Policy Number: 25. Behaviour for Learning Policy. Revision: February 2014 Date Issued: Authorised By: Full Board Date Approved:

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1 Policy Number: 25 Policy: Behaviour for Learning Policy Revision: February 2014 Date Issued: 2014 Authorised By: Full Board Date Approved: Minute Number: Implementation Date: Immediate Signed: Chair of Governors Review Date: Annually

2 Behaviour For Learning Policy for Queen Elizabeth s Grammar School Ashbourne Academy CONTENTS - Aims and Objectives - Principles - Practice - Roles and Responsibilities - Internal, Fixed Term and Permanent Exclusions - Appeals Appendices (i) (ii) (iii) (iv) (v) (vi) Reflective Behaviour Tree Guide for Teaching Staff Guide for Pastoral Staff Student Code of Conduct Rewards Appeals Procedure

3 Aims The Behaviour for Learning Policy aims to: Enable effective teaching and learning. Promote positive behaviour. Objectives To emphasise the importance of good behaviour and its relationship to learning. To provide a framework for the consistent management of all behaviour-related issues. To emphasise the value of partnership between parents, students and the school in the achievement of high standards of behaviour within the whole school community. To encourage every member of QEGS to show care, courtesy and consideration to other members of the school and to the wider community. Principles The school recognises that effective teaching and learning only take place in an atmosphere where there is a clear understanding of what is and what is not acceptable behaviour. Actions which prevent teachers from teaching and students from learning are not acceptable. The following principles should be recognised if a whole-school approach to behaviour management is to be successful. 1. An understanding and acceptance of the policy by every member of the school is important if our aims are to be achieved. 2. The Behaviour for Learning Policy is a partnership between all members of the school. 3. A whole-school approach is intended to be preventative wherever possible. Pro-action is more effective than re-action. 4. Self-discipline should be the ultimate aim for all members of the school. 5. Behaviour patterns can be changed and indiscipline managed effectively only when behaviour management is handled consistently. 6. Punishments must be administered fairly and be appropriate to the breach of conduct. 7. Effective behaviour management seeks to avoid aggressive confrontation. 8. Rewards, obtainable by all, are an effective way of improving and maintaining good behaviour and should be applied consistently. Several other school policies should be referred to in conjunction with the Behaviour for Learning Policy, for example:-

4 - Anti-Bullying Policy - Attendance Policy - Equal Opportunities Policy - Safeguarding - Special Educational Needs Policy - Social Media Agreement - ICT Policy Practice Good behaviour will be promoted through the establishment of good relationships within the school community built upon mutual respect. Assemblies play an important role in promoting the ethos of the school where courtesy, respect and good behaviour are the expected norm. The school curriculum also provides opportunities for consideration of behavioural issues, in particular through the Wellbeing programme, where issues such as tolerance, honesty, bullying, rights and responsibilities are addressed. The school will seek to provide a relevant curriculum for all students. The provision of high quality Teaching and Learning is central to achieving good behaviour. The school has adopted the Reflective Behaviour Tree (Appendix i) which forms the basis of behaviour management. The Student Code of Conduct (Appendix iv) is displayed around school, printed in the student s planners and emphasised in assemblies. Students who are experiencing behavioural and emotional difficulties will be supported through the school s pastoral, counselling and multi-agency work. Student Behaviour Events, both positive and negative, are recorded on the school s Management Information System. These events are monitored, managed and analysed by pastoral staff. Each member of staff has responsibility for upholding standards of behaviour in school, both within their classroom and around the school site. Staff are provided with INSET to help them develop their behaviour management skills. Roles and Responsibilities Class Teacher will - (s 1, 2 and 3) Plan and deliver engaging lessons of an appropriate level of challenge Maintain a positive, well managed classroom environment. Use Rewards and hierarchy of Sanctions as outlined in the whole school Behaviour for Learning Policy (as outlined in Appendix i, ii, iii and iv). Record behavioural events, both positive and negative, on the school s Management Information System.

5 Refer students whose behaviour gives cause for concern to their Curriculum Leader, Student Progress Leader, Key Leader or the Senior Leadership Team as detailed in the different stages of the Behaviour Chart. Teaching Assistants and Support Staff will - (s 1, 2 and 3) Assist in maintaining a positive and well managed environment. Refer students whose behaviour gives cause for concern to their Line Manager, Curriculum Leader, Student Progress Leader or Key Leader. Curriculum Leaders will - ( 4) Ensure that their Department follows the agreed and adopted Behaviour for Learning Policy with regard to both rewards and sanctions and role and responsibilities Support members of their department with behavioural issues with individual students or classes. Place students on a subject report for their curriculum area. Contact, or meet with, parents when necessary. Organise departmental detentions. Student Progress Leaders will - (s 5 and 6) Liaise with staff and Curriculum Leaders with regard to concerns about the behaviour of individual students or groups of students. Monitor the attitude, effort and quality of work of individual students across the curriculum. Place students on Progress Leader report. Contact parents by letter or telephone. Arrange meetings with parents/students. Make referrals to other agencies, e.g. Behaviour Support Service. Use the Behaviour Events section of the Management Information System to monitor, analyse and manage students behaviour. Staff the Emergency Call-Out Rota. Key Leaders will - (s 6 and 7) Liaise with staff and Curriculum Leaders with regard to concerns about the behaviour of individual students or groups of students. Monitor the attitude, effort and quality of work of individual students across the curriculum. Place students on Key Leader report. Contact parents by letter or telephone. Arrange meetings with parents/students. Make referrals to other agencies, e.g. Behaviour Support Service. Introduce a Pastoral Support Programme for students whose behaviour gives serious cause for concern. Ensure that the Pastoral Register, Bullying and Racist Incident Logs are kept up to date. Use the Behaviour Events section of the Management Information System to monitor, analyse and manage students behaviour. Inform SLT with regard to behaviour data and trends. Staff the Emergency Call-Out Rota. Place students in the Internal Exclusion room when there has been a serious breach of the school s Code of Conduct.

6 Discuss with the Headteacher and/or Associate Headteacher a Fixed Term Exclusion for the more serious breaches of school conduct. Senior Leadership Team will - (s 7, 8 and 9) Ensure departments they line manage fulfil their roles and responsibilities and follow Behaviour for Learning Policy. Staff the Emergency Call-Out Rota. Walk the school calling into lessons particularly those lessons which staff have identified as a behaviour hot spot where SLT support has been requested including visiting lessons being covered. Place a student with three Emergency Call-Outs in one day in the Internal Exclusion Room. Withdraw from a lesson a student who is at 5 of the hierarchy of sanctions (Appendix i). A one hour detention will be served and parents will be informed. Place students on SLT report having liaised with the Key Leader. Place students in the Internal Exclusion room when there has been a serious breach of the school s Code of Conduct. Discuss with the Headteacher and/or Associate Headteacher a Fixed Term Exclusion for the more serious breaches of school conduct. The Headteacher or in their absence the Associate Headteacher will consider Permanent Exclusion for the most serious breaches of school conduct. Responsibility for the school s behavioural policies and practice is that of the Assistant Headteacher, Pastoral. Internal, Fixed Term, Permanent Exclusions For serious breaches of school conduct, where students in the opinion of a Key Leader or a Senior Leader have reached or exceeded stage 6 of the behaviour tree (appendix i) students will be placed in the Internal Exclusion room for a maximum of three days. For extreme breaches of the school code of conduct the Headteacher or in their absence the Associate Headteacher may choose to issue the student with a Fixed Term Exclusion, these range from one to fifteen days depending upon the severity of the incident. The Headteacher or in their absence the Associate Headteacher may also choose to permanently exclude a student if it is felt appropriate. If a student receives any form of exclusion Parents/carers will be notified by a member of SLT, a Key or Progress Leader. For fixed term and permanent exclusions parents/carers will receive written notification from the school outlining the nature of the incident and exclusion duration. Appeals There is an appeals process for fixed term exclusions above 15 days per term or more than 5 days for one event and/or permanent exclusions. Any appeals must be made in writing to the Clerk to the Governors as outlined in the letter notifying Parents/carers of the exclusion.

7 Appendix i Queen Elizabeth s Grammar School Reflective Behaviour Tree STAGE 9 Permanent Exclusion STAGE 8 Governing Body Disciplinary STAGE 7 At Risk Of Permanent Exclusion STAGE 6 Exclusion (Internal / External) STAGE 5 Emergency Call Out We know that the vast majority of students will choose to spend their time operating within the rewards framework. It is also expected that, of the students whose behaviour is deemed unsatisfactory, only a small minority will move beyond 5. STAGE 4 Removal to timetabled colleagues classroom / Dept Detention STAGE 3 Move within Classroom STAGE 2 Formal Warning STAGE 1 Warning The Reflective Behaviour Tree is for standard behavioural events only. Please use your discretion to distinguish any behavioural events that do not appear at any stages on the tree and reprimand accordingly.

8 Appendix ii STAGE 5 Repeated refusal to work Refusal to accept the discipline of the school Damage to school property/equipment Verbal abuse /threatening behaviour to/about staff/ students, regardless of the medium used Re-assign SERCO ve BHV Event to PL Purple form completed Passed to KSL/SLT for decision re: reprimand STAGE 4 Failure to follow instructions from a member of staff Failure to complete Classwork Removal to timetabled colleagues classroom Departmental detention/ Departmental report if repeated ve behaviour Phone call home Log on SERCO ve BHV Event Log STAGE 3 Move to more appropriate seat with fewer distractions Detention with Teacher Log on SERCO ve BHV Event Log STAGE 2 2 verbal warnings for any 1 offences STAGE 1 Talking inappropriately Interrupting Teacher Moving out of seat Lateness

9 Appendix iii STAGE 8 Students to face a panel of Governors to decide on whether re-integration into school is the most appropriate way forward STAGE 7 At risk of Permanent Exclusion A student with 10+days of any type of exclusion in a term = Pastoral Support Programme conducted by KSL Dangerous/violent behaviour Formal reintegration meeting with Parents, PL/ KSL (SLT and Governors if applicable) STAGE 6 Exclusion (internal or fixed term) Intervention from Inclusion Officer if internal (copies to PL) KSL can refer to Behaviour Support Formal reintegration meeting with Parents/KSL/PL for fixed term STAGE 5 Action to be decided depending on severity of incident 3 Emergency Call Outs per day = 1 Day Internal Exclusion (Phone call home to parents) Repeated offences = Fixed Term Exclusion Any 3 Internal Exclusions in a term = Fixed Term Exclusion Continuous poor behaviour within either a subject or series of subjects will result in a students choices being limited within the curriculum at the discretion of SLT, KSL and CL STAGE 4 PLS monitor SERCO events 10 ve events = form tutor report 15 ve events = meeting with PL and put on PL report 20 ve events = meeting with KSL, Parents and put on KSL report HT Assist Heads Key Leaders Progress Leaders Form Tutors ALL REPORTS ARE ISSUED ON A WEEKLY CYCLE, THEN REVIEWED AND CASCADED DOWN BEFORE BEING REMOVED.

10 Appendix iv STUDENT CODE OF CONDUCT As a general rule, all members of the QEGS community are expected to behave and be as courteous and respectful to one another regardless of how that interaction takes place. During your time on roll at the school standards of behaviour must be such that nothing prevents teaching and learning from taking place as effectively as possible. School begins promptly at 8:50am. You should always arrive at school on time. If you arrive late you must register with Student Services. You should come to school smartly dressed in school uniform. You must not leave the school site without a letter from a parent/carer which has been countersigned by your Student Progress Leader and shown to Student Services when you sign out. If you are absent from school for any reason you should bring an explanatory note for your Form Tutor on the day you return from your parent/carer. If you are unable to do P.E., Dance or Drama lessons you must bring a note from parent/carer or a doctor to explain why. Students in Years 7-11 should line up and wait quietly outside classrooms until a teacher arrives. Years 12 and 13 may enter a classroom before the teacher arrives but may not enter a laboratory unsupervised. Ensure that you have everything with you that you need for each lesson. Move calmly and quietly around the school walking on the left hand side of corridors and steps and observe the Up and Down directions indicated on staircases. You should not run, barge or shout. Look where you are going and be ready to open doors, stand back and allow visitors, staff and other students to pass. You should help to keep the school clean and tidy putting litter in bins and keep walls and furniture un-marked. You must not deliberately damage school property. Chewing gum is forbidden. You will never attempt to physically hurt or intimidate another member of the school, either a student or a member of staff or encourage others to do so. You should take great care of your own and other people s property. You will not touch other people s belongings unless you have their permission. You should not engage in any abusive, threatening or bullying behaviour towards any other students or staff at the school. This includes physical and verbal abuse. Smoking is forbidden in school and on the way to and from school. You will not bring in sharp objects e.g. knives or screwdrivers into the school under any circumstances. You must not be in the possession of, or consume alcohol or any narcotic substance in school. Mobile phones or any other electronic devices (MP3 player, ipods etc.) are not to be used or seen between the hours of 8:50 am and 3:55pm. If you are unwell during the school day and need to go home you must not contact home directly. The Student Welfare Assistant or Student Services will contact home and make any necessary arrangements. If you have sustained an injury requiring you to temporarily use crutches/wheelchair or have to wear a plaster cast or are unable to wear shoes your parent/carer must contact school to arrange for a risk assessment to be carried out before you can return to school.

11 Appendix v Rewards available for staff to use: Non-verbal praise e.g. smile, thumbs up Verbal praise individual or class Inform Tutor / CL / PL /KSL / SLT / HT who can also give verbal praise Written praise in exercise book or planner Stickers / stamps Record a positive event on e-portal Award a merit Give sweets or treats Early lunch pass Phone call home Postcard or letter home Comments to parents at parents evening As part of the Behaviour for Learning policy pastoral staff review positive behaviours logged on the school management system fortnightly. As a result of this then other rewards are possible such as the top students per House are rewarded through the House Hero/Heroine monetary reward or by receiving an early lunch pass as part of the Form of the Fortnight. Other rewards can be in the form of Merit certificates Positive Events certificates Merit Prize draw Award presented at annual Awards Ceremony Presentation made at Speech Day Articles in QEGS and local press

12 Queen Elizabeth s Grammar School Rewards Tree HEADTEACHER Certificate = 120 MERITS GOLD Certificate = 90 MERITS SILVER Certificate = 60 MERITS BRONZE Certificate = 30 MERITS MERIT AWARDED = 1 MERIT POSITIVE SERCO EVENT VERBAL PRAISE FROM MEMBER OF STAFF

13 Appendix vi Appeals Procedure for Fixed Term and Permenant Exclusions: 1 Parent /Carer contacts the Clerk to the Governors to register an appeal. 2 If the Fixed Term Exclusion (FTE) is less than 5 days or totals less than 15 days within the term. The Governing Body disiplinary comittee can choose to meet to discuss the appeal. The Governing Body Disiplinary Committee does not have the authority to overturn the FTE. It can however request a note be placed on the student's file outlining any concerns they may raise. 3 If the FTE is more than 5 days, exceeds 15 days within a term or the FTE is permanent The Governing Body Disiplinary Committee will meet to discuss the appeal. The Governing Body can either uphold the exclusion or directly reinstate the student immediately or on a particular date. If the exclusion coincides with a public examination it is at the discretion of the Chair of Governors whether to allow the student the opportunity to sit the examination. If the FTE or Permanent Exclusion is upheld by the Governing Body then a further appeal may be lodged to an independant panel via the Clerk to the Governors.

14 Examples of Incidents Possible Consequences Who 1 Examples include: Talking inappropriately, Interrupting the teacher, Moving about the classroom, Lateness to lesson, etc Verbal Warning Class Teacher 2 2 verbal warnings for any offence at 1 Move to stage 3 Log negative event Class Teacher 3 Move to a more appropriate seat with fewer distractions Class teacher detention Class Teacher 4 Failure to follow instructions from a member of staff Failure to complete classwork/homework 10 negative behaviour events recorded* 15 negative behaviour events recorded* 20 negative behaviour events recorded* *This is cumulative throughout the year. At the start of the following academic year it starts again. Departmental detention Departmental Report (if a repeat offender) Phone call home to Parents Form Tutor Report after 10 negative events Progress Leader Report after 15 negative reports Key Leader Report after 20 negative reports Curricular Leader Curricular Leader Progress Leader to check events weekly and pass on to Faculty Leaders for monitoring 5 Refusal to work isolated incidents Refusal to accept the discipline of the school Damage to school property/equipment Verbal abuse/threatening behaviour to/about staff/students regardless of the medium used or when the offence is committed. Emergency Call Out by Class Teacher Phone call home to Parents Internal Exclusion Consider the severity of the behaviour. It may be necessary to move to 6 immediately Key Leader Senior Leader

15 6 3 Emergency Call Outs in one day 3 Internal Exclusions in one term Repeated offences from stages 1 5 (each term) Internal Exclusion authorised by Key Leader or Senior Leader only Fixed Term Exclusion (less than 5 days) authorised by Associate Head or Head Teacher Formal re-integration meeting following a Fixed Term Exclusion to be conducted by: Progress Leader FTE 1-2 days Key Leader and Progress Leader FTE 3-5 days Key Leader and Senior Leader FTE 5 days or more Key Leader Senior Leader 7 Dangerous or violent behaviour Fixed Term Exclusion (less than 5 days) authorised by Associate Head or Head Teacher Formal re-integration meeting following a Fixed Term Exclusion to be conducted by: Progress Leader FTE 1-2 days Key Leader and Progress Leader FTE 3-5 days Key Leader and Senior Leader FTE 5 days or more Key Leader Senior Leader 8 Fixed Term Exclusion of 5 days or more in one session or more than 15 days in one term or Permanent Exclusion Meeting of the Governors Disciplinary Committee Senior Leader Head Teacher Governors 9 Permanent Exclusion Meeting of the Governors Disciplinary Committee Head Teacher Governors Behaviour Chart February 2014

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