Behaviour Policy Whole School
Page 1 of 29
#MAKINGADIFFERENCE
DATE REVIEW DATE
November 2022 November 2023
Owner Version Number: Working Date: Legal Sign off by: Date: Type of Policy:
Headteachers Ver07
Exec 16/11/2022
Authorised by Exec: Effective date of Policy: Circulation: This policy should be read in association with the behaviour, anti-bullying, e-safety and technology/ICT AUP, transport, health and safety policies.
Website, Internal, Parent Portal, Staff Handbook
Page 2 of 29
CONTENTS 1.
2.
3.
4.
POSITIVE BEHAVIOUR POLICY ...................................................................................... 4 1.1.
Rationale ............................................................................................................... 4
1.2.
Expectations ......................................................................................................... 4
1.3.
Behaviour Management ..................................................................................... 5
1.4.
Feedback .............................................................................................................. 5
1.5.
Accountability ...................................................................................................... 5
ANTI-BULLYING POLICY ................................................................................................ 5 2.1.
Rationale ............................................................................................................... 5
2.2.
Expectations ......................................................................................................... 6
2.3.
Management of anti – bullying ........................................................................... 6
2.4.
Review and Development................................................................................... 6
2.5.
Bullying Behaviour Reporting Process ................................................................. 7
2.6.
Cyberbullying ........................................................................................................ 8
PRIMARY BEHAVIOUR FOR LEARNING POLICY ........................................................... 8 3.1.
Primary Behaviour for Learning Procedures – For Staff ...................................... 8
3.2.
Summary of Behaviour Procedures – For Staff ................................................... 9
3.3.
Primary Behaviour for Learning Procedures – For Parents .............................. 14
3.4.
Summary of Behaviour Procedures – For Parents ............................................ 15
SECONDARY BEHAVIOUR FOR LEARNING POLICY .................................................. 17 4.1.
Behaviour for Learning Policy ............................................................................ 17
4.2.
The school seeks to create a caring, learning environment by: .................... 17
4.3.
Our Learning Expectations ................................................................................ 17
4.4.
Low Level Interventions ...................................................................................... 18
4.5.
Additional Strategies .......................................................................................... 19
4.6.
Assertive language ............................................................................................. 19
4.7.
Secondary Behaviour Descriptors ..................................................................... 20
4.7.1
Levels 0, 1 and 2 .......................................................................................... 20
4.7.2
Level 3 .......................................................................................................... 22
4.7.3
Level 4 .......................................................................................................... 23
4.7.4
Levels 5 ......................................................................................................... 24
4.8
Summary of Secondary Disciplinary Behaviour Procedures ........................... 25
4.9 Summary of Secondary Disciplinary Behaviour Policy: Roles and Responsibilities ............................................................................................................... 28 Page 3 of 29
1.
POSITIVE BEHAVIOUR POLICY
1.1. Rationale JESS sets high standards of behaviour. Clearly communicated expectations, guidelines and consistent methods of managing behaviour form the basis of our philosophy for promoting successful behaviour. We believe that: •
All staff and students have the right to work in a safe, orderly and supportive environment, which is free from distraction and where they feel respected and valued.
•
It is the role of the staff to encourage individuals to become more responsible for their actions, attitudes and values and accept the consequences of their actions.
•
The majority of motivation for students to effectively manage their own behaviour should be intrinsic.
•
All members of the JESS community should always be respectful and polite.
1.2. Expectations •
Staff are responsible for the welfare, discipline and appearance of the students within their teaching area and around the school.
•
Staff should not allow the behaviour of an individual to have a detrimental effect on the groups’ learning.
•
Staff are professional at all times and never use unnecessary force, language or behaviour.
•
Staff should model and promote the following behaviour expectations at the beginning of and throughout the school year. These will form the basis of the expectations of the child’s behaviour.
•
Students should demonstrate:
•
Good Listening
Honesty
Kind and helpful citizenship
Tolerance
Effort
Accountability
Responsibility
Respectfulness
The appendices contain the personalised behaviour procedures for both primary and secondary. Staff should make themselves aware of these.
Page 4 of 29
1.3. Behaviour Management •
Throughout JESS, consistency of behaviour management is achieved by staff knowledge and consistent practice of both whole school policy and behaviour procedures for both Primary and Secondary.
•
Ensuring any personalised behaviour procedures are consistent across a Year Group complying with the rationale and expectations of both the JESS behaviour policy and the Primary and Secondary behaviour procedures
•
Having a clear behaviour policy that is shared with parents.
1.4. Feedback In addition, we believe that feedback plays a critical role in shaping all outcomes at JESS and should be consistent in its usage whether given for academic achievement or behaviour management. All feedback should be specific to help pupils understand the effectiveness of their choices, ultimately supporting the ability of JESS children to be: •
‘intrigued by mistakes, enjoy effort, and keep on learning. That way children don’t have to be slaves of praise. They will have a lifelong way to build and repair their own confidence.” Carol Dweck ‘How You Can Fulfil Your Potential’
1.5. Accountability Students will be expected to take accountability for the impact of their choices. Through positive and representative conferencing, students will be given the opportunity to reflect on the impact and find ways to restore relationships.
2.
Anti-Bullying Policy
2.1. Rationale JESS aims to ensure that all students learn in a mutually supportive, caring and safe environment without fear of being bullied. Bullying is an anti-social behaviour and is recognised as deliberate, hurtful behaviour which is repeated over a period of time. We believe there are three main forms of bullying behaviour: •
Verbal: e.g. name calling, teasing, insulting, writing notes, making threats or abuse of any kind, including online or by electronic media.
•
Physical: e.g. hitting, kicking, spitting, removing belongings, damaging property;
•
Emotional: e.g. ostracising, tormenting, spreading rumours, gesturing.
Page 5 of 29
2.2. Expectations •
Staff work to sustain an environment which inherently assumes a culture of mutual self-respect within which bullying is not tolerated.
•
Close day to day working relationships between staff and students should facilitate relaxed and open contact where such disclosures can readily take place.
•
Staff should promote awareness of the nature of bullying through the curriculum e.g. in PSHE, tutorials, assemblies, circle times and subject areas where appropriate to prevent such behaviour.
•
All staff should consistently follow the bullying report process (below) for Primary and Secondary.
2.3. Management of anti – bullying •
Bullying behaviour is not tolerated at JESS and any reports of bullying behaviour will always be taken seriously, following the bullying report process which is closely linked to our behaviour procedures.
•
Confidentiality and sensitivity are essential in all reported cases of bullying behaviour.
•
We will keep an open mind. Bullying behaviour can be difficult to detect, so a lack of staff awareness does not mean bullying has not occurred.
•
The Senior Leadership Team have a responsibility to ensure staff are kept up to date with current bullying trends, identification and support for students displaying bullying behaviour and victims through appropriate training. Create paper system similar to safeguarding.
•
Pupils will be regularly informed that as well as their Class Teachers/Form Teacher/Subject Teacher the following staff will be available for discussion if any issue is bothering them:
Jumeirah The Headteacher The Deputy Headteachers The School Nurse The School Counsellor
Primary The Headteacher The Deputy Headteachers The School Nurse The School Counsellor
Secondary The Headteacher The Deputy Headteachers The School Nurse The School Counsellor
•
Together with the appropriate SLT member, a plan of action designed to support the victim and reform choices of the student demonstrating bullying behaviour will be issued and implemented.
•
In any case of bullying the student should continue to be monitored after action has been taken.
2.4. Review and Development This policy will be reviewed and developed by the Assistant Headteachers/Deputy heads of both primary and secondary on an annual basis. Page 6 of 29
2.5. Bullying Behaviour Reporting Process Non negotiable All alleged reports of bullying behaviour are: •
Taken seriously and carefully recorded on iSAMs.
•
Fed back to the class teacher/form tutor who, in conjunction with the DHT/AH completes the following process. YGL/HoY/FT & CT must gather all evidence, investigate and decide... *DH/AHT must be kept informed and involved as appropriate.
Does this constitute bullying (as per the School Definition)?
Is this a one-off incident?
Yes
No
•
Decide on a course of action.
•
Let parents know.
Constitutes Stage 1 Restorative Justice Reflection Form (Prim) iSAMS entry (Pri)
Yes
Form a plan of action that ensures the following areas have been covered. That:
• •
• •
iSAMS entry (Sec)
•
All teachers are aware of what has happened, who is involved and what is being done. A process of restoration is initiated where the student demonstrating the bullying behaviour is presented with evidence on the impact of his/her actions and is therefore given responsibility to restore the negative impact. Parents and children of both student with bullying behaviour and victim must be made aware of the outcome. Any curriculum support deemed necessary has been set up. For example: o Circle time o Buddies o Special assemblies o Social stories o Designated staff – DHT/AH, Nurse Check-in points have been established with the children/parent involvedtoensure the situation has stopped and that both victim and student with bullying behaviour have slotted back into school life.
Primary Stage 2/3 of Behaviour Disciplinary process. A record has been attached to child’s iSAMS profile. Secondary: iSAMS entry
Page 7 of 29
2.6. Cyberbullying
3.
•
All students are made aware of the impact of cyberbullying and the ways it differs from other bullying behaviour - including the risks of misinterpretation of comments posted.
•
Parents will be made aware of students’ responsibilities in their use of ICT in school and will offer support if cyberbullying takes place out of school.
•
JESS will take all reasonable steps to block access to unsuitable internet sites, including social networking sites, chat rooms and individual website owners/forums and message board hosts. JESS has control of the filter and so is able to respond immediately to the emergence of new sites.
•
JESS is able to conduct a search of internet use records and this is made known to students as a disincentive for bullies to misuse school equipment and systems.
•
Students and staff are advised to keep a record of the bullying behaviour as evidence and the police can be involved to enable the service provider to look into the data of another user.
•
JESS will provide help and support for parents with regard to net safety ‘netiquette’, e-safety and digital literacy are actively promoted and discussed as part of the curriculum.
•
Students are made aware that some cyberbullying activities could be criminal offences.
•
JESS reinforces statutory guidelines about the use of social network sites e.g. Facebook, Twitter and Snapchat.
PRIMARY BEHAVIOUR FOR LEARNING POLICY
3.1. Primary Behaviour for Learning Procedures – For Staff (Nothing in these procedures precludes immediate action by the Head Teacher in response to any given incident.) Context of Primary Positive Behaviour Procedures: •
Unacceptable behaviour choices are not tolerated at JESS.
•
JESS operates a positive behaviour philosophy where children are supported in understanding and achieving our high expectations of behaviour.
•
We operate within a context of ‘catching children being good’ and building on the positives. We praise the effort that a child makes. Page 8 of 29
•
Each class revises the Classroom Rules at the beginning of every academic year so that all children are clear of JESS expectations.
•
We routinely reward children intrinsically for making positive behaviour choices.
•
We aim to resolve such issues as quickly as possible by using a combination of choices and consequences to empower the child to make correct behaviours choices.
•
These Behaviour for Learning Procedures are used when a child’s behaviour falls outside of the acceptable code of conduct at JESS.
•
All Year Groups use a basic ‘two strikes and you’re out’ approach to behaviour management. In Foundation this is better known as the 1, 2, 3 approach.
1.
Verbal warning: ‘if you do that again you will have to ...’
2.
Reminder warning: ‘if you do that again you will have to ...’
3.
Action: ‘you have done X again so I am ...’
Description
3.2. Summary of Behaviour Procedures – For Staff Level One
Level Two
The trigger for receiving a Restorative Justice Reflection Form is either:
The trigger to move to Level Two: Receiving the third Restorative Justice Reflection Form within a six-week period.
1. A one off, misdemeanour. Classified at a level above and beyond day to day behaviour norms. E.g.- physical behaviour, name calling, deliberate refusal to comply etc. 2. A series of up to three low level ‘background disruption’ misdemeanours. These behaviours may not manifest as the ‘one offs’ described above. These on-going behaviours are never the less troublesome and need tracking / resolving. E.g. talking when the teacher has asked for silence, choosing not to do as they are told.
Page 9 of 29
Response to Child
Staff member who responded to incident: •
Staff members uses Restorative Justice questions and protocols.
•
Makes desirable behaviour explicit to child and reprimands verbally.
•
Ensures child verbally identifies desirable behaviour, articulates reasons why their behaviour choice was poor and what the consequences of their poor behaviour resulted in.
•
Student designs a plan to restore negative impact from their actions, agreed upon with teacher involved.
Staff member carries out response as at Level 1 but also endeavours to understand the reason for poor behaviour. •
Ensure eye sight /hearing checked.
•
Ensure child is at least on Oasis radar if only for information.
iSAMS Log
Completes Restorative Justice Reflection Form. Sends to class teacher if Specialist. Year Group Leader (YGL) and Deputy Head Teacher (DHT) copied in for information. Parents informed.
Restorative Justice Reflection Form uploaded onto iSAMS.
Page 10 of 29
Restorative Justice Reflection Form uploaded onto iSAMS.
Level One
Level Two
Foundation and KS1:
Staff member concerned:
•
Class teacher (CT) lets parent know informally - ideally face to face at pick up. Restorative Justice Reflection Form is shared with parents.
•
Meets parents formally with CT or YGL present. YGL include TA simply to have another adult present. Use evidence of Restorative Justice Reflection Form to support meeting.
•
Finds out if there are any extenuating circumstances at home.
•
Considers if Oasis or Counsellor support is needed.
KS2: Teacher who responded to let parents know informally - pick if possible, phone call or Homework diary. Restorative Justice Reflection Form is shared with parents.
During meeting the following MUST be conveyed: 1. As per JESS behaviour expectations, too many unacceptable incidents have occurred in a short space of time. 2. JESS Behaviour Policy is shared. 3. If the identified behaviour is repeated for a fourth time DHT will call the parents to remove the child from school for the rest of the day. 4. Formal but positive behaviour strategies will be put in place with choice and consequences and/or a reward chart. 5. There must be as much consistency between home and school re. support and sanctions.
Communication with Parents
•
Example of positive support: •
• •
Reward chart with desirable behaviour clearly identified and day broken in achievable chunks of time. Intrinsic reward on successful completion. Role play alternative behaviour choices. Personalised affirmation books.
Examples of sanctions Administered by member of staff responding. The child can: • • • • •
Page 11 of 29
Be sent to YGL/DHT as appropriate. Be given time out overseen in CA by staff member concerned. Miss part or all of a playtime. Have privileges withdrawn – e.g. Golden Time Never be sent to another Year Group.
Description
Level Three
Level Four
Level Five
The trigger to move to Level Three:
The trigger to move to Level Four:
Receiving a fourth Restorative Justice Reflection Form over a period of 6 weeks.
Child has received 3 further Restorative Justice Reflection Form at Level 3 within a six-week period.
Behaviour continues despite intervention at the different levels.
If the child receives 3 further Restorative Justice Reflection Forms within a six-week period they will move to Level 4. Nothing precludes a DH from escalating this to L4 if they feel it is necessary.
Level 4 action Behaviour is deemed worthy of short term exclusion as repeated behaviours affect negatively the learning of others.
Behaviour is deemed worthy of permanent exclusion.
iSAMS Log
Response to Child
Staff member carries out response as at Level 1. Initiate formal conversation with Oasis for support and guidance. Does Oasis need to be formally involved? Initiate formal conversation with Oasis and counsellor for support and guidance. Often if children have got this far on the policy, the chances increase that you are dealing with more than just poor choices. Class teacher uploads electronic copies of Restorative Justice Reflection Form to iSAMS.
Meeting minuted and uploaded to iSAMS with Restorative Justice Reflection Form
Deputy Head Teacher follows up with letter sent home summarising meeting below and uploads to iSAMS.
Page 12 of 29
Meeting minuted and uploaded to iSAMS with Restorative Justice Reflection Form.
Communication with Parents
Level Three
Level Four
Level Five
Class Teacher and Deputy Head Teacher Invites parents in to:
Head Teacher and one other member of SLT meet with parents.
Head Teacher and Director meet with parents.
•
Explain child now at Level 3.
•
Share (again) parent version of our Behaviour for Learning Procedures.
Explore and/or implement further action including short term exclusion.
FORMAL FIXED TERM EXCLUSION OR PERMANENT EXCLUSION.
•
Discuss behaviour /action to date.
•
Explain that a daily record document will be put in place. This may be the reward chart already in place but needs to be formally signed off by CT and DHT each day and shown to parents.
•
If a fifth incident occurs child will be sent home again and child will move to Level 4.
Short term exclusion or equivalent. Director informed.
Key headlines of meeting and action agreed logged iSAMs Sanctions continue as at stage 2 level.
Page 13 of 29
Director informs Board of Governors.
3.3. Primary Behaviour for Learning Procedures – For Parents (Nothing in these procedures precludes immediate action by the Head Teacher in response to any given incident.) •
Continued unacceptable behaviour is not tolerated at JESS.
•
JESS Behaviour for Learning Procedures are used when a child’s behaviour falls outside of the acceptable code of conduct at JESS.
•
We aim to resolve such issues as a quickly as possibly by using a combination of choices and consequences to empower the child to make correct behaviours choices.
•
JESS operates a positive behaviour philosophy where children are supported in understanding and achieving our high expectations of behaviour.
•
We operate within a context of ‘catching children being good’ and building on the positives.
•
Each class revises the Golden Rules at the beginning of every academic year so that all children are clear of JESS expectations.
•
We routinely reward children intrinsically for making pleasing behaviour choices. We praise the effort that a child makes.
Page 14 of 29
Description
3.4. Summary of Behaviour Procedures – For Parents Level One
Level Two
The trigger for receiving a Restorative Justice Reflection Form is either:
The trigger to move to Level Two: Receiving the third Restorative Justice Reflection Form within a six-week period.
1. A one off, misdemeanour. Classified at a level above and beyond day to day behaviour norms. E.g.- physical behaviour, name calling, deliberate refusal to comply etc. 2. A series of up to three low level ‘background disruption’ misdemeanours. These behaviours may not manifest as the ‘one offs’ described above. These on-going behaviours are never the less troublesome and need tracking / resolving. E.g. talking when the teacher has asked for silence, choosing not to do as they are told.
Communication with Parents
Foundation and KS1: • Class teacher (CT) lets parent know informally. Restorative Justice Reflection Form is shared with parents. KS2: • Teacher who responded to let parents know informally. Restorative Justice Reflection Form is shared with parents.
The class teacher and Year Group Leader will meet with parents to convey that as per JESS behaviour expectations: 1. Too many unacceptable incidents have occurred in a short space of time. 2. A formal but positive behaviour strategy will be put in place using a choice and consequences approach and/or a reward chart. 3. We will ensure there is as much consistency in approach between home and school as possible. 4. If the identified behaviour is repeated for a fourth time the Deputy Head Teacher will call the parents to remove the child from school for the rest of the day.
Page 15 of 29
Description Communication with Parents
Level Three
Level Four
Level Five
The trigger to move to Level Three:
The trigger to move to Level Four:
Receiving a fourth Restorative Justice Reflection Form.
Child has received 3 further Restorative Justice Reflection Form at Level 3 within a six-week period.
Behaviour continues despite intervention at the different levels.
If the child receives 3 further Restorative Justice Reflection Forms within a six-week period, they will move to Level 4.
Behaviour is deemed worthy of permanent exclusion.
Level 4 action Behaviour is deemed worthy of short term exclusion.
Class Teacher and Deputy Head Teacher meet with parents to:
Head Teacher and one other member of SLT meet with parents.
Head Teacher and Director meet with parents.
•
Confirm child is now at Level 3.
•
Discuss behaviour /action to date.
Explore and/or implement further action including short term exclusion.
FORMAL FIXED TERM EXCLUSION OR PERMANENT EXCLUSION.
•
•
A daily record document will be put in place. This may be the reward chart already in use but it now needs to be formally signed off by CT and DHT each day and shown to parents.
Short term exclusion or equivalent. Director informed.
If the child receives 3 further BIFs within a sixweek period they will move to Level 4.
Sending the child home at Level 3 is at JESS discretion.
Page 16 of 29
Director informs Board of Governors.
4.
SECONDARY Behaviour for Learning Policy
4.1. Behaviour for Learning Policy The Policy is designed to: 4.1.1 Ensure that all teaching staff engage and motivate young people and promote the highest standards of behaviour, by differentiating the learning experience and meeting the learning needs. 4.1.2 Ensure that all staff motivate children and young people and promote the highest standards of behaviour, within the context of learning, by using a variety of rewards to recognise positive contributions, behaviours and achievement. 4.1.3 Encourage all children and young people to value themselves, their efforts, their teaching group, tutor group and their school. 4.1.4 Ensure that all staff, students and parents have a clear understanding of the consequences of poor behaviour that affect learning.
4.2. The school seeks to create a caring, learning environment by: •
Promoting good behaviour;
•
Promoting self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect;
•
Ensuring the fairness of treatment for all;
•
Encouraging consistency of response to both positive and negative behaviour
•
Promoting early intervention;
•
Acknowledging that good student behaviour, linked with high standards of attainment, is of paramount importance to all;
•
Recognising responsibility for good student behaviour is a corporate responsibility.
4.3. Our Learning Expectations Students will: •
Attend regularly and arrive to lessons on time;
•
Be active in lessons and try different ways to learn;
•
Listen carefully and act courteously to debate and challenge;
•
Make improvements to their work following feedback and advice;
•
Take pride in their work;
•
Complete home learning; Page 17 of 29
Be resilient; never give up and try again to improve.
•
4.4. Low Level Interventions 4.4.1
Non verbal
✓ Look at the student ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 4.4.2
Move closer Smile at the student Pause speaking Tap the table Move around while teaching Use a gesture No hands up questioning Sit with student to check understanding
Verbal
✓ Say the students name ✓ Learning and using student names ✓ Use humour ✓ Ask to their work ✓ Maintain calm quiet voice ✓ Praise the work of another student
✓ Catch the student behaving appropriately and praise ✓ Ask to see the student at the end of the lesson ✓ Re-explain and organise task for student ✓ Ask about relevant rule ✓ Restate relevant rule ✓ Give clear time expectations ✓ Broken record technique (different words but repeating same message) ✓ Use language of choice, remind of consequences (‘if you choose to…then…) ✓ Use ‘I’ messages (‘I-your feeling- their behaviour-what they need to do instead’)
Page 18 of 29
4.5. Additional Strategies
✓ ✓ ✓ ✓ ✓ ✓ ✓
Know your students! Give students responsibility Clear expectations Clarity with instructions. ‘This is what I want…’ Tell them what you want them to do Modify or change learning activity Distract onto task/away from inappropriate behaviour
4.6. Assertive language ✓ ✓ ✓ ✓ ✓
‘I need you to…’ ‘I understand you want to…’ ‘Concentrate on your work, thank you’ ‘You are coming into the room quietly and getting your starter activity without me having to help you. Well done’ ‘Well done to John, Chris and Mohammed for getting on with your work quietly.’
Page 19 of 29
4.7. Secondary Behaviour Descriptors 4.7.1 Levels 0, 1 and 2 Level
Behaviours
0
Positive Intervention and Verbal Reminder
•
When a student has momentarily gone off-task or is about to turn around inappropriately to talk to another.
•
Minor distraction or minor off-task behaviour that requires immediate correction.
1
Low level misdemeanours
•
Uniform infringement o Shirt unbuttoned, hair not tied back, short skirt, wearing inappropriate footwear, inappropriate jewellery, make-up Low level incident in class o Shouting out, chewing gum, poor language, poor entry to lesson, not listening to instructions when required o Lateness to lesson Low level incident at break or lunch o Homework issue o Not handed in or late o Poor standard and/or lack of required efforts Equipment o No books, device not brought or charged, appropriate equipment or planner Mobile phone visible
•
Device misuse
•
Failing to meet academic expectations
• •
Equipment issue Bus misbehaviour o Not wearing seatbelts o Out of seat Library book not returned on time Other low level misdemeanour
• •
• • •
• •
Page 20 of 29
Mid-level misdemeanours
2 • • • • • • • • •
Repeated level 1 misdemeanours Rudeness to a member of staff Homework not handed in after second opportunity missed Failed to attend detention Low level bullying Mobile device misuse Late twice or more in one week Academic dishonesty KS3 Other mid-level misdemeanour
Page 21 of 29
4.7.2 Level 3 3
High Level Misdemeanours • • • • • • • •
Repeated Level 2 Misdemeanours Externally assessed missed deadline Truanting from a lesson High level bullying Vandalism Harassment o Swearing at a teacher Academic dishonesty KS4/5 Other high level misdemeanour
•
Page 22 of 29
4.7.3 Level 4 4
High Level Misdemeanours • • • •
•
•
Repeated Level 3 misdemeanours • Possession of sexually explicit material Racist behaviour Anti-social behaviour o Serious and/or sustained bullying o Drinking, possessing or in school having obviously consumed alcohol o Filming a teacher/ a lesson without permission o Possession of sexually explicit material o Smoking or possession of smoking materials on school premises o Vaping or possession of vaping materials on school premises o Smoking or vaping at Le Marché o Theft of School or other students’ property Violent behaviour o Aggressive behaviour o Racist behaviour o Fighting with other students which results in injury o Possession of weapons Buses o Poor behaviour reported by bus monitor (3rd time) o Damage to bus (2nd time)
Page 23 of 29
4.7.4 Levels 5 5
Serious Misdemeanours • •
6
Behaviour • o Continued defiance of school expectations Repeated Level 4 misdemeanour
Serious Misdemeanours • • • • •
Complete failure to abide by the school’s expectations Possession or distribution of controlled substances; Bringing the school name and reputation into disrepute; Assaulting a teacher; Seriously assaulting a student
Page 24 of 29
4.8 Summary of Secondary Disciplinary Behaviour Procedures
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Low level misdemeanours
Low level misdemeanours
Mid – level misdemeanour
High level misdemeanours
High level misdemeanours
Serious Misdemeanours
Serious Misdemeanours
Repeated L1
Repeated L2
Repeated Level 3
Repeated Level 4
Repeated Level 5
Description
Level 0 Positive Intervention
Page 25 of 29
Reminder to be on task
Action to be taken
Teacher detention: 10 HOY/HOD detention: minutes lunch 30 minutes
None
Key stage detention: after Internal Suspension External Suspension school 1 hour with DH Reflective essay uploaded Reflective essay Reflective Reflective essay uploaded Reflective essay uploaded to ISAMS. Template on uploaded to ISAMS. conversation to ISAMS. Template on to ISAMS. Template on Teacher day to day Template on Teacher Teacher day to day Teacher day to day day to day Confiscation of Parents informed by mobile phone until Confiscation of item – 3 Parents informed by meeting and ISAMS email Parents informed by end of the day. To be days meeting and ISAMS email and letter meeting and ISAMS given to Head’s PA. and letter email and letter Only applicable if Parents informed by ISAMS phone was visible email and phone call where deemed necessary Parents get ISAMS Parent App Message Student demonstrates positive decision after Student demonstrates Level 2- praise positive decision after Level 1- praise
Permanent exclusion
Teacher detention:
Permanent exclusion
HOY/HOD detention: lunch 30 minutes
Key stage detention: after Internal Suspension school 1 hour with DH
Sanction
10 minutes
Page 26 of 29
External Suspension
Parents informed by meeting and ISAMS email and letter
Level 0
Further Action
Responsibility
iSAMS Log
None
Level 1
Level 2
Level 3
Level 4 Defiance
Level 5 Potential Exclusion
Level 6 Exclusion
Logged on ISAMS with action taken.
Logged on ISAMS with action taken.
Logged on ISAMS with action taken.
Logged on ISAMS with action taken.
Logged on ISAMS with action taken.
Logged on ISAMS with action taken.
Parents informed by ISAMS email and phone Parents get ISAMS Parent call where deemed necessary App Message
Parents informed by meeting and ISAMS email and letter
Parents informed by meeting and ISAMS email and letter
Parents informed by meeting and ISAMS email and letter
Deputy Head
Deputy Head
Headteacher
Director
Phone call home 24 hours for PM detention informing parents of detention
Phone call home 24 hours (min) prior to internal suspension
Phone call and formal letter home to inform parent and to arrange meeting with parents and student.
Formal exclusion documented and taken to governors if required.
Staff member
Staff member
Middle leader
None
None
None
Page 27 of 29
4.9 Summary of Secondary Disciplinary Behaviour Policy: Roles and Responsibilities Nothing in these procedures precludes immediate action by the Headteacher. We will endeavour to apply Restorative Practice wherever possible
Role of Tutor
•
•
Role of HOY
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Low Level Monitor iSAMS and behaviour logs – look at patterns.
Persistent Low Level
Non-Compliance
Defiance
Potential Exclusion
Exclusion
Inform HOY of repeated behaviours.
•
Monitor iSAMS and behaviour logs – look at patterns for repeat offenders.
•
Inform SLT for serious issues or lack of response from students.
•
Inform Tutors of actions taken. Inform Parents of actions taken.
•
Run HOY/Key Stage Detentions.
Page 28 of 29
Role of HOD
Role of SLT
•
Monitor iSAMS and behaviour logs – look at patterns for repeat offenders. Inform SLT for serious issues or lack of response from students.
•
Inform Tutors of actions taken
•
Inform Parents of actions taken
•
Monitor KS Detentions – deal with repeat offenders and arrange meeting with parents
•
Inform Tutors and HOYs of action taken
RESTORE PROGRAMME The programme aims at stopping and reflecting on the behaviour of student’s that is regularly to at JESS expectations. A student can be recommended for the programme by their HOY or tutor following concerns of increasing numbers of negative awards. It follows the following pattern: REFLECT/EXPRESS/SET TARGETS/REFLECT/EVALUATE REFLECT – on previous incidents and where behaviours were not at the level expected, and why they may have occurred. EXPRESS – allowing the student the opportunity to express how they feel and what they feel may have led to being in this position. This is done at meeting with parents, HOY and RESTORE coach. Involvement of counselling team and/or Oasis on a needs basis. SET TARGETS – together with RESTORE student sets two SMART targets. These are recorded on ISAMS and available for parents. 4 x Weekly meetings are recorded on ISAMS . REFLECT – at the end of the programme feedback from teaching staff and meeting with parents, HOY and RESTORE coach EVALUATE – HOY decides if programme successfully completed or need for further 4 weeks. Extension will also involve counselling team and new targets being set. Decision recorded on ISAMS. If after further 4 weeks no improvement Headteacher informed.
Page 29 of 29