Learner Behaviour and Conduct Policy

Scope

This policy applies to all learners enrolled on apprenticeship programmes delivered by Skills for Security and all individuals attending commercial training courses.

This policy should be read alongside the Learner Code of Conduct, Safeguarding Policy, Equality, Diversity and Inclusion Policy, Additional Learning Support Procedures, and Training Agreement.

Purpose

Skills For Security are committed to creating a safe, inclusive, supportive and respectful learning environment where all learners can achieve their potential.

The purpose of this process is to:

Promote positive behaviour, professionalism and mutual respect.
Support learners to understand and meet expected standards of conduct.
Ensure concerns are managed fairly, consistently and proportionately.
Recognise that behaviour can sometimes be influenced by individual circumstances, wellbeing, neurodiversity, disability, mental health, personal
challenges or additional support needs.
Provide opportunities for learners to reflect, improve and succeed before formal action is considered wherever appropriate.
Ensure employers are involved to support learners and staff through the behaviour and conduct process.

We will always seek to understand the reasons behind a learner’s behaviour and identify any support requirements before deciding on the most appropriate course of action.

Our Commitment to Inclusion

Skills for Security recognises that learners have diverse backgrounds, experiences and support needs.

Before formal action is taken, consideration will be given to:

Any disclosed disability, learning difficulty or medical condition.
Mental health or wellbeing concerns.
Neurodiverse conditions such as ADHD, Autism Spectrum Condition or dyslexia.
Safeguarding concerns.
Personal circumstances that may be affecting behaviour, attendance or engagement.
Reasonable adjustments that may help the learner succeed.

Where appropriate, support plans, referrals, additional reviews or reasonable adjustments may be explored before formal sanctions are applied.

Nothing within this process prevents immediate action being taken where safety, safeguarding or serious misconduct issues arise.

Standards of Behaviour

Learners are expected to:

Treat staff, employers, visitors and fellow learners with dignity and respect.
Follow the learner code of conduct as displayed in learning environments.
Follow reasonable instructions from staff.
Contribute positively to a safe and inclusive learning environment.
Attend and participate in learning activities as required.
Respect equipment, facilities and property.
Always follow health and safety requirements.
Communicate professionally both in person and online.

We recognise that mistakes can occur and our aim is to work with learners to address concerns constructively and promote positive outcomes.

Early Intervention and Support

Early support and positive intervention are often the most effective ways to address concerns and help learners succeed. Wherever possible, concerns will be addressed through supportive conversations and constructive planning before formal action is considered. Strong classroom management techniques are essential in managing behaviour, this can include moving around the classroom, closer to disruptive learners, setting out clear expectations, non-verbal prompts and verbal reminders about expectations also often remedy issues before they can escalate.

Where continued low-level disruption is identified, the LSC or appropriate staff member should ensure that a telephone conversation is had with the learner’s employer. The purpose of the call is to explain the concern, secure the employer’s active involvement and agree a consistent approach to supporting improvement.

During the call, and in the subsequent conversation with the learner, staff will reiterate that time spent at the training centre is an extension of the learner’s employment. The same standards of professionalism, behaviour, attendance and respect expected in the workplace therefore apply while the learner is in centre.

Details of the call, agreed actions and employer involvement must be recorded in BUD and reflected in learner feedback records.

When concerns are identified regarding a learner’s behaviour, attendance, engagement, conduct or performance, staff will seek to understand the underlying causes and work collaboratively with the learner to identify appropriate solutions.

As part of the early intervention process, learners may be offered:

Informal support meetings with their LSC, LEO or another appropriate member of staff.
A learner support or improvement plan with agreed actions and review dates.
Additional coaching, mentoring or LEO reviews.
Referrals to wellbeing, safeguarding or specialist support services where appropriate.
Reasonable adjustments to support successful participation in learning.
Engagement with employers, parents or guardians (where appropriate and with consent when required).

The purpose of early intervention is to promote learner success, encourage positive behavioural change, and ensure that learners are given every reasonable opportunity to overcome challenges before formal measures are required.

Where a learners behaviour drops to a level whereby it is disrupting the learning experience of those around them, poses a risk to safety, is deemed as a safeguarding risk or breaches any Skills for Security behaviour and conduct standards, the organisations process for dealing with such occurrence (see appendix 1) will be initiated. Please note that depending on the severity of behaviour, Skills for Security staff reserve the right to enter the process at any starting point.

Behaviour and Conduct Procedure Overview

The behaviour and conduct process is intended to support positive behavioural change and successful programme completion wherever possible.

The process aims to:

Encourage learners to reflect on their actions.
Identify and address barriers to engagement.
Provide appropriate support and intervention.
Apply fair and proportionate sanctions when required.

Depending on the seriousness of the matter, action may begin at any stage of the process.

The following are examples of behaviours that may initiate a behaviour discussion:

Repeated failure to follow reasonable instructions.
Persistent poor attendance or engagement without valid reason.
Disruptive behaviour affecting learning.
Misuse of equipment or property.
Failure to follow health and safety procedures.
Inappropriate behaviour towards staff, employers or other learners.

This list is not exhaustive.

The following are examples of behaviours that may initiate behaviour management beyond stage one of the process (see appendix 1).

Examples may include:

Violence, threats or aggressive behaviour.
Theft, fraud or deliberate damage to property.
Bullying, harassment, discrimination or victimisation.
Serious breaches of safeguarding requirements.
Serious breaches of health and safety requirements.
Possession of prohibited substances or weapons.
Conduct that seriously damages the reputation of The Skills Group, employers or fellow learners.

This list is not exhaustive.

Final Notes

Right to be Heard and Supported

Learners will always be given the opportunity to explain their perspective.

In addition to employer involvement, the apprentice if under 18 (or under 25 with an EHCP) may wish to be accompanied by a designated parent or guardian.

Where required, reasonable adjustments will be provided to enable learners to participate fully in the process.

Right to challenge Intent to withdraw

It is our aim to resolve any behaviour and conduct concerns as early and effectively as possible and only resort to a notification of intent to withdraw when we believe, in conjunction with the apprentice’s employer, that there are no other options. Where a notice of intention to withdraw is issued, the apprentice has the right to respond to contest the decision. This response should be received in writing within 5 working days of receipt of the notice of intention to withdraw. This will be reviewed at Director level in the business, with a decision confirmed or reversed in a further 10 working days. We are committed to creating a safe, inclusive, supportive and respectful learning environment where all learners can achieve their potential.

Appendix 1

Stage 1: Informal in-class intervention

Action: Tutor issues a direct verbal warning regarding the specific disruptive behaviour.
Focus: Re-engage the apprentice and remind them of professional workplace expectations.
Documentation: Include in end-of-block feedback.

Stage 2: Formal intervention & Employer Notification

Action: Remove from learning environment and notify employer immediately.
Focus: Ensure the apprentice understands they are learning during paid employment time and representing their employer.
Documentation: Include in end-of-block feedback; email employer conversation summary to employer and apprentice; add copy to learner Overview on Bud.

Stage 3: Behaviour action plan (At-risk status)

Action: Hold formal meeting with apprentice, employer, LSC and ADL.
Focus: Agree a behaviour action plan with SMART objectives.
Documentation: Communicate formal action plan; add copy and at-risk status to Bud Overview; notify LEO.

Stage 4: Intent to withdraw

Action: Director of Education and Head of Apprenticeships evaluate progress against the action plan.
Focus: Confirm that every effort has been made to manage behaviour and conduct and that no viable alternative remains.
Documentation: Send formal intent-to-withdraw notification; add copy to Bud Overview; follow the usual withdrawal process.

Appendix 2

Where an LSC reasonably believes that a learner’s behaviour presents a risk to safety, wellbeing, or the effective operation of the session, they may ask the learner to leave the classroom, workshop or training environment temporarily, until the learner and LSC agree that they are able to continue in the correct manner. The learner should be asked to wait in a common room area if available, or to wait outside the classroom until the LSC or fellow staff member has the opportunity to address the situation. In addition, the removal could, in specific circumstances, mean being returned to their employer.

Wherever possible, the learner should be given an opportunity to de-escalate the situation and discuss concerns before removal. However, immediate action may be necessary where safety or wellbeing is at risk.

Following removal:

A senior member of staff will meet with the learner as soon as possible to understand the circumstances and determine appropriate next steps.
Consideration will be given to any wellbeing, safeguarding, additional learning support or reasonable adjustment requirements.
All incidents, actions and outcomes must be recorded within BUD and reflected within learner feedback records.
Employers must be notified as soon as possible by the LSC or a suitable Skills for Security colleague.
A clear plan will be agreed to support the learner’s return to learning where appropriate.
ADL’s will ensure that employers and learner meet to agree next steps.

For learners under the age of 18, a suitable Skills for Security colleague must be available to supervise the learner before they leave any learning environment.

Last reviewed: September 2026
Next scheduled review: September 2027