Behaviour Policy Success for Learning

Transcription

1 Behaviour Policy Success for Learning It is not the severity of a consequence that is important, it is the inevitability of a consequence that matters. We are dealing with young people who make mistakes. Sometimes without realising it. Introduction It is important that every school has a Behaviour Policy which will reflect the school s recognition of the duty of care placed on the Local Authority by the Children Act, the duty of care of teachers set out in the School Teachers Pay and Conditions Document; their duty to act in loco parentis, and the responsibilities placed on the Governing Body, Executive Principal, Head of School and staff to take a lead in defining the aims of the school in relation to standards and behaviour, and to ensure the agreed standards are consistently applied throughout the school. Policy will always reflect the School NOBLE aims. No ceiling on expectations Regardless of a student s barriers to learning or gifts and talents, we do not set limits to a student s potential Outstanding outcomes and aspirations, celebrating when we succeed. Good is not good enough. We relentlessly demand the need to achieve outstanding outcomes, behaviours and ways of working, celebrating and recognising successes along the way Be the best school in Northamptonshire and beyond The need to be the first choice of students from our community and extended community and a place where staff want to come and work Learning expected from all Whether as a student or a member of staff, the first and ultimate priority is to learn and to keep on learning. Exciting experiences to remember for a lifetime We remember we are developing and shaping young adults who need to be life-long learners and have fond memories of learning. Committee: S&D Page 1 of 18 Review Date: April 2020

2 The Aims of the Behaviour Policy 1. To encourage a whole school approach to behaviour and discipline in order to create the most effective conditions for learning and teaching, fostering appropriate rather than inappropriate behaviour and to protect the environment. 2. To manage student behaviour as effectively as possible in order: o o o o o to develop students ability to exercise self-control; to encourage students to take responsibility for and be accountable for their own actions; to raise their awareness that actions and choices have consequences; to provide them with opportunities to take pride and demonstrate positive abilities and attitudes; to ensure students thrive. 3. To promote firm action against all forms of bullying in order to ensure the happiness, safety and general well-being of all members of the school community. 4. To foster a shared sense of community in order to demonstrate that negotiation and consultation are a necessary part of managing behaviour and resolving conflict. 5. To assist and support staff in identifying challenging behaviour which may be an indication that something is wrong at home which warrants further investigation. 6. To ensure that school and home, work together to encourage appropriate behaviour. 7. To keep to a minimum the occasions when it is necessary to exclude students from school. 8. To ensure that the decent majority of students are protected from the consequences of the antisocial behaviour of a minority and learning is not affected. 9. To ensure that at all times staff feel supported in their efforts to maintain high standards of behaviour. 10. To ensure that the school maintains its reputation and good name in the local community and beyond. Committee: S&D Page 2 of 18 Review Date: April 2020

3 The Behaviour Policy The following pages contain straightforward procedures and protocols for both rewards and sanctions, as well as other areas relating to students behaviour. Committee: S&D Page 3 of 18 Review Date: April 2020

4 Possible Behaviours Consequences Notes Consequence 0 Universal Consequence 1 Standard Classroom Teacher behaviour management strategies. 1. Refusal to follow instructions. 2. Continued low level disruption. 3. Lack of engagement. 4. Lack of equipment/kit. 5. Homework not completed. 6. Work not completed to expected standards. 7. Late time made up with class teacher. Verbal warning. Not recorded on SIMS. Repeated Behaviours Remind students they are on Consequence 1 The strong stare Procedures apply to all students at PWS, including Post-16 students. Punctuality to lessons to be recorded as minutes late to lesson on SIMs weekly monitoring by Head of Year for whole school concern. Head of Faculty for subject concern. Detentions at Faculty Level issued. Consequence 2 Possible Behaviours Consequences Notes 1. Repeat of Level 1 behaviours, whilst on Consequence Cheeky or disrespectful to staff and/or students. 3. Misuse of mobile phone or headphones 4. Bad/offensive language. 5. Initial refusal to go into lesson C2 and behaviour type entered onto SIMs Text/School Comms and phone call if appropriate to parent notifying poor behaviour and consequence written in planner. Detention of 10 minutes set with Class Teacher. Repeated Behaviours Remind students they are on Consequence 2 Head of Faculty to monitor weekly and discuss with Faculty Teams weekly. Head of Year to monitor and support Tutor in issuing a Tutor Support Card where the student has been given C2 in more than four subjects in a week. Phone call home. Committee: S&D Page 4 of 18 Review Date: April 2020

5 Consequence 3 (Removal to partner classroom) Possible Behaviours Consequences Notes 1. Repeat of Consequence 1 or 2 behaviours whilst on Consequence Serious health and safety concerns. 3. Incidents of bullying. 4. No homework Transition: Removed until detention served. C3 and behaviour type entered onto SIMs. Failure to attend a C2 detention C3 Lunchtime detention. Repair and rebuild relationship between student and teacher required. Analyse number of C3 for a student. Consequence 4 (On-Call) 1. Any Consequence 1, 2 or 3 behaviours, whilst on Consequence Fighting. 3. Swearing at staff or other student(s). C4 and behaviour type entered onto SIMs. Student issued with an afterschool detention with and/or a more serious consequences depending on type of behaviour. Committee: S&D Page 5 of 18 Review Date: April 2020

6 Behaviour Points To keep track of student behaviours more effectively, each consequence will have an attributable behaviour point. Behaviour Type Behaviour Points Consequence 0 0 Consequence 1 0 Consequence 2 1 Consequence 3 2 Consequence 4 3 This means that if a student moves through all consequences within a lesson, they would aggregate a total of 6 points. C2 + C3 + C4 = 1 points + 2 points + 3 points = 6 points in total The greater the number of behaviour points, the greater the concern. As the total number of behaviour points for a student increases, the range for alternative strategies of support or sanctions required would also increase. At the end of every term, behaviour points and Achievement Points are reset to zero. Although reset, to try and provide a fresh start for everybody, behaviour points accrued since starting Prince William School are examined to look at patterns of behaviour if there are concerns raised. This historic view point is taken into consideration when deciding appropriate measures to achieve behaviour that is expected at Prince William School Trigger points for Levels of Behaviour Points per term Number of Support Possible Sanction points 1 3 Standard school monitoring Standard school sanctions Tutor report card. Tutor detentions dependent on Communication with home via planner outcomes of report card Consideration to where and how points have been added to see if a solution available to fix the issue(s) Head of Year Report Card Behaviour contract with 2 week Consideration to where and how points have been added to see if a solution review. Head of Year detentions available to fix the issue(s) Isolation Communication with home through letter of phone call. Possible CAF Preventative support Senior Teacher Report Card Consideration to where and how points have been added to see if a solution available to fix the issue(s) Behaviour contract with 2 week review. Loss of breaktime for one week Isolation Parents invited in. Timetable reviewed. SENCO involvement for specialist referral Committee: S&D Page 6 of 18 Review Date: April 2020

7 35+ CAF if one is not in place Preventative support Senior Teacher Report Card (level 2) Consideration to where and how points have been added to see if a solution available to fix the issue(s) Parents invited in. Timetable reviewed SENCO involvement for specialist referral CAF if one is not in place Consideration for a place in the Alternative Provision Centre Behaviour contract with 2 week review. Loss of break time and lunch time for one week Isolation Parental meeting with the Principal. Consideration taken for the student keeping a place at Prince William School Across a Rolling 6 six weeks Frequency of Support C3/C4 Tutor report card. 2 3 Communication with home via planner Possible Sanction Tutor detentions dependent on outcomes of report card Head of Year Report Card Consideration to where and why issues were escalated to see if a solution available to fix the issue(s) Communication with home through letter of phone call. Possible CAF Preventative support Senior Teacher Report Card Consideration to where and why issues were escalated to see if a solution available to fix the issue(s) Parents invited in. Timetable reviewed. SENCO involvement for specialist referral CAF if one is not in place Preventative support Consideration for a place in the Alternative Provision Centre Behaviour contract with 2 week review. Head of Year detentions Isolation Behaviour contract with 2 week review. Loss of breaktime for one week Isolation The trigger points and suggested support and sanctions are not an exhaustive list and are not to be considered as a sequential list to follow dogmatically. Student circumstances and actions will be considered individually and as such the support and/or sanctions will be tailored to the individual student Committee: S&D Page 7 of 18 Review Date: April 2020

8 Some Expectations on Managing Behaviour 1. Stick to routines- be consistent 2. Meet and greet students as they enter. 3. Pupils should only be called on to answer when their hand is up or you choose them by name 4. Be positive with pupils o Well done, I m really pleased with you o Call home, get a text sent home, postcard home. Somehow tell parents o Give achievement points in SIMS and let them know / write a note in their planner 5. Have a clear focus at the start with time limits Can you make sure the title and lesson objectives are written in your books please. You ve got 3 minutes 6. Be aware of the class always watch the class, never turn your back! 7. Move to where there is disruption. Sometime a presence is good enough, 8. Tackle the small problems immediately. e.g. no planner or equipment, calling out answers rather than waiting to be asked. 9. If needing to remind students directly about how they are falling short of expectations, speak to them individually without having an audience. Take pupils out for a chat if required, the side of the classroom or very quiet personal chat at their desk don t have a go or make a big scene tell them what you want them to do and why 10. Challenge unacceptable behaviour positively Thank you to all who are following the expectations of the class by working quietly. FINE. Stop making so much noise. NOT FINE. 11. When requiring any student to follow instructions, or change an inappropriate behaviour into one that is more appropriate, we always use the language of choice. 12. Spell out the options available (usually two) and the consequences of following either, referring to the school pyramid of consequences. 13. Let them leave a table, or row at a time when they are silent (at the end, when you are ready) Committee: S&D Page 8 of 18 Review Date: April 2020

9 Committee: S&D Page 9 of 18 Review Date: April 2020

10 Rewards and Awards. Rewarding students effectively is the main way to teach students what types of behaviour are valued and productive so students can modify their behaviour and emulate and repeat good learning behaviours. The following are some strategies for rewarding students. Some of these must happen regularly and some are at the professional discretion of staff. Achievement Points. How to get Achievement Points? Committee: S&D Page 10 of 18 Review Date: April 2020

11 There are several ways a student will accrue achievement points Committee: S&D Page 11 of 18 Review Date: April 2020

12 To get Achievement Points for A2, students must show a significant achievement which is above the normal and general expectation. This achievement does not need to be solely related to progress in learning, but can be related to conduct or related to a special event. Staff should: usually award achievement points as frequently as possible, but avoid a blanket approach to awarding points inform the student about why they have been rewarded. Committee: S&D Page 12 of 18 Review Date: April 2020

13 DETENTIONS The Law Detention is one of the sanctions schools can use against poor behaviour. The Education Act 1997 gives schools legal backing to detain pupils after the end of a school session on disciplinary grounds. All schools, have clear legal authority to detain pupils without the consent of the parent, nor does the school need to inform parents of the reason why a detention has been given. This covers both lunchtime, break time and after school detentions. Detentions must be reasonable and proportionate to the offence. Staff should take account of: any Special Educational Needs; any special or specific circumstances; any religious requirements. At Prince William School Staff should log the detention on SIMS for it to be included in whole-school detentions All C3s will result in a detention automatically unless the subject teacher/ leader specifically requests students do not attend In most cases detentions of incomplete or particularly poor homework/ coursework will be set by the class teacher These detentions can be set before, during (break and lunchtimes) or after the school day. For break/ lunchtime detentions student should have be allowed to go to the toilet or eat/ drink. Detentions during break or lunch can be for all of, or part of that time. Activities during detentions must be aimed at making up lost learning or being restorative and/or reflective. Doing activities like copying out rules or doing lines is not acceptable. Whole-class detentions should be avoided Students who are late to school 3 or more times in a week will automatically have a whole-school detention. Staff will issue detention letters through administrative support Detentions should not be rearranged unless there is an emergency or a pre-arranged appointment, like the doctor or dentist. Students will be collected during p5 by staff on call if necessary Any student that was absent from school will repeat their detention on the day they return to school. Students that attended school and missed detention will be followed up by the faculty leader. As well as needing to sit the detention, the student will also lose a break time session. Around the school site At break and lunchtime A student who is found misbehaving around the school site may be issued with a straight C2 or C3 and will do a school detention Committee: S&D Page 13 of 18 Review Date: April 2020

14 These C2/3s could be done with the Late Detentions that take place at break. The name of the student must be added to the Late sheet Students must not smoke when in uniform and this includes the journey to and from school. Students caught smoking will be issued with a C3, a letter sent home and a request for a fine to be issued from the LA if caught smoking on site. Power to discipline pupils for misbehaviour outside the school gate It applies at any time a student is under the charge of a teacher, including where a student is participating in an educational visit. The power also applies to other staff with responsibilities for controlling pupils, such as teaching assistants. Teachers may also regulate the conduct of pupils when they are off school premises and not under the control of school staff. For example, a teacher can instruct pupils behaving in an unacceptably rowdy manner on a journey to or from school to stop behaving in that way. The teacher could discipline those pupils, as appropriate, on their return to school. The school can impose penalties on pupils who have misbehaved on the way to and from school, beyond the school gates; or when a child has used the internet or a mobile phone to harass another pupil or staff member outside school. Behaviour outside school e.g. on school trips, are subject to the school's behaviour policy. Poor behaviour should be dealt with as if it had taken place in school. This is the same anytime outside of school if...there is a clear link between that behaviour and maintaining good behaviour and discipline among the pupils. The behaviour of pupils outside school can be considered as grounds for exclusion. DfE, Behaviour and Discipline in Schools. Committee: S&D Page 14 of 18 Review Date: April 2020

15 Confiscation of inappropriate items Key points Schools can include confiscation of pupils' property as a disciplinary sanction in their behaviour policy. To be lawful, confiscation must be a reasonable sanction in the circumstances of the particular case. Decisions about retention and disposal of confiscated property must also be reasonable in the circumstances of the particular case. The Education and Inspections Act 2006 includes a specific statutory defence for school staff who have reasonably confiscated pupils' property. These criteria are for where confiscation might be used. All of which are down the judgement of the member of staff at the time. an item that poses a threat to others: for example, a laser pen is being used to distract and possibly harm other pupils or staff; an item that poses a threat to good order for learning: for example, a student being seen with a mobile phone during lesson without the permission of the teacher. an item that is against school uniform rules: for example, a nose stud, or lip piercings; an item poses a health or safety threat: for example, a student wearing large hooped earrings in PE may present a safety threat to themselves or other students; an item which is counter to the ethos of the school: for example, material which might cause tension between one community An item which is illegal and /or not age appropriate, for example drugs, alcohol, solvents, racist or pornographic material, cigarettes for main school students. Searching for inappropriate items. The school has the power, as laid out in the Screening, Searching and Confiscation guidance issued by the DfE, to search students or their possessions without consent, where there are reasonable grounds for suspecting that the student may have prohibited items. Although the school is not required to inform parents before a search takes place or seek consent, the school will inform parents that a search was undertaken, after the search, whether or not inappropriate items were found. Items which are banned from school site and may be searched for and confiscated include: Illegal items, such are drugs or weapons. Alcohol and solvents Laser pens Items which are age inappropriate to a student. Material that could cause offence such as pornography, racist, homophobic and sexist items. Energy drinks Electronic equipment deemed to specifically put the school network at risk. Fireworks. Committee: S&D Page 15 of 18 Review Date: April 2020

16 Items that are possibly stolen This list will be reviewed and updated in light of events, but will be distributed to all stakeholders if additional items are added. What to do with confiscated items Confiscated items listed above will be disposed of or passed onto the police if appropriate. Other confiscated items, such as nose studs, will be handed in to student services for collection at 3:30pm. For items of obvious value, this would be in the school safe- the item should have students NAME and TUTOR GROUP written clearly. All reasonable steps should be taken to make such arrangements secure. If weapons or drugs are found on students a member of the leadership team (usually staff on call) should be called for immediately. Mobile communication technologies We advise students not to bring mobile phones into school Phones should not be seen at all during a lesson, unless a member of staff allows students to use them for learning purposes. As students are advised not to bring mobile phones into school, the loss of a mobile phone will not be investigated in most cases If mobile phones are seen in a classroom, regardless of accidently or for any reason other than with permission of the class teacher, they will be confiscated (and given to Student Services.) They can be collected by the student at the end of the day During examinations students should give invigilators their mobile phones which will be returned at the end of the exam Students using mobile phones to bully other students may be excluded from school and will not be allowed to bring their phone into school Following the Screening, Searching and Confiscation guidance issued by the DfE, Confiscation of a mobile phone is legitimate as is searching through a phone or other electronic devices as long as there is good reason to do so. Uniform All staff should deal with uniform issues to ensure consistency Staff must check uniform every lesson; teaching staff should check uniform as students enter the room. For students dressed in inappropriate uniform, without a note, the member of staff should try and remedy the situation, or on call should be called for. Students who are not following the uniform policy and are without a note, may be withdrawn from lessons for the whole day and isolated during break and lunch time. Where possible they will be sent home to change. School leaders will take the decision to internally exclude a student with a note if they believe that the situation warrants it. Committee: S&D Page 16 of 18 Review Date: April 2020

17 Students who are out of uniform should ask parents to write a note in their planner- however, this does not guarantee students are not withdrawn from lessons or sent home. Heads of Year will send uniform letters to parents when issues arise For students who still persist in not following the School s uniform policy and therefore the behaviour policy should be referred to the member of the Assistant Principal attached to their year group. Parents will be informed that students will be refused entry to school if the policy is not adhered to and as such will be the parental responsibility to organise the student to follow the expectations laid out in the policy. A letter will go home at least once a year informing parents of the uniform and will be updated on the school website. If students/ parents/ carers are in doubt about what is suitable school wear they should consult the school website or speak to their child s tutor or Head of Year prior to purchase or action taking place, such as allowing their child to get a nose/facial piercing. Committee: S&D Page 17 of 18 Review Date: April 2020

18 Exclusions If an Exclusion is required Heads of Year and Senior Leadership Team members will be consulted. (Principal to make final decision) In case of Exclusion, Heads of Year to complete an Exclusion Referral form and to gather necessary documents for student s file Heads of Year to liaise with Exclusion Admin Support Staff re: Fixed Term Exclusion letter Head of Year or Senior Teacher to contact parents to inform of exclusion and date and time of return. Only the Principal can exclude students from school, or the Deputy Principal in the absence of the Principal. Exclusion Admin Support Staff will write and send exclusion letters Letters must have reintegration meeting time and person who will be meeting parents- most returns from exclusion will be convened by the Heads of Year. However, there will be occasions when it is more suited that the Senior Teacher convenes the meeting. Students should usually go on report on return from exclusion for two weeks. Re-integration form should always be used to minute meeting outcomes. These should be forwarded to the Exclusion Admin Support Staff for distribution and logging on SIMS Exclusions data to be monitored to look at trends in exclusions. An exclusion is the last choice from a selection of sanctions that can be employed. All other sanctions will be considered before deciding an exclusion is appropriate. The school follows the guidelines set out in the DfE document, Exclusions from Maintained Schools, Academies and Pupil Referal units in England. Committee: S&D Page 18 of 18 Review Date: April 2020