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Code of Conduct and Expectations


This Sixth Form Code of Conduct was devised by King’s High and Warwick School students.

It sets out the common values of the Foundation Schools and seeks to ensure that we each uphold these ideals, and find a common way of working together, so that all can aspire, achieve and enjoy. Pupils attending the Sixth Form at King’s High agree to follow this code of conduct.

Expectations of students’ behaviour are high at King’s High School, and pupils across the whole school are made aware of the Code of Conduct below. It is published in all form rooms around the school and discussed regularly in pastoral time.

King’s High Code of Conduct


Creativity and Curiosity


To foster a love of learning that promotes creativity, curiosity and independent thinking




We will:


  • Approach our learning with inquisitive minds and be creative and imaginative about how we will apply our learning 


  • Be persistent in our studies, taking risks and fostering a growth mindset 


  • Be receptive to new ideas and new skills, prioritising creative and innovative thinking to address the world’s problems





We will:


  • Complete work to the best of our abilities and aim to meet all deadlines


  • Ask questions, seek help and research independently to broaden our understanding


  • Welcome feedback and use it to enhance our future attainment


  • Follow classroom expectations and ensure our actions have a consistently positive impact on the learning of others


  • Work cooperatively with others


  • Use our devices to further our learning whilst being mindful of following the Acceptable Use of IT Policy



Character and Confidence


To promote the character development of every pupil and enable them to be resilient, building confidence, integrity and courage



We will:


  • Practise honesty and integrity in our approach to school life 


  • Show respect to ourselves, each other and our environment and be an upstander by responding if we witness disrespectful or unkind behaviour


  • Show courage in our actions and contribute to the school’s culture of gratitude





We will:


  • Be inclusive, supportive and respectful towards all people in the school community, always considering the impact of our actions on others


  • Reflect on and be prepared to admit our mistakes and move forward positively


  • Consider who we are and be true to ourselves whilst being mindful of others


  • Take opportunities to say thank you to those who help us in any way














Community and Social Responsibility


To encourage our students to support our community and demonstrate a commitment to social responsibility 




We will:

  • Volunteer to help others, both inside and outside school, showing active commitment to our culture of changemaking


  • Be proactive in sharing empathy, kindness and understanding in our work to support others in and beyond our community


  • Take responsibility for protecting our planet, raising awareness, engagement and action on the global climate imperative








We will:

  • Support all year groups through kind and respectful behaviour


  • Be accepting of others, whatever their circumstances


  • Promote inclusivity by following the codes for uniform, dress and appearance


  • Demonstrate respect for other students’ possessions and ask permission before borrowing items


  • Use our phones only in accordance with the Acceptable Use of IT Policy, and, in general, not before 4pm


  • Use our devices responsibly, including only taking photographs, videos and sending messages in accordance with the Acceptable Use of IT Policy


  • Ensure banned items are not brought into school: knives, weapons, tobacco, cigarette papers, alcohol, illegal drugs, vapes, paraphernalia relating to smoking, drugs or vaping, stolen items, fireworks, pornographic images, any article which could be used to commit an offence, or cause personal injury to, or damage to the property of anyone (including ourselves) 


  • Refrain from bringing chewing gum into school


  • Eat only in the designated areas and refrain from bringing products containing nuts into school


  • Take advantage of our facilities and look after them


  • Check our school email account every morning and act on any instructions from staff


  • Be responsible for making sure staff always know where we are by signing in and out at Reception as required and informing staff in advance, if missing a lesson e.g. for an individual music lesson


  • Stay within the King’s High School boundaries during the school day unless permission to go elsewhere on (or beyond) the Foundation campus has been granted


  • Act safely around the campus and move in an orderly manner, walking on the left in corridors where we can


  • Inform a member of staff if a visitor is seen onsite without a lanyard









Wellbeing and Happiness



To prioritise the wellbeing and happiness of every member of our school community 




We will:


  • Take opportunities to support and strengthen our own wellbeing and happiness, working to achieve a healthy balance in our lives


  • Seek to bring joy and happiness to our school community and to the lives of others


  • Promote lifelong healthy living and prioritise everybody’s mental and physical health





We will:


  • Be kind at all times and refrain from any form of harassment, violence, bullying and discrimination


  • Maintain a pleasant environment by practising good manners e.g. greeting others


  • Keep ourselves safe when not in lessons by following procedures for the start and end of the day, lunch and break and by always being in supervised areas


  • Be responsible for making sure staff always know where we are by signing in and out at Reception as required and informing staff in advance, if missing a lesson


  • Only engage in physical contact appropriate for the school environment which respects the boundaries and wishes of others


  • Listen actively to members of staff and respond positively


  • Look after our own wellbeing


  • Aim for a healthy balance between our studies and our other interests and commitments



Opportunities and Futures



To provide a stimulating and inspiring school experience, where our students can explore and develop their interests and skills to ensure they are future-ready



We will: 


  • Prepare for the world of tomorrow, embracing new technologies and be innovative and forward-thinking in our approach to our studies


  • Develop our interests in careers and future pathways, taking opportunities to learn about and prepare for the workplace


  • Embrace a breadth of opportunities to develop our knowledge, skills and character for life





We will:


  • Maximise our school attendance and participate fully and mindfully in all lessons, assemblies and activities


  • Make the most of school opportunities by arriving promptly for registration at 8.40 and 2.05, for each lesson and for all activities


  • Catch up on lessons which we miss for music, Lamda, sports fixtures or trips etc.


  • Explore our interests by participating in a wide range of co-curricular activities such as clubs, academic societies, debates and talks

 Support to follow routines and behaviour expectations

STEP 1: Raise awareness

  • (i)  Request: Please could you… (Requests for exemplary behaviour and to follow school routines communicated collectively or individually e.g. In form time, lessons or assemblies or by email.)
  • (ii) Prompt: outlining: a) the good behaviour to adopt b) the suggestion to ‘think carefully about your next steps’ and c) the consequences of the unwanted behaviour continuing

STEP 2: Internal action


  • Conversation: ‘last chance before parental support required’ discussion e.g. at end of lesson, 4pm
  • move to a different seat
  • brief opportunity given to regulate e.g. in the corridor
  • record strategies in student planner
  • informal check-ins to assess progress

STEP 3: Parental support

Reminder (Routines)’

Categories for a ‘Reminder (Routines)’ include: Homework; Planner; Device; Organisation; Registration punctuality; Individual session attendance e.g. music, LAMDA, counselling; Communication e.g. to be excused from a lesson; Other

Note Home’

Categories for a ‘Note Home’ include: Behaviour; Respect; Acceptable Use of IT Policy; Punctuality to lessons; Uniform and dress code (various); Other

STEP 4: Escalation

e.g.Target Record; Formal Regular Check-Ins; Formal Parent Meeting; Formal Actions and Sanctions

Formal actions and sanctions


Examples of issues

Lunchtime Detention – ½ hour


A series of Lunchtime Detentions may be given




A formal Restorative Action Conversation may on occasion be issued as an alternative to a Lunchtime Detention

  • Low-level poor behaviour
  • Poor attitude
  • Dishonesty
  • Persistent failure to follow school routines
  • Phone seen when should be in locker (every occasion)
  • Uniform code – rolled/ hitched skirt or microskirt (every occasion), persistent issues with incorrect uniform
  • Appearance code - persistent issues with make-up, jewellery etc.
  • Chewing gum
  • Homework not handed in on time
  • Lateness to registration (if more than 3 times in any half term without good reason)
  • Lateness to lessons (if more than 3 times in any half term without good reason)

After-School Detention – up to 1 hour



A series of After-School Detentions may be given


  • Failure to complete ½ hour lunchtime detention
  • Several lunchtime detentions already issued, suggesting a pattern of low-level poor behaviour and/or a failure to follow school routines e.g. regarding uniform, homework, mobile phones
  • Missing a lesson, assembly or activity
  • Moderately serious poor behaviour incident e.g. unkind, thoughtless or disrespectful behaviour towards others.

Friday Detention –

½ hour lunchtime

and 1 3/4 hours after school


Friday Detention may be given in conjunction with mid-week detentions

  • More serious misbehaviour which warrants more than a mid-week detention but, nevertheless, does not call for suspension. May follow a disciplinary meeting with the Head. Failure to follow daily phone procedures breaching school system may result in Friday detention
  • Several after school detentions and repeated breaches of the Code of Conduct regarding following routines and meeting exemplary behavioural expectations

We also wish to draw Sixth Formers' attention particularly to the following information, which links to our Drugs and Substances Policy.


Typically, the Sixth Form brings with it far more opportunities to socialise as a peer group both inside and outside of school. While the vast majority of pupils enjoy these opportunities responsibly, a small minority are tempted into misusing controlled drugs and other substances.

All members of the Sixth Form are reminded that the school’s drug and substance abuse policy applies to all pupils at all times, including holidays, whether or not a pupil is under the care of the school at the time. Further, pupils are reminded that anyone possessing or using drugs must expect sanctions. The ultimate sanction available is exclusion.  

Smoking and Vaping

Members of the Sixth Form are reminded that the school is a smoke-free and vape-free site, and that instances of pupils bringing smoking materials or vapes onto the site are taken very seriously.

Other key expectations of Sixth Form pupils are outlined in other sections of these Sixth Form Handbook pages:

Attendance and punctuality

Dress and appearance code

Driving and parking

Acceptable Use of ICT (including phones and devices)