Callington Community College. Behaviour Policy

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1 Callington Community College Behaviour Policy Our Vision We are committed to ensuring that every student at Callington Community College is happy, safe and successful and is prepared for life. Our Mission Our passion is to develop confident, motivated and resilient learners who: Are successful and are proud of their achievements Take responsibility for their own learning Have a thirst for learning that will last throughout their lives Feel safe and secure in an environment where difference is accepted, respected and celebrated Embrace a supportive and inclusive college community and make a positive contribution Have a wide variety of opportunities to realise their potential Are well prepared for life in modern Britain and the wider world A calm, orderly environment is essential if children and young people are to feel safe and secure in carrying out their activities. The College s behaviour policy is a core element in establishing this environment. This policy aims to provide the framework for this and to allow members of the College community to work together to establish the ethos we aspire to. Any College with an inclusive ethos will experience times when some children and young people need a more personalised approach to address their specific behavioural or emotional needs. In some cases this will mean that sanctions, stages of suspension and rewards are not the most appropriate means of dealing with behaviour, and other programmes of intervention and support may be used in conjunction with external agencies. Whatever the systems used, the way they relate to the overall policy should be seen to be fair. The importance of taking a multi-agency approach to behaviour management is central. Taking a student centred approach, we recognise the lead we may be required to take in consulting and communicating with other agencies.

2 Callington Community College Behaviour Charter Our community is committed to behaving in a respectful way at all times challenging poor behaviour if it occurs having a firm, fair and consistent approach across the college holding a shared understanding with staff, students and parents regarding sanctions and their use encouraging students to be accountable for their actions and understanding consequences employing a range of strategies to improve behaviour and de-escalate incidents when appropriate Developed in collaboration with students of Callington Community College - January 16 Procedures and practice Promoting good behaviour We have a supportive community with a caring ethos. We use a number of means within College of rewarding and celebrating achievement and good behaviour. These include: sharing and acknowledging good behaviour having agreed methods of rewarding good behaviour extra privileges such as the allocation of additional jobs or responsibilities discussion times when children and young people can share their successes and congratulate one another sharing and acknowledging good behaviour with parents and other adults in the wider community.

3 We use a two tier approach to rewards with Years 7 and 8 receiving Vivos, which are rewarded by the Tutor, Head of Key Stage and Principal in the form of certificates. In Years 9, 10 and 11 the Vivo reward system is utilised, allowing subject teachers and tutors to reward students electronically with an incentive of an online shop to spend reward points. Day-to-day practice Rewards issued by staff. Praise postcards In assemblies/gatherings Opportunity for children and young people to share and talk about their achievements and interests Public recognition of the rewards received. On display The maintenance of wall displays demonstrating the achievements of children and young people. Students also have successes and achievements shown on the large screens around the College. In the newsletter The names of children and young people and their achievements. At the end of the year Celebration events are organised to recognise students achievements in the presence of their parents or carers Other opportunities to celebrate include: Certificates and acknowledgement of activities that children and young people are involved in outside the establishment. Rules and sanctions Our behaviour charter is based upon the College expectations: respect accountability preparation

4 RAP Respect Accountability Preparation For yourself For your peers For your teachers For your College For your environment For your community For your academic success For your personal development For your behaviour Correct equipment Correct uniform Always on time Home learning complete Ready and determined to learn Callington Community College A Rights Respecting School Clarifying rules At the beginning of the year or on entry to Callington Community College, the staff working with the children and young people should discuss the basic expectations and invite discussion so that all students fully understand their importance. This is normally done in year group assemblies and reaffirmed by tutors during the academic year. Providing an effective learning climate Through effective planning, teachers facilitate lessons which enable learners to thrive. Teachers are mindful of the classroom dynamic and take a proactive approach in managing behaviour. Strategies that are commonly employed are: Greeting students at the door of the classroom to ensure students are settled and ready to learn Seating plans - to maximise learning and minimise disruption Engaging lessons to ensure students are motivated to learn and less likely to become distracted Variation in teaching styles structured opportunities for students to interact in a productive way Managing poor behaviour in the classroom

5 The classroom teacher is responsible for managing behaviour in the classroom. Where behaviour falls below expectation the College may impose a number of appropriate sanctions. Before issuing a sanction, the teacher will remind a student of what the expected behaviour for that lesson is. Sanction 1(C1): This is a formal warning. It will be recorded and the information passed to Head of Key Stage and Tutor. The teacher will discuss with the student any steps that need to be taken to avoid repetition of this sanction. A teacher break time detention will automatically follow. Sanction 2(C2): The student will be parked within the department. A department after college detention will follow. Parents will be informed at this level of sanction. Sanction 3(C3): The On-call teacher will decide on the next course of action. This will often include taking to the Internal Exclusion Room (IER). The Head of Department or the Head of Key stage will discuss with the student any steps that need to be taken to avoid repetition of this sanction. Any further actions necessary, time in IER for serious incidents, or starting on a report card or after college detention for repeated offences will be decided. Parents will be informed at this level of sanction. Managing poor behaviour around the College site Through assemblies and tutor time students are given clear instructions of their expectations of behaviour with regard to moving around the college site and at break times. When students behaviour falls short of these expectations, a sanction may be deemed appropriate. This sanction will follow the same system as in lesson sanctions (C1, C2 and C3). The severity of the sanction will depend on the misdemeanor and be set by the Head of Key stage. After-college Detention An after college detention will be set for persistent or extreme poor behaviour. Failing to attend this after college detention will automatically lead to a full day in the Internal Exclusion Room (IER). Internal Exclusion (IER) Being taken to IER will mean being excluded from a number of lessons and at least one break (break time or lunchtime). Time in IER is to help students calm down and to adjust to the expectations we have for everyone s behaviour. Misbehaviour in IER will automatically lead to a full day in the Internal Exclusion Room. Whilst in IER every effort is made to ensure students have the opportunity to complete the work being covered in the lessons they are missing. Exceptions to this would be for practical subjects etc. External Exclusions

6 For more serious instances of poor behaviour, the College may decide to exclude a student for either a fixed term or permanently. This will be at the discretion of the Principal. Report Cards To enable pastoral staff to monitor students behaviour more closely, report cards are used. The management of report card use is detailed below. Level of support Action Outcome Tutor Team Learning Mentor Student placed on tutor report (green). Weekly report monitored by the tutor for a period of four weeks. Parents contacted at the time of the report period starting and daily signature required Student placed on Team Learning Mentor report (orange). Weekly report monitored by the Team Learning Mentor for a period of up to four weeks. Either: a) student behaviour improves, no incident reports, removed from report, or b)student is referred to the Team learning mentor Either: a) student behaviour improves, fewer incident reports, student returns to Tutor report, or b)student is referred to the Head of Key Stage Head of Key Stage Student placed on Head of Key Stage report (red). Weekly report monitored by the Head of Key Stage for a period of up to four weeks. Parents invited to meet the Head of Key Stage and Tutor at the time of the report period starting. Daily signature required. Student is entered on the stages of suspension framework. Leadership Student placed on Leadership report (purple). Weekly report monitored by the Leadership team for a period of up to four weeks. Daily signature required. Student is entered on the stages of suspension framework. Either: a) student behaviour improves, fewer incident reports, student returns to Team Learning Mentor report, or b) The stage of suspension level is increased. Either: a) student behaviour improves, fewer incident reports, student returns to Team Learning Mentor report, or b) The stage of suspension level is increased.

7 Please note: Report cards can be used for a variety of reasons other than behaviour. The length of time a student remains on report can vary. Stages of Suspension By using the stages of suspension framework, the recent behaviour record of any student can be communicated effectively. This aids a students understanding of where they stand with regard to behaviour in College. By moving down the framework a student can be reassured that good behaviour is recognised. Similarly, if behaviour worsens, a student would move up the framework. Stage 1 Stage 2 When a student s behaviour consistently falls below expectations and behaviour does not improve during periods on report they will be placed on Stage 1. This will be in addition to any sanctions put in place by curriculum leaders for poor behaviour in lessons. If pastoral mentoring from the Team Learning Mentor fails to improve behaviour and the number of behaviour incidents does not reduce, a student may be placed on Stage 2. Parents or carers will be notified in writing that their child has been placed on the stages of suspension. Parents or carers will be asked to sign a parent partnership form to ensure that the need for positive changes in behaviour at College will also be affirmed at home. The student will receive daily pastoral mentoring from the Team Learning Mentor. If a student is placed on Stage 2 a Pastoral Support Plan will be written and circulated to all teachers of the student. This will document all behaviour management strategies that have worked well and will also list interventions that have been put in place. Interventions may include: A managing feelings programme (anger management, self-esteem, social safety) Pastoral mentoring from the Head of Key Stage Referral to outside agencies (Children and Adolescent Mental Health, Anti Bullying Cornwall, Education Psychology and others) When a child in placed on a Pastoral Support Plan parents will be invited in to College to agree the plan and to set a review date.

8 Stage 3 If a student s behaviour does not improve as a result of being on a pastoral support plan they will be placed on stage 3. If a student is placed on stage 3, the support outlined for stage 2 will continue. In addition, alternative education may be sought. This may be: Acorn Alternative Provision Academy A managed move to another mainstream secondary school In exceptional circumstances an alternative curriculum may be considered. Permanent exclusion Although the table above gives an indication of procedure, the nature or severity of an incident may require that a student be immediately placed on Stage 3. Similarly, in order to access and coordinate multi agency support a Pastoral Support Plan (PSP) may be initiated for a student that is not on Stage 3. Multi-agency meetings Where children and young people do reach the level of fixed-term exclusion from the College, it is likely that they fall into the category of having a high-level of need and could be categorised as having Social, Emotional and Mental Health Difficulties. At this point (or before) it might be appropriate to call a professionals meeting to discuss alternative strategies that might be used. The people called to this meeting may include: the Director of Student Support the link member of staff any additional support staff involved with the child or young person a member of the relevant external agencies (social services, health service, LA behaviour support service, educational psychology, Children in Care education support service(cicess)) The outcome of this meeting should be discussed by the Head of Key Stage with the parent/carer of the student and the student themselves. A review date should be set. This process could be formalised by using Cornwall County Council s Common Assessment Framework. Retracing steps At all times, children and young people should be given the opportunity to move out or back through the stages. The stages of suspension log will be reviewed half-termly and Heads of Key stages asked to update on improvements in children s behaviour. Where parents have been informed of the child s position on the stages of suspension, a letter will be sent home to congratulate them on the improvement in behaviour and to inform them that the child or young person has moved down a stage.

9 Children with Social, Emotional and Mental Health Difficulties In most cases, difficulties with behaviour will be dealt with by the sanctions and processes already described. However, in some cases, the normal procedures used may have little effect. This might be because of other circumstances at home or because of medical conditions. They might have very low self-esteem and find it difficult to find a place for themselves within normal routines and the reward and sanction process. In these cases different approaches will be necessary and personalised according to need. Where behaviour is particularly challenging, a no-blame approach should be taken. Adults involved can take extremes of behaviour as a personal attack. This is rarely the case. Often the students will retain little of the actual events leading up to the behaviour or the behaviour itself. They may not be able to explain why they acted as they did and can just as suddenly revert to the normal behaviour expected of them. In cases such as this, opportunities for them to fit back in should be provided whilst also acknowledging that follow-up action will need to be taken (but when circumstances are more settled and the student can be encouraged to reflect on their behaviour). Every attempt should be made to avoid the escalation of problems through direct confrontation or those finding themselves backed into a corner. Students should be encouraged to consider and discuss their own feelings and the feelings of others and come up with their own solutions where possible. Involving them in a particular activity which invites discussion can be one way of calming down a situation and providing the opportunity for reflection. Students with social, emotional and mental health difficulties can make great demands on individual members of staff. It is crucial that there is a climate of support and understanding, both for the young person and any member of staff involved with them. Additional support may need to be offered to individual members of staff who have had to deal with a difficult incident. A positive environment Perhaps most important of all is the overall climate and ethos of our College. Our ethos of caring for our community, forgiveness and recognition of individual need and worth should be maintained. Evidence of this is: our positive climate that relies upon and promotes reward and praise rather than criticism and sanction the example set by members of staff in their relationships and communications with others the sense of community within the College and the recognition that everyone is an ambassador the quality of what we offer in our College the colourful and stimulating environment in and around the building the presence of strategies to support students with social, emotional and mental health difficulties varied opportunities for the celebration of diverse gifts and talents a recognition that we are all different and that there is no best fit model for a human being.

10 Equal opportunities Records are checked half termly to ensure that no group of students is over-represented. If it seems as though a trend is emerging this is discussed at the leadership team meeting and strategies are suggested to address the issue. Linked policies Anti-Bullying Policy E-Safety Policy The management of incidents involving the use or possession of drugs Home Learning Policy Safeguarding And Child Protection Policy Send Policy PJ / January 2016 Adopted by the Governing Board : 1 February 2016