Behaviour Policy

BEHAVIOUR POLICY – FEBRUARY 2015 Policy Developed: January 2014 Policy Reviewed: April, July, October & December 2014 Policy Revised: May, September & October 2014 & February 2015 Date of next Policy Review: April 2015

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BEHAVIOUR POLICY – FEBRUARY 2015 TABLE OF CONTENTS 1

OFSTED’s description of Outstanding Behaviour and Safety ...........................................................4

2

Introduction.........................................................................................................................................4

3

ACE Academy Code of Conduct ........................................................................................................5

4

Expectations of Students when in Learning Spaces and in and around the Academy site .................6

5

Encouraging Positive Behaviour in the Learning Space Using the Staged Approach .......................7

6

Rewarding Positive Behaviour ...........................................................................................................8

7

Communicating with Parent/Carers and Responsibilities of Parents/Carers ......................................9

8 Appendix: The ACE Academy Behaviour Policy Rationale, Underlying Principles, Roles and Responsibilities and Policy Communication ...............................................................................................11 9

Appendix: Monitoring and Evaluation of the Behaviour Policy ......................................................13

10

Appendix: The ACE Academy Code of Conduct Learning Space Sheet .........................................14

11

Appendix: Expectations of Students when in Learning Spaces and in & Around the Academy .....15

12

Appendix: The ACE Academy Rewards Scheme Learning Space Sheet ........................................16

13

Appendix: The Positive Consequences of My Actions Learning Space Sheet ................................17

14

Appendix: The Negative Consequences of My Actions Learning Space Sheets .............................18

15

Appendix: ACE Academy’s Staged Approach to Behaviour Management Learning Space Sheet .20

16

Appendix: ACE Academy Sanctions Flow Diagram Chart for Staff ...............................................21

17

Appendix: The Referral Process – Information for Staff .................................................................22

18

Appendix: Sanctions - Information for Staff ....................................................................................22

19

Appendix: Assessment of Student Needs and Intervention to Improve Behaviour .........................24

20

Appendix: Duty Tutor Call Out Procedures .....................................................................................27

21

Appendix: Detention Procedures ......................................................................................................32

22 Appendix: Letter to Parent/s/ Carer/s Regarding Use of Detention & Reasonable Reasons Not to Attend a Detention .......................................................................................................................................34 23

Appendix: Reasonable Reasons for a Student to Not Attend a Detention .......................................35

24

Appendix: Sample Academy and SLT Detention Letter to Parent/s/ Carer/s ..................................36

25

Appendix: Report Procedures ...........................................................................................................38

26

Appendix: Monitoring Students’ Attitudes to Learning using the ATL Card ..................................43

27

Appendix: ACE Academy Student Behaviour Contract ..................................................................46

28

Appendix: Use of Exclusion Policy..................................................................................................48

29 Appendix: Guide to Parents/Carers about how a Governors Meeting to review the Headteacher’s Decision to Exclude a Student will be Run .................................................................................................52 30

Appendix: Student Discipline Issue - Investigator Toolkit ..............................................................55

31

Appendix: Anti-Bullying Policy (April 2014) ..................................................................................68

32

Appendix: ACE Academy Standard Operating Procedures – Information for Staff........................72

33

Appendix: ACE Academy Good Practice in the Classroom Aide Memoire for Staff .....................73 T. Morrison Page 2 of 84

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BEHAVIOUR POLICY – FEBRUARY 2015 34

Appendix: “Reflecting on Lessons when Behaviour doesn’t meet Expectations” for Staff ............74

35

Appendix: “Effective Teacher Behaviours” Sheet for Staff .............................................................75

36

Appendix: ACE Academy Basic Standards/Expectations in September 2014 ................................76

37

Appendix: Monitoring Academy Basic Standards Using Student Uniform Cards ..........................78

38 Appendix: Guidance on ‘Leave of Absence for students from the Curriculum’, including from the classroom .....................................................................................................................................................80 39

Appendix: Smoking Cessation .........................................................................................................81

40 Appendix: Procedures for Dealing with Serious and/or Dangerous Behaviour including the Use of Reasonable Force and Power to Search Students without Consent .............................................................82 41

Appendix: Malicious Allegations against Staff ................................................................................84

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BEHAVIOUR POLICY – FEBRUARY 2015 1

OFSTED’s description of Outstanding Behaviour and Safety  Pupils consistently display a thirst for knowledge and understanding and a love of learning, including when being taught as a whole class or working on their own or in small groups. This has a very strong impact on their progress in lessons.  Pupils’ attitudes to learning are of an equally high standard across subjects, years and classes and with different staff. Incidences of low-level disruption in lessons are extremely rare.  Parents, staff and pupils are unreservedly positive about both behaviour and safety. Pupils are keenly aware how good attitudes and behaviour contribute to school life, adult life and work.  Pupils’ behaviour outside lessons is impeccable. Pupils’ pride in the school is shown by their excellent conduct, manners and punctuality.  Pupils are fully aware of different forms of bullying, including cyber-bullying and prejudicebased bullying, and actively try to prevent it from occurring. Bullying and derogatory or aggressive language in all their forms are very rare and dealt with highly effectively.  Pupils’ excellent conduct and behaviour reflects the school’s effective strategies to promote high standards; this makes a strong contribution to an exceptionally positive climate for learning. There are excellent improvements in behaviour over time for individuals or groups with particular behaviour needs.  All groups of pupils are safe and feel safe in school and at alternative provision placements at all times. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe in different situations, including in relation to esafety.

2 Introduction 2.1 Our aim is to establish the highest possible standards of behaviour at the ACE Academy. This is important so that the Academy is always a warm, caring, friendly and happy place where learning can flourish. Students’ behaviour around the school should be impeccable; every lesson should be characterised by a relentless focus on learning, free from distractions. Every student and every member of staff should be able to feel relaxed and happy, confident that their working environment is one where people are kind, courteous and respectful at all times.

2.2 We have very high expectations of our students and a belief that every student is capable of meeting them. The rules are only there because we need them to help us make sure learning can happen in the best possible conditions. Everyone has to follow the rules so that the systems work and everyone benefits.

2.3 The Behaviour Policy is based on the principle that, once students know the rules and the consequences, they can make the right choices for themselves and for others. When children thrive at school and at home, it is usually because the boundaries are very clear and there are clear consequences if they stray beyond them. Clear boundaries and discipline are completely compatible with a caring and happy atmosphere full of humour and love.

2.4 At the Academy, in every situation where there are rules, students either choose to follow them or they make a choice to break them and face the consequences. The rules have to be clear and the consequences need to be consistent for this to work and that is our aim in implementing this system.

Robin Grover Headteacher

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BEHAVIOUR POLICY – FEBRUARY 2015 3

ACE Academy Code of Conduct

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BEHAVIOUR POLICY – FEBRUARY 2015 4

Expectations of Students when in Learning Spaces and in and around the Academy site

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BEHAVIOUR POLICY – FEBRUARY 2015 5 Encouraging Positive Behaviour in the Learning Space Using the Staged Approach 5.1 Low level behaviours that disrupt or prevent learning and teaching taking place should be dealt with using the Staged Approach to Managing Student Behaviour diagram below. This is supported by the ACE Academy Sanctions Flow Chart which is available for staff in the appendices. A learning space version of both these documents can be found in the appendices.

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BEHAVIOUR POLICY – FEBRUARY 2015 5.2

5.3

Examples of low level disruptions include being slow to settle, being out of seat, talking, fidgeting, tapping, noises, lateness, throwing, shouting out, overheard swearing, failing to follow instructions from an adult in the learning space.

Students should have written permission if they are out of the classroom during registration and lesson time.

6 Rewarding Positive Behaviour NB to be further updated in April 2015 6.1 The aim of giving rewards is to encourage and reinforce the students’ positive achievement and good behaviour as laid out in the Academy Code of Conduct. It is expected that this will feed in to the celebration ethos of the Academy.

6.2 The most important form of reward is undoubtedly one-to-one staff praise and encouragement of individual students either in the classroom or around the Academy. Class teachers strive to make one-to-one praise comments with each student in a class as often as possible. The Academy strives to create and maintain a ‘celebration culture’. There are regular focus days where staff are asked to celebrate individual student achievement through the use of the Academy reward system. This is to ensure that the celebration ethos remains high profile throughout the year. The Academy also uses its many display boards to celebrate achievement.

6.3 Staff at the ACE Academy use many ways to express praise and approval across the Key Stages.

These include:  Showing approval through a nod, smile or look  Giving quiet praise to an individual  Writing a positive comment in the student planner  Praising a student in front of an assembly or class  Showing/sharing good work with others in a class/ student group  Making prominent displays of student’s work in classrooms and around the Academy  Contacting Parent/Carers by sending letters or postcards of congratulations, home/phone calls  Passing on information about good work/behaviour to the Head of Department/ Head of Year/ Senior Leadership Team  Giving additional responsibilities (e.g. older students working with younger students, community service, staff assistance)  Verbal and written feedback in lessons  Achievement assemblies – certificates, vouchers, books  Awards evenings  Governors Awards  House Points – giving opportunities for students to reclaim their points for credit to their school accounts to the value of 2.5p per House Point. (Staff are able to award up to 3 House Points per session, with there being 8 sessions per Academy day). Please See Appendix for Rewards Learning Space Sheet 6.4 A range of inter house competitions will be run throughout the year. These will cover most subject areas to encourage full participation. Points will be awarded for these competitions and the points will go towards the end of year trophies.

6.5 Whole School Awards and Celebration. Each year, the Attendance trophy will go to the House with the highest attendance and the House Shield will go to the House with the most points. Celebration events such as Awards Evening and Awards Day will mirror the achievement of the students through subject prizes and whole school awards.

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BEHAVIOUR POLICY – FEBRUARY 2015 7 7.1

7.2

7.3 7.4 7.5

Communicating with Parent/Carers and Responsibilities of Parents/Carers Communicating with Parent/Carers about behaviour, attendance, student attitudes and welfare is done by Form Tutors, Subject Teachers, Teaching Assistants, Mentors, Heads of Departments, Subject Leaders, Heads of Years, Heads of Houses, Behaviour Managers, and the Leadership Team.

Calls home should be recorded for Academy records through the use of SIMS. This will ensure consistency and continuity. Similarly, incoming telephone calls from Parent/Carers will be directed to one of the above and recorded.

Parent/Carers will be contacted when other sanctions/ interventions have failed to improve a student’s behaviour and/or attitude and/or when a student has become involved in serious incident or dangerous behaviour. Form tutors and subject teachers may be asked to provide background information on a student at this time.

Feedback from contact with Parent/Carers will be given to form tutors and subject teachers where relevant via inclusion briefings, emails and staff briefings.

Parents/carers are asked annually to sign and return the Home/Academy Agreement to show that they have read the policies of the Academy.

Parents and Carers are responsible for ensuring their student’s behaviour at the ACE Academy.

Where this is not the case, the Governors of the Academy or the Local Authority may impose a ‘Parenting Contract or Order’. These can be imposed by a court.

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BEHAVIOUR POLICY – FEBRUARY 2015

APPENDICIES

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BEHAVIOUR POLICY – FEBRUARY 2015 8

Appendix: The ACE Academy Behaviour Policy Rationale, Underlying Principles, Roles and Responsibilities and Policy Communication 8.1 Rationale 8.1.1 At the ACE Academy we believe that effective learning and teaching can only take place in a well ordered environment. Promoting positive behaviour requires the commitment of all staff and students. Consistency of practise is needed across the school to ensure that students know the standards of behaviour expected of them.

8.2 Underlying Principles 8.2.1 The Governing Body believes that in order to enable effective learning and teaching to take place, good behaviour in all aspects of school life is essential. In order to secure students’ positive attitudes to learning, the Governing Body has constructed a statement of principles for behaviour management at the ACE Academy.

8.2.2 The Governing Body seeks to create a caring learning environment in the Academy by: 1 Promoting good behaviour and discipline 2 Promoting self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect 3 Ensuring fairness of treatment for all 4 Encouraging consistency of response to both positive and negative behaviour 5 Promoting early intervention 6 Providing a safe environment free from disruption, violence, bullying and any form of discrimination 7 Encouraging a positive relationship with parents and carers to develop a shared approach in the implementation of the school’s policy.

8.2.3 Staff are encouraged to develop and implement strategies to promote a positive classroom environment. The procedure focuses on early intervention to avoid disruptive behaviour becoming habitual. It raises awareness that poor behaviour is unfair to others as it prevents learning in the classroom.

8.2.4 The procedures arising from this policy will be made explicit to staff, students and parents/carers.

They will be consistently and fairly applied and promote the idea of personal responsibility in creating a harmonious Academy and wider community.

8.2.5 Acceptable behaviour is that which promotes courtesy, cooperation and consideration from all students and staff in terms of their relationships with other young people and adults within the Academy and its wider community. It creates a positive environment in which learning can take place.

8.2.6 Unacceptable behaviour includes low level disruption in lessons, threatening behaviour and language, name calling, verbal abuse, intimidation, physical abuse, vandalism, bullying and any form of discrimination. These behaviours are those which prevent learning taking place/ damages the reputation of the Academy/ prevents its smooth running and/or are inconsistent with a harmonious school community.

8.3 Roles and Responsibilities 8.3.1 The Governing Body will establish, in consultation with the Headteacher, staff, parents/carers and students, the policy for the promotion of good behaviour and keep it under review. It will ensure that it is communicated to students and parents/carers, is non-discriminatory and the T. Morrison Page 11 of 84

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8.3.2

8.3.3

8.3.4

8.3.5

8.4 8.4.1

8.4.2 8.4.3

expectations are clear. The Governing Body will ensure there is no differential application of the policy and procedures on any grounds, particularly ethnic or national origin, culture, religion, gender, disability or sexuality. They will ensure that the concerns of staff, students and parents/carers are listened to and appropriately addressed. They will also monitor trends in the number of unacceptable incidents and exclusions. Governors will support the Academy in maintaining high standards of behaviour.

The Headteacher will delegate the implementation and the day to day management of the policy and procedures. The Headteacher has responsibility for all decisions regarding permanent exclusion.

All staff, including teaching, support staff and volunteers, will be responsible for ensuring that the policy and procedures are followed and consistently and fairly applied. Mutual support amongst all staff in the implementation of the policy is essential. Staff have a key role in advising the Headteacher on the effectiveness of the policy and procedures. They also have responsibility, with the support of the Headteacher, for creating a high quality learning environment, modelling and teaching good behaviour and implementing the agreed policy and procedures consistently.

Parents and carers will be expected to take responsibility for the behaviour of the young person both inside and outside the Academy. They will be encouraged to work in partnership with the Academy to assist the Academy in maintaining high standards of behaviour. They will have the opportunity to raise with the Academy any issues arising from the operation of the policy at Parents/ Carers Consultation Evenings, Parents Forum, subject evenings, or at other times by contacting Academy personnel.

Students will be positively encouraged and expected to take responsibility for their own behaviour. They will be made fully aware of the Academy policy, procedures and expectations, through assemblies, Citizenship lessons and in all formal and informal settings. Students have a responsibility to ensure that incidents of disruption, violence, bullying and any form of discrimination are reported to members of staff as soon as possible. Students can expect that any such incidents will be taken seriously, investigated and acted upon.

Communication of the ACE Academy Behaviour Policy The standard of behaviour the Academy expects is communicated to students and parents via the Academy Prospectus, its Home-School Agreement, the ACE Academy News and letters to parents/carers, assemblies, tutor periods, citizenship/ACE lessons, in all classrooms and corridors.

The behaviour policy and procedures are communicated to staff through the school handbook, staff meetings and briefings, weekly bulletins and INSET training.

Parents/carers of students who are involved in serious incidents of misbehaviour will be contacted promptly by the Academy.

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BEHAVIOUR POLICY – FEBRUARY 2015 9 Appendix: Monitoring and Evaluation of the Behaviour Policy 9.1 Heads of Departments and Faculties will review the behaviour and attendance data for their areas weekly. This will involve ensuring that all registers have been taken and any discrepancies are followed up and that any emerging absence patterns are followed up and sanctioned by their staff.

It will also involve the weekly review of the department SIMS behaviour reports in identifying any concerning trends with individuals or groups. Heads of Department will ensure that issues are followed up by their staff and that parents/carers are kept informed.

9.2 Heads of Department will work with their senior line manager in discussing these reviews and identifying any current issues or areas that assistance may be needed.

9.3 Heads of Department will play an active role in sanctioning students where call outs have been necessary and will follow up with their staff that the appropriate sanctions have been put into place.

9.4 Heads of Year will review the behaviour and attendance data for their year group weekly. This will involve ensuring that all registers have been taken and any discrepancies are followed up and that any emerging absence patterns are followed up and preventative action is taken. It will also involve the weekly review of the year group SIMS behaviour reports in identifying any concerning trends with individuals or groups. Heads of Year will ensure that issues are followed up and that parents/carers are kept informed.

9.5 Behaviour Managers will review the behaviour data across the whole Academy on a weekly basis.

This will involve the weekly review of the year group and Departmental SIMS behaviour reports in identifying any concerning trends with individuals or groups. Behaviour Managers will ensure that issues are followed up and that parents/carers are kept informed.

9.6 The Senior Leadership Team Member/s with responsibility for Behaviour and Attendance will review the behaviour and attendance data for the Academy weekly. This will involve ensuring that all registers have been taken and any discrepancies are followed up by the appropriate post holders.

It will also involve ensuring that any emerging absence patterns are followed up and preventative action is taken. Additionally, the staff member/s will review of the whole Academy SIMS behaviour reports in identifying any concerning trends with individuals or groups. The staff member/s will ensure that issues are followed up and that parents/carers are kept informed.

9.7 The Governors Behaviour and Attendance Committee will review the behaviour and attendance for the Academy on a half-termly basis in order to ensure the effectiveness of the Academy’s Behaviour Policy.

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BEHAVIOUR POLICY – FEBRUARY 2015 10 Appendix: The ACE Academy Code of Conduct Learning Space Sheet

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BEHAVIOUR POLICY – FEBRUARY 2015 11 Appendix: Expectations of Students when in Learning Spaces and in & Around the Academy

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BEHAVIOUR POLICY – FEBRUARY 2015 12 Appendix: The ACE Academy Rewards Scheme Learning Space Sheet

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BEHAVIOUR POLICY – FEBRUARY 2015 13 Appendix: The Positive Consequences of My Actions Learning Space Sheet

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BEHAVIOUR POLICY – FEBRUARY 2015 14 Appendix: The Negative Consequences of My Actions Learning Space Sheets

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BEHAVIOUR POLICY – FEBRUARY 2015

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BEHAVIOUR POLICY – FEBRUARY 2015 15 Appendix: ACE Academy’s Staged Approach to Behaviour Management Learning Space Sheet

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THE ACE ACADEMY SANCTIONS FLOW CHART FEBRUARY 2015 16 Appendix: ACE Academy Sanctions Flow Diagram Chart for Staff

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BEHAVIOUR POLICY – FEBRUARY 2015 17 Appendix: The Referral Process – Information for Staff 17.1 Referrals using ‘SIMS’ are used for staff to record incidents of behaviour or report behaviour deemed necessary for further disciplinary action. This could be either persistent low level offences or serious one-off incidents. Staff must remember that all incidents (barring serious ones) should first be dealt with by them using the ‘Staged Approach’ and/or ‘Sanctions Flow Chart.’ If these first steps are unsuccessful, the referral must then be made through the Duty Tutor call out system (unless the incident happened in a break time when it would be referred to the Head of Year or Behaviour Manager).

17.2 Staff should refer to the Staged Approach and/or the Sanctions Flow Chart diagrams for more information on when and how to refer an incident of poor student behaviour 17.3 When staff refer an incident of poor student behaviour, it should be completed in as much detail as possible and be factual rather than judgmental in nature. Staff will be aware that these details will be placed on the students’ records and may be seen by other agencies, the student involved and their parents/carers.

18 Appendix: Sanctions - Information for Staff 18.1 The aim of giving a sanction is to encourage and reinforce positive achievement and good behaviour. Sanctions are designed for students whose behaviour or attitude falls short of acceptable standards as laid down in the Academy Code of Conduct.

18.2 Whatever sanction is employed, staff should act quickly and consistently, and students should be left in no doubt as to why they are being punished and how, through improvements in their behaviour, they can conform to acceptable standards. All sanctions will be proportionate in the circumstances and will take into account the student’s age, any SEN or disability affecting them and any religious requirements that may affect them. Staff will also consider whether behaviour patterns may be as a result of the student suffering in some way or indicative of an unmet need.

18.3 Staff should follow the Staged Approach and/or the Sanctions Flow Diagram when employing sanctions with students.

18.4 Members of staff are expected to set and administer informal personal detentions and after school Academy Detentions (after requiring written or telephone notice to inform parents and carers). The Behaviour Managers and member of the SLT are the only staff able to recommend internal or fixed term exclusion to the Headteacher.

18.5 Where poor behaviour (including bullying) is reported to the Academy, an investigation will follow as per usual procedure. Where relevant to the smooth running of the Academy or to preserve its reputation, sanctions may be imposed regardless or not of whether the behaviour in question took place outside of the Academy site or normal hours of operation.

18.6 Students will be subject to the Academy Behaviour Policy when in the Academy, travelling to or from the Academy, wearing the Academy uniform, taking part in any Academy activity or when identifiable or known to others as an Academy student.

18.7 Students may be sanctioned when misbehaviour could have repercussions for the orderly running of the Academy, poses a threat to another student or member of the public or could adversely affect the reputation of ACE Academy.

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BEHAVIOUR POLICY – FEBRUARY 2015 18.8 Sanctions/ interventions available to classroom teachers include: verbal warning, 5 minute time out, detention, re completing work, referral to HoD, isolation within the department, contact parents/carers by phone or letter - liaise with HOY first, callout to Duty Tutor/Behaviour Manager for removal to Reflection Room 18.9 Sanctions/ interventions available to Heads of Department include: verbal warning, isolation from next lesson, detention, liaise with Head of Year, phone call home to parents/carer, letter home to parents/carer, subject report, referral to SLT Line Manager 18.10 Sanctions/ interventions available to Heads of Year include: verbal warning, isolation with Head of Year, report card, detention, phone call to parents/carers, letter home to parents/carers, meeting with parents/carers, introduction of IBP/PSP, referral to Inclusion Intervention Team for additional support (liaise with SLT member responsible for student support), liaise with BM, referral to external agencies, referral to SLT Line Manager 18.11 Sanctions available to Duty Tutor and Behaviour Managers include: liaise with Form Tutor/HoY/HoD, phone call to parents/carers, letter to parents/carers, meeting with parents/carers, report card, detention, removal to Reflection Room, short term isolation, internal exclusion, Student Behaviour Contract, fixed term exclusion following discussion with SLT member responsible for behaviour (who will liaise with the Headteacher prior to a decision being made).

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BEHAVIOUR POLICY – FEBRUARY 2015 19 Appendix: Assessment of Student Needs and Intervention to Improve Behaviour 19.1 When a student experiences behavioural issues, staff should first of all double check the existing information and associated suggested strategies for use with the young person. (The advice of a staff mentor could also be sought at this point). If the student continues to experience behavioural difficulties, support should then be sought from the Head of Department. If this does not deal with the issue effectively, support should then be sought from the Head of Year (HoY), Behaviour Manager and/or Pupil Support Manager.

19.2 For students who regularly misbehave, or for those who are identified as having serious behavioural difficulties, the Head of Year (HoY), Behaviour Manager, Pupil Support Manager will undertake reviews of their needs prior to implementing suitable support strategies, Individual Behaviour Plans (IBPs), Pastoral Support Programmes (PSPs), other interventions or alternative provision.

19.3 The Academy undertakes regular monitoring and reviews of its internal and external arrangements for student referral and support, and maintains appropriate records on referrals and subsequent action, support or intervention. It is important that the outcome of any referral/intervention is made clear to all involved, in order to maintain accurate student records, and to ensure sanctions are carried out and/or support for the student is provided appropriately.

19.4 All records should be stored in the student’s file held with the Pupil Support Manager or the Pastoral Administrators.

19.5 As well as disciplining students who break the Academy Code of Conduct, we assess the causes of poor behaviour and identify appropriate interventions to support the student in positive behaviour.

19.6 The assistance of specialist staff and/or external agencies will be sought where it is thought that specialist assistance may be necessary or beneficial. Such staff and agencies include:  Attendance Officer  Schools Medical Service  Educational Psychologist  Specialist Inclusion Support Service  Governor Discipline Committee 19.7 Support that ACE Academy offers its students at the Universal, Additional School Support and Higher Level External Support levels are shown in the diagram below:

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BEHAVIOUR POLICY – FEBRUARY 2015

19.8 The Attendance Officer forms an important link between home and the Academy and will become involved in serious cases of lateness, truancy and unexplained absenteeism. Referrals to the Attendance Officer are made by Head of Year, the Behaviour Manager or the SLT member responsible for student behaviour.

19.9 Students will be referred to the Schools Medical Service, Specialist Inclusion Support Service or the Educational Psychologist when patterns of behaviour give concern. In most cases, prior to a referral being made to the School Medical Service, the Specialist Inclusion Support Service or the Educational Psychologist, other methods of modifying behaviour will have already been tried and found to be unsuccessful.

19.10 Referral to any of these agencies is via the Pupil Support Manager and/or member of SLT responsible for intervening in improving student behaviour.

19.11 Governors meet on a regular basis to review a case load of vulnerable students. This may involve meeting with the students and their families and reviewing their records and strategies for success.

Governors may also recommend further action to the Headteacher/ member of SLT responsible for student behaviour/ Head of Year as an outcome of these meetings.

19.12 The referral routes for planned intervention for inappropriate behaviour are shown in the diagram below:

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BEHAVIOUR POLICY – FEBRUARY 2015

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BEHAVIOUR POLICY – FEBRUARY 2015 20 Appendix: Duty Tutor Call Out Procedures 1 Member of staff requesting Duty Tutor Call Out When requesting a call out, please consider the following first: -

Have you used all the strategies that you have available?

Have you used other sanctions before the Duty Tutor Call Out? Does the student really need removing or would a few minutes in a different area in your learning space work?

If you still feel a call out is necessary, please prepare the following things: -

Work for the student to take with them to ensure that their learning can continue Information on what has gone wrong that led to you making a Call Out and what you have done so far that has been unsuccessful in rectifying the behaviour

When making the call out, send a message to the office with the name of the student, the room, your name and the general issue. Using the call out slip is the easiest way to do this.

It is essential that you record the incident on SIMS. The DT/BM will add the follow up sanction at a later time.

2 Office/Reception When a request for a Duty Tutor Call Out is received, make a call on the radio as below: Request to a Duty Tutor/Behaviour Manager for a call out please. The student is ………and the room is…… The member of staff is………

Then update the call out log which the Behaviour Manager will collect weekly. Note the member of staff who responds to the call out.

3 Duty Tutor/ Behaviour Manager When you arrive, ask what has happened and what has been done so far. This is so that you can relay that information to the Head of Department. Collect the student and the work and accompany the student to the Head of Department.

Confirm with the Head of Department the circumstances of the Call Out and then escort the student to the Reflection Room after the Head of Department has had the opportunity to discuss the issue with them.

NB for more serious incidents, see details in the Staged Approach and Sanctions Flow Chart diagrams NB for a more detailed description, see below – the Role of the Duty Tutor 4 Subject Responsibility Holder When the student being removed is brought to you, you have the opportunity to reinforce your expectations of conduct in your subject. Ensure that you follow up with the member of staff what they are doing to remedy the situation. Please also check SIMS logs etc. have been completed.

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BEHAVIOUR POLICY – FEBRUARY 2015 STAFF DUTY TUTOR CALL OUT SHEET To: Reception/ the Office Day: _ _ _ _ day Date: _ _/_ _/20_ _ Time/Period: _ _ _ From: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (please print clearly)

Subject: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Re Student Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Year:_ _

Form: _ _ _

Please can you send a Duty Tutor Call out to Room/Space: _ _ _ _ _ _ Thank you Signed: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ -----------------------------------------

BEHAVIOUR POLICY – JANUARY 2015 STAFF DUTY TUTOR CALL OUT SHEET To: Reception/ the Office Day: _ _ _ _ day Date: _ _/_ _/20_ _ Time/Period: _ _ _ From: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (please print clearly)

Subject: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Re Student Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Year:_ _

Form: _ _ _

Please can you send a Duty Tutor Call out to Room/Space: _ _ _ _ _ _ Thank you Signed: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ -----------------------------------------

BEHAVIOUR POLICY – JANUARY 2015 STAFF DUTY TUTOR CALL OUT SHEET To: Reception/ the Office Day: _ _ _ _ day Date: _ _/_ _/20_ _ Time/Period: _ _ _ From: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (please print clearly)

Subject: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Re Student Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Year:_ _

Form: _ _ _

Please can you send a Duty Tutor Call out to Room/Space: _ _ _ _ _ _ Thank you Signed: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ -----------------------------------------

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BEHAVIOUR POLICY – FEBRUARY 2015 OFFICE DUTY TUTOR CALL OUT RECORD Date

Period Subject

Staff

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Student

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BEHAVIOUR POLICY – FEBRUARY 2015 20.1 The Role of Duty Tutor 20.1.1 Background 20.1.1.1 There is a senior member of staff timetabled as Duty Tutor for every lesson of the week. The aim is to support teachers with students who are causing disruption and preventing learning from taking place. There is no doubt that teachers appreciate the support and it is vital that we continue to develop the role as much as possible for that purpose.

20.1.1.2 If you are scheduled as Duty Tutor but are unavailable to attend your timetabled Duty Tutor lesson, it is essential for you to arrange cover.

20.1.2 Procedure: 20.1.2.1 It is essential that Duty Tutors report they are on Duty to reception at the start of the lesson.

This can be done using a radio/telephone or by physically reporting to reception. This enables the BMs to discuss any issues from the previous lesson that might need to be dealt with, enable the Duty Tutor to act upon any requests left in Reception and ensure there is a coordinated approach to the support around school.

20.1.2.2 Staff have reported that the presence of the Behaviour Managers, Duty Tutors and SLT around the Academy does make a difference to classroom behaviour and staff feel better supported.

Therefore, if there are no requests for support to specific classrooms, please visit the ‘hot spots’ identified by individual staff and displayed in reception and in BM’s office or ‘walk the school’.

It is also important to visit classrooms where we have supply teachers to offer support if necessary. Dropping in to classrooms to acknowledge good behaviour for learning and to celebrate success if also very worthwhile.

20.1.2.3 All calls made via the radio/telephone must be acknowledged by the Duty Tutor, either to say you are unavailable to answer the call (i.e. you are already dealing with a situation) or that you will attend.

NB. Please then wait for acknowledgement that your response has been heard. There is a difficulty with the radio system in that once someone has pressed the speak button, all other attempts to be heard are blocked. If you do not get acknowledgement straightaway, please continue to make your response until it is acknowledged. Do not ‘presume’ you have been heard.

20.1.2.4 BMs also have a radio and telephone, as have all other members of SLT. If the Duty Tutor is already dealing with an incident, or if additional support is required, these colleagues are available to help.

20.1.2.5 When visiting a learning space, establish what has happened. Remember that teachers/staff will be following the Staged Approach and will therefore have called Duty Tutor at the stage where a student will need to be removed. It is important to act upon this request at the time and follow up instances where you feel this was inappropriate at a later date through dialogue with the teacher.

Please note: 20.1.2.6 There may be situations where teachers have asked for support in settling a class. Since the introduction of the Staged Approach, this is often only at the start of lessons. In these circumstances, it is unlikely individual students will need to be removed.

20.1.2.7 Students removed from learning spaces need to be isolated for the remainder of the lesson in the Reflection (“Long Stay Parking”) Room. If the Reflection Room is full, please discuss the problem with the SLT member responsible for Behaviour along with the Behaviour Managers.

20.1.2.8 Any student removed to “long stay” parking/ the Reflection Room should be issued with an Academy Detention. It is the responsibility of the Duty Tutor/ Behaviour Manager who removed the student from their lesson to issue the notice of detention to the student finalise the SIMS log.

The DT/BM dealing with an incident will utilise the SIMS detention logging provision and will also ensure that notice of the detention is given for parent/carer information.

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BEHAVIOUR POLICY – FEBRUARY 2015 20.1.2.9 Physical restraint/force must only be used within the terms of the Academy Policy (contained in the Behaviour Policy), LA guidance and the law. Make sure you are familiar with this. Only use in an emergency.

20.1.2.10 Please remind teachers/staff to complete a SIMS behaviour log for the student/s involved, with details of the reason for the Duty Tutor call and any action already taken. Please remind them that the DT/BM (you) will add to this record and they should check back in order to discover the action taken in response to the call out.

20.1.2.11 After an investigation has been conducted, (please see the Investigator’s Toolkit) other sanctions for more serious incidents are:  Contact with parents/carers – phone call or letter  Meeting with parent/carers  Report card  Internal Exclusion – MUST be discussed with SLT member responsible for Behaviour first  External Exclusion – MUST be discussed with SLT member responsible for Behaviour first  It is also appropriate to liaise with Form Tutor/HoY/HoD/ Behaviour Manager where possible 20.1.2.12 You should to be aware of Child Protection Procedures within the Academy. Check the relevant section of the handbook.

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BEHAVIOUR POLICY – FEBRUARY 2015 21 Appendix: Detention Procedures 21.1 An after school Academy Detention can be given for a serious concern, incident or lateness. An after school Academy Detention may be given by any member of staff, subject teachers, Subject Leaders, Form Tutors, Heads of Year, members of the Leadership Team and the Headteacher.

Academy Detentions will be set for 30 minutes (60 minutes with Leadership Team and Headteacher). Parent/Carers will be given notice of any detention that takes place after school – either on the day of detention via text/telephone or with 24 hours written notice. A record of a detention should also be made in the student’s SIMS behaviour log and the detention issued using the SIMS detention logging provision. The person issuing the detention must also ensure that notice of the detention is given for parent/carer information e.g. via a telephone call/ school text, letter, slip etc. A detention letter will also be given to the student in Period 5 on the day of the detention.

21.2 Late detentions will be issued to students every two times they are late to lessons/school in any week. These will be issued to students by the Attendance Team for the next day via notes to Form Tutors. (The Attendance Team will also pass the late detention list to the Reflection Room Team for entry onto the SIMS detention system and notification to parents/carers).

21.3 All detentions will be completed in an “Academy Detention.”

21.3.1 30 minute Academy Detentions will be run each night of the week by post holders at the Academy according to the Detention Rota. These Academy Detentions are for all students placed into detention.

21.3.2 60 minute Senior Leadership Team Academy Detentions will be run on a Monday, Tuesday, Wednesday and Thursday night by members of the SLT and the Behaviour Managers. These “SLT Academy Detentions” are for students who fail to attend a normal Academy Detention.

Failure to attend and complete an SLT Academy Detention without an acceptable reason will result in a student receiving a fixed term exclusion. Students who have been placed in an SLT Academy Detention will be informed/reminded via a letter to parents. This will be distributed via Form Tutors on the day before the detention and will be issued by the Reflection Room Team.

21.3.3 It is good practice for staff who issued the Academy detention to visit the student during the detention to discuss the reason/s why it was issued, how the student will avoid this in the future and also to restore a positive working relationship with the student where necessary.

21.4 Students may also be detained on Saturday mornings, on Teacher Training days or selected holiday periods with a minimum of 24 hours’ notice. This can only be done by the Leadership team and will be implemented for serious and/or frequent offenders to work off their detention time.

21.5 It is good practice that at times, staff members may wish to detain students for a short period informally in order to discuss a situation. Such informal break and lunchtime detentions are usually given for less serious reasons than after school Academy Detentions. There is no need to notify Parent/Carers in advance, however, it must be remembered that if this informal detention is for longer than 10 minutes at the end of the Academy day, effective notice of the detention should be given to parents/carers. Time must be given during such detentions for students to visit the toilet and have something to eat. If a student fails to attend an informal break/lunch detention with a member of staff, the detention can be either re-set or escalated to an Academy Detention. There is no automatic transfer to an Academy Detention for a failure to turn up for an informal personal staff detention.

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BEHAVIOUR POLICY – FEBRUARY 2015 21.6 However, formal personal and departmental detentions no longer exist as all formal detentions issued by a members of staff will be completed in an Academy Detention.

21.7 Students are expected to turn up to their detention without being collected and should be provided with a suitable written task for the duration of the detention along with attempts to repair the situation. Where it is practical to do so, appropriate music will played during the detention to assist the completion of the reflection process.

21.8 NB If a student does not attend their allocated Academy Detention, this must be noted on the SIMS Academy Detention register and the student should be placed in the next available SLT Academy Detention bearing in mind the need to give both parents/carers and students effective notice of the detention. The SLT Academy Detention is for SLT ‘specials’ and students who have failed to attend Academy Detentions and will last for 60 minutes. A student who fails to attend an SLT detention without a reasonable reason (please see above letter to parents) will receive a fixed term exclusion as a sanction.

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BEHAVIOUR POLICY – FEBRUARY 2015 22 Appendix: Letter to Parent/s/ Carer/s Regarding Use of Detention & Reasonable Reasons Not to Attend a Detention Dear Parent/Carer, When poor behaviour or homework issues arise, wherever possible the student will be spoken to by their class teacher and may be asked to attend an informal staff detention during the Academy day. However, in cases of serious breaches of the Academy Code of Conduct, it may be felt appropriate to issue students with an Academy Detention. These will last for 30 minutes and take place at the end of every Academy day between 14.50 and 15.20pm.

Either an Academy letter notifying you of the detention the day before and/or a text message will be sent on the day of the detention to the first point of contact on our database. It is, therefore, very important that you ensure we have an up to date mobile number. This can be easily done by contacting us and/or completing a Data Collection Form.

Where poor behaviour leads to a detention being given, the ACE Academy has legal backing in enforcing its arrangements to detain students. Neither parents/carers nor students can refuse to accept them, nor can they require that the detention be at a different time. However in certain circumstances e.g. a medical appointment, the detention may be rescheduled to the following day provided this has been communicated to us by a parent, guardian or carer. The Academy reserves the right to decide what is a reasonable reason for a student not being able to attend a detention – further examples of these can be found in the Behaviour Policy. The need to escort a sibling home is not an acceptable reason for missing a detention. It is also the parent/carer’s responsibility to make arrangements for students to get home after a detention. We are keen to work with parents and carers whilst maintaining very high expectations for behaviour.

Those students who fail to turn up for an Academy Detention without a good reason will receive an extended detention with members of the Senior Leadership Team. These will last for one hour and will take place each Monday-Thursday between 14:50 and 15:50pm. (When students have been involved in a particularly serious breach of the Academy Behaviour Policy, they might be placed straight into a Senior Leadership Team detention.) If a student fails to attend a Senior Leadership Team detention without a good reason communicated to us by a parent/carer, this will be regarded as a very serious breach of the ACE Academy Behaviour Policy and will lead to a fixed term exclusion from the Academy.

If a student fails to behave well in a detention, if this is in an Academy detention the detention will be escalated to an SLT detention. If this is in a Senior Leadership Team detention, the detention will be escalated to a fixed term exclusion.

If your child receives an Academy or Senior Leadership Team Detention for homework or behaviour, I would ask that you discuss this with your child and ensure that they attend the detention. Working together in this way we hope that there will be no repeat of the poor behaviour and that these will be vastly improved attitudes to completing homework as this is an integral part of your child’s success.

Yours faithfully Mr Robin Grover Headteacher

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BEHAVIOUR POLICY – FEBRUARY 2015 23 Appendix: Reasonable Reasons for a Student to Not Attend a Detention 23.1 Reasonable reasons for a student to not attend a detention include: 23.1.1 A previously booked medical/ dental appointment – evidenced by parent/carer 23.1.2 An urgent family emergency which requires the student to leave school immediately – evidenced by parent/carer 23.2 The following are not reasonable reasons for a student to not attend a detention: 23.2.1 Escorting a sibling home from the Academy 23.2.2 Escorting a sibling home from another school 23.2.3 Parent/carer not wanting to make multiple journeys to pick up different children from school 23.2.4 Parent/carers not wanting their child to come home later than normal on dark nights – safeguarding concerns will be taken seriously however and parent/s/carer/s should be encouraged to find alternative safe arrangements for the student to travel home e.g. to meet them at the end of the detention and escort their child home

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BEHAVIOUR POLICY – FEBRUARY 2015 24 Appendix: Sample Academy and SLT Detention Letter to Parent/s/ Carer/s Ref: Detention «Date» «Parental_addressee» «AddressBlock» Dear «Parental_Salutation», «Name» Reg Group: «Reg» It is with regret that I am writing to inform you that due to «Reason_For_Detention» which took place on «Date», I intend to detain «Name» for a period of «Total_Time» minutes. This detention was issued by «recorded_by» and will take place on «Day_of_Week», «Detention_Date» from «Start_Time» to «End_Time» in «Location».

Please can you stress the importance to your child of attending this detention and make alternative arrangements for him/her to return home after the session. I would ask for your full co-operation in this matter.

If there is any reason why your child is unable to attend the detention at this time, please could you inform the school prior to the time the detention is due to take place.

Thank you for your continued support in assisting us to raise standards at The ACE Academy Yours sincerely, Mr Robin Grover Head Teacher

«Date» «Parental_addressee» «AddressBlock» T. Morrison Page 36 of 84

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BEHAVIOUR POLICY – FEBRUARY 2015 Dear «Parental_Salutation», «Name»

Reg Group: «Reg»

It is with regret that I am writing to inform you that due to either your child not attending a previously given Academy Detention or them being involved in an extremely serious breach of the Academy Code of Conduct, I intend to detain «Name» for a period of 60 minutes in a Senior Leadership Team Detention.

This will take place on «Day_of_Week», «Detention_Date» from «Start_Time» to «End_Time» in «Location».

Please can you stress the importance to your child of attending this detention and make alternative arrangements for him/her to return home after the session. I would ask for you full co-operation in this matter.

If there is any reason why your child is unable to attend the detention at this time, please could you inform the school prior to the time the detention is due to take place.

Thank you for your continued support in assisting us to raise standards at The ACE Academy Yours sincerely, Mr Robin Grover Head Teacher

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BEHAVIOUR POLICY – FEBRUARY 2015 25 Appendix: Report Procedures 25.1 Report cards are used to promote higher standards of work, behaviour, punctuality, attendance or a combination of these factors. They are issued by subject/form tutors (green), Subject Teachers/Heads of Department (blue), Heads of Year/ Behaviour Managers (Amber), the Senior Leadership Team (red) and the. Deputy Headteachers/ the Headteacher may also place students on a daily SLT PSP (Pastoral Support Plan). Such strategies are often used to monitor students who may have caused concern previously.

25.2 The reason for the report being issued is identified on the front and targets are set and comments are added by subject teachers and form tutors as to the student’s progress or performance. Parent/Carers are asked to sign the card each night and the card must be shown to the person who issued it at an appropriate time(s) each day.

25.3 All students in Years 7 – 11 must remain on site during the Academy lunch break. If a student leaves the site without permission, their Head of Year/ BM may issue them with a lunchtime report card. This has to be signed by the Head of Year/BM every 15 minutes during lunchtime. Such cards may be issued for several weeks.

Report Green Report

Issued & overseen by: Form Tutors

Amber Report

Heads of Year/ Behaviour Managers

Red Report

SLT Staff acting as key workers

Blue Report

Subject Staff

Initial action:

Follow up action:

Set relevant targets to the students’ needs Make contact with home and record Record the report on SIMS Agree a reasonable time frame for the student to show a significant improvement by.

Set relevant targets to the students’ needs Make contact with home and record Record the report on SIMS Let DHT Behaviour know for the briefing sheet Agree a reasonable time frame for the student to show a significant improvement by.

Set relevant targets to the students’ needs Make contact with home and record Record the report on SIMS Let DHT Behaviour know for the briefing sheet Agree a reasonable time frame for the student to show a significant improvement by.

Set relevant targets to the students’ needs Make contact with home and record Record the report on SIMS

Check the report each day and sign.

Contact home each week to give a progress report.

Tweak targets as needed.

At the end of the agreed time, either remove from report and file in student HoY file or refer to HoY for the next level of report, notifying parents/carers.

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Check the report each day and sign.

Contact home each week to give a progress report.

Tweak targets as needed.

At the end of the agreed time, either reduce down to green report and file in HoY student file or refer on to the next level of report, notifying parents/carers.

Check the report each day and sign.

Contact home each week to give a progress report.

Tweak targets as needed.

At the end of the agreed time, either reduce down to amber report and file in student file or refer on DHT Behaviour for the next level of report, notifying parents/carers.

Check the report each lesson and sign. Send to the HoD at least once a week.

Contact home each week to give a progress report.

Tweak targets as needed.

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BEHAVIOUR POLICY – FEBRUARY 2015 Agree a reasonable time frame for the student to show a significant improvement by.

SLT Pastoral Support Plan Phase 1 and 2

DHTs Headteacher

Set relevant targets to the students’ needs Make contact with home and record Record the report on SIMS Let DHT Behaviour know for the briefing sheet Agree a reasonable time frame for the student to show a significant improvement by.

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At the end of the agreed time, either remove from report and file in HoY student file or contact parents/carers and arrange a meeting - possibly involving the HoD/ HoY. Issue and check the report each day and sign (maybe at points during the day to start with).

Contact home each week to give a progress report.

Tweak targets as needed.

At the end of the agreed time, either remove from report and file in student file or consider next interventions, notifying parents/carers.

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BEHAVIOUR POLICY – FEBRUARY 2015 GREEN, RED & AMBER REPORT PRO-FORMAS

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BEHAVIOUR POLICY – FEBRUARY 2015

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BEHAVIOUR POLICY – FEBRUARY 2015 SENIOR STAFF PASTORAL SUPPORT PLAN TO ENCOURAGE IMPROVEMENT IN BEHAVIOUR AND RECORD PROGRESS Monitored by: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

PSP Number: _ _ _ _

SPECIFIC DIRECTED BEHAVIOUR TARGETS [1]: To arrive on time to the Academy and all lessons [2]: To be polite and respectful of everyone in the class [3]: To complete all work to the best of your ability I agree to do my best to achieve the targets listed above. I will take responsibility for ensuring that this form is completed daily. I will present it to my teacher at the beginning of each lesson and collect it at the end. I will make sure the member of Leadership Team to whom I am reporting signs it at the end of each school day and I will take it home for my parent(s) / carer(s) to sign. I will return it to the Leadership Team member the following morning.

STUDENT SIGNATURE:.....................................................................................................................PSP. START DATE: ...............................

TARGETS [1]

[2]

[3]

COMPLIANCE WITH EXPECTED

Please tick or cross as appropriate and add comments if necessary

BEHAVIOUR

STAFF SIGN.

a.m. Reg. Lesson 1 Lesson 2 M O R N I N G

B R E A K

Lesson 3 Lesson 4 D I N N E R Lesson 5

LEADERSHIP TEAM SIGNATURE:................................................................... PARENT’S / CARER’S SIGNATURE:......................................

COMMENTS:....................................................................................................................................................................................................... .............................................................................................................................................................................................................................. .............................................................................................................................................................................................................................. ..............................................................................................................................................................................................................................

THIS PLAN WILL BE REVIEWED ON: ................................ BY (STAFF): ................................

THIS INDIVIDUAL BEHAVIOUR PLAN WILL BE KEPT AND PLACED IN THE STUDENT’S FILE REWARD FOR SUCCESSFUL COMPLETION: ..............................................................................................................................................................................................................................

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BEHAVIOUR POLICY – FEBRUARY 2015 26 Appendix: Monitoring Students’ Attitudes to Learning using the ATL Card

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BEHAVIOUR POLICY – FEBRUARY 2015

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BEHAVIOUR POLICY – FEBRUARY 2015

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BEHAVIOUR POLICY – FEBRUARY 2015 27 Appendix: ACE Academy Student Behaviour Contract 27.1 (For use with students in danger of permanent exclusion)

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BEHAVIOUR POLICY – FEBRUARY 2015 STUDENT BEHAVIOUR CONTRACT Student Name: ________________________________________ Form: _____ Year Group: ______ I, ______________ hereby declare on this date, _ _/_ _/2_ _ _ that I agree to make the following changes to my behaviour: 1.

2.

3.

4.

5.

Stay on the school site, attend every lesson and on time Stay in every lesson I attend Always follow adults’ instructions the first time they ask me to do something that is reasonable Try my best to complete all learning to the best of my ability Protect the ACE Academy environment

I agree to going on report to a Head of Year/member of the Senior Leadership Team with the following targets to help me make the above changes to my behaviour: 1.

2.

3.

To attend every lesson and on time To always follow adults’ instructions the first time they ask me to do something that is reasonable To try my best to complete all learning to the best of my ability

My efforts at these goals will be considered and acceptable and complete when: 1.

2.

3.

4.

I have no record of truancy in my behaviour log for a 6 week period I have no record of defiance/ refusal to follow requests in my behaviour log for a 6 week period I have no record of graffiti or damaging the Academy environment for a 6 week period I have a positive report card with at least 100 points per week for a 6 week period

If I do not make the above changes to my behaviour, I understand that the consequences of not meeting these goals will include: 1.

2.

3.

Detention Internal exclusion External exclusion, including permanent exclusion

I further understand that when I do make these changes to my behaviour, the rewards for meeting these goals will include: 1.

2.

House Point rewards ____________________________________________________________________________

Review date of contract: _ _/_ _/2_ _ _

Students’ Signature: _______________________

Parent/Carer Signature: ___________________

Parent/Carer Signature: ___________________

Staff Signature: __________________________

Headteacher’s Signature: __________________

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BEHAVIOUR POLICY – FEBRUARY 2015 28 Appendix: Use of Exclusion Policy 28.1 Internal Exclusion or Isolation 28.1.1 Internal exclusion may be used as an alternative to an external fixed term exclusion. In this instance the student must report to their Head of Year or a Behaviour Manager in the morning who will then escort them to the Internal Exclusion Room. Work will be provided and an alternative supervised break time and lunchtime will be arranged.

28.1.2 Referral and Placement: 28.1.2.1 Referrals can be made by SLT/HoY/BMs but must be agreed by the SLT member responsible for Behaviour 28.1.2.2 An absolute maximum of 5 students will be accommodated at any one time, although flexibility is required when considering the make-up of the group and the character of individual students.

28.1.2.3 The length of time spent by any individual student depends upon the nature of the incident and the past record of the student. It is likely that the maximum placement will be three days.

28.1.2.4 The use of the Exclusion Room as a sanction must be recorded on SIMs by the member of staff following up the incident.

28.1.2.5 Parents/carers must be informed of the daily procedures and expectations of the placement by the member of staff following up the incident. Where possible, students will begin their placement on the day the decision to place them in the Exclusion Room has been made. Some may begin their placement the following day. Parents/carers will be required to attend a meeting with the member of staff placing the student in internal exclusion or a member of SLT before the student can return to mainstream lessons. This meeting will normally take place before the placement begins and should be recorded using the ‘Contact with Parents/Carers’ Sheet.

Students will be monitored ‘post Exclusion Room’ by their Form Tutor, Head of Year or a member of SLT. This should be agreed at the meeting with the student and parent/carer and conveyed to other staff as necessary.

28.1.2.6 Timings of the day:  Students will arrive at Reception at a time agreed with parents/carers (to coincide with the meeting with the member of staff placing them in internal exclusion or SLT). The member of Staff covering the Exclusion Room for P1 should report to Reception at 9.05am promptly to collect students who may be waiting. The students must be registered as ‘present’ before being escorted to the Exclusion Room. The day ends at 2.55pm.  Students will not be released at break or at lunchtime. Opportunities to visit the toilet will be given, during Period 3 and Period 5. Under NO circumstances should toilet breaks be taken during break or lunchtime.  Students need to be accompanied as a group to the toilets. Staff should wait outside the toilets and return the students, as a group, to the Exclusion Room.  Students can take a packed lunch into internal exclusion. Alternatively, students will be taken to the Dining Room at 12.30pm to collect a sandwich and return to the Exclusion Room before the bell at the start of lunchtime.  The member of SLT supervising at lunchtime will need to record attendance for the pm session on SIMs. T. Morrison Page 48 of 84

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BEHAVIOUR POLICY – FEBRUARY 2015 

NB. Supervising staff should arrive promptly at the Exclusion Room as colleagues in the Exclusion Room will need to leave to attend their lesson.

28.1.2.7 Resources:  Under no circumstances should a student in the Exclusion Room be sent to collect work from anywhere in school. Neither should they ‘run errands’ or ‘do jobs’ for staff members.  The Exclusion Room is equipped with materials from Maths, English and Science. If students are in the Exclusion Room for more than one day, then teaching staff are encouraged to send appropriate work from their lesson.  Staff supervising in the Exclusion Room should select work for each student that is appropriate in terms of both age and ability. It is important to give some variety throughout each day. The focus should be written work of an academic nature.  Art work should not be undertaken by students in the Exclusion Room unless specifically provided by teaching staff.

28.1.2.8 Communication.  The Exclusion Room has an internal telephone (6050) in case contact with reception or the Duty Tutor is necessary. If requested, staff can be provided with a radio. (All members of SLT should have radios with them).

28.2 External Exclusion 28.2.1 An external exclusion is to be used as a final sanction when all other strategies have failed to modify a student’s behaviour. In very rare circumstances, an external exclusion will be used to sanction a ‘one-off’ and serious breach of the Academy Code of Conduct. Exclusion is used in order to allow other students and staff to work in a calm and secure environment.

28.2.2 Fixed term exclusions will be given either as a response to a particularly serious breach of Academy discipline or as a final sanction for persistently breaking the Academy Code of Conduct, where other sanctions have been found to be unsuccessful.

28.2.3 A second fixed term exclusion for a similar offence may be for a longer period of time than the first.

28.2.4 Where a student is considered to be at risk of a permanent exclusion, a Pastoral Support Plan or Behaviour Support Plan will be set up. This is in order to support that student and will attempt to prevent a permanent exclusion from taking place.

28.2.5 Permanent exclusion will only be used for particularly serious breaches of the Academy Code of Conduct or when all other sanctions and referrals have been unsuccessful. The education and welfare of other students and safety of staff will be of paramount importance in such cases.

28.2.6 If any of the above conditions apply, the relevant Head of Year will assemble the following evidence:  Student file  Information of SEN, where relevant  Written account of the incident/s including statement from the student/s involved, the staff involved and witness statements These may be dictated to the Head of Year/ other appropriate staff but all statements must be signed and dated (please see the Investigator’s Tool Kit for more details).

28.2.7 The above should be discussed with the SLT member with responsibility for Behaviour before completion.

28.2.8 If a decision is made by the Headteacher to exclude a student, the Parent/Carer will be telephoned by the Head of Year/ Behaviour Manager and informed of the decision and the reasons. The exclusion letter will be sent home and copies, plus the LA form, will be sent to LA offices and the Chair of Governors.

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BEHAVIOUR POLICY – FEBRUARY 2015 28.2.9 A student who has been excluded from school for a fixed term will be readmitted to the Academy in an interview termed a ‘Readmission Meeting,’ with the Head of Year/ a Behaviour Manager/ their Key Worker or a member of the SLT. This meeting will involve all parties signing a Readmission Contract. The contract will detail the actions agreed with the student and Parent/Carer to attempt to modify the student’s behaviour. Parents and Carers are required to attend these meetings.

28.2.10Following a third exclusion the same procedure will be followed. However, members of the governing body may be informally or formally involved at this point 28.2.11In all cases the DfE Exclusions Guidance will be consulted and adhered to.

28.2.12During an exclusion the Head of Year will organise work to be sent home for completion and for it to be marked upon return. The student’s teachers are required to provide this work on request.

Alternatively, the Head of Year may provide a pack of exclusion work, including e-learning should that be deemed more appropriate.

28.2.13From the 6th day of a fixed term exclusion, arrangements will be made for students to attend an alternative education establishment accompanied by a Learning Support Assistant allocated by the SLT member responsible for supporting students’ learning.

28.2.14Examples of Behaviour that may lead to exclusion:  Verbal abuse to staff and/or others  Physical abuse to or an attack on staff  Threatening violence towards a member of staff  Physical abuse to or an attack on students  Defiance  Indecent behaviour/ inappropriate physical contact  Sexual abuse or assault  Misuse of illegal drugs  Supplying an illegal drug  Misuse of other substances  Supplying other substances for misuse  Theft  Damage to property  Carrying an offensive weapon  Arson  Persistent disruptive behaviour or continued disruption where previous sanctions and other interventions have not been successful in modifying behaviour

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BEHAVIOUR POLICY – FEBRUARY 2015 READMISSION MEETING BEHAVIOUR CONTRACT Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Form: _ _ _ _ _

In order to secure my educational future at The ACE Academy, I agree to follow the Academy rules and expectations.

I will agree to the targets below which have been designed for me personally to support me in my everyday working at ACE. If I have any problems or concerns I will see the person(s) identified below immediately so that the Academy can deal with any issues as quickly as possible.

PERSONAL TARGETS: 5

I will not leave the school site without permission and will always be where I should be during the day.

6 I will speak to _ _ _ _ _ _ _ _ _ _ _ immediately if there are any problems 7 I will report all incidents accurately 8 I will attend school and arrive on time to the Academy and all my lessons 9 I will tell my parents/carers what is happening so we can all work together 10 I will follow the ACE Academy Code of Conduct 11 I will try my best to complete all work to the best of my ability 12 I will be polite to all members of the Academy community

I understand that I have a responsibility to meet these targets. If I fail to meet them, I understand that my future at the ACE Academy may be at risk.

These targets will be reviewed regularly so that progress can be seen.

SIGNED: Student: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Parent/Carer: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Academy Staff: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Date: _ _ _ _ _ _ _ _

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BEHAVIOUR POLICY – FEBRUARY 2015 29 Appendix: Guide to Parents/Carers about how a Governors Meeting to review the Headteacher’s Decision to Exclude a Student will be Run 29.1 Who Will be There?  The panel of Governors. There must be at least three Governors present and none of them should have any involvement in the case that might lead them to favour one side above another. That could be for example if one of the panel were related to the alleged victim.  A clerk to take notes and advise on procedure. It is normal practice to have a clerk but is not a legal requirement.

The following people must be invited to the meeting:  The Headteacher who will explain the Academy’s case for excluding the student  Parents/carers. You must be allowed to bring a friend or representative to support you at the meeting if you wish  You may ask for a local authority representative to be present as an observer. They may not give their views at the meeting unless the governors agree Other people who may attend:  Witnesses. Consider whether there are any witnesses who could help your case. You could ask for a character witness to be there to present your child in a positive light  Your child – should be encouraged and supported to attend if they wish. See further under A fair hearing below When the governors send you the papers they should include a list of everyone who will be present at the meeting.

29.2 Time and Date The governors must meet within 15 school days after they have been informed about the exclusion. They must try to arrange the meeting at a time that is convenient to everyone.

29.3 Papers The governors should ask for written material to be sent in before the meeting. That would include witness statements and information from the school about a child’s SEN. They should try to circulate the papers at least five days before the meeting so you have a chance to read them.

If you wish to submit a statement to the meeting, it is useful if you can do this well in advance of the hearing date so that it can be circulated to Governors. Any statement you submit should not identify the names of young people – apart from your child.

If any new papers are brought up at the hearing, a short break will be provided so that everyone can read them 29.4 A Fair Hearing The governors will not discuss the exclusion with any of the parties outside the meeting. That means that they will not have a private meeting with the Headteacher about the case without you there.

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BEHAVIOUR POLICY – FEBRUARY 2015 Parents/carers may be accompanied by a friend or representative. This could be a personal friend or a family member. It can be helpful to have another person to take notes to leave you to concentrate on presenting your case. There may also be community organisations that can support you. If your child has SEN, contact your local parent partnership service.

If you have a disability, the governors will take steps to make sure you are not put at a disadvantage because of this. You may want to ask for an accessible venue or materials in alternative formats or even a bit of extra time to present your case.

All parties should be supported to participate and have their views heard. If you feel you need any support, please ask the Academy or Clerk to the Governors as early as possible. This is especially important if you think that an interpreter would be helpful to you.

Your child’s views are really important and they should be encouraged to go to the meeting if possible.

They could also be supported by being allowed to bring a friend or given information in a way that they can understand. If you would like either of these things to happen, please let the Academy or Clerk to the Governors know as soon as possible.

Our advice is to think about the best way for your child to be involved. Particularly for younger children, it may be upsetting or confusing for them to attend the whole meeting. In this case it may be better for them to come to part of the meeting to give their views or an apology and then leave.

29.5 What will Happen at the Hearing?

The order of the hearing is not set out in guidance. A typical order of proceedings might be:  The Chair introduces everyone and explains what will happen  The Head gives the Academy’s case for excluding the child  Opportunities for all parties to ask questions  The parent/carer puts their case  Opportunities for all parties to ask questions  Summing up by the Head and the parent/carer The parent/carer and the Head will then be asked to leave, as the governors must make the decision on their own. A clerk may stay with them to help by referring to notes of the meeting.

29.6 The Governors’ Decision When making their decision, the governors must:  Consider the interests and circumstances of the excluded student  Have regard to the interests of other students and people working at the Academy They will look at the facts on the balance of probabilities and consider whether the Head’s decision was lawful, reasonable and procedurally fair.

Minutes will be taken of the meeting as a record of the evidence that was taken into account.

The governors may either  Uphold the exclusion or  Direct reinstatement immediately or on a particular date If reinstatement is not practical because you do not want your child to go back to the Academy, the Governors must still consider whether the Headteacher’s decision was justified.

29.7 After the Meeting The governors will log the outcome of the meeting on the child’s school record along with copies of the relevant papers The governors will let you know the outcome and the reasons for their decision in writing without delay.

If the Governors uphold the exclusion, the letter will also tell you T. Morrison Page 53 of 84

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BEHAVIOUR POLICY – FEBRUARY 2015      

The fact that it is a permanent exclusion Your right to ask for the decision to be reviewed The timescales for applying for a review Your right to ask for an SEN expert at the review Your right to be represented Additional rights of to make a claim in discrimination cases.

If you think your child has a disability which affected the exclusion and you feel that the governors did not take this into account, you may make a disability discrimination claim to SEND. Details of further information and sources of support are provided in the Headteacher’s letter informing you of the decision to exclude your child.

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BEHAVIOUR POLICY – FEBRUARY 2015 30 Appendix: Student Discipline Issue - Investigator Toolkit 30.1 Introduction and Purpose of the Document 30.1.1 This toolkit has been prepared to assist those involved in conducting investigations into potential breaches of the Academy Code of Conduct in order to ensure that we conduct open, fair and transparent investigations that provide good quality evidence on which to make our disciplinary decisions.

30.2 Key Points 30.2.1 When making our disciplinary decisions and recommendations, we should do so on the balance of probability.

30.2.2 The evidence we base our decisions on should therefore be written (where possible in a witnesses’ own handwriting) and should always be signed and dated by the witness.

30.2.3 Equally, we should always endeavour to take evidence from all the available witnesses before coming to a decision/recommendation regarding a potential breach of the Academy Code of Conduct. This is particularly important to bear in mind during the course of an investigation as potential new witnesses are being named.

30.2.4 We should always check our understanding of a written statement by discussing its contents with a witness.

30.2.5 Before make a recommendation or decision, we should always firstly thoroughly review the available evidence, secondly decide which evidence is most trustworthy and then thirdly decide which evidence is most useful to us in coming to our conclusions.

30.2.6 Once an investigation into an incident has been completed and the issues dealt with, the associated paper work should be filed in the students’ file. This can be done by attaching a scanned version of all the paper work to the incident in the SIMS behaviour log or by filing the papers in the Head of Year’s student file. It is vital that all incidents are logged on file and copied of all papers collected and produced during an investigation are retained and centrally stored in this way.

30.2.7 By following these key points, we aim to provide a fair, open and honest investigatory procedure for all those involved.

30.3 How is the Document Structured?

30.3.1 The Investigator’s Toolkit is divided into the following pages with the associated uses:  Investigation Flowchart – to be consulted as a guide when investigating any alleged breach of the Code of Conduct  Serious Incident Investigation Flowchart – to be consulted as a guide when investigating an alleged serious breach of the Academy Behaviour Policy  Staff Incident Account – to be completed by any member of staff making an allegation of an alleged breach of the Academy Behaviour Policy  Student Incident Account – to be completed by any student making an allegation of an alleged breach of the Academy Behaviour Policy  Witness Account – to be completed by any witness (staff or student) of an allegation of an alleged breach of the Academy Behaviour Policy T. Morrison Page 55 of 84

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BEHAVIOUR POLICY – FEBRUARY 2015     

Incident Summary Sheet – to be completed by the investigator of an alleged breach of the Academy Code of Conduct once they have completed collecting their evidence, established which evidence is trustworthy and useful and come to their conclusion/s Serious Incident Summary Sheet – to be completed by the investigator of an alleged breach of the Academy Code of Conduct once they have completed collecting their evidence, established which evidence is trustworthy and useful and come to their conclusion/s Meeting/Contact with Parent/Carer Record Sheet – to be completed by the investigator/lead professional when they have had contact with a parent/carer in relation to an alleged breach of the Academy Code of Conduct Internal/Fixed Term Exclusion Checklist – to be completed by the investigator/lead professionals once the decision to place a student in internal exclusion or fixed term external exclusion has been made Permanent Exclusion Checklist – to be completed by the investigator/lead professionals once the decision to permanently exclude a student has been made

30.4 Further Development 30.4.1 The investigator’s toolkit is a pilot version that will be reviewed at the next policy review

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BEHAVIOUR POLICY – FEBRUARY 2015 30.5 Investigation Flowchart

NB in all cases, consideration of how to encourage student reflection, repairing relationships and restorative approaches should be considered. Where the investigation reveals unusually serious misbehaviour, considerations should also be given to notifying the Police T. Morrison Page 57 of 84

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BEHAVIOUR POLICY – FEBRUARY 2015 30.6 Serious Incident Investigation Flowchart

NB in all cases, consideration of how to encourage student reflection, repairing relationships and restorative approaches should be considered. Where the investigation reveals unusually serious misbehaviour, considerations should also be given to notifying the Police

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BEHAVIOUR POLICY – FEBRUARY 2015 STAFF INCIDENT ACCOUNT Name/s of Student/s Involved:

Year

Date Completing Statement: _ _ _ _ _ _ _ _ _ _ _

Form

Time Completing Statement: _ _ _ _ _

Where did the Incident Take Place? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ What date and time did the incident take place on? _ _ _ _ _ _ day _ _ /_ _/20 _ _ Time: _ _ _ _ _ Description of Incident: _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Continue on the back if you need to …

Name/s of Witnesses:

Year

Print Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Signed: _ _ _ _ _ _ _ _ _ _ _ _ _

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Form

Date: _ _ /_ _/20 _ _

BEHAVIOUR POLICY – FEBRUARY 2015 STUDENT INCIDENT ACCOUNT Student Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Form: _ _ _ _ _ _ _ _

Date Completing Statement: _ _ _ _ _ _ _ _ _ _ _

Time Completing Statement: _ _ _ _

Where did the Incident Take Place? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ What date and time did the incident take place on? _ _ _ _ _ _ day _ _ /_ _/20 _ _ Time:_ _ _ _ _ Description of Incident: _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Continue on the back if you need to …

How could this situation have been avoided? __________________________ __________________________ __________________________ __________________________

How can we deal with this situation now? __________________________ __________________________ __________________________ __________________________

Name/s of Witnesses:

Year

Signed: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ T. Morrison Page 60 of 84

Date: _ _ /_ _/20 _ _

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Form

BEHAVIOUR POLICY – FEBRUARY 2015 WITNESS ACCOUNT Student Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Form: _ _ _ _ _ _ _ _

Date Completing Statement: _ _ _ _ _ _ _ _ _ _ _ _

Time Completing Statement: _ _ _ _

Where did the Incident Take Place?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ What date and time did the incident take place on? _ _ _ _ _ _ day _ _ /_ _/20 _ _ Time: _ _ _ _ _ Description of Incident: _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Continue on the back if you need to …

How could this situation have been avoided? __________________________ __________________________ __________________________ __________________________

How can we deal with this situation now? __________________________ __________________________ __________________________ __________________________

Name/s of any other witnesses:

Year

Signed: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ T. Morrison Page 61 of 84

Date: _ _ /_ _/20 _ _

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Form

BEHAVIOUR POLICY – FEBRUARY 2015 INCIDENT SUMMARY SHEET Where did the Incident Take Place? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ What date and time did the incident take place on? _ _ _ _ _ _ day _ _ /_ _/20 _ _ Time: _ _ _ _ _ Name/s of Student/s Involved:

Year

Name/s of Staff Involved:

Position

Form

Outline of Incident (bullet points):

Outcomes for all involved: Name:

Outcome:

Signed: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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BEHAVIOUR POLICY – FEBRUARY 2015 SERIOUS INCIDENT SUMMARY SHEET Where did the Incident Take Place? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ What date and time did the incident take place on? _ _ _ _ _ _ day _ _ /_ _/20 _ _ Time: _ _ _ _ _ Name/s of Student/s Involved:

Year

Name/s of Staff Involved:

Position

Form

Outline of Incident (bullet points):

Recommended outcomes for all involved: (if an internal or external exclusion is recommended, please complete an exclusion checklist) Name:

Recommended Outcome:

Signed: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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BEHAVIOUR POLICY – FEBRUARY 2015 MEETING/CONTACT WITH PARENT/CARER/ STUDENT RECORD SHEET Student Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Year: _ _ _ _ Form: _ _ _ _ _

Parent/s Guardian/s Name/s:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date and Time of Meeting/ Contact: _ _ _ _ _ _day _ _ /_ _ /20 _ _ Nature of Meeting/Contact: Face to face meeting Who is/was present at the meeting/ contact?

Telephone Contact

Other: _ _ _ _ _ _ _ _

Reasons for the meeting/ contact?

Discussion Points:

Outcome/ Action to be taken and by whom:

Name of person completing this form (please print): Position: Signature:

Does this need to be copied to anyone else?

Date:

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BEHAVIOUR POLICY – FEBRUARY 2015 PERMANENT EXCLUSION CHECKLIST Student Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Year: _ _ _ _ Form: _ _ _ _ _

Investigation – statements & summary sheet completed (Investigator) Behaviour Log print-off (checked & passed on by HoY) Predicted grades/ banked results paperwork (passed on by Data Manager) SEN / Safeguarding Information (checked & passed on by SENCO & Safeguarding Officer) Student file including all meetings with parents/carers (checked & passed on by HoY) Primary school file checked (HoY): _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Primary School Date contacted: _ _ / _ _ /20 _ _ Issues contained in Primary File: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _______________________________________________________ Are there any mitigating circumstances to the behaviour in question? (HoY) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ________________________________________________________ To be completed by SLT Discipline Lead: NB the decision to FTE is the Headteacher’s Date of Incident: _ _ /_ _ /20 _ _

Date of Initial Fixed Term/Internal Exclusion: _ _ /_ _ /20 _ _

End Date of Initial Fixed Term/Internal Exclusion: _ _ /_ _ /20 _ _ Reason for Internal/ FTExclusion: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date evidence, records & summary needs to be completed and with H/T by: _ _ /_ _ /20 _ _ Follow Up – to be completed by the Headteacher Date of Meeting with H/T: _ _ /_ _ /20

Decision: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Reason for Permanent Exclusion: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date of Permanent Exclusion: _ _ /_ _ /20 _ _

Date of Governors Hearing: _ _ /_ _ /20 _ _

Date bundle to be completed & with H/T by (5 days after decision to Perm’y Exclude): _ _ /_ _ /20 _ _ (typed, checked, anonymised, copied) Date H/T’s Reason/s to exclude to be completed by: _ _ /_ _ /20 _ _

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PX Bundle filed in student file

PX Bundle posted

Hearing date agreed & LA informed

HT Reasons for PX completed

PX Bundle checked

by SLT member

PX Bundle copied & redacted

PX work sent home

PX Letter sent

PX Check list completed

PX call to parent/ carer

PX Decision Made

PX Check list, docs & files to HT

PX Check list

FTE work sent home

FTE call to parent/ carer

FTE Letter sent

FTE Check list

Investigation Summary

Action Overview – Initial & Date when Completed

BEHAVIOUR POLICY – FEBRUARY 2015 INTERNAL/FIXED TERM EXCLUSION CHECKLIST Student Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Year: _ _ _ _ Form: _ _ _ _ _

Investigation – statements & summary sheet completed (Investigator) Behaviour Log print-off (checked & passed on by HoY) Predicted grades/ banked results paperwork (passed on by Data Manager) SEN / Safeguarding Information (checked & passed on by SENCO & Safeguarding Officer) Student file including all meetings with parents/carers (checked & passed on by HoY) Primary school file checked (HoY): _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Primary School Date contacted: _ _ / _ _ /20 _ _ Issues contained in Primary File: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _______________________________________________________ Are there any mitigating circumstances to the behaviour in question? (HoY) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ________________________________________________________ To be completed by SLT Discipline Lead: NB the decision to FTE is the Headteacher’s Date of Incident: _ _ /_ _ /20 _ _

Date of Initial Fixed Term/Internal Exclusion: _ _ /_ _ /20 _ _

End Date of Initial Fixed Term/Internal Exclusion: _ _ /_ _ /20 _ _ Reason for Internal/ FTExclusion: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Tick if reason should contain: This decision to exclude is pending further investigation of the incident and/or the student’s broader behaviours. The Academy reserves the right to amend this decision upon completion of the investigation.

Date of Meeting with Parent(s)/carer(s): _ _ /_ _ /20 _ _ Date evidence, records & summary needs to be completed and with H/T by: _ _ /_ _ /20 _ _ Follow Up: Parental Meeting Record completed Readmission Contract completed Further action to try and prevent re-occurrence of issue agreed e.g. referral to SEN/ Behaviour Intervention Team, CAMHS, EP etc.

Monitoring method agreed e.g. use of report card Review date agreed

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FTE Bundle sent for filing in student file

Readmission contract completed & actions agreed

Meeting held with parent/ carer

FTE work sent home

FTE call to parent/ carer

FTE Letter sent

FTE Check list

Investigation Summary

Action Overview – Initial & Date when Completed

Student Name/ Year/ Form

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PX Bundle filed in student file

PX Bundle posted

Hearing date agreed & LA informed

HT Reasons for PX completed

PX Bundle checked by SLT member

PX Bundle copied & redacted

PX work sent home

PX Letter sent

PX Check list completed

PX call to parent/ carer

PX Decision Made

PX Check list, docs & files to HT

PX Check list

FTE work sent home

FTE call to parent/ carer

FTE Letter sent

FTE Check list

Investigation Summary

BEHAVIOUR POLICY – FEBRUARY 2015

PERMENANT EXCLUSION ACTIONS ADMINISTRATION OVERVIEW CHECKLIST

BEHAVIOUR POLICY – FEBRUARY 2015 31 Appendix: Anti-Bullying Policy (April 2014) 31.1 Statement of Intent 31.1.1 We are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils should be able to tell someone and know that incidents will be dealt with promptly and effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is expected to tell the staff.

This policy was drawn up in consultation with:  Sandwell’s ‘Anti’ Bullying Guidelines  Guidance from the Anti Bullying Alliance  The pupils and staff at school There are “Let us know boxes” distributed around the Academy to enable pupils to report bullying confidentially.

31.2 What Is Bullying?

31.2.1 Bullying is behaviour by an individual or group over a period of time that intentionally hurts another person. Bullying results in pain and distress to the victim.

31.2.2 Bullying can be:  Emotional - being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures)  Physical - pushing, kicking, hitting, punching or any use of violence  Racist - racial taunts, graffiti, gestures  Sexual - unwanted physical contact or sexually abusive comments  Homophobic - because of, or focussing on the issue of sexuality  Verbal - name-calling, sarcasm, spreading rumours, teasing 31.2.3 Bullying can also be a criminal offence. Staff dealing with bullying need to consider whether the incident should be reported. If they feel this should be the case they should consult the Headteacher. Bullying again may fall within the area of child protection. If staff feel this they should report this to the Academy’s designated officer.

31.2.4 Cyber Bullying 31.2.5 Cyberbullying is bullying carried out through electronic communication e.g. the internet, email or social networks. It includes the use of mobile ‘phone technology including text messaging as well as calls. It also includes misuse of associated technology e.g. camera and video technology. The Headteacher has powers in such cases whenever cyber bullying occurs. Cyber bullying often involves criminal acts. Further information is at http://moodle.acesch.co.uk. A parental leaflet entitled “E-Safety tips for Parents” will be distributed regularly and be on the website.

31.2.6 Jurisdiction - The Headteacher has according to the law and DfE guidance the authority to act on behaviour including bullying off the Academy site which “could have repercussions for the orderly running of the school or could adversely effect the reputation of the school.” This includes cyber bullying.

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BEHAVIOUR POLICY – FEBRUARY 2015 31.3 Why is it Important to Respond to Bullying?

31.3.1 Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Pupils who are bullying need to learn different ways of behaving.

31.3.2 Schools/academies have a moral responsibility to respond promptly and effectively to issues of bullying.

31.4 Objectives of this Policy  All governors, teaching and non-teaching staff, pupils and parents should have an understanding of what bullying is.  All governors and teaching and non-teaching staff should know what the academy policy is on bullying, and follow it when bullying is reported.  All pupils and parents should know what the Academy policy is on bullying, and what they should do if bullying arises.  Pupils and parents should be assured that they will be supported when bullying is reported.  Data on incidents of bullying shows a decrease.

31.5 Signs and Symptoms 31.5.1 A child may indicate by signs or behaviour that he or she is being bullied. Adults should be aware of these possible signs and that they should investigate if a child:  is frightened of walking to or from school  doesn't want to go on the school / public bus  begs to be driven to school  changes their usual routine  is unwilling to go to school (school phobic)  begins to truant  becomes withdrawn anxious, or lacking in confidence  starts stammering  attempts or threatens suicide or runs away  cries themselves to sleep at night or has nightmares  feels ill in the morning  begins to do poorly in school work  comes home with clothes torn or books damaged  has possessions which are damaged or " go missing"  asks for money or starts stealing money (to pay bully)  has dinner or other monies continually "lost"  has unexplained cuts or bruises  comes home starving (money / lunch has been stolen)  becomes aggressive, disruptive or unreasonable  is bullying other children or siblings  stops eating  is frightened to say what's wrong  gives improbable excuses for any of the above  is afraid to use the internet or mobile phone  is nervous & jumpy when a cyber message is received 31.5.2 These signs and behaviours could indicate other problems, but bullying should be considered a possibility and should be investigated

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BEHAVIOUR POLICY – FEBRUARY 2015 31.6 Procedures  Report bullying incidents to staff  Incidents will be investigated and recorded by staff  In serious cases parents should be informed and will be asked to come in to a meeting to discuss the problem  If necessary and appropriate, police will be consulted and/or the Academy’s designated officer involved  The bullying behaviour or threats of bullying must be investigated and the bullying stopped quickly  An attempt will be made to help the bully (bullies) change their behaviour 31.7 Outcomes  The bully (bullies) may be asked to genuinely apologise. Other consequences may take place.  In serious cases, suspension or even exclusion will be considered  If possible, the pupils will be reconciled  After the incident / incidents have been investigated and dealt with, each case will be monitored to ensure repeated bullying does not take place.

31.8 Victim Support 31.8.1 The school recognises how traumatic being the victim of bullying can be. We are committed to providing each victim with the support they need to continue with their education in an environment free from the fear of bullying. In order to do this the school may:  Arrange a letter of apology from the perpetrator of the bullying when the need arises.  Discuss with the student what support they feel that they need.  Discuss with the parent/s what support they feel their child/young person needs.  Make referrals to external agencies if necessary.  Offer a meeting with the perpetrator of the bullying.

31.9 Support for the Bully 31.9.1 The school recognises that bullying can damage the education of the perpetrator as well as the victim. Students that bully will be offered a range of support. This will include one or more of the following:  Supervised break times  A report card  An individual Behaviour Plan (IBP)  A Pastoral Support Programme (PSP)  A referral to a mentor  A referral to an external agency  If the bullying has involved a criminal act, a referral to the police 31.10 Publication/distribution 31.10.1This policy will be placed on the Academy’s website. A guide for parents will be distributed regularly. This guide makes reference to the full policy. This full policy will also be distributed to Governors and staff.

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BEHAVIOUR POLICY – FEBRUARY 2015 31.11.1Data on incidences of bullying will be monitored and regularly evaluated. A report will be presented to Governors Behaviour Committee termly. Once discussed these will be copied to all staff.

31.11.2The Anti Bullying Policy will be reviewed yearly by the Deputy Headteacher i/c behaviour. The results of any review will be presented to the Behaviour Committee..

31.12 Prevention 31.12.1We will use KIDSCAPE methods for helping children to prevent bullying. As and when appropriate, these may include:  writing a set of school rules  signing a behaviour contract  writing stories or poems or drawing pictures about bullying  reading stories about bullying or having them read to a class or assembly  making up role-plays (or using KIDSCAPE role-plays)  having discussions about bullying and why it matters 31.13 Bullying of Adults 31.13.1The academy has separate policies that deal with the bullying of adults.

31.14 HELP ORGANISATIONS: Advisory Centre for Education (ACE): 0808 800 5793 Children's Legal Centre: 0845 345 4345 KIDSCAPE Parents Helpline (Mon-Fri, 10-4): 0845 1 205 204 Family Lives: 0808 800 2222 Bullying Online: www.bullying.co.uk Kidscape: www.kidscape.org.uk The Anti Bullying Alliance: www.anti-bullyingalliance.org.uk Reviewed April 2014

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BEHAVIOUR POLICY – FEBRUARY 2015 32          

Appendix: ACE Academy Standard Operating Procedures – Information for Staff Greet students by the door, check uniform etc. as they enter Students enter the room and get equipment and planners out Students sit in a seating plan determined by the teacher/ lead member of staff – based on data & learning needs (data on seating plan and in mark books/ electronically) Take attendance register Share learning objectives with students when appropriate Provide a Starter Activity, Development Activity and Plenary/ Conclusion that reviews progress against learning objectives Students stand and are dismissed in an orderly fashion at end of lesson after uniform checked before exiting As moving around the Academy, ensure students are following policies, procedures and rules.

Censure if necessary Follow the Academy Behaviour Policy (especially the correct referral routes) Provide a lesson and annotated seating plan for notified observations

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BEHAVIOUR POLICY – FEBRUARY 2015 33 Appendix: ACE Academy Good Practice in the Classroom Aide Memoire for Staff                       

Recognise, praise and reward students for positive behaviour Give positive attention Encourage politeness Firm, but fair. Remain calm and positive wherever possible. Speak slowly, in a low level voice Have a ‘fresh’ start approach at the start of every lesson. Avoid ‘carrying over’ a problem from a previous lesson.

Be punctual to your lesson – be there before the students and meet them at the door Establish and adhere to routines for entry to lesson, brisk start, end of lesson, dismissal Allow choice – give students the opportunity to make a choice i.e. to choose to improve the behaviour and to choose not to misbehave Have a seating plan Plan your lessons well and deliver appropriately differentiated work and materials Have high expectations of all students – both work and behaviour. Give a reminder of expectation.

Give prompt and consistent behaviour-specific feedback e.g. ‘you came into the room sensibly, well done’ rather than ‘you behaved well’ Do all you can to reduce conflict points – be prepared to ‘back off’ when levels of frustration rise and confrontation is likely. Some situations can be followed up after the lesson, or even later the same day. This allows learning and teaching for everyone to continue.

Mark students’ work and give feedback regularly.

Be consistent in the application of rules, procedures and sanctions – avoid threats.

Create a positive mood/atmosphere in your classroom.

Do not send a student elsewhere in school unless they have a note to explain why Allow students an opportunity to correct their behaviour by giving a clear warning that the specified behaviour is unacceptable.

Explain sanctions clearly to students and the reason(s) for the sanction being given.

Do not threaten students with sanctions that you cannot follow through. Follow the Academy procedures.

Make it clear that you are the person in charge in your classroom. Try to deal with incidents yourself and as soon as possible. Don’t threaten students with other staff otherwise students see you have relinquished responsibility in your own room.

Maintain close physical proximity when behaviour is inappropriate, but without being intrusive Ignore minor disruptions – be selective when to intervene.

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BEHAVIOUR POLICY – FEBRUARY 2015 34 Appendix: “Reflecting on Lessons when Behaviour doesn’t meet Expectations” for Staff

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BEHAVIOUR POLICY – FEBRUARY 2015 35 Appendix: “Effective Teacher Behaviours” Sheet for Staff

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BEHAVIOUR POLICY – FEBRUARY 2015 36 Appendix: ACE Academy Basic Standards/Expectations in September 2014 36.1 Students are not allowed to access lessons or the Academy site unless they are wearing the correct uniform and wearing it properly.

36.2 We have a stock of spare uniform that students are expected to wear if they do not arrive in correct uniform. If they refuse to wear it, they will be isolated and in extreme cases parents will be asked to collect their child to rectify the situation in time for the next day.

36.3 The following illustrate the types of footwear that it is acceptable for students to wear:

36.4 The following illustrate the types of footwear that it is not acceptable for students to wear:

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BEHAVIOUR POLICY – FEBRUARY 2015

36.5 Students are not allowed to wear ‘hoody’ type tops in the Academy 36.6 Students are expected to take off over coats/ tops as they enter learning spaces 36.7 Sixth Form are expected to wear the business suit that they will be provided with, free of charge, upon enrolment.

36.8 Mobile phones and mobile devices: 36.8.1 We understand the reasons why parents may issue their child with a mobile phone. However it is our expectation that they should not be turned on or visible throughout the Academy day, at any time. If this is found to be the case they will be confiscated.

36.8.2 In the interests of flexibility and in keeping with technological use, there may be times when a teacher allows a student to use the internet or calculator facility on a mobile phone for educational purposes in lessons, but this is purely at the discretion of the class teacher and it is not an expectation of the Academy that students should have such devices as part of their equipment.

Unfortunately, the Academy cannot accept any responsibility for the loss or theft of mobile devices or any personal property brought onto the premises.

36.9 We hope that all students and parents see the value of this and we would welcome any conversations with parents who wish to clarify our reasons for our high expectations.

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BEHAVIOUR POLICY – FEBRUARY 2015 37 Appendix: Monitoring Academy Basic Standards Using Student Uniform Cards 37.1 Each student is issued with a clean Uniform Card at the beginning of a half term:

37.2 If a student is found to have infringed the uniform expectations, the member of staff observing this will ask for the student’s Uniform Card and complete the Infringement Log. 37.3 If a student fails to present the Uniform Card when requested, they will issue the student with a 1 hour Academy detention for failing to present the Uniform Card.

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BEHAVIOUR POLICY – FEBRUARY 2015 37.4 Tutors will check their Tutor Group’s Uniform Cards on a weekly basis and issue a 30 minute Academy Detention to any student who has two Infringement Logs completed and a 1 hour Academy Detention to any student who has three Infringement Logs completed. If a student’s Infringement Log is filled up, they will exchange it for a new card via their Tutor. This card will be a blue colour in order to indicate that they will not be entitled to a reward for a ‘clean’ card at the end of the half term.

37.5 If a student loses their Uniform Card, they will inform their Tutor who will issue a new blue card along with a 1 hour Academy Detention. Students who have a new blue card issued to them will not be entitled to a reward at the end of the half term.

37.6 At the end of a half term, Tutors will collect all Uniform Cards in and pass on clean uniform cards to the Business Manager so that £1 can be added to their lunch card as a reward for meeting the Academy’s Uniform Expectations during the half term. Tutors will then issue all students with a new white Uniform Card for the beginning of the next half term.

37.7 Heads of Year will oversee the use of Uniform Cards and will assist Tutors by monitoring and supporting students experiencing repeated difficulty in meeting the Academy’s Uniform expectations.

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BEHAVIOUR POLICY – FEBRUARY 2015 38 Appendix: Guidance on ‘Leave of Absence for students from the Curriculum’, including from the classroom INTRODUCTION: 38.1 The Academy recognises that the success of its aim to allow students to flourish at what they are good at and gain a fully rounded educational experience, depends upon an equal importance being given to the academic and wider curriculum provision and access.

There will be times when students will need to be granted leave of absence from timetabled lessons in order to pursue wider curricular activities or attend events/appointments that could not have otherwise reasonably been scheduled for a time outside of normal Academy hours.

It is the intention of this document to offer guidance on what should be seen as an acceptable reason for the Academy granting Leave of Absence from timetabled lessons to students, so that student achievement, morale and success can be maintained and developed.

LEAVE OF ABSENCE FROM THE CURRICULUM: 38.2 The following list of examples where ‘Leave of Absence from curriculum’ may be granted is nonexhaustive and the Academy reserves the right to exercise discretion depending on the situation and individual circumstances.

38.3  Medical appointments that could not have otherwise, reasonably, have been scheduled during out of curriculum hours.  Representative duties for the Academy (fixtures, Business and enterprise, etc)  Approved visits and trips provided by the Academy.  Interviews for University.  Wider curricular commitments outside of the Academy that require periods of absence to compete, perform, audition etc. that are previously agreed with the Academy via consultation with the student’s parents and School Leader.  Academy granted study/examination leave.  Musical Tuition or examination.

LEAVE OF ABSENCE FROM THE CLASSROOM 38.4 The following are examples of where ‘LOA from the classroom’ may be granted:  First Aid/medical Emergency where the student must have immediate intervention to avoid serious damage to health – in these circumstances the student would be best placed to remain in the classroom whilst the intervention comes to them, unless it is highly likely that they are going to be sick in which case they should be escorted to the nearest toilet.  If they have a medical pass issued by HOY which requires them to be out of a lesson at a specified time.  Occasionally assisting a member of staff in the administration of lessons & learning, such as retrieving student printing from breakout areas or sending a paper register to the attendance office at the start of the lesson. Students should have a time stamped note in their planners October 2014

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BEHAVIOUR POLICY – FEBRUARY 2015 39 Appendix: Smoking Cessation 39.1 This section of the ACE Academy Behaviour and Anti-bullying Policy should be read in conjunction with the ACE Academy Health and Safety Policy 39.2 An offence of smoking within a smoke free place was created by the Health Act 2006 39.3 As required by the Health Act 2006, ‘No Smoking’ signs are displayed at locations around the Academy.

39.4 The Headteacher has designated all Academy buildings, the whole site within the perimeter fence, all school buses and other related transport to be smoke free places. Equally, Academy students travelling to other schools or to other places on official trips will not be allowed to smoke in the place being visited, whether or not it has been designated as a smoke free place by the organisation in question.

39.5 Students found to have been smoking or to have been with a smoker whilst smoking ‘on the balance of probability’ will face the following sanctions:  First Offence: 30 minute Academy Detention  Second Offence: 1 hour Academy SLT Detention and habit controlling intervention offered in meeting with parents/carers: co-ordinated by Head of Year – to be re-offered if offence repeated  Third Offence: Internal Exclusion  Fourth Offence: External Exclusion – 1 day  Fifth Offence: External Exclusion – 2 days  Sixth Offence: External Exclusion – 3 days  Seventh Offence: External Exclusion – 4 days  Eighth Offence and above: External Exclusion – 5 days

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BEHAVIOUR POLICY – FEBRUARY 2015 40 Appendix: Procedures for Dealing with Serious and/or Dangerous Behaviour including the Use of Reasonable Force and Power to Search Students without Consent 40.1 What is reasonable force?

40.1.1 The term ‘reasonable force’ covers the broad range of actions used by most staff at some point in their career that involve a degree of physical contact with students.

40.1.2 Force is usually used either to control or restrain. This can range from guiding a student to safety by the arm through to more extreme circumstances such as breaking up a fight or where a student needs to be restrained to prevent violence or injury.

40.1.3 ‘Reasonable in the circumstances’ means using no more force than is needed.

40.1.4 As mentioned above, force is sometimes used to control students and to restrain them. Control means either passive physical contact, such as standing between students or blocking a student’s path, or active physical contact such as leading a student by the arm out of a classroom.

40.1.5 Restraint means to hold back physically or to bring a student under control. It is typically used in more extreme circumstances, for example when two students are fighting and refuse to separate without physical intervention.

40.1.6 Staff should always try to avoid acting in a way that might cause injury, but in extreme cases it may not always be possible to avoid injuring the student.

40.2 Who can use reasonable force?

40.2.1 All members of Academy staff have a legal power to use reasonable force.

40.2.2 This power applies to any member of staff at the Academy. It can also apply to people whom the Headteacher has temporarily put in charge of students such as unpaid volunteers or parents/carers accompanying students on an academy organised visit.

40.3 When can reasonable force be used?

40.3.1 Reasonable force can be used to prevent students from hurting themselves or others, from damaging property, or from causing disorder.

40.3.2 In a school, force is used for two main purposes – to control students or to restrain them.

40.3.3 The decision on whether or not to physically intervene is down to the professional judgement of the staff member concerned and should always depend on the individual circumstances.

40.3.4 The following list is not exhaustive but provides some examples of situations where reasonable force can and cannot be used.

Reasonable force can be used to:  remove disruptive students from the classroom where they have refused to follow an instruction to do so;  prevent a student behaving in a way that disrupts a school event or a school trip or visit;  prevent a student leaving the classroom where allowing the student to leave would risk their safety or lead to behaviour that disrupts the behaviour of others;  prevent a student from attacking another student or a member of staff, or to stop a fight in the playground; and  restrain a student at risk of harming themselves through physical outbursts.

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BEHAVIOUR POLICY – FEBRUARY 2015 Force cannot be used:  as a punishment – it is always unlawful to use force as a punishment.  to control a student when allowing them to continue their behaviour would not risk their safety or leads to behaviour that disrupts the behaviour of others 40.4 Power to Search Students without Consent 40.4.1 In addition to the general power to use reasonable force described above, the Headteacher and authorised staff can use such force as is reasonable given the circumstances to conduct a search for the following “prohibited items”:  knives and weapons  alcohol  illegal drugs  stolen items  tobacco and cigarette papers  fireworks  pornographic images  any article that has been or is likely to be used to commit an offence, cause personal injury or damage to property.

40.4.2 Students may be searched at any time whilst under the supervision of staff of Academy staff. This is through the ‘general power to discipline’. The Academy is not required to inform parents/carers before a search takes place. Two members of staff must be present at a search of a student and/or his/her possessions. Both members of staff must be of the same sex as the student searched and ideally be the two most senior members of staff available of that sex. If this is impossible the student should be isolated along with their possessions until such a search is possible. Searches can be done without the students’ consent for items such as alcohol, drugs, weapons or stolen items by the two most senior members of staff of the same sex as the student.

40.4.3 Force cannot be used to search for items banned under the Academy rules. Separate guidance is available on the power to search without consent.

40.4.4 Staff have the right to confiscate articles from students e.g. ear rings, mobile phones, MP3 players etc. for return at the end of the day from the Behaviour Managers. Staff are not responsible for any confiscated items as long as they have followed all procedures and acted lawfully. N.B if items that are confiscated are lost or damaged, it is not the member of staff’s liability or the Academy’s to replace the item or provide compensation to the owner’s family. Staff are required to pass the item on to Behaviour Managers as soon as possible to limit any concerns.

40.4.5 If an item is confiscated for the 3rd time and thereafter, the parent/carer is required to collect it from Academy.

40.4.6 Academy staff can seize any banned or prohibited item found as a result of a search or which they consider harmful or detrimental to the Academy’s discipline. Any stolen item (with value) or weapon will be passed immediately to the police, alcohol will be disposed of, any low value stolen items will either be returned to their owners or retained. Parents and carers will be informed if any such items are found on their child.

40.4.7 If a member of staff suspects a student has a banned item in their possession, they can instruct the student to turn out their pockets and/or bag. If the student refuses to comply, the member of staff can apply an appropriate punishment in line with refusing to follow a staff request.

40.4.8 The person leading the search may not require the student to remove any clothing other than outer clothing (hats, scarves, coats, shoes, gloves).

40.5 Communicating the Academy’s approach to the use of force 40.5.1 All staff are required to read this Behaviour Policy and abide by it.

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BEHAVIOUR POLICY – FEBRUARY 2015 40.5.2 Staff must acknowledge their legal duty to make reasonable adjustments for disabled children and children with special educational needs (SEN).

40.5.3 The ACE Academy does not have a ‘no contact’ policy as we acknowledge that such a policy might place a member of staff in breach of their duty of care towards a student, or prevent them taking action needed to prevent a student causing harm.

40.5.4 The ACE Academy acknowledges that when staff, students and parents/carers are clear about when force might be used, the Academy will reduce the likelihood of complaints being made when force has been used properly.

40.6 Telling parents when force has been used on their child 40.6.1 The ACE Academy will speak to parents and carers about serious incidents involving the use of force and will record such serious incidents. In deciding what is a serious incident, staff should use their professional judgement and consider the:  student’s behaviour and level of risk presented at the time of the incident;  degree of force used;  effect on the student or member of staff; and  the student’s age.

40.7 What happens if a student complains when force is used on them?

40.7.1 All complaints about the use of force will be thoroughly, speedily and appropriately investigated as per the Complaints and Managing Allegations against Staff Policies.

40.7.2 Where a member of staff has acted within the law – that is, they have used reasonable force in order to prevent injury, damage to property or disorder – this will provide a defence to any criminal prosecution or other civil or public law action.

40.7.3 When a complaint is made, the onus is on the person making the complaint to prove that his/her allegations are true – it is not for the member of staff to show that he/she has acted reasonably.

40.7.4 Suspension will not be an automatic response when a member of staff has been accused of using excessive force. The ACE Academy will refer to the “Dealing with Allegations of Abuse against Teachers and Other Staff” guidance where an allegation of using excessive force is made against a member of staff.

40.8 What about other physical contact with students?

40.8.1 It is not illegal to touch a student. There are occasions when physical contact, other than reasonable force, with a student is proper and necessary.

40.8.2 Examples of where touching a student might be proper or necessary (this list is not exhaustive):  When comforting a distressed student;  When a student is being congratulated or praised;  To demonstrate how to use a musical instrument or other piece of educational equipment;  To demonstrate exercises or techniques during PE lessons or sports coaching; and  To give first aid.

41 Appendix: Malicious Allegations against Staff 41.1 Any student found to have made a malicious allegation against a member of staff will be excluded following the outcome of an investigation. The exclusion may be internal, external for a fixed period of time or may be permanent dependent upon the circumstances and level of involvement. A managed move may also be considered in these circumstances

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