Introduction

Whilst we aim to foster an atmosphere in which students may start to achieve their life potential, we recognise that there will be occasions when behaviour falls below the level we are trying to achieve and set.
 
We are also acutely aware that negative behaviour has become a tried and tested tool for many students and that it is a long journey to realign expectations and equip themselves with more acceptable alternatives.

Understanding consequence is an essential life lesson. Therefore, clear guidelines for what may happen if behaviour is unacceptable are essential.

Bettws Lifeline will not be successful if it works in isolation. We must maintain strong links with the schools and organisations of our students and associated third parties.
 
The support of the schools, organisations and third parties for any sanction which may be implemented for unacceptable behaviour is crucial. The mentor alongside the manager and Managers have a responsibility on a day-to-day basis for the overall wellbeing of each student.
 
Each student should be able to develop secure and trusting relationships with members of staff. Changes in mentoring staff responsible for any student will be kept, where possible, to a minimum or when students are ready to extend their support network or require a change of approach.

Role and Responsibilities of the Manager
The manager has the responsibility of setting down general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness.
 
The Manager will support all staff in adhering to these guidelines.
 
The Manager has the day-to-day authority to implement Bettws Lifeline’s policy on behaviour and discipline, but the Manager may seek advice from other staff and Directors about particular disciplinary issues if needed.

Role of Adults in Providing Role Models
All staff must model the types of behaviour outlined by Bettws Lifeline’s policy and must ensure that the policy is followed consistently and fairly.

Behaviour Policy
Students are expected to be responsible for their own behaviour.
 
They should have respect for themselves, respect for others and also for the environment in which they work.
 
This will be shown by maintaining socially acceptable standards of behaviour. Where a student's behaviour does meet with expectations, this should always be recognised, encouraged, noted and supported.

How is a Standard of Behaviour Achieved?
Our approach is a positive one which emphasises the benefits for the individual offered by an appropriate standard of behaviour.
 
This approach also gives students a greater responsibility in creating and maintaining such an environment for the benefit of their own learning and development. Focus on the benefit to their own pathway and outcome will be paramount.

Mentors will help students understand the norms of society and the law in relation to hate crimes, assault or online bullying for example. Mentors will constantly and consistently model good relationship and social behaviour.

Bettws Lifeline Expectations

a. Respect for oneself
This is shown by a positive and active involvement in Bettws Lifeline programmes. Inside Bettws Lifeline all those present should promote the process of positive goal setting and aspiring to improve personal situations.

If this does not happen:

• Lapses may be referred to the Manager.

• Schools and/or parents may be informed.

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b. Respect for others and their culture
All members of the Bettws Lifeline community should be treated with respect. This is shown by abiding by our code of conduct, the way that we speak to each other and by being courteous, well-mannered and by showing regard for the feelings of others.

If this does not happen:

• Mentors will work with their students to improve their interactions.

• Serious incidents will be investigated, with all directly involved being asked to provide a written statement.

• Attempts will be made to settle disputes in a reasonable way.

• Students may not be able to attend the centre if behaviour is unacceptable, threatening, intimidating, harmful or unpleasant for others.

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c. Respect for the environment
Not dropping litter and refraining from writing graffiti on walls and furniture or any damage caused in any form will help maintain a pleasant atmosphere and pride in our centre.
 
Bettws Lifeline’s, another person’s and one’s own property should be used responsibly and respectfully.

Any theft or damage should be reported to the nearest member of staff immediately. Display work around Bettws Lifeline should be respected.

Lack of respect for the centre, or any public place, will affect the way a mentor can work with a student and the direct consequence should be explained and adhered to.
Incidences off site:
 
These may be reported to site owners, public bodies or the police if necessary.

1. Conduct

We expect students to behave with courtesy and consideration to others, for example:

A. Show respect to others – no name calling, swearing or bullying.
B. Respect Lifeline’s Safer Space Policy.
C. Enter and leave the buildings/rooms appropriately.
D. Come to sessions equipped and prepared to work.
E. Be ready for pick up.
F. Follow instructions from staff politely.
G. Be in correct and appropriate clothing throughout the day.
H. Treat the environment and resources with respect, disposing of litter appropriately.
I. Do not tamper with, or damage property of others or Lifeline.

These items are NOT permitted to be in students’ possession OR in the provision centre:

• Weapons of any kind, including small blades, or natural objects brought in or carried with the intent of harm

• Alcohol

• Illegal drugs or any medicine for which you are not prescribed.

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2. Attitude to Achieving Progress

Effort
Students should make every effort to complete sessions, work and activities to the best of their ability.

If a student is persistently physically or verbally aggressive, absconds, steals or damages property, or self-harms whilst with a mentor:

• Pathway outcomes will be delayed or not reached.

• Mentors will do their best to encourage students to do better.

• Students may not achieve rewards, lose direct working with mentors or access to the centre.

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If students continue to behave unacceptably, the matter will be referred to Bettws Lifeline Centre Manager (Joe Davies). Associated schools and/or third parties will be informed and possibly invited in to discuss the students’ progress.

3. Attendance and Punctuality
Bettws Lifeline has a responsibility to keep a record of student attendance. In an emergency, such as a fire, it is essential that we have an accurate record of who is in the centre.
 
Good attendance is important to make progress in targets and relationships. It is also an essential life skill.

Refer to Bettws Lifeline’s attendance policy for a detailed explanation of processes and procedures pertaining to attendance. Allocated sessions will not be extended if a student is late.
 
Mentors have schedules and other students to spend time with.

Rewards and Sanctions

Rewards
Praise and appreciation should be expressed to give encouragement and positive reinforcement.

Our present rewards system includes:

• Verbal praise, either personal or public

• Letters/certificates for good progress shown

• Positive rewards via trips/activities

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Rewards are agreed upon by the students, parents, Bettws Lifeline staff & Manager, schools and/or third parties at the start of the placement or at necessary times throughout the mentoring scheme.

Physical Force
Bettws Lifeline reserves the power to use reasonable force in exceptional circumstances whereby a student is a physical threat to themselves or others.
 
This is in accordance with Use of Reasonable Force advice for head teachers, staff and governing bodies (DfE July 2013). Bettws Lifeline uses PRICE training as a form of intervention when required.

Behaviour Policy
Created by: Kay Jones
Date: June 2025
Next Review: June 2025