appropriate. The aim is to ensure that all decisions are measured, fair, and reflective of the context and severity of the incident.
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Sanction Guidelines offer guidance similar to the principles employed by magistrates in a courtroom setting, tailored to suit a school environment. Navigating the intricacies of rendering sensitive and impartial decisions in an educational environment can prove challenging. Establishing a consistently objective approach to decision-making, one that remains emotionally detached from incidents, presents an even greater challenge. These guidelines outline different levels of consequences depending on how much harm was done to the victim and how much blame the person responsible carries ('culpability'). They are designed to aid senior leaders in formulating decisions based on their interpretations of what constitutes fairness. While inspired by judicial principles, the intention of using these sanction guidelines in school is not to criminalise a pupil’s actions, but to ensure a consistent, proportionate, and educative response that supports accountability and personal growth. In instances where no specific guideline for sanctioning a particular offence exists, Headteachers are advised to consult the general guidance.
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As the guidelines have been developed for schools in England and Wales, they are to be used alongside the relevant guidance documents on exclusions:
WALES:
ENGLAND:
Before deciding whether to exclude a learner, either permanently or for a fixed term, a Headteacher should:
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Ensure that an appropriate investigation has been carried out.
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Consider all the evidence available to support the allegations.
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Take account of the school Behaviour and Equal Opportunities Policies and, where applicable, the Equality Act 2010.
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Collect statements from all parties involved.
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Keep a written record of the incident and actions taken.
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The standard of proof to any incident to be applied is the ’balance of probability', i.e. if it is more probable than not that the learner did what they are alleged to have done, the Headteacher may exclude the learner.
Where a police investigation leading to possible criminal proceedings has been initiated it should be possible for the Headteacher to make a judgement on whether to exclude the learner.
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These guidelines are continuously open for comment, suggestion and questioning. Following consultation, they can be revised so that in time definitive guidelines will be established.
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My Story
I served as a magistrate for several years and experienced a systematic approach to decision-making through using sentencing guidelines. These guidelines provide a structured framework ensuring that similar offences receive similar sanctions. This helps in maintaining a level of uniformity and consistency across different cases, preventing arbitrary or disproportionate outcomes.
As a headteacher, I experience firsthand the challenges of navigating disciplinary decisions and the pressure to prioritise staff interests over a thorough examination of evidence. Traditional methods of handling punitive measures often lack the fairness and consistency needed to create a positive learning atmosphere. This led me to question the existing practices and collaborate with local authorities to understand the variations in disciplinary approaches across different schools. The results were eye-opening, revealing a significant disparity in the sanctions given out for similar behavioural issues. Motivated by a commitment to fairness and equity in education, Sanction Guidelines were born. The approach is grounded in the belief that disciplinary decisions should be based on a careful examination of evidence, considering the principles of blame and harm.
Sanction Guidelines is designed to provide a consistent and fair framework for disciplinary actions. By steering away from a one-size-fits-all mentality, we recognise that each situation is unique and requires thoughtful consideration.
Working in small groups within the school community not only ensures a diversity of perspectives but also leads to more effective and positive outcomes. sharing with parents the decision-making process also assists in achieving mutual understanding and appreciation of fairness and objectiveness, preventing avoidable and time-consuming appeal processes.
Join us on our journey to create a school culture that prioritises fairness, collaboration, and the well-being of every student.
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Adam Williams
Headteacher
Ysgol Uwchradd Caergybi
Ynys Môn