ABCIS Behaviour Policy

Updated June 2025

Purpose

Creating a safe environment for all children at the ABCIS is every adult’s responsibility and duty of care towards them is
paramount. We believe this is best achieved by ensuring we have a behaviour policy that promotes and recognises
positive behaviour and learning attributes, while also having clear, consistent and age-appropriate sanctions, and
reintegration, for those students who fail to meet these expectations. This will allow students to develop as socially
responsible individuals and minimise any barriers to their learning and personal well-being.

ABCIS Behaviour policy and procedures are influenced by the latest guidance from the Department for Education
specifically ‘Behaviour in Schools’ (2024). Although we are not in that legal jurisdiction, as a British School Overseas we
choose to follow best UK practice that fits our international context. Our behaviour policy works as a key component in
our overall Safeguarding Policy which closely follows those of the DfE’s Keeping Children Safe in Education.

The following principles underpin this policy:

●​ All pupils have the right to learn in a safe and respectful environment.
●​ All pupils have the responsibility to behave in a way that respects themselves, others, and the school property.
●​ All pupils should be treated with dignity and respect.
●​ All pupils should be given the opportunity to learn from their mistakes and to improve their behaviour (except in
the event the behaviour warrants expulsion).

How do we define and achieve ‘Positive Behaviour’ at The ABCIS

At the ABCIS we define positive behaviour as students striving to work to their full potential while interacting with all
stakeholders with respect, understanding, kindness and care. This closely aligns with our vision and ethos of Achieving,
Belonging and Caring.

As an international school, we have an environment that is multicultural and diverse so we must ensure this
environment has clear structures and systems to ensure it is as inclusive as possible.

Within age appropriate contexts, we expect all pupils to:

●​ Be respectful of themselves, others, and the school property.

●​ Be honest and trustworthy.
●​ Be understanding and try to resolve conflict peacefully.
●​ Be prepared for lessons and to bring the necessary equipment.
●​ Be attentive and follow instructions from teachers and all other staff.
●​ Be responsible for their own behaviour and learning.
Rewards & Encouragement
In each part of the school, the House system is a powerful tool towards the promotion of positive behaviour. Points are
given to students for a wide range of reasons including academic achievement, effort, positive behaviour or going the
extra mile. Each part of the school has a House Coordinator who oversees this system and the democratically elected
House Captains.

In addition to this, certificates are given on a weekly basis and at specific intervals throughout the year. Each part of the
school also nominates three students for the COBIS student awards each year. Positive behaviour and contributions to
the school community play a key part in these.

In Early Years & Primary, weekly ‘Star of the Week Certs’ are given out to recognise effort, achievement but also kindness
and social skills. There are also regular certificates for academic areas including ‘Star Writer’, termly Maths and Science
awards and a weekly PE update is produced to celebrate sporting achievements. At mid-year and end-of-year students
are rewarded based on academic attainment, progress and effort in many subject areas with trophy awards for core
areas and school spirit.

In Secondary, House Points are still a sought after reward and in 2022/23 the school introduced a rubric (appendix) so
that students and teachers are fully aware of the types of behaviour that are recognised within this system. Students are
then awarded certificates for every 50, 100, 150 and 250 House Points collected. Also, one student from each year group
with the highest weekly total is awarded a certificate. In addition to this, each week in Key Stage 3, 4 and 5 a ‘Student of
the Week’ is selected whereby different departments take in turns to recognise up to three students from each year
group.

After each reporting period students “Average Effort” is calculated and banded from Platinum (highest group) to Red
(lowest group). Any student who has shown a “significant” improvement in effort or is placed within the Platinum group
is awarded a certificate and issued by their Head of Year. Heads of Year hold at least four formal “celebration” assemblies
each year.

Student Roles of Responsibility

To promote positive behaviour and create student role models, students across the school contribute to the running of
the school through various roles.

In EY & Primary, this includes the House Captains & Vice Captains who as mentioned previously who assist with student
events for younger year groups throughout the year and help parents at school concerts and other events. There are
elected student councils in both parts of EY & Primary and they discuss and feedback matters of school improvement on
behalf of the students, for example, creating a guide and welcome pack for new students. As the oldest students in KS2,
all Year 6 students will act as prefects throughout the year. This includes working as library assistants or controlling the
lunch lines each day to assist with the smooth running of the canteen. We hold these students to the highest
expectations within the Primary school.

In Secondary, there are various leadership roles and roles that offer additional leadership opportunities for students.
Every Form Group from Year 7 - 13 democratically elected two Student Voice members who meet regularly with their
Head of Year. One member of each Student Voice team is elected onto the whole school School Council where they meet
with the SMT member responsible at least twice per term (excluding Term 3). This meeting is chaired by the Head
Student.

In Key Stage 5, there are the following leadership roles:

●​ Head Student
●​ Deputy Head Student
●​ Head Prefect
●​ 8 Senior Prefects
This team has their own “portfolio” areas and also helps out at all school events. Students from Year 12 also lead one
Form Time for Year 7 - 11 on topics generated by the Student Leadership Team.

Within the House System we also have a Head of House and Deputy Head of House for each House. They assist the
member of staff responsible for House on creating activities as well as establishing a team ethos and sense of
community within each House.

Key stakeholder responsibilities within this policy

Senior Management Responsibilities

●​ Making sure that leaders are highly visible role models, engaging with pupils, staff and parents on setting and
maintaining the behaviour culture and an environment where everyone feels safe and supported so that staff
and pupils feel supported
●​ Making sure that all staff understand the school’s behavioural expectations and the importance of maintaining
them
●​ Communicating the policy clearly to all stakeholders, including updates throughout the year
●​ Providing new staff with a clear induction into the school’s behaviour culture to ensure that they understand the
rules and routines
●​ Providing or arranging through outside agencies appropriate training as required
●​ Ensuring that all staff implement the behaviour policy consistently and fairly
●​ Monitoring the impact of the policy on all groups of pupils and staff and taking on feedback from for necessary
updates
●​ Ensuring this policy works alongside the safeguarding policy to offer pupils both sanctions and support when
necessary

Staff Responsibilities
All staff are responsible for implementing the behaviour policy and helping to update it through review and giving open
and honest feedback. When updates are communicated by SMT, staff are responsible for ensuring they clarify if they are
unsure about any aspect of it, via discussion with line managers or other SMT.

All staff should be:

●​ Implementing the behaviour policy consistently and fairly
●​ Creating a calm and safe environment for pupils and establishing clear boundaries of acceptable pupil behaviour
●​ Teaching pupils explicitly what the school expectations, routines, values and standards are
●​ Modelling expected behaviours in every interaction with pupils

Each year group has a middle manager responsible for pastoral care and behaviour.

On the Trung Son Campus, EYFS has a phase leader, with Heads of Year in place for Years 1 and 2. On the Nha Be
Campus, each year group has a Head of Year. They work in conjunction with the relevant SMT link for that key stage.

Parental Roles & Responsibilities

Parents and carers, where possible, should:
●​ Read the key documents carefully and seek clarification on any matters they are unclear of.
○​ the school’s behaviour policy
○​ Internet, mobile and digital technology usage agreement (signed upon entry to the school)
○​ Home school agreement (signed upon entry to the school)
●​ Support their child in adhering to the school’s behaviour policy and addressing undesirable behaviour
●​ Raise any concerns about the management of behaviour with the school directly, whilst continuing to work in
partnership with the school
●​ Inform the school of any changes in circumstances that may affect their child’s behaviour
●​ When requested by the school, seek external professional assessment and guidance
 Behaviour Incidents & Sanctions
While we believe all staff are responsible for promoting and enforcing the behaviour policy, there are staff with specific
roles and responsibilities for certain actions within the policy. All behavioural issues will need The 4 levels are detailed
below.
Level Who does this Behaviour Aspects What this may look like
entail?

1 Teachers & Initial occurrences of 1.​ Uniform issues, speaking their own
Support staff 1.​ Noncompliance with the school language, eating or drinking on school
rules corridors or other areas etc.
(consulting with 2.​ IT policy matter/online 2.​ Sending messages not appropriate on
MM pastoral incidences GC/ email/other apps or sites -
leads as 3.​ Homework concern depending on content consult with HOY
needed) 4.​ Lack of equipment 3.​ Not submitting HW regularly or work
5.​ Disruptive behaviour that is below the expected standard
6.​ Antisocial behaviour 4.​ Forgetting Kits (PE staff) or other
7.​ Dangerous behaviour needed items regularly
8.​ Offsite (trip) and bus incidences 5.​ Shouting out in class, annoying other
9.​ Possession of forbidden items students when trying to work
10.​Friendship issues in own class 6.​ Rudeness to staff or students, lack of
11.​Punctuality & Attendance manners
7.​ Putting themselves or others at risk with
chosen behaviour, disobeying given and
agreed safety advice/choosing to go in
dangerous areas etc.
8.​ Any of the above type behaviour on the
bus/school trips
9.​ Glass bottles, unsanctioned items or
electronics
10.​Things observed or reported by parents,
other staff, students that need
investigating
11.​Frequently late (after 8:25), family
holidays, unapproved absences

2 Heads of Year & All of the above persisting and/or 1.​ WIlfully excluding others, harassing
Phase Leaders 1.​ Bullying/ Intimidation them, isolating them
2.​ Violent behaviour 2.​ Fighting, strong pushing during
(consulting with 3.​ Level 1 behaviour that goes disagreements, threatening violence
Assistant & across classes or year groups 3.​ Friendship issues/antisocial behaviour
Deputy Head 4.​ Malpractice (SMT must be across classes or year groups
Teachers as consulted) 4.​ Cheating, plagiarism
needed) 5.​ Damage to school property or 5.​ Anything done on purpose - windows
theft (SMT must be consulted) etc.
6.​ Use of disrespectful or 6.​ Age, Gender, Race, Disability, Religion or
discriminatory belief, Sexual orientation, Gender
behaviour/language regarding reassignment, Marriage or civil
any group with protected partnerships, Pregnancy and maternity
characteristics (SMT must be
consulted)

3 Assistant & Escalation of the above and/or 1.​ Purposefully making other students
Deputy Head 1.​ Sexual Harassment unformatable about their bodies,
 Teachers 2.​ Violent behaviour with intent to inappropriate touching or using sexual
do harm. 2.​ language
(Consulting 3.​ Specifically targeted disrespectful 3.​ Serious injuries, extreme distress
with DSL & HOS or discriminatory 4.​ Age, Gender, Race, Disability, Religion or
as needed) behaviour/language regarding belief, Sexual orientation, Gender
any group with protected reassignment, Marriage or civil
characteristics (SMT must be partnerships, Pregnancy and maternity
consulted)

4 Heads of School Escalation of the above plus criminal or Criminal activity, bringing a banned substance in
(consulting with extreme behaviour to school, bringing offensive weapons into
principal as school, extremist views voiced or acted upon
needed)

Common Sanctions/Actions Based on Level (these may not all apply to each and every scenario)
Level 1 ●​ Discussion with teacher/adult 1st responder to the incident,
Teachers & Support staff ●​ Warnings as appropriate
●​ Parents called if needed (best before a letter)
●​ Teacher detention/loss of social time if needed.
●​ Explain why anything may be antisocial, disruptive, dangerous, upsetting for others.
●​ Apologies made to any students wronged (this may be written if needed)

Level 2 ●​ Parents informed of investigation if it will not be resolved that day

Heads of Year & Phase ●​ Interview children involved and witnesses
Leaders ●​ Letter/email home explaining situation and actions including victims,
●​ PSHE based sessions to address issues if widespread amongst groups
●​ Detentions/lost social time with HOY
●​ Meeting with parents
●​ Referral to counsellor (check with immediate SMT)
●​ Apologies made to any students wronged (this may be written if needed)

Level 3 ●​ Parents informed of investigation if it will not be resolved that day

●​ Parent meeting
●​ Letter home
●​ Extended social exclusion
●​ After School detention
●​ Referral to counsellor
●​ Internal Exclusion (not attending lessons)

Level 4 ●​ Parent meeting

●​ Follow up letter
●​ Suspension or expulsion

Unacceptable sanctions
We do not use a sanction that a reasonable person would say is likely to cause a child emotional distress by: humiliating
or shaming pupils (for example, directing a pupil to face the wall, making fun of a pupil) or intimidating or bullying pupils
(for example, throwing an object at a pupil).

Deciding Upon Sanctions

As behaviour incidents and associated sanctions can be complex, The ABCIS reserves the right to make decisions on the
level of behaviour based on the evidence to hand. Care and attention will always be given to ensuring evidence is as
robust and trustworthy as possible. Decisions on internal full exclusion (in school but not attending lessons) will be made
by the relevant SMT member in consultation with the relevant Head of School(Chris Carr or Stephen Ford).

Decisions on suspensions or expulsion can only be made by the relevant Head of School (Chris Carr or Stephen Ford) in
consultation with the Principal (Steve Shaw).

In addition to the expectations and consequences outlined above, we also consider the following factors when
determining how to respond to student behaviour:

●​ The student's age, maturity level & knowledge of the area in which they have failed to meet the behavioural
expectations (for example the relevant PSHE or Online Safety curriculums)
●​ The student's intent
●​ The impact of the behaviour on other students
●​ The student's previous record of behaviour (as evidenced on Engage)
●​ Whether a student’s SEND status has affected this behaviour

Investigating, Recording & Evidencing of incidences

It is imperative that time is taken to investigate carefully. Staff should avoid making judgements too quickly particularly
when they are disputed facts between students. Asking those involved if there were any witnesses and also interviewing
them is recommended. Camera footage can be sought if the situation and behavioural incident warrant it but that will
need to be agreed with the immediate SMT member.

Where students are able they should write their account of what has occurred as this will be considered evidence in
making judgements. Younger students can do this verbally with an adult transcribing what they have said, checking
carefully if they agree. For students in the very early stages of language development Admin or support staff can help to
translate.

All behavioural incidents requiring intervention must be recorded on Engage within 24 hours of them occurring. This
ensures that key details are not forgotten and we can look for patterns of behaviour and address appropriately. They can
then be updated accordingly if new information or actions arise. All students involved in an incident should be assigned
to the entries, not only the perpetrator(s).

A register of students who have been excluded from school is kept and accessible by SLT.

Communication of Incidences
If a student has been spoken to about a behaviour incident at Level 2 onwards, even if it is during an investigation
phase, parents should be contacted to let them know what is occurring and why, preferably before the student returns
home that day. This is important for both victims or perpetrators of any behavioural incidents.

Once matters are resolved all parties will be contacted. For victims this may be a phone call or in person meeting but for
any children who receive sanctions for their behaviour or who have clear warnings of what future repetition of this
behaviour will bring, this must be in writing, with signed receipt of letters returned and placed on their student files in
the admin offices.

Supporting students following sanctions

Following or during a sanction, restorative strategies should be considered to help all pupils to understand how to
improve their behaviour and meet the behaviour expectations of the school. These interventions are often part of a
wider approach that involves the wellbeing and mental health of the pupil.

These might include (but are not limited to:

 ●​ A targeted discussion with the pupil, including explaining what they did wrong, the impact of their actions, how
they can do better in the future and what will happen if their behaviour fails to improve. During this try to
ascertain what help they may need for this (in their own words) and agree on next steps
●​ A discussion with parents and possible enquiries into the pupil’s conduct at home, enquiries into circumstances
outside of school, including at home, conducted
●​ Mediating a meeting with affected pupils
●​ Heads of Year/Trung Son Phase Leads checking in with form tutors/class teachers afterwards to see how the
student has been acting and feeling within class, how their relationships are with others.

Guidance on Specific Behavioural Issues

SEND
At the ABCIS, we recognize that some students with diagnosed Special Educational Needs & Disabilities(SEND) may
require additional support in understanding and managing their behaviour.

Our behaviour policy is inclusive and considers the diverse needs of all learners, ensuring that reasonable adjustments
are made to promote positive behaviour and prevent unnecessary exclusions. Decisions and actions for these students
are made in consultation with pastoral leads, SMT and the ABCIS Head of Inclusion and shared and discussed with
parents.

It is not about lowering expectations but about ensuring our students have the right support to succeed. We aim to take
a proactive, individualized, and inclusive approach to behaviour management, helping students develop skills while
keeping them engaged in education.

Where available, we believe assessments by qualified external professionals are invaluable and are committed to
working in partnership with these providers when given permission by the parents of our students.

We work in line with the Equality Act 2010 and the SEND Code of Practice (2015) to ensure that students with SEND are
not unfairly disadvantaged by behaviour expectations. This includes:
●​ Understanding the students needs
○​ Work closely with the Head of Inclusion, teachers, and parents/carers to understand the student’s
specific difficulties.
○​ Provide tailored support, such as individual behaviour plans, de-escalation strategies, and access to
pastoral care.
○​ Conduct risk assessments to identify potential triggers for dysregulated behaviour.
●​ Adapting Behaviour Policies & Expectations
○​ Implement flexible behaviour management strategies that account for the student's SEND.
○​ Use positive reinforcement rather than sanctions to encourage appropriate behaviour.
○​ Adjust expectations for students with sensory processing difficulties or communication challenges.
●​ Providing a supportive environment
○​ Where possible, offer quiet spaces areas for students to regulate emotions.
○​ Allow movement breaks for students with ADHD or sensory processing difficulties.
○​ Adapt seating arrangements to reduce distractions or support social interactions.
●​ Communication & Social Support
○​ Use visual aids, social stories, and structured routines to help students understand expectations.
○​ Provide access to key adults, including teaching assistants (EY & Primary) and School Counsellor
○​ Use alternative communication methods for students with speech and language difficulties.
●​ Alternative Consequences and Restorative Approaches
 ○​ Instead of detentions, offer reflective discussions or restorative justice sessions.
○​ Avoid exclusion as a first response, exploring alternative provisions where necessary.
○​ Teach self-regulation techniques, such as breathing exercises or sensory strategies.
●​ Training and Awareness for Staff
○​ Provide training for staff on SEND-related behaviour needs where appropriate.
○​ Ensure relevant staff understand de-escalation techniques.

Bullying (including child on child abuse and cyber bullying)

Neither violence nor bullying of any type is acceptable and such incidents are treated in accordance with the school’s
student and staff behaviour policies. Any such incidents need to be factually recorded on student records (both records,
alleged perpetrator and victim). If students report cyber/online bullying is taking place either inside or outside of school,
please report without delay and gather evidence. Please see the separate policy on Anti-Bullying for full details.

Online Behaviour incidents & Use of Devices

Online behavioural incidents are subject to the same level of sanctions as in those in school. These expectations are laid
out in the Internet, mobile and digital technology usage agreement (signed upon entry to the school) and include
bullying, plagiarism, communication and use of school resources. If outside school occurrences (on school devices or
not) can be proven, they will also be subject to these sanctions. Preventive measures through education as part of our
Online Safety provision is key to avoiding or minimising these occurrences.

Online incidents where a student is at risk (from an adult or unidentified stranger, access/sharing/soliciting of
pornographic images) should be reported immediately to the designated safeguarding lead for that particular area of the
school.

In EY & Primary, students will only use designated school devices for learning purposes and these usually stay within
school. Students should not have any devices (including smart watches) that have calling or messaging capabilities.
These may be allowed to be stored in bags for older Primary students but only with Head of Key Stage 2’s permission.
When engaging in remote learning and devices are sent home, it is preferable that a school device is used.

In Secondary, phones are not permitted to be used during the day without explicit permission. They can be used after
school for booking transport for those with ‘Own Transport’ permission. They should remain in bags/lockers throughout
the school day. Each student has the opportunity of a school device for school work. These are allowed to go home with
students each day.

Behaviour Incidents Outside of School

Whilst travelling to and from school, attending a school trip or representing the school in any capacity, all in school
expectations and sanctions are applicable.

While parents are responsible for behaviour outside of the above situations. Incidents can occur that will affect the
school community and culture. We sanction pupils when their behaviour poses a threat or causes harm to another pupil,
and/or could have repercussions for the orderly running of the school, when the pupil is identifiable as a member of the
school or if the behaviour could adversely affect the reputation of the school. Students outside of the school but in
public and wearing school uniform, are expected to act as ambassadors for the school. Undesirable behaviour when
wearing our school uniform may be followed up in school.

Possession of weapons (imitation or otherwise)

These are absolutely prohibited and must be immediately confiscated by any member of staff observing them in
possession of a student. The use of or possession of weapons of any sort (including rudimentary rubber band flickers or
any form of self-made projectile weapon) or any item liable to endanger any student will result in disciplinary action and
possible termination of the relevant student’s registration at The ABC International School. The full policy is here
Drugs
The possession, use or supply of illegal and other unauthorised drugs within school boundaries is unacceptable. The full
policy is available in the Drugs and Substance Misuse Policy.
●​ Illegal drugs have no place in schools.
●​ Alcohol is not permitted on school premises unless permission is given by the school management/owner for a
special school event. Consumption will only be allowed for adults over the age of 18.
●​ Smoking is not permitted on school premises.
●​ In every case of an incident involving drugs, the school's priority is the health and safety of the pupils and staff,
meeting any medical emergency with first aid and summoning appropriate help before addressing further issues.
●​ For the administration and procedures relating to Medication, please see the separate school medication policy

The Use of Reasonable Force

●​ While not a common occurrence at The ABCIS, there are circumstances when it is appropriate for staff in schools
to use reasonable force to safeguard children. The term ‘reasonable force’ covers the broad range of actions
used by staff that involve a degree of physical contact to control or restrain children. ‘Reasonable’ in these
circumstances means ‘using no more force than is needed’.
●​ Members of staff have the power to use reasonable force to prevent pupils committing an offence, injuring
themselves or others, or damaging property and to maintain good order and discipline at the school or among
pupils.
●​ Headteachers and SMT may also use such force as is reasonable given the circumstances when conducting a
search of lockers or bags for dangerous weapons, alcohol, illegal drugs, stolen items, tobacco, fireworks,
pornographic or illegal images, or articles that they reasonably suspect have been or are likely to be used to
commit an offence or to cause harm. Personal body searches are not permitted.
●​ Force may not be used to search for other items banned under the school rules.
●​ When considering using reasonable force staff should, in considering the risks, carefully recognise the
vulnerabilities of the pupil, including SEND, mental health needs or medical conditions.
●​ Reasonable force covers a range of interventions that involve physical contact with pupils. All members of staff
have a duty to use reasonable force, in the following circumstances, to prevent a pupil from:
○​ Causing disorder
○​ Hurting themselves or others
○​ Damaging property
○​ Committing an offence
●​ Incidents of reasonable force must:
○​ Always be used as a last resort
○​ Be applied using the minimum amount of force and for the minimum amount of time possible
○​ Be used in a way that maintains the safety and dignity of all concerned
○​ Never be used as a form of punishment
○​ Be recorded and reported to parents
●​ When considering using reasonable force, staff should, in considering the risks, carefully recognise any specific
vulnerabilities of the pupil, including SEND, mental health needs or medical conditions.