Behaviour policy

Behaviour for Learning Policy Introduction: The Governing Body is charged with the duty to set the framework of the school policy by providing a written statement of general principles relating to behaviour management, taking into account the needs of all pupils. It will be reviewed annually.

This statement of principles for behaviour has been drawn up with regard to national and local guidance as set out in the School Standards and Framework Act 1998 and amended by the Education and Inspection Act 2006 and agreed by the Governing Body of Norham High School.

Consultations with representative groups of staff, pupils, and parents/carers as well as trade union representatives have taken place to ensure the principles are agreed.

The Governors expect that policy and action will operate in accordance with their responsibilities under equality legislation.

School Ethos: The governors expect the school to be a place where all individuals are respected and their individuality valued; where pupils are encouraged to achieve and complete all tasks assigned to them by their teachers; where self-discipline is promoted.

All school policies reflect our highest moral standards. The school will not tolerate any anti-social behaviour including bullying of any kind, whilst endeavouring to support each individual with an understanding that every behaviour has an underlying cause.

The purpose of our behaviour policy is to: • • • • • •

fulfil the governors duty of care to pupils and staff, enabling them to feel safe and valued in the school promote a positive climate for learning that ensures effective learning and teaching takes place, leading to high standards of attainment for all pupils establish and maintain the highest standards of behaviour in all areas of the school at all times ensure that the reputation of Norham is positive in the local and wider community support the school to achieve positive outcomes for young people in all areas of their educational, social and personal development ensure that young people at Norham are safe. They are treated with respect, listened to, involved and encouraged in order that they can develop healthily, emotionally and physically and make a positive contribution to society.

School expectations and guiding principles: Within the Norham community we operate in a climate of mutual respect. This is evident in the expectations we have of each other in terms of how we speak to each other, respond to each other and support each other. Positive behaviour in classrooms, communal areas of the school and in the local community is a major priority. Behaviour that is perceived as verbally and physically abusive, sexist, homophobic, humiliating, bullying and racist is not acceptable by or towards any member of the school or wider community. Our guiding principles are:

‘BELIEVE’: ‘STRIVE’: ‘ACHIEVE’

Agreed by Governors March 2014

Behaviour for Learning - encouraging good behaviour At Norham all staff promote and model good behaviour by ensuring that school expectations are well communicated and understood by pupils and parents/carers. Good behaviour is reinforced and rewarded by staff.

We recognise positive behaviour and achievement through: • verbal and non verbal praise • assessment for learning • attitude to learning grade entry • rewards system • the Prefect system • positive comments in pupil planner We teach positive behaviour for learning through: • whole school and year group assemblies • teaching expectations in lessons • targeted motivational work • modelling positive behaviour on a daily basis • the Pastoral Programme/Focus Days • Weekly reflection system • the Prefect system We reward positive behaviour and achievement in the following ways: • praise letters/postcards • ‘Star Pupil’ • Attitude to learning systems • departmental/pastoral rewards for Focus Days • termly/yearly certificates for success in subject areas, co-ordinated by staff in a pastoral role • GCSE high achiever awards • GCSE subject achievement awards • Certificates • Awarding of Prefect or Senior Prefect status in Year 11 • Headteacher rewards We celebrate Positive Behaviour and Achievement through: • Assemblies • Year 11 rewards linked to attitude to learning • year 11 Prom • display • plasma screen • letters home • praise postcards • school newsletter • press coverage Behaviour for Learning - managing poor behaviour As a school we respond quickly and consistently to misbehaviour in school, on the way to and from school and elsewhere when pupils are under the charge of a teacher or other member of staff.

Misbehaviour will be dealt with through a range of appropriate sanctions designed to communicate to pupils that their behaviour is unacceptable.

Sanctions which may be used are:- (see Annex B) •

Verbal admonishment

Agreed by Governors March 2014

• • • • • • • • • •

Removal from the group for short period of time Withdrawal from a particular lesson or peer group Withdrawal of access to the school IT system Withdrawal of participation in a school trip or sport event that is not an essential part of the curriculum Withdrawal of break or lunch time privileges It may be necessary to keep a young person behind for up to 10 minutes at the end of a lesson to discuss behaviour/actions. This requires no prior notice.

Carrying out a useful task in school Detention at lunchtime or after school (see Annex C).

Fixed term and permanent exclusion. Exclusion may be external, where a pupil is sent home, or internal, where a pupil is expected to attend a specific area in school or the school inclusion centre at Amble Close (see Exclusion Policy (Annex F) and Annex F(1).

Confiscation of an inappropriate item (see Annex A).

If pupils bring materials or articles on to the school site that are used inappropriately, staff are authorised to remove them from the pupil. Depending on the article and the circumstances the item will generally be returned to the pupil at the end of the school day or returned to parents/carers following a discussion on future expectations of pupils.

In addition the Headteacher may authorise a search of pupils or their possessions (including bags) with and without their consent if there are reasonable grounds for doing so. e.g. they are suspected of carrying weapons, drugs or alcohol (see Annex D).

Staff members may use reasonable force to control or restrain a pupil if necessary to stop him/her committing a criminal offence causing injury or damage to property, or prejudicing good order and discipline (see Annex G).

Disability; Where the misbehaviour of pupils is related to a mental or physical disability, the governors expect that the Headteacher will make reasonable adjustments to enable those pupils to be included within the school community.

These will include: -

Ensuring that staff have had training in the nature of disabilities, and how they should treat children with disabilities; Ensuring that staff are aware of any pupils with such disabilities; Ensuring that help is sought from the LA to enable the school to make reasonable adjustments; Ensuring that school resources are committed to assist in making reasonable adjustments; and Making reasonable adjustments to school organisation or of the timetable of particular pupils.

Responsibilities; The Headteacher has the day-to-day responsibility for maintaining good behaviour in the school, which will include making rules and provision for enforcing them.

The Headteacher has to: - promote self discipline and proper regard for authority among pupils; - encourage good behaviour and respect for others, and to prevent all forms of bullying; - secure that the standard of behaviour is acceptable; and - otherwise regulate the conduct of pupils.

All staff: - are expected to encourage good behaviour and respect for others in pupils, and to apply all rewards and sanctions fairly and consistently, in line with guidance in the accompanying annexes Agreed by Governors March 2014

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are expected to ensure that their lessons are well planned, interesting and challenging to encourage good behaviour and to use their best endeavours to ensure that programmes of study and the methodology used in the learning environment are well thought out and of a consistently high standard. will set high standards of behaviour and endeavour to encourage good habits of work and behaviour from the moment a pupil enters the school

Parents / Carers: - are asked to sign a home/school agreement which outlines the responsibilities of the parent and school, including those around behaviour and attendance.

- have a clear role in making sure their child is well behaved at school.

- must take responsibility for their child, if excluded and ensure they are not in a public place without good reason during school hours within the first five days of any exclusion.

- parents must also ensure that their child attends the suitable full-time Education provided by the school governing body or local authority from the sixth day of exclusion.

- parents are expected to attend a reintegration interview following any fixed period of exclusion of more than five days.

Support Systems: The school has a number of programmes and techniques for supporting behaviour management.

They are utilised as and when judged appropriate by Heads of Faculty, Pastoral teams, Progress Leaders and members of the Senior Leadership Team Equal Opportunities: All rewards and sanctions must be applied fairly and consistently and in accordance with the school Equal Opportunities policy.

Publication: The Headteacher must publicise the policy at least once per year to pupils, parents/carers and staff.

Annexes: Annex A

Confiscation guidance for staff

Annex B

Behaviour sanctions

Annex C

Detention guidance for staff

Annex D Annex D(1)

Search Pupils Policy Screening and searching for weapons, drugs, alcohol, stolen goods guidance for staff

Annex E Annex E(1) Annex E(2)

Exit roles and responsibilities of staff Procedure for planned Exit use Procedure for daily Exit use

Annex F Annex F(1)

Exclusion policy Exclusion guidance for staff

Annex G

Physical Restraint Policy

Agreed by Governors March 2014

Annex G(1)

Restraint guidance for staff

Annex H Annex H(1)

Anti Bullying Policy Guidance for Staff

Agreed by Governors March 2014