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Lea Valley High School A Specialist Sports College Behaviour for Learning Policy September 2011 1


’The whole ethos of the school revolves around the outstanding care of its students…As a result of these strong relationships, students display positive attitudes towards their learning and behave well in lessons and around the school’ (Ofsted, 2009)

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Table of Contents 1.0 Purpose ...........................................................................................................................................................4 2.0 Scope ..............................................................................................................................................................4 3.0 Background .....................................................................................................................................................4 4.0 Praise and Reward in School ..........................................................................................................................6 4.1 Merits .............................................................................................................................................................6 The merits form a three tier system as follows:...................................................................................................6 4.2 Method of praise and reward ........................................................................................................................7 4.3 Procedure .......................................................................................................................................................7 4.5 Monitoring ......................................................................................................................................................7 5.0 Behaviour below Minimum Standards ...........................................................................................................9 5.1 Challenging Negative Behaviour.....................................................................................................................9 5.3 Monitoring of Student Behaviour................................................................................................................ 10 5.4 Persistent Challenging Behaviour .......................................................................................................... 10 6.0 WORKING PRACTICES ................................................................................................................................. 13

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1.0 Purpose The policy purpose is to define all Behaviour Management Systems within Lea Valley High School. The policy is based on positive reinforcement of the rules and policies in the school. It gives a framework to reward positive behaviour in the school and a clear structure to challenge behaviour which falls below minimum standards.

2.0 Scope The policy is for the use of all staff and applies to all students who attend Lea Valley High School. It applies to all situations within our school community and situations that directly affects or brings the schools name into disrepute.

3.0 Background Lea Valley High School believes that every child can achieve, develop and excel. A child’s talent and potential to achieve excellence is a given. The school creates a culture that encourages purposeful practice to develop all students so they can excel. 

I will respect myself and others

I will wear full school uniform at all times

I will bring all my equipment and listen to the teacher’s instructions

I will attend school every day and always be at my lessons on time

I will always behave in a way that keeps everyone safe

These standards are expected from everyone and we do not praise the minimum behaviours formally. However staff should acknowledge students positively for behaving at the minimum level e.g. “Well done everyone for arriving on time fully equipped.” Expectations of Students  Recognise the achievements of others  Be proud of their own achievements Expectations of teaching staff  To regularly recognise positive behaviour through merits  To record achieve and develop behaviour on SIMS  To telephone and meet parents to make them aware of positive behaviour Expectations of associate staff  To praise behaviour with reference to this policy Expectations of Form Tutors  To regularly recognise positive behaviour through merits  To record achieve and develop behaviour on SIMS  To monitor student merit/behaviour points on a weekly basis

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 

To arrange the sending of praise on a postcard at Bronze, Silver and Gold standards To ensure that students with 20 Gold merits see the Principal on Friday break for a Principal’s Commendation

Expectations of DOS  To ensure department are regularly using praise and merit system  To ensure no other praise system is used to recognise behaviour  To observe praise and reward in lessons  To monitor the number of merits given at Bronze, Silver and Gold standards within department Expectations of DOY  Ensure Tutors are using and monitoring praise and merits  To monitor number of merits on a half termly basis  To award Bronze Certificate for 60 Bronze merits in Year Assemblies  To recognise develop positive behaviour in Year Assembly  To organise and deliver Graduation Assembly Expectations of SLT  Monitor merits within subject areas and year groups  Recognise praise and merit system in lesson observations  Attend half termly award assembly  Analyse and review merit figures in SLT meetings Behaviour for Learning It should be recognised that Lea Valley High School encourages positive contact with parents and carers as this supports student attainment. Individual members of staff can call to inform parents/carers of any level of positive behaviour. This must be recorded on SIMS. At Lea Valley we believe that praise in lessons has a positive impact on learning. The following practices are encouraged:   

Thank students who arrive on time and are smartly dressed. Congratulate students who are engaged in learning Support adherence to minimum standards

Underlying Principles All teaching and associate staff shares the responsibility for the behaviour and discipline of students in the school. In dealing with matters of behaviour, all teaching and non-teaching staff must always:     

Act justly and fairly and be seen to do so Establish a relationship of mutual respect with students and parents Are consistent and apply procedures promptly Record all achievements and behaviours on SIMs Communicate achievements and negative behaviours to other stakeholders when appropriate

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4.0 Praise and Reward in School Praise and Reward is based upon the concept of positive reinforcement which encourages learning and models good behaviour. Furthermore, it promotes effective routines and consistency in practice across the school and community as a whole. Encouragement, praise and reward are essential to embed these high expectations of all students. The “Praise and Reward” acts as a guideline to staff by categorising positive behaviour into three groups: Achieve: Develop: Excel:

Behaviour that is praised for being above expectations Behaviour that is rewarded for being well beyond expectations or consistently high Behaviour that is rewarded as an example of excelling

All positive behaviour should be considered in its context but the guidance should aid consistency. We are basing our praise and reward system on the school’s vision. At the start of the school year each student receives 1000 merit points. Students are able to earn merit points for effort and attainment and for community contributions around the school. Students also win prizes or certificates for 100% attendance, high academic attainment and excellent progress depending on the number of points collected. However, points are deducted for failure to meet minimum standards and any other incident of unacceptable behaviour.

4.1 Merits The merits form a three tier system as follows: Achieve – Bronze     

Full engagement in the learning activity Persistence despite barriers, challenges and setbacks Working consistently at personal best Working to 3 levels of progress across the KS3-4 At KS5 working at target grade

Develop – Silver  Embrace challenge and strive to improve  Build on past practice and understand the next steps needed to attain at a higher standard  Working to 4 levels of progress across the KS3-4  At KS5 working consistently at a grade higher than target Excel – Gold   

Surpassing personal best Attaining the highest level of national qualifications Attaining the highest level of national recognition

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4.2 Method of praise and reward To ensure consistency we are clear about the level of praise and reward at each level. These levels and rewards can be seen below: Achieve – Bronze Merit We believe that a student operating at this positive level should be verbally praised and recognised with one merit. This is the most important level of behaviour and will be central to creating a culture that ensures every child achieves. This behaviour must be recorded on SIMS and a merit put in the student planner. A teacher may send the Bronze Praise on a Postcard in addition to the Bronze Merit. The Director of Year/Subject will send a letter of commendation home when a tutee has achieved 20 Bronze Merits Develop – Silver Merit This behaviour should be rewarded with a Silver Merit and a Silver Praise on a Postcard. It reflects a change in mind set in a student, which can be recognised by a student pushing the boundaries, acting on advice and seeking new knowledge in order to secure improvement. This behaviour must be recorded on SIMS and a Silver Merit put in the student planner. A teacher may send the Silver Praise on a Postcard in addition to the Silver Merit. The Senior Assistant Principal i/c key stage will send a letter of commendation when a student reaches 20 Silver Merits. This behaviour is also recognised through the Year Assembly. Excel – Gold Merit This behaviour represents the highest levels of achievement and attainment. This behaviour must be recorded on SIMS and a Gold Merit put in the student planner. A teacher may send the Gold Praise on a Postcard in addition to the Gold Merit. The Principal will send a letter of commendation when a student reaches 20 Gold Merits, and will award a Principal’s Commendation sticker. This behaviour is recognised through the whole school Assembly, by the award of a Governors Certificate of Excellence which will be achieved when a student gains 3 Principal’s Commendations.

4.3 Procedure Merits should be given to students by the sticking of the school merit into their planner. Students should record their Bronze, Silver and Gold stickers on separate pages. The subject area and teachers name must be written next to the planner. This must be recorded on SIMS. Tutors should recognise these on a weekly basis in form time.

4.5 Monitoring 1. Stage 1: All merits and rewards will be recorded on SIMS. An email will be sent to middle and senior leaders on a daily basis highlighting these behaviours. They will stick a merit in the student planner.

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2. Stage 2: Tutor will check planners to monitor merits. 3. Stage 3: DOYs and DOSs will monitor number of merits in area on a weekly basis. 4. Stage 4: Half termly reports for each year group will be given to the DOY to highlight student achievement. DOSs will be provided with a half termly report showing the number of merits per staff and department. This will be used to ensure a positive focus on praise and reward. 5. Stage 5: SLT will review merits awarded by departments, years and staff on a half termly basis in SLT meetings. They will also review the positive behaviour of students in these meetings.

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5.0 Behaviour below Minimum Standards Lea Valley High School recognises that on occasion a student’s behaviour may fall below minimum expectations. We believe that through challenging this behaviour with consistent routines all students can achieve, develop and excel. The Behaviour Management Policy is based upon the concept of positive reinforcement which not only encourages learning and models good behaviour but helps to establish routines and consistency in practice across the school and community as a whole. This provides students with instant feedback around negative behaviour that allows them to learn and develop. To achieve this negative behaviour is categorise into two categories: Amber: Red:

Behaviour that is a barrier to learning Behaviour that is a significant barrier to learning

Amber – A student who   

Occasionally falls below minimum standards Occasionally works at a level below target grades/level Attends school for less than 95% of the time

Red – A student who       

Disregards the Code of Conduct Displays aggressive physical/verbal behaviour Are destructive to property Steals from the school or other members of the school community Bullies other student Brings the name of the school into disrepute Attends school for less than 92% of the time

5.1 Challenging Negative Behaviour All Amber and Red behaviour should be recorded in SIMs and be awarded points. An appropriate sanction will be implemented depending on the level of behaviour. Individual subject staff/form tutors must implement their own appropriate sanction for amber behaviour. Directors of Subject/Year and SLT will support subject teachers/form tutors where necessary and will also apply sanctions for Red behaviour. Red behaviour referred to SLT should be accompanied with an email to alert and signed file notes handed to the SLT member you are referring the incident to. The sanctions at each level include: AMBER

RED       

Learning conversation Communication home Restorative Justice meeting Teacher/Tutor detention Isolation using Shadow timetable Form tutor/Subject Report Community service

       

DOS/DOY/KS/Principal detention DOS/DOY/KS/Principal Report IEU Academic Panel Restorative Justice meeting Community Police Officer Fixed term exclusion Permanent exclusion

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Sanctions should follow through the Curriculum route if the incidents occur in the classroom. If the student is truanting your lesson this should also be picked up with in the curriculum area. All other incidents will be addressed via the Tutorial route. (See appendix 5).

5.2 Detentions Detentions can take place during school hours, at lunchtime, after school. The Principal may on occasion introduce a Saturday morning detention for repeated poor behaviour. It is a legal requirement that a minimum of 24 hours’ notice in writing is given for all detentions outside of normal school hours. Detentions may be set for repeated lateness to school or lessons, for unsatisfactory work or behaviour, or for work or further learning tasks not done. Where detentions of ½ hour or more are given, the parents/guardians will be notified in accordance with the Detention Policy (see appendix 6) No whole group or whole class detentions are to be set for the misbehaviour of some individuals.

5.3 Monitoring of Student Behaviour 1. Stage 1: Tutors and subject teachers challenge the behaviour of students within their area. They raise any consistent issues to DOS/DOY. 2. Stage 2: On Call and learning walks are used to further challenge behaviour and use to raise issues to DOS/DOY/SLT 3. Stage 3: Automatic updates are sent via SIMS at the end of every day to the DOY, DOS and KSL. 4. Stage 4: DOY/DOS monitor weekly and intervene in behaviour within their area. 5. Stage 5: Half termly reports for each year group will be given to the DOY to highlight student who are not meeting behaviour standards of the school. DOSs will be provided with a half termly report showing the number of negative comments per staff and department. This will be used to ensure appropriate intervention. 6. Stage 6: SLT to review internal and external isolation on a half termly basis.

5.4 Persistent Challenging Behaviour Behaviour points accumulated on SIMS act as a trigger to identify persistent challenging behaviour. Points that have been incurred up to 30 should be challenged and dealt with within the subject area 10


and by the tutorial team. If the behaviour seems to be subject specific this would be addressed by the classroom teacher using the sanctions available to them. The pathway available when students display constant disruptive behaviour and do not adhere to the minimum standards, is triggered at 30 behaviour points through the pastoral route or 15 points if the behaviour persists within one subject area. This is implemented by both the Curriculum and Tutorial teams and referred to SLT and The Behaviour Team at the appropriate level.

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PROCEDURES FOR STUDENTS DEMONSTRATING PERSISTENT CHALLENGING BEHAVIOUR Initial detection  Students who have incurred up to 29 behaviour points are dealt with by the tutorial team.  If behaviour persists within one subject area behaviour should be addressed by the teacher and Amber Sanctions should be applied accordingly.

Step 1 Tutorial Students attaining up to 30 Behaviour Points across the board should be dealt with at DoY/ADoY Level. Strategies should include:  Parental Contact  DoY Detentions Home and Parental Meetings  Report Cards for  Formalised Learning Effort and Conversations Attainment

Step 1 Curriculum Students attaining 30 Behaviour Points or over within a subject area should be dealt with at DoS/ADoS/Subject leader Level. Strategies should include:  Parental Contact  DoS Detentions Home and Parental Meetings  Report Cards for  Formalised Learning Effort and Conversations Attainment

Step 2 Tutorial Where Amber Behaviour persists, the next stage should involve the following:  Completion of a Behaviour Contract, which must involve a Parental Meeting.  A round-robin should be completed at this stage looking at the student’s Effort, Achievement and Attainment across all subject areas.  The Behaviour Contract should be reviewed within a 6-week period and should be completed by the DoY and/or Key Stage Leader.

Step 2 Curriculum Where Amber Behaviour persists, the next stage should involve the following:  Completion of a Behaviour Contract, which must involve a Parental Meeting.  A round-robin The Behaviourshould Contract be completed should be at reviewed this stagewithin looking a at 6the student’s week period and Effort, should Achievement be completed and by Attainment the DoS and/or across all subject SLT attached.. areas.  The Behaviour Contract should be reviewed within a 6week period and should be completed by the DoY and/or Key Stage Leader.

Step 3 Where Disruptive Behaviour persists, the following strategies should be employed:  Case Conferences of staff should be called by the DoY, regarding Student Behaviour at this stage. The findings/results should then be presented by the DoY at a formal meeting with the family.  The DoY should complete a Learning Walk to observe the student at first hand.

Step 4 Further Disruptive Behaviour Concerns should then be referred to the KS Leader. At this point a further Parental Meeting should be organised. Where there is no immediate impact, this will lead to an Initial Academic Panel being called. The Initial Academic Panel will involve the KS Leader, DoY, appropriate subject teachers, Form Tutor and parents as well as the student. A reviewed Behaviour Contract will then be completed, targets reset and the student placed on Report for Effort, Attainment and Achievement.

Step 5 Where Disruptive Behaviour still persists, the Behaviour Team will be called upon to support the student. This team will place the student on a PSP which will have the input of the DoY, KS Leader and Behaviour Team Manager. The PSP will then be on a 6week review cycle.

Step 6 Where Disruptive Behaviour persists, the DoY and KS Leader should prepare documentation for Academic Panel with the Principal and Vice Principals.

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6.0 WORKING PRACTICES

APPENDIX 1:

Minimum Standards

APPENDIX 2:

Colour Coded ‘Behaviour in School’

APPENDIX 3:

Behaviour Referral Lines

APPENDIX 4:

Uniform

APPENDIX 5:

Sanctions

APPENDIX 6:

Detentions

APPENDIX 7:

On Call

APPENDIX 8:

Shadow Timetable / IEU

APPENDIX 9:

Home School Partnership Agreement

APPENDIX 10:

Anti-Bullying Policy

APPENDIX 11:

Commendation Letters

APPENDIX 12:

Code of Conduct

APPENDIX 13:

Report Cards

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APPENDIX 1: MINIMUM STANDARDS 

I will respect myself and others

I will wear full school uniform at all times

I will bring all my equipment and listen to the teacher’s instructions

I will attend school every day and always be at my lessons on time

I will always behave in a way that keeps everyone safe

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APPENDIX 2:

COLOUR CODED ‘BEHAVIOUR IN SCHOOL’

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APPENDIX 3:

BEHAVIOUR REFERRAL LINES

Curriculum

Teacher

Shadow Timetable

DOS

SLT ATTACHED

Tutorial

• Detention • Parental Contact

• Isolation • Restorative justice

• Detention • Parental Contact

Tutor

DOY

KEY STAGE LEADER

• Detention • Parental Contact

• Detention • Parental Contact • Restorative justice

• Detention • IEU

• Detention • IEU

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APPENDIX 4:

UNIFORM

Students are expected to be in full school uniform at all times. In order to raise uniform standards, the following guidelines/procedures are in place: Gate Duty Expectations:  Staff on duty at the school gate between 8:20am and 8:40am will ensure all students who enter school are in full school uniform.  Students who do not have the appropriate uniform e.g. no tie, no shoes or blazer will not be allowed to enter the school and are expected to return home.  The names and form groups of the students who are refused entrance to the school must be recorded and passed to the appropriate SWC so the parent/carer can be informed immediately. Form Tutor Expectations:  All tutors / co-tutors will check the students uniform in their form groups at the start and end of the day during registration.  Tutors will ensure students make any necessary changes to their uniform in registration.  If there is an issue with uniform that cannot be solved then the form tutor will notify the SWC attached to their year group and send the student to the SWC office, so that a phone call home can be made and the necessary sanction will take place.  ALL students leaving their form room will be expected to be in full school uniform, unless the SWC has been notified.  If a student arrives at school after 9.15am, the relevant SWC will check the students’ uniform when they sign in and contact home if required. Classroom Teacher Expectations:  Responsibility for student uniform lies with the classroom teacher from 9:15am onwards.  As the students enter your classroom please check that their uniform is correct. If they have changed any aspect of their uniform then please ensure that they correct it immediately.  If there is still an issue with uniform then it will need to be dealt with by your department, following your department disciplinary procedures regarding minimum standards not being met. Blazers/shoes: Standard expected  All students are expected to wear the school blazer and black school leather shoes.  TRAINERS ARE NOT PERMITTED unless they are being worn for PE. Ties: 

Standard expected Clip on Tie only. Top button fastened no variation on shape of tie.

Jewellery:  

Standard expected

One ring, one watch, one set of stud earrings. No facial piercings.

Procedure: Ask student to remove excessive jewellery. Place in labelled envelope and deliver to Anna O’Toole. Student can collect at end of term. Hair: 

Standard expected Hair must be of a natural colour.

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APPENDIX 5:

      

SANCTIONS

AMBER Learning conversation Communication home Restorative Justice meeting Teacher/Tutor detention Isolation using Shadow timetable Form tutor/Subject Report Community service

       

RED DOS/DOY/KS/Principal detention DOS/DOY/KS/Principal Report IEU Academic Panel Restorative Justice meeting Community Police Officer Fixed term exclusion Permanent exclusion

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APPENDIX 6:

DETENTION SYSTEM

Detention can be an extremely effective and appropriate sanction to be used in order to improve inappropriate behaviour as well as helping to avoid fixed term exclusion.

There are five levels of detention that can be used: Detention 1: Subject teacher/form tutor; for AMBER behaviour - receive 2 points Detention 2: ADOS/ADOY; for AMBER behaviour - receive 2 points. Detention 3: DOS/DOY; for AMBER/RED behaviour - receive 2 or 4 points. Detention 4: KSL/SLT; for RED behaviour - receive - 4 points. Detention 5: Principal/Vice Principal; for RED behaviour - receive - 4 points.

            

It is the responsibility of the person who applies the detention to record the detention in SIMs as well as to input the students who attend or not after the detention. The teacher running the detention must agree to have an allocated student in the detention and may decide to refer the matter back to the teacher setting the detention. Detentions 1 & 2 must be at least 10 minutes but no longer than an hour. Detention 3 must be at least 20 minutes but no longer than an hour. Detention 4 at least 30 minutes but no longer than an hour. Detention 5 must be for at least 60 minutes Detentions 1, 2 & 3 require NO prior warning or notice. Parents do not necessarily need to be informed verbally unless it is felt appropriate to do so. Students given detention for more than 20 minutes must normally be given 24 hours notice as well as parents being informed either in writing, verbally or both. Informing the parent of a detention in writing will be by a standard letter. If given to the student, it is their responsibility to give the letter to their parent/carer. Detentions can be run before school, at break, at lunch or after school. Please note that students in detention at break or lunch must have the opportunity to eat and go to the toilet but can remain in isolation from other students. Detention will always takes priority over other school events e.g. fixtures, clubs, meetings, trips. It may be appropriate to apply other sanctions in addition to detention especially if behaviours are persistently being repeated.

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APPENDIX 7:

ON CALL SYSTEM

The underlying aim of ‘On Call’ is to ensure all students are in their lessons and not in the corridor. On Call Staff must collect their walkie-talkie and clip board from the main office. Students should only be recorded on to the on call list if they are out of lessons without permission. If a student is picked up by a member of the on call duty team, they will record the student details onto the appropriate documentation and this will be input onto SIMs by a member of the admin team when the clipboard is returned to the main office. All students recorded on SIMs by admin as a result of On Call will be sent a standardised letter home regarding the truancy by the main office as well as incurring minus 2 behaviour points. At the end of each lesson admin will inform via email the relevant subject teacher, DOS and SWC of each student picked up by On Call. If students are picked up by On Call on more than one occasion in a day or week admin will also inform the relevant ADOY/DOY and form tutor who will follow this up with further appropriate intervention. It is the subject teacher’s responsibility to employ a sanction to students picked up by On Call in the first instance. It is the form tutors role to also monitor any students picked up by On Call and apply further sanctions if they feel it necessary especially if the behaviour is repeated and not rectified. It is the DOS/DOYs role to monitor that interventions are being applied and ensure the impact is successful. If a student is picked up by On Call, the following priorities should be applied. 

Priority 1: Student returned to their normal lesson if possible – Subject teacher applies appropriate sanction and records on SIMs. e.g. Subject teacher detention.

Priority 2: Student placed with DOS or within the shadow timetable of that subject area – subject teacher/DOS records appropriate sanction on SIMs. e.g. subject teacher/DOS detention.

Priority 3: Student taken by On Call if appropriate to calm down and to write their statement. The DOS must still follow through the incident applying an appropriate sanction and ensuring records are put onto SIMs.

Priority 4: If the incident is deemed serious red behaviour then an available member of SLT will be informed to support the member of staff On Call to resolve the situation initially. The attached subject member of SLT will then follow the incident through applying an appropriate sanction and ensuring records are put onto SIMs.

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APPENDIX 8:

Shadow Timetable / IEU

UNIT

Purpose

Shadow Timetable

Internal Exclusion Unit

(IEU) 

Length

Referral Route

Immediately following Behaviour the incident for the On Call, DOS, Attached Subject modification SLT Resolution of red remainder of the lesson. behaviour Sanction for ‘red’ behaviour Alternative to a fixed term external exclusion Behaviour modification

Minimum 1 day Maximum 3 days (10:00am – 16:00pm)

SLT Key Stage Leaders

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APPENDIX 9:

HOME SCHOOL PARTNERSHIP AGREEMENT

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APPENIX 10:

ANTI BULLYING POLICY

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APPENIX 11:

COMMENDATION CERTIFICATES

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APPENDIX 12:

CODE OF CONDUCT

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APPENDIX 13:

REPORT CARDS

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Behaviour Management Policy