Behaviour Policy General Principles
Governors and staff are committed to providing a learning environment which empowers students to have the following values:
To be responsible, resilient, respectful, aspirational and independent
Standards of behaviour in the school are governed by our collective actions; we depend upon each other. All staff have a professional responsibility to follow the guidelines set out in this policy.
This document sets out the framework of the academies approach to encouraging good behaviour known as ‘Positive Discipline for Learning’.
Promoting Positive Relationships and Good Behaviour
We aim to promote a happy, positive atmosphere where learners benefit from positive relationships with other students and staff. Students respond more positively and are easier to teach and manage when teachers actively foster positive relationships based on trust and mutual respect. We do not want the academy to have a repressive ethos as we know this damages mutual respect.
It is the responsibility of all staff, not just teaching staff, to promote good behaviour. Staff are role models in this process and we demonstrate the behaviour we expect from students by the way we behave towards both them and our colleagues. High expectations must be at the heart of everything we do. We influence the actions of students by both our direct communication with them and through our observed actions, i.e. the pride we show in our dress, the way we move around the academy and our positive verbal and body language (including our facial expressions) are all crucial in fostering the desired responses from students. In order to promote good behaviour we aim to develop the following expectations in our students. To be:
- Have Pride
It is the responsibility of the staff to:
- develop an achievement culture through regular praise/rewards
- be prepared to listen to students
- behave in a calm, dignified, yet assertive manner
- focus on the behaviour not the person
- rehearse strategies for dealing with low level disruption so that we become skilled in de-escalating conflict
- constantly analyse and develop our own skills and attitudes when interacting with young people, observing and sharing good practice
- avoid stereotyped or pre-conceived judgements about students
- celebrate cultural diversity within our community
Positive Learning Experience
Teacher Behaviour – (planning and being prepared)
It is important to plan our response to poor or unwanted behaviour. Teachers plan lessons in great detail. However, staff should also plan and rehearse strategies for dealing with unwanted behaviour. This is important because our successes in promoting co-operation and in de-escalating conflict have a huge impact upon the amount and the quality of learning taking place in our classroom.
Promoting Co-operative Classrooms and a Positive Learning Environment
The relevance of our curriculum, the quality of our teaching and the opportunities we offer our students are crucial to promoting good behaviour and establishing co-operative classrooms.
“Motivating all students to achieve their full potential in life by offering a curriculum that is enjoyable, inspiring, broad and balanced.”
Many students claim that they misbehave because they are bored, unable to access the work or are simply not challenged. We know that we can minimise the likelihood of unwanted behaviour by making lessons engaging.
“Celebrate and reward achievement at all levels”
We all respond positively to praise, but it is most effective when it is:
- spontaneous and credible
- clearly linked to achievement or accomplishments
- personalised to the individual and what they might have difficulty with
It is often easy to criticise students but, in many situations, we can acquire better responses by catching students when they are good and encouraging them with positive language and praise.
We consistently reward those students who follow PDFL and are positive members of the school community.
By achieving a specified amount of stamps, all students who conform to school rules and meet the values and expectations of the school will be rewarded.
We must not be surprised when problems occur. We are working with adolescents who are learning and testing the boundaries of acceptable behaviour. In dealing with undesirable behaviour we need to promote good behaviour. This means developing skills and strategies that do not merely rely on sanctions. Sanctions do not, in themselves, change behaviour but simply apply the limits to behaviour that enable us to reward and reinforce.
Do all you can to:
- reprimand privately – it encourages co-operation
- keep calm – it shows high status, reduces tension and models desired behaviour
- listen – it earns respect
- use first names
- focus on positive aspects of student work and behaviour
- praise remorse when students take responsibility for poor behaviour
- be fair and consistent
- use the minimum sanction necessary to achieve your desired outcome
- keep sanctions appropriate
- use humour – it builds bridges
- re-integrate the student into the class
- seek closure after the sanction – it is important to start again and demonstrate a willingness to re-build relationships.
Do all you can to avoid:
- public confrontations – they promote retaliation through peer pressure
- shouting often – it weakens your status
- over-punishing – it reduces options later
- blanket punishments – the innocent don’t deserve them
- jumping to conclusions – avoid punishing what you can’t prove
- over-reacting – the problems will grow.
As sanctions quickly lose their effectiveness if frequently used, avoid constantly punishing students. Only the student can change their behaviour and repeated concerns need to enlist support from others who might help you to influence the student; e.g. parents, Subject Leaders, Form Tutors, Learning Managers, Curriculum Zone Leaders, the Senior Leadership Team etc. It is crucial to remain calm, assertive and in control. Raising your voice may be necessary, but never lose control and never scream and shout; we do not want students to model this behaviour.
CLASSROOM Code of Conduct
These should be displayed on the walls of all classrooms and referred to constantly:
- arrive on time, enter the room quietly, go to your assigned seat
- take out your planner and equipment for the lesson
- follow instructions from staff, first time, every time
- always hand over your planner when asked by a member of staff
- complete work to the best of your ability
- respect others, yourself and equipment
- do not swear or shout at each other
- no eating, chewing or drinking in class (except water)
- pack away quietly when asked and wait for permission to leave
- do not verbally abuse staff
- racial abuse/homophobic abuse will not be tolerated
- follow the school values & expectations.
AROUND SCHOOL Code of Conduct
- follow instructions from staff, first time, every time
- hand over your planner when asked by any member of staff
- wear the correct school clothing (all outdoor clothing must be removed when entering the building). This includes coming to and from school
- move around safely, do not run
- treat others with respect
- do not swear or shout around school
- only eat in designated food areas at the correct time and place litter in the bin
- always have your planner with you when out of class during lesson time
- no illegal substances to be brought into the school site (including cigarettes)
- respect the surrounding community before and after school
- follow the school values & expectations.
If the around school rules are broken, this will be recorded in the student planner and on the SIMS behaviour module
Individual Behaviour Plan (IBP/Report)
- IBPs are triggered by the number of comments in the student planner (10 per fortnight)
- it is the Form Tutor’s responsibility to monitor negative comments and, before considering an IBP, it must be discussed with the Learning Manager and student and a meeting must take place between the Form Tutor and home before the IBP can begin; on occasions, when a meeting is not possible, please ensure the minimum of a phone call is made to inform home
- a one day Inclusion will be completed by the student to begin the IBP
- each time the IBP is broken the student will serve a 4.30 detention.
A break of IBP is distinguished by:
- the student receiving 10 comments
- the student misbehaving and being put in the Inclusion Room (this will normally be triggered from an On Call)
- students remaining on IBP for a period of 2 weeks and having intense intervention from their key worker.
To succeed, the student needs to complete a two week period with less than 10 comments. Students consistently failing their IBP on 5 occasions and breaking their Home/ School Agreement will be placed in the Seclusion Room for a fixed period and will progress to Black Report.
PDFL Reports (Black, Blue & Red)
Learning Managers will ensure report targets are logged in the SIMS system so all staff are aware of the students on report. It is the key worker’s responsibility to visit the students during the day and check that they have received the report and were not absent from form.
Detentions will be issued by staff and must be recorded by the member of staff in the detention pages in the planner and logged on SIMS. The CSG team will ensure all students set a detention carry out the sanction.
10 MINUTE DETENTION – Issued by subject teachers for relevant misdemeanors, to be carried on that day where possible. Failure to attend the 10 minute detention will automatically lead to a 1 hour school detention.
1 HOUR SCHOOL DETENTION 2.45pm- 3.45pm – Whole school detention is held in the Inclusion area and staffed by SLT, Learning manager (LM), teachers and cover teachers on a rota basis.
Failure to attend 1 hour – If a student has not turned up the LM will contact home and set a 4.30pm detention for the next available night.
Failure to attend 4:30pm detention – A second non-attendance will result in the student being placed into Inclusion during units 5-6 followed by the 4:30pm detention.
Further detention for non-attendance – Students will be placed in the Inclusion Room until they complete the 4.30pm detention set.
PE Detentions – Below follows the PE detention cycle for forgetting/refusing to bring PE kit per half term
- 1st failure to bring correct kit = verbal warning
- 2nd failure to bring correct kit = written comment and 10 minute detention; PE staff member will contact parents/carers
- 3rd failure to bring correct kit = 1 hour school detention
- 4th failure to bring correct kit = 1 hour school detention, MOS will contact parents again
- 5th failure to bring correct kit = Inclusion Room
THE USE AND MONITORING OF THE STUDENT PLANNER FOR LEARNING:
Parents and Carers have a key role in monitoring their child’s planner. Parents/Carers will:
- encourage their child to keep the planner clean and up to date
- support the completion of homework in an organised and efficient manner
- use the appropriate Parent/Carer section to communicate with us as a school.
Form Tutor Monitoring:
Student planners will be monitored daily by the Form Tutor/Mentor. When monitoring Student planners, Form Tutors are looking to identify or confirm the following points:
- that the planner is free from graffiti and is being kept in a tidy manner
- that homework details are being recorded sufficiently
- that comments made in the planner by members of staff are responded to in an appropriate way
- that comments made in the planner by parents are responded to appropriately
- the monitoring of awarding of STAMPS or sanctions
- to review, on a regular basis, the PDFL system and outline suggested changes
- to work positively and support staff who are seen to be working outside of the system: if appropriate changes are not made by any staff involved concerns will be passed to the relevant line manager
- to organise the rewards on offer and the main rewards event.
Form Tutors must ensure that they inspect and sign each student’s planner at least every fortnight. Lost student planners will need to be immediately replaced at a cost of £5.00 or purchased using stamps at the Reward Shop.