ABSTRACT
Many students would describe consistency as fairness, knowing what to expect, and for adults and students to behave within clear, publicised and agreed protocols. This is a good description, and the guidelines or policies should be organised on three levels: whole school policies (what is expected in the school), in-class or faculty expectations (operating under the 'umbrella' of whole school policies) and individual arrangements (agreed with individual students). Behaviour policies, marking systems, induction for new staff and reward systems are usually clearly documented. In practice, they can be interpreted in different ways by different individuals and this is where inconsistency comes in. The key to having a consistent approach is to establish workable lines of communication and a common ethos that goes further than a 'mission statement'. On a less formal basis, consistency can be enhanced dramatically by improving communication.
