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Relationships for Learning Policy

Chilton Trinity


AIMS To create an environment where everybody can learn To promote good behaviour with rules that are understood by all To develop self esteem, self discipline and positive relationships based on mutual respect To ensure fairness and consistency in response to both positive and negative behaviours. CORE VALUES As a school community we have agreed that we must to strive to meet the following core values which underpin all relationships:  Compassion  Courage  Hope  Integrity  Justice  Respect  Responsibility  Wisdom PHILOSOPHY We believe we all need to ….  Choose a positive attitude  Be there for each other  Make someone’s day  Rise to the challenge  Be the best we can be PRINCIPLES  Management of behaviour is based on rights, responsibility, routines, rules, respect and consequences.  Teaching and learning should promote good behaviour to enable students to succeed.  Opportunities to celebrate success are planned and encouraged  Rewards and consequences are consistently given and understood by all.  Parents are involved in the partnership of supporting a student  Students are encouraged to achieve and guidance to support improvement is clear.  Students are encouraged to take responsibility and act independently.

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RIGHTS AND RESPONSIBILITIES At Chilton Trinity teachers have the right to teach and students have the right to learn. Everyone has the right to feel safe and the duty to show respect to one another PROCEDURES Policy in practice – promoting good behaviour Classroom Rules The classroom rules are limited in number, fair, simple, clear and observable. They are displayed in all classrooms Do what you are asked when you are asked Listen in silence Keep your hands, feet, objects and unkind comments to yourself Rewards and Consequences The rewards and consequences are known to all through displays in all classrooms and are consistently applied across the school. Creating a positive attitude towards learning is fundamental to the policy therefore flooding the school with positivity is the primary aim of the policy. When you get it right you will get: When you get things wrong the following will apply Verbal Praise A House point in your planner Verbal warning A phone call home from the subject Be asked to move seats teacher Be sent to another teacher’s class A certificate from your Tutor, Head of Which triggers a phone call home from Year, the Senior Team the subject teacher A letter from the Head Seclusion from lesson A reward trip place REWARDS Praise and rewards will motivate students to follow the rules Staff should not take appropriate behaviour for granted. Praise will reinforce positive behaviours and enhance self-esteem. One way of getting all students to ‘behave as expected’ is to acknowledge the appropriate behaviour. Example ‘Good, John, you have books out’, ‘It’s great to see you waiting quietly’. These statements reinforce positive behaviour. ‘Catch them being good’ Effective praise is : Personal Genuine Descriptive and specific Frequent and consistent Praise and reward students through: Page | 2


Quiet praise Public praise (if appropriate) Notes in planner/exercise book Student of the week/month in lessons Giving them choices Giving them responsibilities Enabling them to earn rewards towards a special treat/trip Displaying their work Sending them to the Head of Department/Head of Year/Headteacher House points Letters home Sports trophies Postcards Certificates Celebration Evening Celebration Assemblies Photographs Praise increases motivation and self-esteem and develops positive relationships We must all use the system of house points to promote and acknowledge good behaviour. Housepoints All students have a house point book which is issued on a termly basis. House points can be awarded for a variety of positive behaviours. The Relationship for Learning Working Group monitor the behaviours being rewarded and will, after evaluation of effectiveness, change these if required. As of September 2009 house points are awarded for: Effort Progress against lesson objectives Homework/coursework Punctuality Community Behaviour House points should be awarded throughout the term BUT BEHAVIOUR HOUSE POINTS ARE CUMULATIVE FOR GOOD BEHAVIOUR OVER TIME. Behaviour house points can therefore only be awarded in the final lesson of each house point week as on the school calendar. The behaviour house points have been separated from the others in the booklets and must be completed before certificates can be awarded. Monitoring rewards Each student can collect House Points using their Planner Tutors keep a record of the cards completed Form Tutor to monitor that staff are awarding of House points and inform Year Leaders if there is concern. Year Leaders to contact Team Leaders if teachers within their department have not awarded House Points across a number of students. (there may be a very few students for whom even one House Point is not appropriate) Team Leaders to discuss the awarding of house points with individual staff involved and monitor for next House Point Week. Where a teacher continues to avoid issuing House points, Team Leaders need to discuss with SLT Link for further advice. CONSEQUENCES It is vital that all staff follow the correct sequence as on the consequences boards, that parents are informed of the incident and that it is recorded onto SIMs

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Movement to alternative classroom If verbal warning and seat change has not changed behaviour the student needs to be sent to another classroom All subject leaders must provide their staff with alternative classrooms. Some federation negotiation may be needed. A copy of the alternative room provision must be available for visiting teachers No student should be placed outside the classroom A Department Referral Slip MUST be completed by referring teacher and passed to Team Leader Team Leaders will follow up with subject teacher to ensure phone call has been made and behaviour is logged on SIMs Team leaders will inform and discus with Year Leader if student behaviour is persistent and decide if student should be on Subject Report. Exceptions to the consequences procedure. Where staff believe that the behaviour of a student is putting others in danger a member of the Senior Leadership Team should be contacted through the flyby system. Rights and Responsibilities in the classroom Teachers should : Use the House Point books to reward students when they get things right Use praise throughout lessons and around the school Make phone calls home for those getting it right Use positive referrals Produce seating plans, where possible and appropriate boy/girl Get to lessons on time Meet students at the door, corridor or courtyard and see them in where possible Greet ALL students positively Learn students’ names as quickly as possible, treat them as individuals Establish routines, which are clear Instruct students to get their pens, books etc, out including student planner Register students, expect them to sit quietly Prepare lesson plans in accordance to the school’s policy Prepare extension/enrichment work Ensure a range of activities to take account of learning styles Praise students for positive behaviours, ratio 4 : 1 good guide Display students work Regularly agree classroom expectations Focus on primary behaviours Use rewards and consequences consistently Give a clear signal when silence is required Encourage all students to contribute Move around the classroom and regularly scan the room Use a range of non-verbal and verbal cues to encourage good behaviour and limit poor behaviour Give students responsibilities Keep an appropriate learning activity going until the end of the lesson Ensure students are quiet at the end of a lesson and dismiss in an orderly manner Stand at the door, observing students in the corridor Model the behaviours you wish to see Separate the (inappropriate) behaviour from the student Teachers have a responsibility to:

Be good role models for young people (modelling appropriate behaviours) Be enthusiastic and positive Set clear boundaries Page | 4


Consistently implement school policies Create a positive learning environment Set high expectations in relation to behaviour and standards Plan and deliver stimulating and challenging lessons, taking into account individual learning styles and needs (see good lessons below) Celebrate success/achievement Use appropriate language (acceptable) Good lessons promote good behaviour Features of good lessons include: Calm entry and exit Lesson objectives made explicit and understood High expectations and challenge Instructions and explanations clear and concise Weaknesses in basic skills addressed A variety of activities to acknowledge different learning styles Independent and interdependent learning encouraged Students are well managed and high standards of behaviour are insisted upon ‘Positive relationships are the key to academic achievement’ Students’ Responsibilities Students have responsibilities. These include: Getting to lessons on time Entering classroom quietly and taking coats off Wearing full school uniform correctly Sitting where told by the teacher or any member of staff Having equipment and books for lessons, getting those out quickly and quietly, including student planners Following classroom procedures Following instructions given by the teacher or LSA Settling to learning quickly Listening attentively to the teacher who will explain the lesson, what you are going to do, why and how Putting your hand up and waiting to speak Using appropriate language (acceptable) Listening to others’ ideas and working co-operatively Caring for the classroom and resources, respecting others property Valuing individuals and their contributions to lessons Accepting responsibility for their behaviour Rights and Responsibilities outside the classroom Around the school and on school trips the school rules apply, as do our basic rights and responsibilities.

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We also need to ensure : We move around the school corridors/stairs by walking on the left We only eat and drink in the hall and outside where allowed We put all our litter in the bins provided We are polite and courteous to others. For example, we hold doors open for others We respect school facilities and resources When out on trips etc., we are excellent ambassadors for the school Procedures Lunchtimes and break times Students may only leave the school premises at lunch time if they have an approved Lunch Pass to go home Students who have activities may go into lunch first, (need a pass) Students eating lunch must remove their outdoor coats Students are expected to be well behaved and follow instructions given by duty staff and lunchtime supervisors Students are responsible for clearing away their plates, cutlery and litter Students are expected to line up for lunch in year group order Students are expected to eat their sandwiches in the dining hall/courtyard Litter should be put in bins; students who drop litter or eat around the school will be put on litter picking duty Eating is not allowed on the hardcourt – it is for students to play football/basketball Consequences for poor behaviour out of Lesson Times

Staff to notify form tutor/ year leader

Phone call/letter home from form tutor/year leader

Community service. Litter picking, site team

Year leader to log on SIMs

After school detention

Head’s detention

Smoking is always a Head’s detention

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Lateness to registration am and pm Form tutor to contact Year leader

Form Tutor/Year leader Phone call/letter home

Form tutor log on SIMs

Year leader inform EAO

After school detention

Head’s detention

Consequences Impacting on Learning Lack of equipment for lessons Equipment loaned for lesson, note in planner, form tutor informed. If continues, equipment loaned, note in planner, recorded, detention given Tutor should organise for a standard letter to go home. Tutor may put on a 5 or 10 day monitoring report and inform parents If no improvement tutor should formally refer to HOY who will take action Late for lessons Procedure for students arriving after teaching has started Late books will be provided for each member of staff Students will 1. Write name and reason for lateness into late book 2. Move to seat silently 3. Remain behind or return to teacher to discuss issue 4. Catch up work missed Homework Homework not produced

Have you a reason? Do you need extra support?

Class teacher - Phone call/letter home

Reschedule homework

Homework not produced

Discuss with Team Leader

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Uniform Infringements Students not in full uniform, form teacher issues uniform card. If continues tutor sends standard letter home or refers to Head of Year who will contact parents. Please note : Issues during lesson time will generally be dealt with by subject teacher and Head of Department. Head of Year gets involved if situation is serious or happening in more than one subject area. Attendance issues and behaviour issues during tutor time and break and lunchtime are usually dealt with by the tutor, Head of Year or SLT DISCIPLINARY PROCEDURES Students whose behaviour is a serious concern will be placed on the disciplinary procedures. Following a number of internal exclusions students will be supported to improve their behaviour through working with the Enrichment Centre with a Key Worker identified. A number of internal or external exclusions will trigger students being placed on the disciplinary procedures. A Key Worker identified will meet with the student on a weekly timetable. First warning

-

Head of Year/parents

Second warning

-

Heads of Year/Deputy Head/parents

Third warning

-

Deputy Head/HOY/Parents and school support Programme

Fourth warning

-

SENCO/HOY/Deputy Head if appropriate PSP involving external agencies

For all external exclusion LA & DfE guidance is followed All students at risk of permanent exclusion will have a Pastoral Support Plan which is reviewed formally every six weeks with the support of the Behaviour Support Services. The keyworker will work alongside a student on a PSP and arrange weekly support meetings. Sanctions which may be taken as a consequence of misbehaviours. ON REPORT – a report card taken to every lesson, issued by Year Heads with specific targets (not more than 3) – in some instances negotiated with students. SUBJECT DETENTION – usually held at lunchtimes, without notice having to be given to parents/guardians, supervised by the class teacher or Head of Department. AFTER SCHOOL DETENTION – takes place on Tuesday from 3.15 – 4.00 p.m. At least 24 hours notice is given to parents, who are responsible for collecting their child from school afterwards. Failure to attend detention results in an automatic Heads detention. Page | 8


HEAD’S DETENTION – takes place from 3.15 – 4.15 p.m. At least 24 hours notice is always given to parents, who are responsible for collecting their child from school afterwards. Failure to attend Head’s detention results in automatic internal exclusion. INTERNAL SECLUSION – involves a student completing his/her normal work following the timetable of a student in a different year, usually for a period of 1 – 3 days. Breaks and lunchtimes will be spent with a Head of Year or Senior Manager. ONE TO SIX – a student is expected to attend school from 1.00pm to 6.00pm with the curriculum delivered away from other students, usually in the meeting room at the front of the school. EXTERNAL EXCLUSION (for fixed term of up to 45 days per year) is a serious sanction used only for particularly serious act of misbehaviour or where all other sanctions have been exhausted. Only the Head can exclude a student. Parents are always invited into school following an exclusion in the presence of a Governor to discuss readmission. All exclusions of 5 days or more are discussed in advance (whenever possible) with the Chair of Governors. All exclusions are reviewed by the Governors Student and Curriculum Support SubCommittee at its half-termly meetings. PERMANENT EXCLUSIONS – The school is absolutely committed to avoiding this ultimate sanction except where the security of other students, staff and school property is seriously threatened. NB – All these sanctions apply equally to the conduct of students on the way to and from school and on all school visits, both local and overseas. We are supported by a multi-agency approach, ranging from Connexions PA to Social Services and the LA Behaviour Support Team. Our intention is always to involve external agencies as early as possible to prevent problems with individual students escalating. Whilst we do not condone poor behaviour, we recognise that there are sometimes underlying causes of bad behaviour beyond the control of the student – problems at home, frustrations with under-achievement etc. Our support strategies include : tutorial support, IEP(Bs), anger management, counselling, homework club, student listening, INSET and courses for staff on specific particular special needs conditions e.g. ADHD and specific behaviour communication

difficulties

Additional Whole School Support for Improved Behaviour Implementation of the agreed behaviour policy Implementation by ALL staff, consistency is essential. Responses to anti-social behaviour must always remain flexible enough to cater for individual circumstances. However, the following BROAD tariff range applies to the variety of offences listed below, the level of punishment dependent on the severity of the offence, past record etc.

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Offence Disciplinary Sanction Persistent disregard of school uniform After school detention – internal seclusion Rudeness and/or offensive conduct Internal – external exclusion towards any member of staff Bullying (including racist behaviour) Possible RJ Conference or Internal seclusion – external exclusion Disrupting the learning of others Subject detention – external exclusion Litter/graffiti Community service Vandalism of student/school property Community service – permanent exclusion (with an expectation students will contribute to cost of damage). Fighting Internal seclusion – external exclusion Truancy Heads detention – internal exclusion Smoking Heads detention – internal exclusion Setting off fire alarm External exclusion Drugs offences External exclusion – permanent exclusion The HOY or SLT can discuss appropriate support from the Enrichment Centre, this may provide : Agreeing and achieving specific behaviour targets Anger management programmes Self esteem Managing their behaviour in the context of the classroom Social skills Providing a ‘sanctuary’ in times of stress – negotiated between the SENCO/HOY or SLT Others’ programmes as recommended by the SENCO Restorative Justice Restorative Justice aims to support young people who get into conflict with their peers or adults to resolve their difficulties. Staff can refer students for Restorative Justice Conferences. Details on display in the staffroom. The Enrichment Centre Purpose : To provide an integral part of the support provision to students who have significant behaviour or learning difficulties to enable them to access mainstream education. Students will be referred following consultation with the SLT or HOY with the SENCO. There are specific entry and exit criteria and a detailed intervention programme. The centre will offer flexible provision from full time (maximum 6 weeks) to withdrawal from specific lessons. Students will work towards full integration in mainstream lessons within six weeks where possible. Some students will work in the Enrichment Centre for a number of sessions each week on specific intervention programmes often around social skills. Reintegration back into school e.g. students who have been on Home Tuition will begin their return to school via the Enrichment Centre P.A. Connexions working with students from 13 years This service will support students with behaviour difficulties to access the curriculum and work related learning where appropriate. Page | 10


Referral via HOY To implement the behaviour policy and to raise standards and expectations Tutors are expected to : Monitor uniform, jewellery etc., on a daily basis Note concerns re behaviour from subject staff etc., and discuss with students Note good or improved behaviour, praise/reward students (promote recording of commendations). Deal with low level disruptive behaviours using the choices/consequences model Monitor student planner/equipment/detentions and check on report cards and as appropriate discuss with the HOY. Monitor lateness and absences Share concerns with the HOY Issue equipment report Issue punctuality report All subject teachers are expected to deal with : Uniform infringements Lateness to lessons Lack of equipment Non completion of homework Low level disruptive behaviours Rewarding achievements, including good or improving behaviou It is important that subject teachers praise/reward students for good or improving behaviour. Team Leaders are expected to : Ensure the team implement the agreed behaviour for learning policy consistently Follow up incidents of poor behaviour in their subject area Ensure referral slips are recorded on SIMs Ensure parents have been contacted about the concern Support individual staff with strategies Plan with team a range of strategies Discuss concerns with HOY if there is a pattern of poor behaviour Request immediate support from HOY when appropriate Forward information re concern for students to HOY or SENCO as appropriate Heads of Year are expected to : Support duty system Support all staff in implementing the agreed behaviour for learning policy Ensure concerns from more than one subject area are followed up Issue appropriate reports/sanctions Discuss concerns with the student Discuss issues with parents/carers Discuss concerns re individuals with the Deputy Head Monitor SIMs referrals and discuss behaviour with student, give after school detentions or trigger Head’s detention, inform parents Ensure R room referrals are forwarded to admin. support for recording on the SIMS.NET SENCO module. Page | 11


Liaise with the SENCO and other agencies to support students in adopting appropriate behaviours Monitor attendance, lateness and take action. Promote the ethos of the school through assemblies In cases of serious misbehaviour discuss with the Deputy Head immediately and action taken Support staff are expected to : Deal with incidents or request help Report incidents of poor behaviour to the appropriate member of staff, depending on seriousness of incident Praise and reward good behaviour SLT are expected to deal with : Serious or continuous disruptive behaviours Verbal or physical abuse of staff Persistent bullying Incidents of crime Where there is physical danger to staff or students Parents are expected to : Support the school’s behaviour policy and code of behaviour Support the school in its use of rewards and sanctions Take some responsibility for the behaviour of their children Governors are expected to : Support the agreed behaviour policy Regularly review the behaviour policy Acknowledge the achievements of staff in managing behaviour issues

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SECTION 3 Evaluation Success indicators : Improved communication/system Quality supporting evidence for PSP/SEND+/Permanent Exclusion Reduction in disruptive behaviour in lessons and throughout the school Improved standards of achievement Increase in numbers of House Points Decrease in number of fixed term exclusions Effective implementation of policy Improved attendance Reduce number of students late for school/lesson Evaluation Process : Discussions at Staff Meetings Review at Pastoral Team Leaders meeting Review of numbers excluded from lessons and fixed term exclusions Discussion at the Governors Curriculum and Student Support meetings

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/relationshipsforlearningpolicy  

http://www.chilton-trinity.co.uk/policies/relationshipsforlearningpolicy.pdf

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