Behaviour Policy

Brampton Manor Academy Behaviour Policy INTRODUCTION Behaviour at Brampton Manor Academy is excellent and is a source of pride for our whole school community. This standard is achieved through the implementation of policies and procedures to promote and reward good behaviour and through the strong systems that are in place to make expectations clear and to record, monitor and, where necessary, modify behaviour.

This does not mean that nobody ever behaves badly in our school, but it does mean that we do not tolerate bad behaviour and that, when it occurs, we respond strongly and consistently.

Systems are in place to ensure that all students, parents and staff are aware of our rules, procedures and expectations. Teaching the rules, alongside all the measures we take to encourage good behaviour, is important in creating an environment in which all students can thrive and progress.

Maintaining and further improving standards of behaviour in the Academy is always a key priority which is addressed in a variety of ways:  In order to achieve good classroom behaviour it is essential that lessons are well planned and well taught by suitably qualified staff and that they are appropriately resourced. This is the Academy’s prime focus and great energy, cost and strategic planning is committed to ensuring that it is successful.  Outside lessons our investment in student facilities in quads, playgrounds and elsewhere is designed to provide a high quality environment for students, enabling them to eat, drink, talk and play harmoniously. Generous staff supervision is deployed to all student areas at break times and a range of extracurricular opportunities is also provided to encourage positive and purposeful use of students’ free time.  At the end of the Academy day staff supervision extends beyond the Academy gates and out into the community to ensure that our students are able to travel from the area of the Academy towards home safely and to ensure that they do so in an orderly manner which brings credit to the Academy and themselves.  Strong systems for praise and rewards are in place in the school and are used to affirm good behaviour and to encourage its increase.

However, despite all of these measures to support and develop positive behaviour, there may be times when students let themselves down and fail to meet our standards.

When this occurs we have a duty to the whole Academy community to act promptly and fairly, to challenge the poor behaviour, to take steps to prevent its repetition and to ensure that the rule is strengthened rather than undermined by the breach.

This policy sets out our behaviour expectations and it describes the Academy’s procedures for managing behaviour and dealing with that which falls short of our required standard. In setting out our policy, we acknowledge our legal duties under the Equality Act 2010, in respect of safeguarding and in respect of pupils with special educational needs (SEN).

THE PRINCIPLES At Brampton Manor Academy, we expect and require high standards of behaviour from our students at all times. We believe that effective teaching and learning can only take place in a disciplined, orderly and purposeful environment underpinned by respect for oneself and for others. The Academy takes seriously its responsibility to encourage high standards of personal conduct and to create an inclusive and effective learning culture by: • • • • • • • • • • •

providing a happy, stimulating, caring and supportive environment that will enable each child to achieve their full potential; providing a safe environment; free from disruption, violence and all forms of bullying and harassment; promoting and reinforcing good behaviour and discipline; promoting self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect; ensuring equality and fairness of treatment for all; responding consistently to both positive and negative behaviour; promoting a culture of praise and encouragement in which all students can achieve; encouraging students to take responsibility for their actions; celebrating the diversity of our Academy community; promoting excellent attendance and punctuality; enlisting the active support of parents in ensuring compliance with Academy rules, procedures and expectations.

CODE OF CONDUCT The behaviour and safety of our students is of paramount importance to the staff and Governors of Brampton Manor Academy. In order to ensure the effective running of the Academy and to deliver high standards of progress and attainment it is vital that all students feel secure and happy coming to school; that they are free from bullying and intimidation; and that learning is not hindered by poor behaviour.

In order to achieve and maintain this, it is necessary to have clear rules, expectations and procedures and to ensure that all students have written copies of these and receive frequent reminders about the required standards. All of our rules are detailed in the Academy diary which each student receives at the start of the year and are explained and re-enforced in lessons, registration sessions and assemblies.

We also require parent/carer support for our policy and rules and this is confirmed by them signing the Home/Academy Agreement in their child’s diary and attached to this document (Appendix A).

Positive behaviour is encouraged through our rewards system and through use of praise. Equally, all instances of poor behaviour are recorded on students’ behaviour records and are dealt with using sanctions as appropriate.

It is our strong belief that poor behaviour should never be tolerated, and that our effective response to minor misdemeanours ensures high standards overall and reduces the likelihood of more serious incidents.

There are four main rules which we expect all students to observe and memorise:   

Follow all instructions given by staff first time.

Keep hands, feet, objects and inappropriate comments to yourself.

Do all classwork and homework, allow others to do theirs, and meet all deadlines.  Be on time for class, be properly dressed and always have the right work and equipment with you.

These overarching rules are defined more precisely below.

ACADEMY RULES Our rules apply to all students not only when they are on the premises but also on their way to and from school. When our students are outside school they are ambassadors for Brampton Manor. Therefore, we will take action against any student who behaves in a way that brings the Academy into disrepute, irrespective of where and when such misbehaviour occurs.

1. Students must be lined up in the designated area in the playground at 8:10am every morning.

2. Students must wear full school uniform not only in school but on their journey to and from school each day.

3. No jewellery is permitted except a wristwatch and one plain small stud worn in each ear. No other visible body piercing is allowed. Necklaces and bracelets must not be worn.

4. False eyelashes and false nails are not permitted. Nail varnish must also not be worn. Excessively long natural nails are also not permitted for health and safety reasons.

5. Excessive makeup is not permitted and staff have the right to ask students to remove any make up that they consider to be excessive.

6. Students are not allowed to come into the Academy with dyed hair/unnatural hair colours or outlandish hair styles that cause a distraction to others.

7. Students are advised not to bring any personal electronic items such as mobile phones and MP3 players into school. Whilst some may have reason to do so their use is forbidden on the school site and equipment must remain switched off. Any such items which are seen or heard by staff will be confiscated and may not be returned until the end of each week or term, at the discretion of the member of staff.

8. Chewing gum is not permitted anywhere on the Academy site.

9. All students must carry a school bag large enough to carry A4 folders and books and must bring the correct equipment, kit and books for all lessons.

10. All students must carry their school diary at all times and must use it to enter all homework and coursework assignments. Diaries must be signed weekly by parents to indicate that they are aware of homework being set and completed.

11. Students are required to complete all classwork and homework and must do so in a manner that does not disrupt the learning of others.

12. Students should not leave the class during lessons without written permission from a member of staff in their student diary or on a green authorisation slip.

13. Students must not leave the Academy site during the day without written permission from a senior member of staff and without signing out at the Academy office.

14. Students must move around the Academy quietly, and purposefully, showing courtesy to others. Students should keep to the left on corridors and stairways for the purposes of health and safety.

15. When queuing for lessons, assembly, lunch or any other reason students must do so in an orderly manner and must show respect and courtesy to all catering and other staff members.

16. Students are not permitted to go home during long break for lunch.

17. No food or drink is to be consumed anywhere other than in the cafes, the quads and designated areas of the playgrounds. Students are not allowed to take hot or open food and drink out of the cafes.

18. Students must respect their school site and facilities at all times. It is not permissible to drop litter anywhere on the site; nor to graffiti or otherwise damage Academy property.

19. Active games must only be played in the designated areas of the playgrounds.

20. Students are expected to go home promptly from the Academy each day and must have left the vicinity of the Academy and local shops by 3.00 pm unless involved in organised, after-school activity. Students must not loiter on street corners or drop litter on the streets.

The further rules below should hardly need to be stated since they refer to behaviour that would be unacceptable in any school at any time. However, for clarity, it is important to list them.

21. Smoking is not allowed anywhere on the Academy site. Students must not smoke on their way to and from the Academy or at any other time while in Academy uniform or on journeys/outings.

22. Students must not consume, be in possession of, or be under the influence of alcohol or illegal substances whilst on the Academy site, on the way to or from the Academy or on Academy journeys/outings.

23. Swearing, rudeness, using foul language or verbally abusing students or staff is totally unacceptable. Fighting or ‘play-fighting’ is not allowed under any circumstances.

24. Rudeness and/or aggressive behaviour towards staff is unacceptable.

25. It is an offence under the law to set off a fire alarm falsely. To do so endangers all Academy staff and students and could lead to injury or death.

26. Under no circumstances are students to invite any member of the public into the Academy without first obtaining the permission of a senior member of staff and reporting to the Academy office.

27. Students must not indulge in any behaviour of a sexual nature. This includes all forms of contact and communication. It is expressly forbidden for any student to bring any materials with sexual content onto the Academy site, including having inappropriate content on phones or other electronic devices. Equally it is forbidden to access any such materials from school via the internet.

28. Prohibited activities also include gang membership and association with gang members.

In addition to the rules above it is important to list the serious behaviour categories that could lead to a PERMANENT EXCLUSION, even for a first or one-off offence. They are:  Carrying an offensive weapon, including any type of knife  Handling, using or supplying drugs, solvents or alcohol  Aggression / assault, intimidation or threatening behaviour towards staff  Serious actual or threatened violence against another student  Sexual abuse or assault  Persistent defiant misbehaviour Pupils who are found to make malicious allegations accusations against school staff can expect a strong disciplinary action against them, which could be a permanent exclusion.

MANAGING BEHAVIOUR    

All students have a copy of the Academy Code of Conduct in their school diaries which they are required to carry at all times.

All parents are required to confirm their support for the Code of Conduct by signing the Home/School Agreement in their child’s diary.

All aspects of the Code of Conduct are taught and regularly re-enforced through lessons, registration sessions and assemblies.

The code of conduct is also available on the Academy’s website and any revisions which take place within a school year will be updated in that version.

IRIS The Academy uses a unique software programme for recording and monitoring positive and negative student behaviour and any rewards or sanctions applied. All incidents of positive behaviour leading to the award of ‘REDit’ (see below) and all incidents of poor behaviour are recorded in IRIS and thus form a behaviour record for each student at the Academy.

IRIS allows staff to analyse behaviour for individuals and groups of students in order to design effective improvement measures. It also allows the school to provide parents with a comprehensive breakdown of each student’s positive and negative behaviour.

Heads of Subject, Progress Leaders and Year Supervisors review all IRIS entries for their respective areas on a daily basis. This ensures that middle and senior leaders have a detailed awareness of standards of behaviour throughout the school and are able to shape positive developments in student and teacher performance.

Rewards Brampton Manor’s motto is “Success through Effort and Determination”. This underpins the Academy’s approach to achieving academic excellence, but also to achieving high standards of behaviour.

In every aspect of school life students are encouraged to show great effort and determination and this is rewarded through the allocation of ‘REDits’ in which RED stands for ‘Rewards for Effort and Determination’. These are awarded by all teaching staff as well as by support staff where appropriate.

Examples of how REDits might be awarded for behaviour include:  Showing determination to maintain excellent behaviour for an extended period of time  Making significant effort to improve own behaviour  Making significant effort to help others  Making significant effort to show courtesy  Making significant effort to avoid conflict  Making significant effort over a prolonged period to meet school expectations All teachers are expected to use IRIS as a ‘live’ tool in their lessons and are guided to use REDits frequently but sparingly (i.e. in most lessons, but usually not to more than one or two students whose effort stands out above the rest) to ensure that they are valued by students. When a REDit is awarded in a lesson, the attention of the class should be drawn to it and the reason made clear. In this way a clear signal is given which encourages others to perform with similar effort.

By accumulating REDits throughout the year students can go on to achieve Bronze, Silver and Gold awards and those with the most REDits in each year group and subject at the end of the year receive special recognition at the Academy’s prestigious RED Awards Ceremony which takes place each July.

Unsatisfactory Behaviour Whilst taking all possible steps to promote good behaviour we re-state that unsatisfactory behaviour will not be tolerated or ignored at Brampton Manor.

All staff (not just teachers) have a responsibility to challenge inappropriate behaviour wherever they encounter it. This applies not only on the school site but also on trips and visits.

Where such behaviour warrants a sanction the staff member concerned should ensure that the event is recorded and described in IRIS and that a suitable sanction is imposed. Support staff should refer the matter to a member of the teaching staff for this to be done.

If a teacher entering a behaviour event in IRIS considers that further action beyond their sanction may be required from a more senior member of staff they must choose the option ‘Unresolved/Refer’ from the drop-down menu.

When entering an event into IRIS staff are prompted to state whether the behaviour concerned should be labelled:  Sexist  Racist  Homophobic  Bullying or  None of these

One of these options should be checked before proceeding to enter the details of the event. This facilitates effective analysis and record-keeping for these categories of behaviour.

Staff are then required to select the appropriate sanction from the list below before proceeding to describe the behaviour and label it as one of the following:  Physical assault against a pupil  Physical assault against an adult  Verbal abuse/threatening behaviour against a pupil  Verbal abuse/threatening behaviour against an adult  Bullying  Racist abuse  Sexual misconduct  Drug/alcohol related  Damage  Theft  Persistent disruptive behaviour  Low level disruption  Failure to bring correct equipment  Homework not handed in when due  Homework not completed to the required standard  Lateness  Refusal to follow instructions  Uniform/dress code  Possession of a weapon  Malicious allegations against a member of staff Sanctions Staff are required to record all incidents of poor behaviour which lead to the imposition of a sanction, even if the sanction is only a ‘timely word’ or a ‘pep talk’. This includes failure to meet school expectations, such as completing homework or bringing correct equipment to school.

A range of sanctions are used by the school, most of which are self-explanatory and common in most schools. One or two, however, are described a little more fully. In applying our sanctions, we embrace the principles of restorative justice.

Our typical sanctions are:  Pep talk – quiet word with student about poor behaviour  Timely word –to inform student that if behaviour does not improve more severe consequences will follow  Phone call or letter to parents  Detention after school and on Saturdays  Isolation within the classroom – moving student to another seat  Departmental Holding – removing the student from the class to a colleague’s class to prevent further disruption. This is simply to allow the rest of the class to get on with the lesson and should also lead to a further sanction for the student concerned.  Meeting with parents/guardians  ‘On Report’ – the student carries a report card to all lessons on which teachers state whether behaviour was G-Good, S-Satisfactory or U-Unsatisfactory. These cards are signed at the end of the day by the staff member who initiated the report and later at home by the parent/carer.

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Community Service – carrying out a task of benefit to the school whilst in detention Internal Exclusion – more serious or persistent poor behaviour will lead to students being removed from lessons altogether to complete their work in isolation from their peers. This also involves having break at a different time and remaining in school until 3.00pm.

Fixed Term Exclusion – The student is excluded from school altogether for a period of days, during which time they are not allowed on or near the school premises. The first five days of any such exclusion are typically spent at home with work provided by the school. For exclusions of longer than five days students are required to attend an exclusion centre from day 6 onwards. o Any student who accumulates more than fifteen days of fixed-term exclusion in one academic year is required to appear before a Governors Disciplinary Panel, whose role is to review the appropriateness of the school’s response to the student’s behaviour. o Any student who accumulates more than forty-five days of fixed-term exclusion in one academic year automatically becomes permanently excluded.

Permanent Exclusion – for the most serious behaviour incidents or for persistent defiance the Principal may recommend the permanent exclusion of a student. Such a recommendation will lead to a hearing with the Governors’ Disciplinary Panel whose role will be to listen to all of the details of the behaviour and to any representations from the student, their family or other representative before making a final decision on the recommendation.

Please note that a decision to exclude a pupil permanently will only be taken: o in response to a serious breach, or persistent breaches, of the school's behaviour policy; and o where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school.

Parents / Carers have the right of appeal or make representations against exclusions and details are provided in the letter confirming exclusion and also in the document ‘Exclusion from maintained schools, Academies and pupil referral units in England, 2012’. 

Offsite Provision/Managed Move –The Academy also has the power to direct a pupil off-site for education to improve his or her behaviour. A pupil can also transfer to another school as part of a ‘managed move’ where this occurs with the consent of the parties involved, including the parents. However, the threat of exclusion will never be used to influence parents to remove their child from the school.

Sanctions Review Middle leaders review IRIS entries for their respective areas on a daily basis. This enables them to see all incidents that have happened in a day and also to identify students whose behaviour is repeatedly poor.

As a result of this review these staff may impose further sanctions. For example, this might include requiring parents / carers to attend a meeting at the school to address poor behaviour before it leads to exclusion. Another example might be to impose a longer detention for someone who has missed an earlier detention.

Progress Leaders are highly knowledgeable about the behaviour records of students in their year groups and, through IRIS, have a comprehensive database on which to form judgments. In some cases, where it is clear that poor behaviour is continuing despite

sanctions, the Progress Manager may determine that a student is ‘at risk of exclusion’.

In such circumstances a Pastoral Support Plan must be put in place for the student concerned.

Additional Support All students at risk of permanent exclusion from school will receive additional support to help improve and/or modify their behaviour. The exact nature of the support provided will vary depending on the individual needs of the students.

Lateness Sanctions Students who are late to school receive detention after school on the day on which the lateness occurs in line with the following number of lates per half-term: o First late arrival – 10 minutes detention o Second late arrival – one hour detention o Third late arrival – two hour detention o Fourth late arrival – detention until 5.00pm with Principal o Further late arrivals – detention until 5.00pm with Principal, plus parent / carer meeting o Saturday detentions may also be imposed We will endeavour to telephone parents to notify them of detentions of more than 20 minutes duration.

Confiscation Items which students are not allowed to wear or to have or use in school will be confiscated by staff. This includes: o Clothing items which are not part of school uniform o Jewellery which does not comply with our rule o Mobile phones / MP3 Players and other electronic devices which are seen or heard by staff o Prohibited items such as alcohol, tobacco, lighters, matches, drugs, weapons, stolen property, materials of a sexual or graphically violent nature, materials promoting unacceptable views such as racial hatred. This list is not exhaustive.

All confiscated items, except prohibited items, will be returned to students by the end of each term and usually, at the discretion of staff, at the end of each week.

Prohibited items are never returned to students and rarely to parents. In fact, it is illegal for a student to bring many of the prohibited items into school and we therefore refer such matters to the police. Regardless of whether a case is referred to police the school will impose its own sanctions as appropriate as well as confiscating the prohibited item.

Right to Search Searching with consent  Staff can search students with their consent for any item which is banned by the Academy rules.  There is no requirement to have formal written consent from the student for this sort of search – it is enough for the teacher to ask the student to turn out his or her pockets or for the teacher to search the student’s bag and for the student to agree. If the student refuses, the teacher can apply an appropriate sanction as set out in the elsewhere in this policy.

Searching without consent  The Principal and staff authorised by the Principal have the power to search students or their possessions, without consent, where they suspect the student has weapons, alcohol, illegal drugs or stolen items.

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There is no requirement for the Principal to authorise staff in writing to carry out searches.  Staff members can be authorised to search for some items, but not for others (e.g. to search for stolen property but not for knives).  The Principal can ask, but not require, a member of staff to carry out a search.

The staff member has a right to refuse.  The staff member must have reasonable grounds for suspecting that a student may have in his or her possession a prohibited item. It is for the teacher to determine what constitutes reasonable grounds for suspicion in each particular circumstance.  Where the student is found not to have the suspected, prohibited item the decision to search remains valid since it hinges on grounds for suspicion rather than certainty of guilt.  The staff member carrying out the search must be the same sex as the student being searched  There must be a witness (also a staff member) who, if at all possible, should be the same gender as the student being searched.  It is permissible for the staff member who is not the same gender as the student to witness a search where there is no alternative (for example, on a trip or outing where there is only one male and one female teacher).  The person conducting the search cannot require the student to remove any clothing other than outer clothing (i.e. clothing that is not worn next to the skin or immediately over a garment that is being worn as underwear).

Screening  Academy staff can require students to undergo screening by a walk-through or hand-held metal detector (arch or wand) even if they do not suspect them of having a weapon and without their consent.  If a student refuses to be screened, the Academy may refuse to have the student on the premises. This does not count as exclusion, but as ‘unauthorised absence’. The student must comply with the rules and attend.

Detentions  The requirement to give a minimum of 24 hours’ notice in writing for after-school detentions that are longer than 20 minutes has been removed by the Government. 

Where a detention of longer than 20 minutes is to be served on the same day that it is imposed we will endeavour to inform parents/carers, despite not being required to do so.

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Progress Leaders, Behaviour Support Leaders and Senior Leadership Team members may, in addition to or instead of after-school detentions, impose a Saturday morning detention.

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In relation to detentions there is a common misunderstanding that schools need to have parent/carer’s permission to keep a student in detention after school.

This is not the case. All schools have the right to detain a child even if the parent / carer disagrees.

Use of Force In the overwhelming majority of cases there is no need or justification to use physical force to deal with a situation. However, there are some circumstances where it is appropriate to use physical means and staff are entitled to do so. Once again there exists a common misunderstanding that staff are not allowed to touch students. This is not the case.

Situations where such an approach would be warranted include:  To remove disruptive children from the classroom where they have refused to follow an instruction to do so;  To prevent a student behaving in a way that disrupts a school event or a school trip or visit;  To prevent a student leaving the classroom where allowing the student to leave would risk their safety or lead to behaviour that disrupts the behaviour of others; and  To prevent a student from attacking a member of staff or another student, or to stop a fight in the playground.

It should be remembered that staff should never strike students; nor should they use more force than is required to gain necessary compliance. In all circumstances where restraint is used staff are required to report the matter to the Principal or Vice-Principal and to provide a written statement describing the event. The school will then inform the parent/carer of the student concerned explaining the reasons for the use of force.

In dealing with difficult situations staff should be conscious of the need to achieve calmness and control and should always avoid strategies which are likely to escalate confrontation.

Serious Disciplinary Problems in Lessons No teacher at Brampton Manor should tolerate misbehaviour which disrupts the learning of others or which threatens the progress of the lesson.

Where serious misbehaviour occurs which does threaten the progress of the lesson it is sometimes necessary to ask a student to leave the room. Under no circumstances should a disruptive student simply be told to leave the room without being given a specific place or person to go to and without being given a note to authorise their movement from the lesson.

Most commonly this will be managed by using ‘Departmental Holding’ where the student is required to complete the lesson in the room of a subject colleague. In all circumstances where a student is thus ejected the referring teacher must be certain that the receiving staff member will be in the place to which the student has been sent.

In all cases where a student has had to go to Departmental Holding the referring teacher must impose a further sanction (a detention, for example) and make a separate entry in IRIS. Where, in more serious situations, it would not be appropriate to send a student from the room unaccompanied, or where assistance is needed in the classroom the teacher should telephone Reception to ask for help. There is a telephone in each classroom for this purpose. If for any reason this cannot be done the teacher should send another student (not involved in the misbehaviour) to get staff assistance. The teacher should not leave students unsupervised in the classroom in order to seek assistance.

At all times when dealing with serious disciplinary problems staff must prioritise their own safety and the safety of students.

Serious Disciplinary Problems Out of Lessons All staff are expected to confront misbehaviour wherever in the school it occurs regardless of whether they are ‘on duty’ at the time. If a staff member encounters a serious disciplinary problem outside of the classroom similar principles apply to those described above. Staff should intervene to bring the behaviour under control and then

either impose sanctions as described earlier or refer the student(s) concerned to a more appropriate member of staff for sanctioning.

Again it will be a matter of judgement for the staff member to determine whether a student who has misbehaved can be sent unaccompanied to another member of staff or whether they should be attended.

In certain situations (for example where a number of students are misbehaving or where there is fighting or aggression) the teacher who encounters a situation may need assistance at the scene. In circumstances where misbehaviour is continuing or where there might be risk to any person or to property the teacher should avoid leaving the scene in order to seek assistance. It is always preferable to send a student (not involved in the misbehaviour) to seek staff assistance and for the staff member at the scene to monitor everything that happens even if they are unable or feel unsafe to bring the misbehaviour under control.

Bullying The Academy places great importance on creating a safe, happy school environment in which all students are able to thrive. This can only be achieved by ensuring that bullying is never tolerated and that when it occurs it is dealt with swiftly and effectively.

Bullying takes many forms and all of them are our concern. No student should suffer in silence; nor should they be afraid to report bullying for fear of reprisal. Staff are trained to be sensitive to disclosures of bullying and should ensure that victims of bullying are always supported.

Students have sometimes thought that bullying which occurs outside school, or which happens electronically (cyber-bullying using text messages, emails or social networks, for example) is not the school’s business. This is not the case. It certainly is our business and it is our job to help.

The Academy’s Anti-Bullying Policy is attached (Appendix B)

Appendix A

Home School Agreement ‘In partnership with parents, governors and the wider community the staff and students seek to enrich the quality of school life, make learning enjoyable and empower all our members to realise their potential and to contribute fully to the society of which they are part.’

(Academy Mission Statement) Brampton Manor aims to achieve this goal through a three-way partnership between the Academy, parent/carer and student. Every parent and student is asked to sign this at the start of the academic year. Students will discuss responsibilities surrounding the agreement in lessons, registration periods and assemblies.

Brampton Manor Academy agrees to:  Encourage every student to achieve their potential as a valued member of the Academy community  Provide a high standard of teaching and learning  Set homework as appropriate  Mark students’ work on a regular basis, and provide helpful feedback  Have high expectations of all students and communicate them clearly  Manage behaviour in line with the Academy’s Code of Conduct and rules  Inform parents of matters that might affect their child’s work and behaviour Signature: Principal

Dr D. Olukoshi

Parent/Carer: I agree to:  Ensure that my child goes to the Academy regularly, on time, in the correct uniform and with the appropriate equipment  Respect and support the Academy’s Code of Conduct and rules  Check and support my child’s work and sign the diary on a regular basis  Attend parents’ evenings and other events about my child’s progress  Attend other information evenings that the Academy organises.

Signed: Date:

__________________________(Parent) __________________________

The Student: I will:  Attend school regularly, on time and in full Brampton Manor uniform  Attend all lessons punctually and with the correct equipment  Complete all classwork and homework to the best of my ability  Respect and follow the Academy Code of Conduct  Follow all Academy rules Signed: Date:

________________________ (Student) ________________________

Appendix B

Anti-bullying Policy Statement of Intent Brampton Manor Academy is committed to ensuring that all students are able to learn in a supportive, caring and safe environment without the fear of being bullied.

Bullying is an anti- social behaviour and affects everyone; it is unacceptable and will not be tolerated at Brampton Manor Academy. If bullying does occur, all pupils should know who to tell and know that incidents will be dealt with promptly and effectively. We are a telling school.

What Is Bullying?

“Bullying is deliberately hurtful behaviour repeated often over a period of time or on isolated occasions, where somebody deliberately intimidates or harasses another”.

Types of Bullying Bullying can be:  Emotional - being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures, spreading rumours.)  Physical - pushing, kicking, hitting, punching or any use of violence  Racist - racial taunts, graffiti, gestures  Sexual - unwanted physical contact or sexually abusive comments  Homophobic because of, or focussing on the issue of sexuality  Verbal - name calling, sarcasm, spreading rumours, teasing  Cyber - all areas of internet, such as email & internet chat room misuse, mobile threats by text messaging & calls, misuse of associated technology, i.e. camera and video facilities Why is it Important to Respond to Bullying?  Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Pupils who are bullying need to learn different ways of behaving.  We at Brampton Manor Academy have a responsibility to respond promptly and effectively to issues of bullying.

Aims of the Policy  To assist in creating an ethos in which attending school is a positive experience for all members of the school community.  To make it clear that all forms of bullying are unacceptable at Brampton Manor.  To enable everyone to feel safe while at school and encourage pupils to report incidences of bullying.  To deal effectively with bullying.  To support and protect targets of bullying and ensure they are listened to.  To help and support bullies to change their attitudes as well as their behaviour and understand why it needs to change.  To liaise with parents and other appropriate members of the school community.  To ensure all members of the school community feel responsible for combating bullying.

Signs and Symptoms of bullying A child may indicate by signs or behaviour that they are being bullied. Adults should be aware of these possible signs and they should investigate if a child:  is frightened of walking to or from school  doesn't want to go on the school / public bus  begs to be driven to school  changes their usual routine

 is unwilling to go to school (school phobic)  begins to truant  becomes withdrawn anxious, or lacking in confidence  starts stammering  attempts or threatens suicide or runs away  cries themselves to sleep at night or has nightmares  feels ill in the morning  begins to do poorly in school work  comes home with clothes torn or books damaged  has possessions which are damaged or " go missing"  asks for money or starts stealing money (to pay bully)  has dinner or other monies continually "lost"  has unexplained cuts or bruises  comes home starving (money / lunch has been stolen)  becomes aggressive, disruptive or unreasonable  is bullying other children or siblings  stops eating  is frightened to say what's wrong  gives improbable excuses for any of the above  is afraid to use the internet or mobile phone  is nervous & jumpy when a cyber-message is received These signs and behaviours could indicate other problems, but bullying should be considered a possibility and should be investigated Prevention Prevention is clearly the strategy of choice. Bullying is often secret, rewarding and shameful and therefore it is difficult to deal with it after it occurs. We at Brampton Manor need to address prevention vigorously by a variety of techniques:  At whole school level – through assemblies when children will be informed of the school's zero-tolerance policy and the actions that will be taken to prevent bullying taking place. This issue will be raised regularly when the whole school will be informed of the progress of the anti-bullying policy and any changes which may be introduced. This time will also be used to challenge the notion that there can be innocent, neutral bystanders with regards to the issue of bullying.  At classroom level – during tutor time, subject lessons, PHSE, Citizenship and in the social and emotional aspects of learning (SEAL) programme. Here the focus will be on developing strong anti-bullying messages and challenging the idea that bullying is acceptable as part of growing up.  Brampton Manor Academy recognises that there are particular times when students may be more vulnerable to bullying – lunch and break times and the beginning and end of the school day. Arrangements will be made to ensure that at such times there is adequate supervision available to reduce the risk of bullying incidents.  There are locations around the school where incidents of bullying are more likely to occur and again arrangements will be made to ensure that these are properly supervised or pupils will be forbidden access to these areas.  Students will have the opportunity for confidential/anonymous communications, e.g. questionnaires.  The Student Council will set up and run an anti-bullying programme.  Mentors and mediators will be available for those students requiring extra support.  Parents who believe their children are the victim of bullying should share their concerns with school at the earliest opportunity and be prepared to work with

school to keep their children safe in future. All expressions of concern will be taken seriously and investigated thoroughly.

Parental involvement Brampton Manor Academy is firmly committed to working in partnership with parents and believes that the best outcomes emerge when professionals and parents/carers are able to work together when bullying occurs.

We recognise the important influence which parents/carers have on their children and would wish, using the school’s pastoral support plan, to enlist their support when their child is involved in bullying – either as victim or a perpetrator.

If a child is involved in a single serious incident of bullying or there is evidence that the same child is involved repeatedly in less serious incidents (either as a victim or a perpetrator) the school will inform parents and invite them to become involved in the management of the problem and the prevention of further incidents. Isolated and less serious incidents will be managed by school staff and parents will be informed.

Implementation All staff involved in the teaching and/or supervision of children will take responsibility for addressing incidents which fall with the school's definition of bullying and ensure that the victim receives the support required; the bully is informed of the unacceptability of their behaviour and a record is made of the incident.

All children need to be aware that staff want to be informed of any incidents or concerns and that action will be taken when bullying is reported. We have posters around the school with names and photographs of staff that children can go and talk to.

Incident management The school will take firm and decisive action to deal with any incident of bullying which is witnessed by or reported to any member of staff. All incidents of bullying must be recorded on IRIS. Post incident responses for the target of bullying When a member of staff receives information, either directly or indirectly, that a child may have been the victim of a bullying incident, this report will be taken seriously and investigated thoroughly. A log of the incident will be made on IRIS and the relevant Progress Manager informed immediately.

The school will offer a proactive, sympathetic and supportive response to children who are the victims of bullying. The exact nature of the response will be determined by the particular child's individual needs and may include:  immediate action to stop the incident and secure the child's safety  positive reinforcement that reporting the incident was the correct thing to do  reassurance that the victim is not responsible for the behaviour of the bully  strategies to prevent further incidents  sympathy and empathy  counseling  befriending  assertiveness training  extra supervision/monitoring  creation of a support group  peer mediation/peer mentoring  informing/involving parents

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adult mediation between the perpetrator and the victim (provided this does not increase the victim's vulnerability)  arrangements to review progress For the bully Brampton Manor Academy takes bullying behaviour very seriously and will adopt a supportive, pragmatic, problem-solving approach to enable bullies to behave in a more acceptable way.

We will respond to incidents of bullying behaviour in a proportionate way – the more serious the cause for concern, the more serious the response. When sanctions are felt to be necessary they will be applied consistently and fairly. The following options will be considered:  immediate action to stop an incident of bullying in progress  engagement with the bully to reinforce the message that their behaviour is a breach of school rules and is unacceptable  loss of lunch/break time privileges  detention  put on report/pastoral support plan  removal from class/group  withholding participation in extra-curricular sports or optional out of school activity  parents informed  counselling/instruction in alternative ways of behaving  adult mediation between the perpetrator and the victim, where appropriate  internal exclusion  fixed periods of exclusion  permanent exclusion  rewards/positive reinforcement for children in order to promote change and bring unacceptable behaviour under control  external training by appropriate bodies.

Monitoring Arrangements This policy will be evaluated annually and updated where necessary. The views of parents, pupils and staff will be used to make changes and improvements to the policy on an ongoing basis.

Useful websites All of these sites provide advice and support with issues around bullying.  Kidscape: www.kidscape.org.uk 

Bullying UK: www.bullying.co.uk

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Beatbullying: www.beatbullying.org

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Childline: www.childline.co.uk

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Anti-bullying network: www.antibullying.net

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DirectGov: http://www.direct.gov.uk

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Parentline: http://www.parentlineplus.org.uk

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ParentsCentre: www.parentscentre.gov.uk

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NSPCC: www.nspcc.org.uk