Behaviour Support Service

Calderdale Pupil Referral Unit

• Anti-Bullying Policy (2)
• Drugs Policy (20)
• The Use of Positive Handling for Pupils with Severe Behavioural Difficulties guidance.
• Home School Agreement (27)

Calderdale Pupil Referral Unit

Behaviour and Discipline Policy

Our behaviour policy helps us to create a caring, stimulating and secure environment in which staff and pupils can work and learn safely and encourages involvement of parent / carers in the development of their child.

The PRU aims to raise the attainment and maximise the inclusive learningopportunities of all children and young people within its care. This will be achieved by:

• Developing a set of preferred practices based on shared values which promote positive relationships;
• Enabling pupils to achieve through appropriate expectations of work and behaviour with praise, reward and celebration and explicit and consistent consequences;
• Supporting and encouraging young people to develop standards of self-discipline and to take responsibility for their own behaviour in a wide range of social and educational settings;
• Valuing and appreciating individualsand their rights regardless of racial origin, ethnic background, gender, age or creed;
• Ensuring effective monitoring and review processes which inform future planning, acknowledge individual progress and celebrate achievement;
• Forming and sustaining effective partnerships with schools, young people, their families and other agencies.

The principals of the Behaviour Policy aim to:

• Raise pupils’ self esteem.
• Promote/develop empathy and respect for self and others.
• Develop in pupils a sense of self discipline and an acceptance ofresponsibility for their own actions.
• Ensure regular attendance.
• Develop an awareness of and adherence to appropriate behaviour.
• Encourage pupils to value the school environment and its routines.
• Ensure that pupils are confident of their right to be treated fairly.
• Empower staff to determine and request appropriate behaviour fromeveryone.
• Acknowledge that the maintaining of good behaviour within the school is a shared responsibility.
• Ensure that positive behaviour is always recognised.
• Work within a positive, proactive reflective approach to behaviour management.
• To ensure the policy is fully understood and is consistently implemented throughout the school.
• Ensure effective mechanisms are in place for the monitoring and evaluation of this policy.
• Ensure the rights and responsibilities of all members of the schoolcommunity.

In order to achieve these aims and principals the PRU intends to:

• Develop clear expectations in terms of standards of teaching, learning and behaviour, which are shared with all staff, young people, parents/carers and the wider community.
• Promote appropriate behaviour through the consistent application of agreed preventative, corrective and supportive strategies.
• Promote appropriate behaviour by using effective incentives.
• Manage inappropriate behaviour by using a range of positive intervention strategies and a clear, consistent and fair range of graded and relevant sanctions.
• Ensure the effective involvement of all staff in the promotion of appropriate behaviour and the management of unacceptable behaviour.
• Develop strategies to foster increasing parental involvement in the promotion of appropriate behaviour and the management of unacceptable behaviour.
• Devise systems to motivate and encourage young people to participate in learning.

Expectations

In circumstances of loss of control by a pupil, and significant threat of harm to themselves, others or damage to property it may be necessary to positively handle a pupil. These situations are rare and positive handling is used as a last resort. All incidents requiring the use of positive handling are documented and monitored.

Curriculum

At this school, through our curriculum, we teach pupils the aforementioned principles. We believe that an appropriately structured curriculum and effective learning contribute to good behaviour. Thorough planning for the needs of individual pupils, the active involvement of pupils in their own learning and structured feedback all help to avoid the alienation and disaffection which can lie at the root of poor behaviour. It follows that lessons should have clear objectives which are understood by the pupils and differentiated to meet the needs of a range of abilities. Marking and record keeping can be used both as a supportive activity, providing feed-back to the pupils on their progress and achievements and as a signal that the pupil’s efforts are valued and progress matters.

Rewards

The school rewards good behaviour, social skills and work throughout the school day, as it believes that this will develop an ethos of kindness and cooperation. This policy is designed to promote and acknowledge good behaviour rather than merely to deter anti-social behaviour. Incentive schemes are in place to recognise attendance and achievements. Pupils who work hard and behave appropriately will receive positive recognition from staff. Staff will ensure that positive actions and behaviour are communicated back to parents that day by letter, certificate or phone call.

Refer to Appendix 1 for Key Stage Rewards.

Sanctions:

Inappropriate behaviour will be challenged by staff using an assertive but non confrontational approach. Pupils will be given responsibility for their own behaviour through a series of behavioural choices and will be helped and encouraged to think about alternatives for dealing with problems.

The use of sanctions should be characterised by certain features:

• It must be clear why the sanction is being applied.
• It must be made clear what changes in behaviour are required to avoid future sanctions.
• Group sanctions should be avoided as this breeds resentment.
• There should be a clear distinction between minor and major offences.
• It should be the behaviour rather than the person that is sanctioned.

We divide unacceptable behaviour into three broad levels:

Level 1:misbehaviour that can be effectively managed within a classroom or unstructured environment by the teacher, youth workers and SISWs.

Level 2:more serious misbehaviour that is not so easily managed within the classroom or unstructured environment, or persistent Level 1 behaviour. Notification of and involvement from Teachers in Charge would be required.

Level 3:very serious misbehaviour or persistent Level 2 behaviour. Formal involvement with the Head or Deputy Head would be required.

Refer to Appendix 2 for agreed Behaviours and Sanctions at the PRU

The application of any sanction will be recorded on the Pupil Assessment and Review Profile and pupil daily log. An incident form will be triggered by any Level 2 or higher behaviour. Information recorded on an incident form will be transferred to the school’s SIMSsystem for termly analysis.

If there is a persistent problem the Teacher in Charge will undertake a Pupil Focus meeting, drawing up an Individual Improvement Programme which may include an alternative curriculum and or timetable. All staff working with the child will be informed of this. If the problem continues the school will undertake a Common Assessment Framework (CAF), if not in place, involving outside agencies to seek solutions to support the pupil.

Care and Control

Most pupils attending the PRU are settled and engage in the rules and routines laid down with little difficulty. However, there are times when their behaviour requires staff intervention to ensure the pupil’s own safety, the safety of other pupils, staff and protection of property. This can require the use of physical interventions. Team Teach is the approach adopted by the PRU to manage challenging and aggressive behaviour. Both the DfEand Department for Health issue clear guidelines for the use of physical intervention and the use of restraint and reasonable force. All incidents requiring the use of physical intervention are monitored by the PRU Head Teacher. PRU staff will always seek to help pupils find ways to make amends and move on positively following an incident.

Exclusion

The PRU is committed to maintaining in education pupils who have experienced extreme problems. Although every effort will be made to prevent exclusion from the PRU, in order to bring continuity to pupils’ education there is a mechanism in place should it be required, in line with DfE guidance. Once the PRU Head Teacher makes a decision to exclude a pupil, the parent / carer will be informed immediately or as soon as possible, ideally by telephone, of the decision followed up by a letter sent within 24 hours of the decision. A copy of the parent guidance “Fixed Period Exclusion” will be circulated with the letter.

Where a pupil is excluded at the end the afternoon session and the exclusion takes effect from the next day, notice must be given before the start of that day. Where a pupil is excluded in the morning session and the exclusion takes effect from that afternoon, notice must be given before the start of the afternoon session.

Reasons for exclusion:

• Unprovoked assault ofstaff member or pupil
• Persistent bullying (see Anti-Bullying Policy)
• Extreme and persistent abuse towards staff member or pupil
• Major damage or vandalism within PRU premises/site or damage to staff property
• Drugs related incidents and supply of illegal substances (see Drugs and Substances Policy)
• Carrying an offensive weapon
• Sexual misconduct

Consultation

Staff, parents and pupils via the pupil voice were consulted in the review of this policy and will be asked to contribute to subsequent reviews.

Monitoring and Evaluation

Behaviour management will be under constant review throughout the school and reported to the PRU Management Committee Sub Committee SI & Curriculum.

This policy document will be monitored and evaluated by PRU SLT and entire school community on an annual basis.

This document is freely available to the entire school community. It will also be made available through the school newsletter, Parent Information Pack and VLE

Pupil Discipline Policy Appendix 1

Key Stage Rewards

Rewards in the KS2 provision consist of:

• Golden Time “Pay or Play”
• Certificates and stickers – given for good work, kindness and achievement e.g. a successful day in mainstream school.
• Postcard sent home.
• Telephone call to parents (by child or staff member) to celebrate success.
• Dip in the choosing box for reaching landmarks or for outstanding behaviour.
• Visit to school Head / Deputy Teacher with good work to receive Head sticker / reward.
• Star of the week, commended by Head Teacher and / or named in newsletter.

Rewards in the KS3 provision consist of:

• Pupils are nominated for the Fame Tree by staff if they have performed at a very high standard both in and out of the classroom. Pupils receive a Certificate in Assembly, their name on the Fame Tree and a record in the “Good News Book”.
• Pupils are recognised in Assembly for positive behaviour and exceptional work.
• Pupils receive merits for exceeding required standards in lessons. When merits have been achieved the pupil will receive a small reward from the Teacher in Charge. There are three levels of agreed numbers of merits for rewards.
• Group trip – pupils are allowed to go on the end of term reward trip if they achieve a minimum number of Fame Tree nominations. Allowances are made for pupils admitted part way through a term.
• Class reward system(Top Team Award) is presented during Assembly, for a team nominated by staff, for performance throughout the week higher than expectation.
• Additional rewards may be given on an individual basis (as agreed at staff focus meetings).
• Telephone call / letters home to parents by staff member to celebrate success.

Rewards in the KS4 provision consist of:

• Merits are awarded to pupils for exceeding required standards in lessons. Pupils will receive a series of graded rewards.
• Group trip – pupils are allowed to go on the group trip if they achieve a minimum number of merits. Allowances are made for pupil admitted part way through a term.
• Pupils may be rewarded by staff on an individual basis for exceptional work e.g. extra break time, healthy snacks, etc.
• Telephone call / letters home to parents by staff member to celebrate success.

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Behaviour and Discipline PolicyAppendix 2

BEHAVIOUR & CONSEQUENCES

Internal truancy:

Leaving without permission unless it is an agreed strategy for whole/part of a lesson – work of a satisfactory standard to be made up at break (½) lunch (½) after school (up to 1 hr). Time is not the sanction but completion of work.

External/internal truancy, duration longer than one lesson:

1 x in a week – make up work at break, lunch and after school as above

2 x or more in a week - Level 2 - incident form and make up work at break, lunch and after school as above.

Persistent – External/Internal truancy week on week:(where over a period of 2/3 weeks a pupil on at least one occasion each week had truanted or 3 or more occurrences have been recorded)

Undertake a pupil focus meeting with EWO and staff to identify barriers to engagement and strategies forward which might include a change of curriculum, change in time, ie half day or 1-5.

Swearing:

The use of inappropriate language should be challenged and students should be reminded of the PARP’s descriptors and marked accordingly. If a student has a difficulty in this area it should be prioritised as a PARP target.

General abuse – repeated non personal offensive language which is more than the occasional use of inappropriate language:

One reminder and then next occasion is 15 minutes after school. If repeated in another part of the day then Level 2 and 45 minutes after school Marked as 1 on Class conformity.

If general abuse continues during sanction time then time to be extended.

Verbal abuse (personal to staff or student):

One reminder then Level 2 incident and 45 minutes after school. Marked as 1 on Class conformity. If repeated in another part of the day then student needs to be isolated for rest of day or given inclusion for whole or part of following day.

Low level unprovoked assault:

Throwing missiles towards, grabbing hold of, running into, pushing staff or pupils (which is deemed to be unprovoked and an assault by the victim).

Level 2 incident and appropriate sanction implemented by TiC.

Repeated incidence of Level 2 assault, i.e. more than twice within a 4 week period becomes a Level 3 and discussion takes place with TiC and Head or DH if Head absent.

Assaults as a result of pupils lashing out and making contact during a crisis or physical intervention are not deemed to be unprovoked.

Under the influence of drugs / and / or alcohol:

If we suspect that a pupil is under the influence then the TiC needs to assess the health and safety risk to the pupil and others. They will make a decision as to whether the pupil should be left in the classroom orneeds to be somewhere away from other pupils under observation. Behaviour should be measured using the PARP’s descriptors, eg not participating in a lesson or not completing a satisfactory amount of work should be marked as 1 for non conformity and work should be completed in break/lunch/after school.

Sanctions should be around the behaviour not the suspected or known drugs use and parents should always be informed. Pupils should be searched if staff suspect drug use. Possession is a Level 2 sanction in its own right.

TiCs, SISWs and Key Workers need to be monitoring all of the above and if a pupil is having a repeat pattern of any of these behaviours there needs to be a pupil focus meeting to identify strategies and appropriate consequences.

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