Positive Management of Behaviour Policy

Farlingaye High School

Positive Management of Behaviour Policy

Adopted by governors in October 2004 and updated in 2008

Responsibility for overview: Sue Hargadon

Procedure

Our behaviour policies have always been written as a result of shared discussion between staff. this particular policy was developed through a school working party in 2004 who had completed an audit as part of the National Strategy work in April 2004. There has been wide consultation with staff including using a PD session.

It is written as a practical policy that explains clearly the approaches that should be used by staff.

Introduction

1.  It has always been the school’s view that behaviour must be managed positively. This involves the following:-

·  treating students with respect and encouraging mutual respect;

·  getting to know students as individuals;

·  rewarding good behaviour;

·  providing interesting and stimulating classroom activities;

·  developing positive relationships;

·  giving students clear guidelines.

These aim to prevent instances of bad behaviour happening in the first place and should ensure that if they do staff can deal with a situation to minimise its impact.

2.  As teachers we have no control over the state in which students arrive at lessons – however, we do have total control over the choice of our response. The structure of a lesson makes a huge difference to motivation and attitude.

3.  Students must be warned that their behaviour is unacceptable, unless in exceptional circumstances, so that students have the opportunity to put it right.

4.  Staff must apply this policy consistently so that students know exactly where they stand and similar situations are dealt with similarly.

5.  Sanctions must be fair.

6.  All incidents of poor behaviour, and action taken, must be recorded.

7.  Each teacher, or classroom assistant, must be responsible initially for following up incidents of poor behaviour (“dealing with your own smoke”), even though they may need support in dealing with more difficult circumstances.

8.  Each teacher, and classroom manager, has a behaviour pack with relevant forms and stickers.

Supporting and Encouraging Students

“Emotional Deposits”

Staff should aim to build up relationships with students so that when a student’s behaviour has to be criticised, there is enough “emotional deposit” to ensure that the student accepts the criticism and carries out the sanctions imposed.

This can be done by staff through the following:-

·  Creating a positive and welcoming classroom environment;

·  Having an orderly classroom;

·  Welcoming students to lessons;

·  Always treating students with respect and courtesy even if you are telling them off;

·  Showing that you believe in a student’s ability to achieve highly;

·  Saying hello to students in the corridor and around the school;

·  Praising them for their successes;

·  Showing that you like a student;

·  Finding out what they’re good at, or enjoy, beyond school and chat to them about it;

·  Using students’ names;

·  Displaying their work;

·  Using written assessment to praise students and build up a relationship;

·  Catching them doing something good which you can praise.

Commendations and Merit Awards

Years 7, 8 and 9

Stamp/
Commendation
For every piece of work that receives a 1 for effort, a student is given a stamp/sticker. This can be for written, practical or oral work, for homework or class work.
More than one stamp/sticker can be given for particularly good work.
Stamps/stickers should be put on work wherever possible rather than just an “S”.
Subjects to design their own stickers/stamps and they should be as bright as possible.
Students to keep a tally and staff to write up commendations in journals.
ALL staff must ensure they are checking on the commendations and recording them. / One stamp. Three stamps in each subject would lead to one commendation.
To reward those who consistently behave and work well, every 6 weeks tutors give one commendation for continued good work, good behaviour, general politeness and for journals that are signed – this would have to be for all these things. It cannot be given if there have been any negative comments in journal or verbally. Each 6 weeks is seen as a separate starting point. Tutors will have a special sticker which will be in their packs or available from YCs. / One commendation
Particular politeness – this would be a one off for students who have conducted themselves noticeably well and would be at any staff discretion. It is a commendation as they won’t get the chance to collect three. Staff have specific stickers in their packs. / One commendation
A commendation for carrying out a particular job in the school and doing it well, eg helping at Open Evening, helping in the office, doing the car parking etc. Each teacher would distribute as appropriate. Staff have specific stickers in their packs. / One commendation
Commendation for 100% attendance for half term. To be given out by tutor on last tutor registration session each half term. Staff have specific stickers in their packs. / One commendation
Attending one club on five occasions will get a commendation as long as student has been prompt and participated fully. Students will have a “club card” which they will keep in their journals. Club staff need to sign them to show attendance. Club leaders or YCs will turn the 5 stamps for the same club into a commendation. / One commendation
Any student who is chosen to represent the school in a sports club or competition will be given a commendation for each time they do so. Staff who organise the event are responsible for giving this out. A special sticker to be designed. All PE staff have them and other staff can collect them from Sue Hargadon when needed. Outstanding contribution can result in more than one commendation – staff should use their discretion. / One commendation

·  Students achieve bronze (20), silver (35) and gold (50) certificates, respectively available from the Year Co-ordinator, Lower School Co-ordinator and the Headteacher. All those who achieve more than 50 would have raffle tickets for quality prizes drawn at the summer Celebration Assembly. there is a Commendations Tea Party at the end of the year with cream cakes and special certificates for those students, and their parents, who have achieved a very high number of commendations.

Years 10 and 11

We’ve listened to the views of School Council. They don’t particularly value the commendations but they really want praise and they also want to be part of the rewards! It is really important to them that praise is written by work and that stickers are actually put on the work.

Instead of commendations we have merit awards in order to make it a different system.

On the Interim Report we would have a column for each teacher to give a merit award for that subject. these are tallied up at the end of the year to use for the raffle system and entered on to the final tutor interim report of the year. / 1 merit award per subject per interim report
Staff continue to give stamps for effort but only on the work – they do not go into the journal.
Particular politeness – this would be a one off for students who have conducted themselves noticeably well and would be at any staff discretion. It is a merit award as they won’t get the chance to collect three. Staff have specific stickers in their packs. / 1 merit award
A merit award for carrying out a particular job in the school, and doing it well eg helping at Open Evening, helping in the office, doing the car parking etc. Each teacher would distribute as appropriate. Staff have specific stickers in their packs. / 1 merit award
Attending 3 revision clubs in a subject. This would be recorded on a card that the students keep and the YC would turn them into merit awards. / 1 merit award
Any student who is chosen to represent the school in a sports club or competition will be given a merit award for each time they do so. Staff who organise the event are responsible for giving this out. A special sticker to be designed. All PE staff have them and other staff can collect them from Sue Hargadon when needed. Outstanding contribution can result in more than one merit award– staff should use their discretion. / 1 merit award
Merit award for all 1s on interim reports for attendance. To be tallied by YC (using clerical support) / 1 merit award

·  From September 2005, merit awards will be placed on a central card for each student. For 2004-05 they will go into the journals.

·  There is the same system of bronze (10), silver (20) and gold (30) certificates as in the Lower School. All those over 30 plus every 5 would get raffle tickets.

·  The Merit Award prizes would be done separately from the Commendations awards. They would be cash/voucher prizes.

Other ways to recognise and reward success/good behaviour and work

·  “Things I am Proud of” board in the Foyer

·  Celebration assemblies. These are held twice a year.

·  Postcards of praise/Letters of praise. There will be 10 minutes in each of the teaching and learning meetings (once every 6 weeks) when staff could complete these. They would be placed in a box in the staffroom and office staff would copy, address and post them. We use paintings produced by students to use as the front of the postcards. They can also be sent by staff at any other point and should be left in the box for the office staff to copy and post.

·  School reports and interim reports have Headteacher awards on interim reports and letters of praise from the Head are sent home for full reports.

·  There are two treat days a year for students who have behaved and worked well and not had any detentions. These are placed on the calendar at the start of the year. They include things that students don’t have to pay for (or very little) and don’t cause too much organisation:-

Possibilities include:-

-  non uniform days

-  video in new hall with refreshments

-  afternoon disco

-  extended lunch hour or delayed start or early end to the day

-  a “fun” afternoon when teachers in their own lesson do a fun activity possibly linked to the curriculum area, and those who aren’t eligible come out and have to work in the new hall or the sixth form block.

·  The Headteacher holds special breakfasts (hot chocolate and doughnuts!!) at 9.05 am for 20 minutes once a month to meet 15 students. The YCs select the students and it would be recognised that they are all round good students who might otherwise go unnoticed. It would be an opportunity to collect students’ views on things that are taking place at the school.

·  Individual faculties/departments have certificates of success for various things and we do certificates for various school activities.

·  Notice boards are used to celebrate success, including lots of photo displays. Each year group has its own noticeboard which must be used to recognise achievement and celebrate success.

·  Local press, TV and radio are used to celebrate success and events.

·  The school’s newsletter, Farlingaye Forum, is printed every 3 weeks and is used to inform parents, students, staff and the local community of individual and school successful events and activities.

·  There are a variety of activities, trips, watching productions etc., plus Activities Week. Students who have repeatedly behaved badly may not be able to take part.

Strategies that staff could use in lessons to promote positive approaches

This section included ideas from CPD sessions. It works with the sections on preventing low level disruption. In addition to this, all staff in 2004 contributed one idea on how to manage behaviour effectively. All staff have a copy and additional copies are available from Sue Hargadon – it’s worth reading as it’s full of useful and practical ideas.

·  Run mini competitions to promote interest and good behaviour. Staff set their own target for each lesson (eg complete homework, have equipment, make 3 contributions to a lesson, etc.) or group of lessons and give raffle tickets to those who achieve it. The students keep their own ticket. the teacher draws a prize every 3-6 weeks. Prizes are available from Sue Hargadon.

·  A points system for a class. This works on a communal class basis and a teacher awards points as they wish. Staff need some basic rules – what you got a point for yesterday won’t be the same as today, never give them if they ask for them, the teacher can’t deduct points. Once they’ve achieved a certain number of points as a group, the whole group get a reward, eg a video, a cake, etc.

Supporting the few who have problems

·  Counselling is available for those who need it through a school counsellor that we pay for. We also have a buddy mentoring system provided by trained Sixth Formers.

·  The BSAs run anger management courses.

·  Students may be given “time out” of lessons arranged by the HOF or HOY. This is different from a 5 minute cooling off period. It can take place for up to 8 lessons.

·  A blue target card focuses on up to 3 areas for students to collect ticks on in each lesson for up to 2 weeks.

·  A yellow report card collects comments from each lesson for up to 2 weeks.