Behaviour For Learning Policy
March 2012
1
Cromer Academy Behaviour For Learning Policy Introduction The Behaviour for Learning Policy at Cromer Academy operates alongside the expected rules and expectations of the classroom. The policy does not replace the Positive Discipline approach that all staff should use to deal with negative behaviour e.g. normal classroom management strategies or de-escalation techniques (see appendix 1). It is a tool to help staff establish and maintain clear actions for negative student behaviour if the positive discipline approach has not worked. It is also intended to allow all staff to reward positive student behaviour. Positive and negative student behaviour must be recorded/logged electronically by staff using SIMS. The rewards and sanctions and their system of use are detailed in appendices 2, 3, 3.1, 3.2 and should be implemented by the appropriate person indicated. This policy will only work effectively if every member of staff in the academy is prepared to put it into practice using a consistent approach.
Behaviour For Learning Policy Principles The principles underlying the Behaviour for Learning Policy at Cromer Academy are founded in the belief that all students, staff and parents should be encouraged to aspire to excellence in a shared learning process. We believe that this can only be achieved in a stimulating environment that is orderly and safe encouraging enjoyment of learning and promoting positive behaviour through a system of rewards and sanctions which are understood and applied consistently by all.
Aims At Cromer Academy we aim to create an ethos where:
Hard work, achievement and attainment are consistently rewarded and celebrated Sanctions are fair and fairly implemented Equality & diversity amongst students are embraced and mutual respect is encouraged Communication between staff, students & parents is efficient, consistent and effective The whole academy curriculum both ‘hidden’ and ‘formal’ supports excellent behaviour for learning
2
Objectives:
To communicate to students what good behaviour means To empower staff to teach students so that they can learn to manage their own behaviour To ensure students are safe, valued and more involved in their learning To communicate to students what good behaviour means To use consistent positive reinforcement in the pursuit of high standards of work and behaviour To provide a clear set of stepped rewards and sanctions which all students, parents and staff understand and which are consistently applied
Strategies to meet these objectives:
Regular provision of positive and negative behaviour data so that appropriate actions can be taken. Positive discipline approach and de-escalation techniques (see appendix 1) Regular reinforcements in assemblies, form periods and lessons Consistent use of agreed and published expectations (see appendices). A clear rewards, sanctions and referral system with clear lines of responsibility (see appendices).
Policy impact indicators:
All lessons are orderly and students are visibly enjoying their learning. Students show a mature attitude and display responsible behaviour at break times, lunch-times, between lessons and in their journey to and from the academy. Referrals and Internal Exclusions show a decreasing trend. External Exclusions show a decreasing trend. Low level disruption in lessons declines. Student achievement and rewards increases. Staff – student relationships are positive and fruitful
Policy monitoring and evaluation methods: (Review will take place annually based upon monitoring and evaluation which will take place once each term)
Inviting staff feedback through appropriate forums. Inviting feedback from students through the Student Council, Form Time discussions and in PSHEE lessons. Analysing data to highlight trends and patterns. Analysis of lesson observation feedback. Inviting feedback from parents of their perception of behaviour through online surveys and questionnaires at parent evenings.
3
A consistent approach: It is the duty of all members of staff to implement the systems within this policy to ensure consistency. Such an approach will give all students a fair opportunity to be successful within a positive environment with no misunderstanding of what is expected of them in their behaviour for learning. This applies to both inside and outside of the classroom. Staff are expected to model the behaviour expected by the academy in all interactions with students.
Behaviour in lessons - a positive approach It is important that students’ achievement in lessons, with homework and when representing the Academy in sports, music & drama and community events is recognised through fair and consistent implementation of the rewards system (see appendix 1.2). We must all strive to look for the positive and encourage students to recognise and embrace their individual strengths and value their own successes. By placing emphasis on the use of rewards as a means of raising levels of attainment and achievement will also act to encourage appropriate behaviour, increasing students’ self-esteem and creating a positive classroom environment. Where good behaviour for learning is disrupted all staff will be expected to follow the sanctions procedures in appendices 2, 3, 3.1 & 3.2 with consistency.
Home Academy Partnership Agreement & Code of Respect The aim of the Agreement is to encourage shared responsibility between home and academy, so that each student achieves their personal best and, in so doing, contributes to the academy community. This Agreement outlines the responsibilities of the partnership and the code of respect to be adhered to by students and staff. It is to be signed by the Academy, the student and their parent/carer.
4
Special Educational Needs We aim to include students with a variety of needs in all areas of academy activity and maximise their achievements. Students with learning and behaviour difficulties will receive support that can take several forms: either within normal lessons, individual tuition or withdrawal in small groups. Progress, including behaviour, is regularly assessed and monitored and reported to parents through Individual Education Plans whilst outlining strategies for students and staff to follow to enable progress in learning and behaviour. For parents/carers who are challenged by educational needs, or for whom English is an additional language (EAL), issues linked to learning and behaviour may need to passed on verbally through meetings arranged by the Special Educational Needs Co-ordinator or Assistant Headteacher of House. Where EAL is an issue the Academy will try, where possible, to arrange for translation of conversation or documentation.
Mentoring At Cromer Academy a positive approach to learning is also encouraged through a mentoring system that enables every Year 10 & 11 student to be mentored by either their Form Tutor, a designated member of staff or within groups based around their Target Grades and current performance in lessons. In KS3 students have the opportunity to gain support with their behaviour and readiness for learning by seeking advice from selected KS4 student mentors within each form group.
Transition In order to minimise anti-social and maximise pro-social behaviours into Year 7 and from KS3 to KS4 the Academy will continue to stage two Year 6 Induction Days in July, supported by a Year 6 Parents Evening, whilst also continuing to work with ‘feeder’ schools throughout each academic year by inviting Year 5 & 6 students into the Academy to take part in academic and sports activities led by selected Year 9, 10 & 11 students. The successful transition from KS3 to KS4 will continue to be supported through peer mentoring as mentioned above and within PSHEE lessons.
5
Form Period Form period also provides an opportunity to promote good behaviour for learning. Not only is this an opportunity for mentoring to take place but also an opportunity to implement social and emotional aspects of learning (SEAL) and develop students social, moral, spiritual & cultural (SMSC) development. SEAL is “a comprehensive, whole-school approach to promoting the social and emotional skills that underpin effective learning, positive behaviour, regular attendance, staff effectiveness and the emotional health and well-being of all who learn and work in schools� (DFE 2012). Each week each form group will be given a SEAL activity to undertake.
Assemblies House assemblies and whole academy assemblies are used regularly to support behaviour for learning giving an opportunity for students to receive public recognition for their achievements (see appendix 1.2) whilst also promoting and exploring spiritual, moral, social and cultural (SMSC) information and activities. Movement to assemblies is expected to be carried out with an organised and silent approach. Students are to walk in line within their form groups accompanied by their form tutor. On arrival to assembly they will sit in their allocated position in silence whilst waiting for the assembly to commence. Students will also depart assembly when instructed in silence.
Behaviour around the Academy At break and lunch times and during movement between lessons it is expected that all members of the academy should behave in a respectful manner towards each other, towards staff and towards the academy environment (see appendix 3.2 for related issues & sanctions).
Uniform We encourage our students to take pride in their appearance and expect all our students to wear full uniform throughout the academy day, including on the way to and from the academy. Please see appendix 3.5 for the uniform code of conduct and appendix 2 for supporting sanctions process.
6
Behaviour out of the Academy: Students may be disciplined for:
any misbehaviour when the student is: taking part in any Academy-organised or Academy-related activity or travelling to or from the Academy or wearing the Academy uniform or in some other way identifiable as a student at the Academy.
or misbehaviour at any time, whether or not the conditions above apply, that: could have repercussions for the orderly running of the academy or poses a threat to another student (see bullying above), or member of the public or could adversely affect the reputation of the Academy.
Please see appendix 3.4 for details of the sanctions process for behaviour out of the academy
Bullying Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. Bullying can take many forms (for instance, cyber-bullying via text messages or the internet), and is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, sexual adjustment or because a child is adopted or has caring responsibilities. It might be motivated by actual differences between children, or perceived differences. Bullying (and harassment see below) of any type will not be tolerated at Cromer Academy and will be dealt with using the sanctions system outlined in appendices 3.1 & 3.2 for incidents occurring in lessons or at break & lunch times. Incidents that occur outside of the academy such as bullying using social networking sites will also be investigated by the Assistant Headteacher of House and designated safeguarding staff. Parents will be contacted immediately and the police informed where relevant. Subsequent action will be determined by the circumstances of the incident but may include those identified in appendices in 3.1 & 3.2. If required, support for the victims of bullying will be put in place within the academy. This may include a personalised timetable, break & lunch time support or the support of a designated student mentor or member of staff. Further (ongoing) development of peer mentoring at Cromer Academy will also help to provide another approach to counteracting any behaviour deemed as bullying.
7
The issues of bullying will also be dealt with in KS3 and KS4 PSHEE lessons and House Assemblies.
Harassment Harassment is any unwanted physical, verbal or non-verbal conduct which has the purpose or effect of violating a person’s dignity or creating an intimidating, hostile, degrading humiliating or offensive environment for them. A single incident can amount to harassment. Incidents of harassment will initially be investigated and dealt with following the sanctions procedures outlined in appendices 3.1 & 3.2. (Further clarification of definitions for bullying and harassment can be found in Appendix A of the Whole Academy Equality Policy)
Mobile Phones & Music Playing Devices Students are allowed to bring mobile phones into the academy but they must not be seen in lessons. We will not allow mobile phones or music playing devices to interfere with learning and teaching at Cromer Academy. If mobile phones or music playing devices are seen in lesson they will be confiscated immediately by the class teacher and taken to students’ services where they can be collected at the end of the academy day. The only exception to this rule applies when students might be directed by the class teacher to use their phone for a learning purpose e.g recording of homework or to use as a calculator. If a student refuses to hand over their phone then procedures for serious incidents will be implemented as outlined in appendix 3.1.
Smoking, drugs, alcohol and substance abuse The definition of a ‘drug incident’ is ‘the suspicion or evidence of any situation or specific event involving a drug’. This could relate to a pupil, parent/carer or staff member. ‘Drugs’ refers to all drugs including medicines, volatile substances, alcohol, tobacco and illegal drugs. Drug-related incidents could fit into the following categories: • drugs or associated equipment are found on academy grounds • a pupil shows, perhaps through actions or play, an inappropriate level of knowledge of drugs for their age • a pupil is found in possession of unauthorised drugs or associated equipment • a pupil is found to be supplying* an unauthorised drug on academy premises • a pupil, parent/carer, or staff member is thought to be under the influence of drugs
8
•
a staff member has information that the illegitimate sale/supply of drugs is taking place in the academy grounds • a pupil discloses that they or a family member/friend are using drugs • a parent/carer discloses a concern about their child’s drug use. *Within the context of this policy, the term ‘supply’ may be used to describe: students sharing drugs; students being coerced to supply drugs; a group of friends taking it in turn to bring drugs in for their own use; or students selling to others. Drug incidents will initially be dealt with as outlined in appendix 3.2. Follow-up action will be implemented by either the Assistant Headteacher of House, Deputy Headteacher or Headteacher . This will always include the involvement of the Police, the Academy’s designated safeguarding staff and local drug support agencies such as the Matthew Project. Supplying of drugs within the academy will lead to permanent exclusion. In KS3 and KS4 students will receive education about drugs in their PSHEE lessons with possible input from local drug support agencies. All confiscated ‘drug’ items will be held securely in the academy until collected by the police or dealt with through their instructions.
Screening, searching and confiscation a)
Students can be searched for any item banned under the academy rules, with the student’s consent1. These items may include tobacco, matches and lighters.
b)
The Headteacher and staff authorised by her, have a statutory power to search students or their possessions, without consent, where they suspect the student has certain prohibited items. This includes knives, weapons, alcohol, illegal drugs and stolen items. Parents / carers will be informed if such items are found on their child. Any searches undertaken will take place with the minimum of two staff present, one of which will be the gender of the student.2
The use of reasonable force All the academy staff have the power to use reasonable force to prevent students committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom. Procedures for staff are located in Appendix to Safeguarding Policy. Arrangements will also be made to ensure that all staff are aware of HOW to use reasonable force, and what ‘reasonable’ means in practice to ensure that no one has an excuse for overdoing it ‘accidentally’. 1 2
See DFE ‘Screening, Searching and Confiscation’ – Searching with consent p.3 See DFE ‘Screening, Searching and Confiscation’ – Searching without consent p.3
9
Reasonable force may also be used by the person conducting a search.3
Monitoring Reports, Detentions, Fixed Term & Permanent Exclusions The protocols for Monitoring Reports, Detentions, Fixed Term & Permanent Exclusions for the sanctions systems outlined in Appendices 3, 3.1, 3.2 are as follows:
Reports Monitoring Report
Format
Stage 1 = White Report Stage 2 = Green Report Stage 3 = Red Report
Electronic
Person Responsible For Monitoring Behaviour Team/Form Tutor AHT of House
Paper Paper
Deputy or Headteacher
Duration Maximum of 10 days Maximum of 10 days Maximum of 10 days
Detentions Where detention is outside academy hours, students & parents will be given 24 hours notice. Parental consent is not required for detentions.
Department - Lunch Time
Length 15mins
See Appendix 3 Students that fail to attend will placed into House Afterschool Detention House - Afterschool See Appendix 3 & 3.1 30mins Students that fail to attend will be placed into SLT Afterschool Detention SLT Afterschool Students that fail to attend will spend 1Hour Fridays 1 day in the Referral Point Follow-up procedures outlined in appendices 3 & 3.1 are intended to try to reduce the number of DTs a student gets as once a DT is issued a monitoring report is also implemented
Detention Rota Thursdays
3
2:40 to
House Detentions Rotation by House Tutors & AHT of House
See DFE ‘Screening, Searching and Confiscation’ – Use of Force p.6
10
3:10 2:40 to 3:40
Fridays
Venue = Classroom of Duty House Tutor SLT Detentions Rotation by all SLT members Venue = Assembly Hall
Internal Fixed Term Exclusion (IFTE) The parent(s) of an internally excluded student must be notified immediately by telephone Stage 1 Stage 2 Stage 3
Duration 1 day 2-3 days 4-5 days
Location Referral Point Referral Point
The Inclusion Team
At the end of IFTE the student and parent(s) must attend a re-introduction to lessons meeting with the AHT of House and agree future behaviour targets. Once a student has had a total of 5 days of IFTE any future behaviour incidents could result in an External Fixed Term Exclusion.
External Fixed Term Exclusion (EFTE) The parent(s) of an externally excluded student must be notified immediately by telephone, followed the next day by a letter.
Stage 1 Maximum Of 5 days Stage 2 Maximum Of 5 days Stage 3 Maximum Of 5 days
After the first fixed term exclusion there is a Re-admittance meeting with student, parents and the Deputy Headteacher After the second fixed term exclusion there is a Re-admittance meeting with student, parents, Headteacher and Governor. After the third fixed term exclusion there is a Re-admittance meeting with student, parents, Headteacher and Governor. Any further incidents and the student could be permanently excluded.
11
Multi-Agency support for students who display continuous disruptive behaviour Students who display continuous disruptive behaviour will be given internal support through intervention strategies that could include a reduced timetable or one to one support within the SEN programme. Depending upon the age of the student, a period of work experience might be incorporated into their timetable. The student may also receive mentoring with a designated member of staff or a member of staff from agencies such as the Matthew Project. The Parent Support Advisor may also work closely with the student and their parents by implementing a Common Assessment Framework (CAF). The CAF is a standardised approach to conducting an assessment of a child's additional needs and deciding how those needs should be met. A student may also be referred to a Short Stay School (formerly the Pupil Referral Unit – PRU) or have regular meetings with a Careers Information and Advice advisor.
Permanent Exclusion A decision to exclude a student permanently is a serious one. It is the final step in the process of dealing with serious behaviour incidents where all other interventions have failed or for one off serious incidents. As with fixed term exclusions parents should be informed immediately by telephone, followed the next day by a letter explaining the reasons for the exclusion, alternative arrangements for students to complete their work whilst excluded and the parents’ right to appeal process.
Pastoral care for academy staff accused of misconduct Employers should not automatically suspend a member of staff who has been accused of misconduct, pending an investigation. The governing body should instruct the headteacher to draw on the advice in Dealing with allegations of abuse against teachers and other
12
staff, available in the associated resources section of the DFE website. This sets out the pastoral support academy staff should expect if they are accused of misusing their powers. (Please also see the Acadamy’s Safeguarding Policy – ‘Managing Allegations Against Staff & Volunteers’)
Appendix 1 De-escalation Techniques
Phase 1 ‘Calm’ Student Behaviour –cooperative follows directions, able to receive corrections. Prevention strategies-high rates of engagement, high rates of academic and social success, teach and practice social skills. Phase 2 ‘Triggers’ Student Behaviour-students experience a series of unresolved conflicts, pressures from deadlines and other task demands, faces many consequences for problem behaviour Intervention strategies-problem solving, on the spot social skill instruction, pull out and debrief student. Phase 3 ‘Agitation’ Student Behaviour-student exhibits an increase in behaviour that is non –focused, student attempts to terminate conversations, off task, easily distracted. Intervention strategies-structural modifications, provide quiet time, break down work or give easier alternative, alter student’s schedule, provide options and choice, debrief. Phase 4 ‘Acceleration’ Student Behaviour-provocative engagement behaviours, verbal abuse and intimidation, defiance, escape. Intervention strategies-give choice and disengage, crisis prevention, give student time to respond, withdraw from student, debrief if they make appropriate choice. Phase 5 ‘Peak’ Student Behaviour-student is ‘out of control’ and exhibits severe behaviour such as physical or verbal abuse towards others or objects. Intervention strategies-PRIMARY ISSUE IS SAFETY, establish policy and routines for all students prior to the academy year starting, Phase 6 ‘De-escalation’ Student behaviour-confusion, attempts to reconcile, withdrawal, denial of serious behaviours, blames others, attempts to justify behaviour. Intervention strategies-do not give excess attention, establish ownership of the problem, what did I do?, why did I do it?, what else could I have done? Etc
13
Phase 7 ‘Recovery’ Student behaviour-student displays an eagerness to become engaged in non-interactive activities and reluctance to address the ‘peak’ behaviours Intervention strategies-provide a stronger focus on the typical routines and activities, implement the consequences for the problem behaviour, high rates of reinforcement for appropriate behaviour, re-review expectations, teach and practice.
Appendix 1.2 The Rewards System Every opportunity should be taken to praise students for excellent effort, achievement and behaviour. Everybody feels motivated by encouragement and praise. Students who work hard and behave well can expect to receive:
Reward
Reward Process
Praise from staff
Verbal or written acknowledgement of good work, effort or behaviour
House Points
Awarded for good work in class, ILTs, effort, contribution to class discussions Representing the academy in sports, music, drama & community events Can also be awarded for contribution to Form Time activities Staff to record HP allocation on SIMS Students keep their own record in their planner Monitoring of accumulation to be done by Form Tutor via SIMS Administrator AHT of House updated by Form Tutor. AHT implements awards below. Accumulation of HPS will lead to the following awards: 25 = Bronze Blazer Lapel Badge, Certificate & Letter Home (presented in House Assembly) 50 = Silver Blazer Lapel Badge, Certificate & Letter Home (presented in House Assembly) 100 = Gold Blazer Lapel Badge, Certificate & Letter Home (presented in Whole Academy Assembly)
Bonus House Points
At certain points, announced by SLT, within each half-term: HPs will carry a double award HPs will be awarded for a SLT nominated criteria such as 100% attendance for the week indicated, punctuality to lessons, correct uniform, correct equipment, positive attitude to learning Gift At the end of each term House Point badge winners will go into a prize draw for the Vouchers opportunity to win a gift voucher. There will be three draws, one for each category, with a differentiated value attached to the vouchers linked to the category. Subject Half-termly certificates for excellence in quality of work or effort (presented in Whole Awards Academy Assembly) Subject Colours e.g P.E & Drama (presented in Whole Academy Assembly) End of Year Academic Award – (presented at Awards Evening) April Fabb Awarded at the end of term for endeavour to one student from each House Cup Nominated by Tutors and AHT of House Each student receives a cup to keep for a term and a pin badge to wear on their blazer Weekly prize draw for ongoing continued 100% attendance (presented in Whole Attendance Academy Assembly) Award
14
House Awards
Postcards
Weekly awards (certificate & confectionary) given for: Form with most HPs gained for the week Form with the best attendance for the week AHT of House will monitor and collate totals via SIMS administrator Nominated KS4 students receive a congratulatory postcard from the Headteacher
Appendix 2 Penalty Points One Penalty Point may be given in each of the following circumstances: Action by:
Recording of incident
Students sent to Behaviour Team in the REP at the start of the academy day BT contact parents and clarify the situation - possible outcomes may include: 1.Arrangements made for correct uniform to be brought into academy 2.Student allowed to return to lessons with explanation note written in planner by BT 3.Student is isolated in the REP until the issue is resolved
SIMS by Behaviour Team
Reason *Incorrect uniform *Incorrect Jewellery
*Extreme Hair Dye/Style
Behaviour Team to monitor recordings
Equipment for learning 3Ps = Pen, Pencil, Planner **Eating sweets/crisps/ chewing gum/ drinks other than water in lesson time or in incorrect areas at break & lunch (see appendix 3.2) **Mobile Phone/ Music/Electronic Games devices seen in the classroom
Homework not done
1.Once a student has accumulated 6 PPs they will be placed in a SLT Afterschool Detention (Fridays) 2.They will then be placed on a Monitoring report to AHT of House 3.This process will continue for every 6 PPs accumulated by a particular student
Incorrect items of uniform and jewellery will be confiscated and retained by the BT until the end of the academy day Please see uniform code of conduct appendix 3.5 for clarification of the above points Form Tutor = Only 1pp(daily) given if student does not have a complete set Tutors will be provided with a limited amount of loan pens & pencils Class teacher Or Duty staff Items confiscated Students can collect drinks at break, lunch or end of academy day Sweets etc., collected at end of day Class teacher Phone/item confiscated, put in envelope and taken to student services. The student may get it back at the end of the academy day. Class teacher
Accumulation of 6 Penalty Points
SIMS By Form Tutor
SIMS By All Staff
4.It is hoped that by implementing a follow-up monitoring report will reduce the frequency of PPs collected by the student in the future 5. Should the cycle continue then the AHT will implement relevant intervention strategies
SIMS By All Staff
SIMS
15
without good reason Late to academy or lessons without good reason
Class Teacher SIMS Class Teacher
Class teacher
*Please see academy uniform code of conduct appendix 3.5 **Refusal to hand over items will result in procedures at Appendix 3 (Fourth Incident Stage) or Appendix 3.1 (B) depending upon the student’s reaction.
Appendix 3 The sanctions system for low-level disruptive behaviour in lessons Low-level disruptive behaviour is:
Any behaviour that causes the teacher to pause in their lesson delivery Behaviour that distracts other students from learning Chewing gum/eating sweets/consuming drinks other than water Using mobile phone or music player (see mobile phone section above)
Disruptive behaviour will be challenged and dealt with using the following procedures: Class Teacher & Departmental Action
First incident
Follow-up Action 1.Class teacher (CT) speaks with student at end of lesson
CT Records on SIMS
1.Class teacher informs Behaviour Team (BT) & Form Tutor 2.Form Tutor (FT) speaks with student 3.BT to monitor incident recordings 4,After three recordings at this stage BT to inform parents & place the student on stage 1 electronic monitoring report for 5 days 5.If all three recordings are with a particular subject teacher then BT to liaise with relevant HOD who will place student on Dept., monitoring report 1.Lunch time DT arranged with student by Class Teacher 2.Class teacher informs Behaviour Team (if the student failed to attend they will be put into a House Afterschool DT) 3.BT informs parents and places student on stage 1 electronic monitoring report for 5 days 4.BT notifies FT to monitor report & AHT of House to keep informed 5.BT informs parents & AHT of student’s progress after 5 days 6.If progress is good then student comes off report (parents contacted by BT) 1.Message sent to Behaviour Team (BT) to collect the student (work must be provided by the class teacher) 2.BT contacts parents 3.BT arranges House Afterschool DT via SIMS 4.BT places student on stage 1 monitoring electronic report for 5 days 5.BT notifies FT to monitor report & AHT of House to keep informed 6.BT notifies parents & AHT of student’s progress after 5 days 7.If progress is good then student comes off report (parents contacted by BT)
CT Records on SIMS
= Verbal warning & name on whiteboard in class
Second incident = Tick against name
Third incident = Another tick = 15 minute Dept., lunch time DT
Fourth incident = Afterschool 30mins House DT + isolation for remainder of lesson within the REP
Recording of Incident
CT Records On SIMS
BT Records On SIMS Action at this point replaces action at third incident – students do not do both
Follow-up action for both of the above levels: 8.If no progress made parents contacted by BT and stage 1 report continues for further 5 days.
16
9.If no progress made parents contacted by BT & arranges parent meeting with AHT to take over stage 2 monitoring for two weeks. 10. If progress good student comes off report (AHT contacts parents) 11. If no progress made AHT contacts parents. Deputy Headteacher takes over stage 3 monitoring for 10 days (including referral to the Inclusion Team if needed). 12. If no progress made DHT contacts parents. Headteacher takes over monitoring & possible implementation of intervention strategies including referral to the Inclusion Team if needed.
Appendix 3.1 The sanctions system for serious disruptive behaviour in lessons Serious Disruption Insolence Answering back
Bullying in lesson time
Arguing Confrontational
Foul, abusive, racist language towards other students & staff
Aggression or violence towards another student or member of staff
Action (A) .Afterschool House DT 30mins + Behaviour Team isolation for remainder
of lesson 1.Message sent to Behaviour Team to collect student (Work must be provided by the class teacher) 2.BT arranges afterschool DT via SIMS & informs parents. 3.BT places student on stage 1 electronic monitoring report for 5 days. 4.BT notifies FT to monitor report & AHT & HOD informed of action. 5.BT notifies parents & AHT of student’s progress after 5 days 6.If progress is good then student comes off report (parents contacted by BT) 7.If no progress made the action continues as at (8) in Appendix 3 (B). Immediate referral to Behaviour Team and isolation in Referral Point for remainder of day including break & lunch
Recording of incident
BT records on SIMS
BT records on SIMS
1.Message sent to Behaviour Team (BT) 2.BT collects student, records incident & contacts parents to arrange re-introduction to lessons meeting with AHT of House 3.Work must be provided by the class teacher 4.BT informs AHT of House and Form Tutor 5.AHT meets with student & parent(s) 6.Re-introduction to lessons form completed (behaviour targets/further action agreed) Further action (depending on severity of incident) could be: External Fixed Term Exclusion (EFTE) An extended period of internal exclusion in the Referral Point or with the Inclusion Team SLT Afterschool Detention Restorative Meeting Placed on stage 2 report to AHT Support Plan
17
Repeat of Fourth Incident whilst on report
If an EFTE is issued a re-admittance meeting with student, parents and AHT/HT will be required on return to the academy. At this point intervention strategies might be put in place. This will depend upon a number of factors such as the nature & severity of the incident and the student’s behaviour record.
Appendix 3.2 The sanctions system for around the academy, break & lunch times Action
Recording of incident
Any incident that might be interpreted or reported as bullying
1.Student(s) escorted to the Referral Point (ReP) 2.Behaviour Team (BT) record details of incident 3.Any witness statements taken by BT 4.BT inform AHT of House, Form Tutor & Parents 5.Circumstances of incident will determine subsequent action 6.Decision made by AHT , action could include a period of internal exclusion in the Referral Point (ReP), SLT DT, Report, Meeting with Parents, Restorative Approach, External Fixed Term Exclusion (EFTE)
BT record on SIMS
*Aggressive/violent behaviour *Swearing /abusive language (in general) *Vandalism *Smoking *Drugs *Alcohol *Substance abuse
1.Student(s) escorted to the Referral Point 2.Behaviour Team (BT) record details of incident 3.Any witness statements taken 4.Student(s) remain in Referral Point for rest of break/lunch and possibly rest of the academy day (see point 6) 5.BT informs AHT of House & Form Tutor and parents 6.Further action may be implemented depending upon severity of incident and frequency that a particular student has committed a particular incident e.g further break/lunch DTs or period of internal exclusion in the Referral Point, SLT DT, External Fixed Term Exclusion 7.Students may also be searched if suspected of possessing weapons, cigarettes, drugs, alcohol (see policy above) 1.Students re-directed to designated eating areas 2.Refusal=Penalty Point & Form Tutor informed 1.Student(s) challenged and reminded of academy rules
BT record on SIMS
Issue
Eating and drinking in corridors Running in corridors Dropping litter
1.Student(s) given litter picker and spend 10 minutes accompanying duty staff to collect litter around academy site
18
Appendix 3.3
The Referral Point (Rep) Objectives: To provide an alternative sanction to external fixed term exclusion of up to 5 days. Provide opportunity for staff to withdraw students from specific lessons as a result of ongoing behaviour issues. Enable staff to respond to serious disruption by withdrawing a student and placing them in an alternative environment. Isolate potentially dangerous or seriously disruptive behaviour, thereby minimising the impact on the learning of others. Ensure there is a calm and secure environment for students who are not behaving appropriately. Protocol: Please see appendices 3, 3.1 & 3.2 above. The Behaviour Team will inform staff of the placement and classroom teachers will send work to the room. Follow-up action will be implemented as outlined in appendices 3, 3.1 & 3.2
19
Appendix 3.3 continued Monitoring of students in the Referral Point Students on Form Tutor Stage 1 Electronic Monitoring Report
Students on Assistant Headteacher Report
Students on Deputy/Headteacher Report
Students with Inclusion Team
Behaviour in the Rep
Insert students’ names in relevant column on a daily basis with end date next to their name Student
Poor Behaviour in the Referral Point: 1st Incident = Name on whiteboard & verbal warning given 2nd Incident = Tick against name Call KSS or member of SLT on Walkabout – further verbal warning 3rd Incident = 2nd Tick against name – Phone or e-mail parents & warn that their child is in danger of being externally excluded 4th Incident = External Exclusion – inform KSS or Headteacher
20
Appendix 3.4 Behaviour out of the Academy Following the reporting of a specific incident to the Academy the procedures below will be put into place. Precise action will be determined by the nature of the incident. Below are guidelines for initial action. With all off-site visits the lead teacher should inform in advance, in writing, all students and parents of the expected behaviour standards.
Academy organised or related activity In all incidents the student(s) involved must write a letter of apology to the relevant people affected by their behaviour. A formal letter of apology should also be sent by the Lead Teacher following consultation with the Headteacher.
Please also refer to the Educational Visits Officer for incident report documentation that may need to be completed.
1.Lead teacher assesses level of seriousness and records incident. 2.Low level could result in Lead Teacher giving a verbal warning/reprimand and Department Afterschool Detention & parents contacted. 3.If serious then relevant student(s) may need to be isolated from rest of group under supervision of supporting staff (this may also include seating arrangements within mode of transport). 4.Upon return to academy the Lead Teacher will contact parents and consult with the AHT of House. 5.If the activity is a residential it may be deemed appropriate that arrangements are put in place for the relevant student(s) to be sent home early. 6.Follow-up action will be implemented depending upon the nature of the incident: e.g SLT DT, Internal or External Fixed Term Exclusions, Monitoring Report. 7.The student(s) involved may lose the privilege to attend any further off-site events.
Travelling to or from the Academy Wearing the Academy uniform Identifiable as a student at the Academy Repercussions for the academy
1.The AHT of House will investigate by taking witness statements where possible. 2.Parents will be contacted immediately.
21
Posing a threat to another student Could adversely affect the reputation of the Academy
3.Safeguarding concerns considered e.g are other adults involved, use of social network sites 4.Relevant authorities to be contacted if illegal actions have been committed by the student(s) or others that are connected with the incident. 5.Follow-up action may include sanctions identified above but may include restorative action. Consideration will also need to be given the victims views/wishes e.g bus company, members of the public.
Appendix 3.5 Uniform Code 2012/3 Governors supported and approved the following academy uniform.
Shoes:
Boys: Black shoes. Girls: Black low heeled shoes for girls.
Socks/Tights:
Girls Skirts:
Plain ankle socks Girls: Black opaque or natural tights, plain ankle socks. Boys: Charcoal grey academy trousers. Girls: Charcoal grey academy trousers. Charcoal grey pleated academy skirt.
Boys shirts:
White plain cotton shirts – long or short sleeved.
Girls blouses:
White plain cotton revere collared blouses.
Jumper:
Navy blue academy jumper with pale blue stripe at neck.
Trousers:
Blazer: Tie: Coats:
Charcoal grey academy blazer with logo on breast pocket. This must be worn at all times around the academy, except at the teachers discretion in the classroom Boys only: Blue striped academy tie. Dark coloured coats of a traditional style and hats and scarves can be worn to and from the academy
22
PE KIT:
Academy white/house sports shirts. Green shorts Green football socks Green Sweatshirts When these need to be replaced the following will be worn Navy academy sports polo shirts. Navy academy shorts with logo. Navy academy socks. Navy/pale blue reversible academy long sleeved top. (optional) Navy academy joggers. (optional) Team shirts will be provided.
NO ADDITIONAL OR ALTERNATIVE ITEMS OF CLOTHING WILL BE ACCEPTABLE & WILL BE CONFISCATED Please note: It is strongly recommended that all items are clearly marked with the student’s name and form.
Jewellery Permitted jewellery:Medical or religious aware necklaces and bracelets. Badges and awards given by the academy. Wristwatch. One pair of small stud earrings only. No other forms of body or facial piercing are permitted. (An Elastoplast over a piercing is NOT acceptable). Students will be expected to remove and if refuse will be internally isolated until resolved.
Should items of jewellery be brought to the academy that are not permitted, the student should expect the item to be confiscated and returned at the end of the day from the Rep (referral point)
Hair Hair must be neat and of a natural colour and of a conventional style. Students will be internally isolated until resolved if this is not the case. In some subjects, students will be required to tie back long hair for safety reasons. Students should bring to the academy something for this purpose.
Make-Up If worn, make up should be minimal and discrete. Nail vanish should not be worn.
23
If a student does not adhere to these rules, parents will be contacted by letter and/or by phone. If a student continues to wear incorrect uniform, including hair, jewellery and/or make-up, then they will be internally isolated until the situation is resolved. The Headteacher’s decision on appropriate uniform is final.
Appendices 1 1.2 2 3 3.1 3.2 3.3 3.4 3.5
De-escalation techniques The Rewards System Penalty Points System Sanctions for low level disruption in lessons Sanctions for serious disruption in lessons Around the Academy, break & lunch times Referral Point Behaviour out of The academy Uniform code of conduct
24