Bourne Community College

BOURNE COMMUNITY COLLEGE

BEHAVIOUR for LEARNING

POLICY

September 2017

BOURNE COMMUNITY COLLEGE

Behaviour for Learning Policy and Procedures

‘The best interests of the child must be a top priority in all actions concerning children’ Article 3 - UNCRC

1. General Principles

Governors and staff are committed to providing a learning environment within which we recognise our role as duty bearers and our responsibility to uphold students’ rights as they are universal, inalienable and inherent. We undertake to:

·  Put the United Nations Convention on the Rights of the Child (UNCRC) at the heart of the school’s planning, policies, practice and ethos.

·  Use ‘The Bourne Identity’ as a framework for promoting the rights respecting classroom.

·  Not only teach about children’s rights but also model rights and respect in all our relationships: between teachers/adults and students, between adults and between students.

·  Use Restorative Approaches to underpin our Behaviour Policy and offer an alternative to the traditional responses to challenging behaviours (based on Restorative Justice)

·  Use Restorative Approaches as an educative approach, to help those involved to learn how to change.

·  Put innovative and outstanding learning at the centre of all we do.

·  Expect all students to aspire to be successful and achieve their full potential.

·  Demand the highest standards of conduct and progress from all students.

·  Listen to and work in partnership with our students and local community (engagement).

·  Respect and value all members of the school community equally.

Positive relationships (between students, their peers and adults) are integral to the effective implementation of this policy. The policy recognises that poor behaviour damages those relationships and that these will need to be repaired.

Standards of behaviour in the school are governed by our collective actions; we depend on each other. All staff have a professional responsibility to follow the guidelines set out in this policy. The Policy will be reviewed annually.

2. Promoting Positive Relationships and Good Behaviour

We aim to promote a happy, positive atmosphere, where learners benefit from positive relationships with other students and staff. Students respond more positively and are easier to teach and manage when teachers actively foster positive relationships based on trust and mutual respect.

It is the responsibility of all staff, not just teaching staff, to promote good behaviour. Staff are role models and duty bearers in this process and we must demonstrate the behaviour we expect from students by the manner in which we behave towards them and colleagues. High expectations must be at the heart of everything we do. We influence the actions of students both by our direct communication with them and through our observed actions. The pride we show in our dress, the way we move around the school, our positive verbal and body language, including our facial expressions, are all crucial in fostering the desired responses from students.

In promoting good behaviour we aim to develop the following attitudes in our students:

·  We are accepting – Article 8

·  We are achieving – Article 29

·  We are polite – Article 16

·  We are participating – Article 12

·  We are genuine – Article 13

·  We are protective – Article 19

·  We are supportive – Article 6

·  We have integrity – Article 3

The Policy will rely on the principles of Restorative Approaches, which are:

·  To focus on harm caused by the wrongdoer and actively seek ways of repairing that harm.

·  To help create dialogue and communication.

·  To be fair, open, and honest; treating all participants with respect.

·  Within a safe environment to allow all participants to engage, learn and gain a shared understanding.

·  To allow participants the opportunity to openly state their views, listen to others and acknowledge their views.

These should lead to accepting responsibility, reparation, reintegration, restoration, and behavioural (and cultural) change. (see Appendix F)

It is the responsibility of the staff to:

·  develop an achievement culture through regular praise/rewards

·  be prepared to listen to students

·  behave in a calm, dignified yet assertive manner

·  focus on the behaviour not the person

·  rehearse strategies for dealing with low level disruption so that we become skilled in de-escalating conflict using dialogue that emphasises a rights respecting approach

·  constantly analyse and develop our own skills and attitudes when interacting with young people, observing and sharing good practice

·  avoid stereotyped or pre-conceived judgements about students

·  celebrate cultural diversity within our student body

3. Praise

We all respond positively to praise (when and if we get it) but it is most effective when it is:

·  spontaneous and credible

·  clearly linked to achievement or accomplishment

·  personalised to the individual and what they might have difficulty with

Praise/rewards to consequences should be in the ratio of 25: 1 (minimum). It is often easy to criticise students but in many situations we can get better responses by catching students when they are good and encouraging with positive language and praise. We need to develop our skills in recognising when to praise in order to achieve this ratio.

4. Teacher Behaviour – (planning and being prepared)

It is important to plan our response to poor or unwanted behaviour. Teachers plan lessons in great detail; however, staff should also plan and rehearse strategies for dealing with unwanted behaviour. This is important because our successes in promoting co-operation and in de-escalating conflict have a huge impact on the amount and quality of learning taking place in our classroom.

Planning in this way helps to make us calm, assertive and decisive. An assertive teacher’s verbal and body language convey expectation; he/she expects good behaviour. The converse is that we simply hope for good behaviour and feel let down and unsure about our response when we don’t get it.

‘Appendix A’ contains some advice, including modelling, of teacher techniques for de-escalating conflict in the classroom. These are taken from the Secondary National Strategy for Behaviour and Attendance.

5. Promoting Rights Respecting Classrooms and a Positive Learning Environment

Staff have a duty to uphold the rights of the child in the classroom.
The relevance of our curriculum, the quality of our teaching and the opportunities we offer our students are crucial to promoting good behaviour and establishing co-operative classrooms. In school we stress the importance of motivating all students to achieve their full potential in life by offering a curriculum that is enjoyable, inspiring, broad and balanced.

Many students claim that they misbehave because they are bored, unable to access the work or are simply not challenged. We know that we can minimise the likelihood of unwanted behaviour by making lessons engaging.

Classroom expectations of teachers:

·  arrive before the class (wherever possible), meet the class outside the room and start on time

·  ensure a good lesson is prepared with the appropriate resources available for all

·  adopt a lesson structure which captures interest and explains relevance

·  make students aware of the learning objectives and learning outcomes

·  use positive language to promote co-operation and commitment

·  ensure copying from books is rare, and then, only a fraction of the lesson task

·  ensure students are made aware of how they will be assessed

·  manage the space, monitoring all students’ work and behaviour continuously

·  be mobile, not sat behind a laptop/computer

·  mark work promptly and constructively, using 360°

·  set homework regularly

·  maintain a tidy classroom

·  establish and maintain a stimulating classroom environment

Teachers need to create a climate for learning in every lesson where all students feel their efforts are continuously monitored and recognised. Teachers need to pace the lesson so as to encourage and engage students, whilst also minimising the opportunities for unwanted behaviour.

6 Restorative Sanctions

Students’ rights cannot be taken away. However, if a student’s behaviour is preventing others from enjoying their right to an education it may be appropriate to enforce a sanction.

We must not be surprised when problems occur. We are working with adolescents who are learning and testing the boundaries of acceptable behaviour. In dealing with undesirable behaviour we need to promote good behaviour. This means developing skills and strategies that do not merely rely on sanctions. Sanctions do not, in themselves, change behaviour. They simply apply the limits to behaviour that enable us to reward and reinforce.

Any system that seeks to rely largely, or wholly upon sanctions will simply teach students to develop expertise in avoiding those sanctions.

It is the certainty, not the severity of a sanction that is the key. Sanctions should be used:

·  rarely but fairly

·  with an explanation of the reason for the sanction

·  as soon as possible after the event

·  in a way that promotes understanding of a rights respecting approach. e.g. ‘In order to enjoy my rights, I have a responsibility to uphold the rights of others’

Do all you can to:

·  engage in dialogue with student relating to behaviour privately – it encourages co-operation

·  keep calm – it shows high status, reduces tension and models desired behaviour

·  listen – it earns respect

·  use first names

·  focus on positive aspects of student work and behaviour

·  praise remorse when students take responsibility for poor behaviour

·  be fair and consistent

·  use Restorative sanctions that aim for the harm to be repaired and for reflection to occur so that the wrongdoer can effect change

·  use humour – it builds bridges

·  re-integrate the student into the class

·  seek closure after dealing with an incident – it is important to start again and re-build relationships

It is not the sanction which matters but the taking of responsibility and the change in behaviour

Do all you can to avoid:

·  humiliating – it breeds resentment

·  public confrontations – they promote retaliation through peer pressure

·  sarcasm – it damages you

·  shouting often – it weakens your status

·  over-punishing – it reduces options later

·  blanket punishments – the innocent don’t deserve them

·  jumping to conclusions – avoid assigning blame that you can’t prove

·  over-reacting – the problems will grow

·  multiple detentions – these can become ‘the club to be in’, losing their effect and reducing your chances of engaging positively with the student

As sanctions quickly lose their effectiveness if frequently used, and do not repair damage caused to relationships, avoid constantly punishing students, but insist on repair and restoration. Only the student can change their behaviour and where concerns are repeated seek to enlist support from others who might help you to influence the student; (parents, Tutor, L of Y, Senior Leadership Team, etc.)

It is crucial to remain calm, assertive and in control. Raising your voice may be necessary but never lose control and never scream and shout; we do not want students to model this behaviour.

7. Consistent Application of Behaviour Policy

Even the most skilful staff will experience challenging behaviour from time to time and staff actions need to be measured and consistent throughout the school. Consistency will not be achieved by generating exhaustive lists of rules or punishments for different offences. Students are individuals and should be treated as such. Some ‘rules’ are easier to apply than others, for example, a student who is late for college or for a lesson, is judged late by the clock, however, staff judgement of a student who is not on task is more speculative or subjective. ‘Appendix B’ provides guidance for staff in managing unwanted behaviour with both consequences and referral.

Consistency will be achieved by:

·  all staff sharing a positive, not a repressive ethos to managing behaviour using rights respecting and restorative language

·  all staff embracing and adopting the advice and the principles of this policy

·  all staff following the guidance in Appendices A - F

·  all staff regularly reminding students of the need to behave well

·  senior staff regularly reminding students of expectations and consequences for poor behaviour

·  constant reminders by all staff of classroom expectations

‘The Bourne Identity’ should be displayed on the walls of all classrooms and referred to constantly.

Expectations are that students should:

·  Uphold the principles of the Bourne Identity.

·  Take responsibility for their own learning, organisation and discipline.

·  Be honest, polite and exhibit positive behaviour for learning at all times.

·  Ensure they are ready to learn on entry to the classroom and participate fully and to the best of their ability.

·  Uphold the school uniform policy and ensure they are fully equipped for all lessons.

·  Be punctual and attend regularly.

·  Uphold the school’s mobile phone policy.

·  Walk sensibly and safely around college buildings.

·  Not eat in a classroom or corridor without permission.

·  Not chew gum at any time on school premises.

8.  Students who persist with inappropriate behaviour

The College acknowledges that in some cases there are extenuating circumstances, which may have an impact upon a student’s behaviour, and that these circumstances need to be taken into account.

The College will provide additional guidance, support and monitoring of these students through its curriculum, student support and Learning Development Teams and may need to seek additional specialist advice from other agencies such as the Educational Psychology Service, Education Welfare Service, Police, Youth Offending Team, Behaviour Support Team, Child and Mental Health Service.

The College has a zero tolerance towards students who are thought to be under the influence of alcohol and/or illegal substances or who bring them onto college premises, either for personal use or for supplying others.

A search can be made without the student’s consent if there are reasonable grounds for suspecting that they may be in possession of a prohibited item. These items include: