Behaviour Policy

ST PETER’S CATHOLIC HIGH SCHOOL BEHAVIOUR POLICY (This incorporates the policies for the Classroom Code of Conduct / the use of Exclusion and Bullying ) INTRODUCTION Since St Peter’s is a place of learning and there can be no learning without discipline, it follows that we must develop our own philosophy or code of discipline whose eventual aim must be to encourage pupils’ self-discipline in adhering to an acceptable code of civilised conduct and behaviour.

Appreciation of the worth of the individual and mutual respect between all members of the school community should be inherent elements of our school life. Courtesy, politeness, good manners and concern for the environment should be actively fostered. A spirit of cooperation with others and a sense of concern for those in society who are elderly, less able or handicapped should be evident.

There should be no underestimation of the power of good example. Staff attitudes are extremely important since it is staff who determine, through their conduct, commitment, dress, punctuality and attendance, the prevailing ethos of the school and the quality of the relationships which flourish within it. It would be foolish to expect absolute uniformity but the importance of effective classroom management, especially at the start and end of lessons, appropriate and varied content and style, the establishing of a good rapport with pupils, perceptive and sensitive observation of when to nip a problem in the bud cannot be stressed too highly. Form teachers also have their part to play in ensuring that pupils are familiar with school rules and procedures and the reason for their existence and that they are aware of what constitutes normal, polite, acceptable behaviour.

It is essential that close co-operation with parents is built up through consultations, meetings, parents’ evenings and the Parent Teacher Association. This co-operation is particularly important when pupils are having difficulty or causing disruption since the mutual support and understanding gained by pupil, parent and school staff can do much to alleviate problems or concerns.

Aims and Objectives: To foster an atmosphere of mutual respect through the good example of staff in their conduct, commitment, dress, punctuality and attendance (see also staff code of conduct) To ensure teachers can teach and pupils can learn through effective classroom management with appropriate and varied content and style To ensure that pupils are familiar with school rules and procedures and the reason for their existence and that they are aware of what constitutes normal, polite, acceptable behaviour.

To establish good communications with home and other outside agencies related to discipline for the good of all pupils To have a clear procedure related to sanctions and rewards to encourage the behaviour

best

REWARDS All members of staff have a role to play in terms of offering encouragement and praise. The Form Tutors should build up a positive relationship with the pupils in their form, be aware of their home backgrounds and any underlying problems and take the opportunity at registration periods to offer pastoral advice of a formal or informal nature. Similarly the

subject teacher shares in this responsibility and should actively seek opportunities to offer praise and rewards.

Praise can be given in many ways; a quiet word; an exercise book comment - “well done”, or picking out praiseworthy parts in a more detailed way; positive comments in journals and on commendation slips; a letter to parents informing them of some action or achievement; a visit to the Head of Year, Head of Faculty, Senior Member of Staff for commendation; a public word of praise in front of a group, a whole class or the year group; public acknowledgment by presentation at assembly of Certificates of Attendance, Faculty Merits, and Bronze, Silver and Gold Awards; use of school reports to comment positively on good work, behaviour, commitment, achievements etc; the trust and confidence placed in all our Year 11 pupils when they are made prefects.

SANCTIONS Where there is an atmosphere of co-operation and a positive approach to discipline, the need for sanctions is reduced. It will not however eliminate the need entirely. If some form of punishment is necessary it is the responsibility of the teacher, exercising professional judgement, to decide the most appropriate form within the context of the school’s policy.

The Elton Report recommended that “Pupils should learn from experience to expect fair and consistently applied punishments for bad behaviour which make the distinction between serious and minor offences apparent.” It also notes that “teachers should ensure that rules are applied consistently by all members of staff, but that there is flexibility in the use of punishments to take account of individual circumstances.”

It is important to have a fairly long and varied list of sanctions so that an appropriate response can be made and to ensure that earlier sanctions are not by-passed, leaving the school with only a limited number of extreme measures as alternatives. For this reason threats which leave staff no room for manoeuvre are best avoided.

Disciplinary problems are best dealt with at an early stage with immediate checking of misbehaviour through verbal or non-verbal, individual or public indications of disapproval.

Work which is poorly presented, unfinished, or below the child’s potential should be repeated and, where appropriate, extra work should be given. When appropriate, the Classroom Code of Conduct should be implemented.

CODE OF CONDUCT RULES The classroom code of conduct outlines what is expected from pupils and lends support to the teacher when pupils do not respond to the standards expected.

The basic rules demand: Punctuality Organisation: bringing all necessary books and equipment to lessons.

Work: that pupils work to the best of their ability at all times.

Respect for all members of the school community.

Uniform: should be worn properly at all times. Ties are expected to be standard knot & length. Shirts are to be tucked in. Pupils represent the school whilst they wear the school’s uniform and, therefore, sanctions may result if a pupil commits an offence off the school site but is wearing school uniform.

Teachers should set the standards in their classroom, and gain the respect of their pupils, leading by example. In the event that pupils do not respond to the teacher then the code of conduct outlines procedures and sanctions to encourage better behaviour.

CONSEQUENCES If a pupil does not respond to teacher requests, the teacher informs the pupil that they are following the Code of Conduct and either a Warning or Demerit is issued.

In the event of a de-merit: Step 1 Demerit is given A note in the pupil’s journal outlining the nature of the offence(s) plus classroom detention.

Complete a the SIMS Behaviour Incident report If pupil still does not respond: Step 2 Referral to Head of Faculty who will send a letter home, arrange temporary removal of the pupil from the lesson and inform Head of Year.

If pupil still does not respond: Step 3 Isolation from lessons throughout the school day; parents informed. This would be for continued disruptive behaviour, consistent disregard for school rules or pending exclusion.

Heads of Faculty monitor behaviour within their subject areas and administer the appropriate sanctions. _________________________________________________________________________ Heads of Year and Form Tutors monitor behaviour of pupils across Faculties and take the appropriate action where a pupil is causing concern.

Where a pupil’s work and/or behaviour falls consistently below what is expected in a number of subjects the Head of Year implements stage one of the Special Needs Code of Practice.

SPECIAL NEEDS CODE OF PRACTICE (relating to Behaviour) Stage 1(a) Identification of a problem; parents informed of problem; pupil is given support through a) b) c)

Progress Sheets Organisation Sheets Conduct Sheets

Stage 1(b) Should the problem continue, parents are invited into school to strengthen support implemented in Stage 1(a) Stage 2

Individual Behaviour Programmes are set up; pupils are made aware of specific short-term goals which are being set for them and which allow for positive comments and rewards.

Parents are involved on a daily basis and are encouraged to aid the disciplinary code of the school by operating a rewards or punishment scheme which ties in with the pupil’s behaviour at school. This consultation is invaluable since a fuller picture of the child and their background can be established and school and home can present a united front in helping the pupil improve behaviour or over-come difficulties.

Stage 3 Referral to appropriate outside agencies.

Stage 4 and 5 As per Special Needs Code of Practice _____________________________________________________________________ DISORDERLY BEHAVIOUR / VANDALISM Disorderly behaviour at breaks and lunchtime could result in the pupil being asked to carry out some community service and ultimately to the withdrawal of the privileges of the open school policy or isolation.

The parents of those who persistently offend at lunchtime will be required to supervise their child during the lunch period.

In cases of damage or vandalism, restitution will be sought. Damages will be charged for, graffiti removed by the perpetrators and attempts made to gain a positive contribution to the school or community in recompense for the previous negative or destructive behaviour.

DETENTION Because of the dangers of pupils travelling home alone, especially in the dark winter months and because of the responsibility that is placed on the individual teacher for ensuring that the child is seen safely to transport where age or special needs demands this, detention after school will only be allowed for Years 9, 10 and 11 pupils after 24 hours’ notice has been given. Pupils in Years 7 and 8 may only be detained when specific agreement has been obtained in advance from parents.

On occasions agreement will be obtained from parents to detain their child on a same-day basis where this is in the interests of pupil progress and/or school discipline.

EXCLUSION

The ultimate deterrent is exclusion; fixed-term exclusion or permanent exclusion. Both are complex procedures governed by specific regulation. The Headteacher alone has the power to exclude. It is vital that all incidents of misbehaviour are recorded in the pupil’s record together with the disciplinary measures that have already been taken when dealing with pupils who fail to achieve the required standard of behaviour.

Pupils who are identified as being likely to be permanently excluded will be placed on a pastoral support plan.

Pupils may be excluded, permanently or otherwise, by the Headteacher after considering each of the following:

1. the seriousness of the offence eg inappropriate, violent or aggressive behaviour, insolence or defiance towards staff, possession or use of tobacco, alcohol or illegal substances such as cigarettes,drugs, theft, bullying, deliberate vandalism, putting other pupils’ health and safety at risk. Pupils represent the school whilst they wear the school’s uniform and exclusion may therefore result if a pupil commits the offence off the school site but is wearing school uniform.

2.

individual circumstances

3.

past history.

At St Peter’s the following procedures applies: 1

The pupil and parents are informed in writing of the exclusion by the Head. This can be confirmation of a telephone call. (A copy of this letter is kept for the Exclusion File.)

2

In the letter the following is explained: a)

the reason for the exclusion,

b)

the conditions to be met by the pupil and their parents, where appropriate, for readmittance;

c)

if and when the pupil will be readmitted;

d)

the arrangements for the collection of work during the exclusion;

e)

the parents’ right of appeal against the exclusion.

3

The Head of Year will collect work from subject teachers to be completed at home during the exclusion period.

4

A file giving the following data relating to excluded pupils is kept by the Deputy Head, Pastoral: Name / Form of pupil, Dates of exclusion, Date of readmittance, if appropriate Reasons for exclusion, Conditions to be met by pupil / parent for readmittance, where appropriate Copies of all correspondence.

Permanent exclusion should be expected for a) conduct which is still unacceptable after fixed-term exclusions and pastoral support programmes have been implemented; b)

extreme behaviour;

c)

the supply of illegal drugs on the school site, on the way to school or whilst involved in a school related activity.

d) BULLYING It is the responsibility of all staff to ensure that respect for the individual is the underlying principle of the school’s ethos. All incidents which are contrary to this spirit should be dealt with immediately by the member of staff who is aware of or in the vicinity of the incident.

Bullying is an attempt to dominate a group or an individual who is perceived to be weaker or different consistently and persistently over a period of time. This may involve physical, verbal or emotional intimidation of an open or a secretive nature. There is a separate LA guidance document in relation to racist incidents.

Form tutors should have particular regard to the well being of the pupils in their form and should report any suspicions or concerns they may have to their Head of Year. Equally pupils should be made aware that it is their responsibility to report any incidents immediately to a member of staff or prefect. It has always been seen as essential to try and prevent the development of the serious type of bullying outlined above by dealing with relatively minor incidents of disrespectful behaviour using the following system: Through the Pastoral System by: a)

stopping incidents immediately.

b) Interviewing all individuals (victim, perpetrator and witnesses) to establish the facts. c)

Inform parents where this is felt to be necessary and appropriate

d)

Victim - reassurance - counselling - coping and response strategies

e)

Perpetrator- appropriate punishment - counselling reporting / monitoring process

f)

giving appropriate assemblies focusing on the issues raised

g) close liaison with the duty staff, duty prefects at lunchtime and bus prefects. h) i) Where it is clear that incidents are persistent and deemed to be bullying the sanctions will be more severe than above and may result in exclusion.

DRUG ABUSE (see Drugs policy) There is a zero tolerance policy and pupils who are involved in any form of drug abuse or the intention to supply drugs can expect to be excluded from school.

In the event of any incident All individuals will be interviewed and write written statements in order to establish the facts.

Parents will be contacted and invited in to school to discuss the incident.

The police will be informed.

Support for anyone involved in drug incidents will be arranged through behaviour support and other suitable outside agencies.