Whole School Behaviour Policy

NEWENT COMMUNITY SCHOOL

AND SIXTH FORM CENTRE

BEHAVIOUR MANAGEMENT POLICY

Group Assigned: COMMUNITY

Type of Policy: STATUTORY

Date approved: NOVEMBER 2015

Date for review: NOVEMBER 2017

SLT Author: KHH

WHOLE SCHOOL BEHAVIOUR MANAGEMENT POLICY

1. PHILIOSOPHY, AIMS AND GENERAL PRINCIPLES

1.1 Aims

To create a learning environment and ethos where students may work purposefully, feel secure, happy and confident and where relationships between all members of the school community are based on mutual respect and tolerance.

·  To share a clear definition of acceptable and non-acceptable behaviour in the school.

·  To provide a fair and consistent response to behavioural incidents.

·  To ensure that appropriate procedures and support are provided for students with serious behaviour and learning needs.

·  To create a positive school ethos that celebrates and rewards positive behaviour and achievement

·  To promote self-discipline and proper regard for authority among students

1.2 General Principles

At Newent Community School and Sixth Form Centre we place great importance on:

·  Self-Respect

·  Respect for others

·  Respect for race, culture, religion and gender

·  Respect for learning and achievement

·  Respect for school rules

·  Respect for equipment, property and the environment

We believe that achievement and appropriate behaviour happens when we all work together within a clear framework. Every member of staff has a responsibility to uphold the procedures outlined in this policy. Mutual support, consistency and communication are essential to achieving a positive and successful learning environment.

All members of the school are expected to help maintain an atmosphere conducive to learning with courtesy and consideration for others as basic requirements, allowing teachers to teach and students to learn.

The concept of Restorative Practice informs the School’s Behaviour Management policy. Wherever possible incidents of poor behaviour will be resolved using this approach, encouraging the student to accept responsibility for their behaviour and recognising the impact that poor behaviour has on other students, the staff and the well-being of the school as a whole.

Restorative processes bring those affected by poor behaviour, and those responsible for that behaviour, into communication, enabling everyone involved in a particular incident to play a part in resolving the situation and finding a positive way forward.
Restorative practice includes using these processes formally or informally, in the course of daily work to manage a conflict between students and/or staff within the school environment

Relationship to other policies:

This policy is linked to the Attendance, SEN and Inclusion policies, Equal Opportunities, Drugs and Drugs Management Policy and the Anti-Bullying policy, the dress code, and the Home-School Agreement.

2. EXPECTATIONS

2.1 What is good behaviour?

All behaviour has a purpose and as a community we aim to create an environment where students consciously want to demonstrate good behaviour.

Good behaviour is when individuals’ actions, words and deeds allow a positive working environment to flourish.

Good behaviour positively impacts on self and others by building self-esteem and allowing all to take responsibility for actions.

These are some examples of good behaviours:

·  Respectful communication

·  Active listening

·  Respect for the environment

·  Willingly following instructions

·  Positive contribution in lessons

·  Punctuality

2.2 Home-School Agreement

Our Home- School Agreement is included in each student ’s planner and is shared with parents/carers during the induction process and through the prospectus.

The Home-School Agreement covers the main rules of behaviour expected both in and out of lessons at Newent Community School and Sixth Form Centre. It is important that all staff re-visit this code regularly with students they teach.

In the classroom the Home-School Agreement is the backbone of our behaviour policy. It establishes the expectations and conditions required to allow learning & teaching to take place. It also reinforces the importance we place on respect.

Please refer to the Home-School Agreement when dealing with inappropriate classroom behaviour this will help to foster a consistent approach to behaviour management across the School.

2.3 Governors

·  To monitor the effectiveness of the school’s Behaviour Policy

·  To support the Principal and Leadership Team in the monitoring of attendance and exclusions of different groups of students.

·  To form a Governor’s Disciplinary Committee, with a clear role and guidelines for action, which meets as required. The Governing Body will establish a Student Discipline Committee of three or five members and ensure that they receive training to fulfil their role. The Principal will not be a member of this committee.

·  The committee will have regard to any guidance given by the Secretary of State.

·  For permanent exclusions and fixed-term exclusions of more than 15 school days in any one term, the committee will meet no earlier than the sixth school day and no later than the 15th school day after receiving notice of exclusion.

·  For fixed-term exclusions of more than 5 school days in any one term up to and including 15 school days, the committee will meet no earlier than the sixth school day and no later than the 50th school day after receiving notice of exclusion.

·  The minimum time limit will not apply to any exclusion which would result in a student losing an opportunity to take a public examination. In such cases, the committee will try to meet before the date of the examination, and, if this is not practical, the chairman of the discipline committee will review the exclusion before that date.

·  If the Student Discipline Committee decides that a student should be reinstated, they will give the appropriate direction to the Principal (who is under duty to comply with it) and inform the parent and the Education, Inclusion and Entitlement Officer of their decision.

·  If they decide that the student should not be reinstated, they will inform the parent, the Principal, and the Education, Inclusion and Entitlement Officer of their decision. In the case of permanent exclusion, they will notify the parent in writing of their decision and the reasons for it. The letter will advise the parent of their right to appeal against the decision, whom they should contact to lodge an appeal, the final date for this, and that the notice of appeal should set out the grounds of appeal.

2.4 Principal

·  Define the Values and Ethos to be shared by the Staff and students of the school

·  Ensure that the school has an appropriate set of support mechanisms and sanctions to assist staff in promoting Positive Behaviour;

·  Inform the student’s ’s parent of the period of any exclusion, or of a permanent exclusion;

o  Give the reasons for the exclusion;

o  Advise the parent that they may make representations about the exclusion to the Governing Body’s discipline committee;

o  Advise the parent how representations may be made;

·  Notify the Governing Body’s discipline committee of the details of the exclusion, including the reasons for it, in the case of (a) a permanent exclusion or a fixed-term exclusion converted to a permanent one; (b) a fixed-period exclusion of more than five days or which brings the days the student has been excluded in one term to more than five; (c) an exclusion that would result in the student losing the opportunity to take a public examination.

2.5 Senior Leadership Team

·  To support middle leaders and staff in managing student behaviour by ensuring that systems for managing and monitoring behaviour and attendance exist and are consistently implemented.

·  To ensure that good practise is both developed and shared e.g. by observation of teachers who are skilled in behaviour management.

·  To ensure that INSET is provided for staff that develops the individual and supports school priorities.

·  To ensure that the school regularly communicates with parents, carers and governors.

·  To provide effective support for teachers presented with extremely challenging and uncooperative student behaviour through the ‘on call’ system.

·  To provide clear leadership and support for the school’s behaviour policy, including SLT detentions according to the rota

·  To ensure a curriculum is in place which motivates the disaffected.

·  To collect, collate and monitor and analyse whole school data to identify appropriate actions

·  To provide termly reports to governors on reward and behaviour trends

·  To monitor bullying, racist and sexist incidents and maintain in-school logs on incidents

·  To monitor incidents of physical restraint and maintain in-school logs

2.6 Faculty Director/Learning Lead

·  To develop, through consultation with and/or across subject teams, a rota for ‘shadow timetable’

·  To ensure subject lessons are appropriately planned

·  To observe and support lessons of subject staff with challenging students/classes

·  To give advice and support planning to deal with behaviour issues

·  To monitor students displaying behaviour concerns within their subject or faculty area

·  To support staff through discussing behaviour as a regular item at T&L and Faculty meetings

·  To support staff by developing subject and faculty-based behaviour management strategies that support school policy and practice

·  To communicate specific behaviour concerns to the relevant pastoral staff and SEN-Inclusion Lead to develop coordinated support strategies

·  To communicate behaviour concerns and staff training needs via SLT line management meetings.

2.7 Teaching Staff

·  To maintain a positive and constructive working atmosphere inside and outside the classroom.

·  To expect students to work hard and behave well, and encourage those who do.

·  To learn students’ first names as soon as possible - take a personal interest in students.

·  To prepare lessons thoroughly

·  To arrive before the class, greet students and begin on time.

·  To have all books and resources ready for the lesson.

·  To be creative and provide varied and interesting learning activities.

·  To provide differentiated work to motivate and extend all student abilities.

·  To explain what is expected clearly, step by step.

·  To avoid sarcasm or verbally putting-down students.

·  To avoid the use of aggression or intimidation to maintain order, or reprimand students.

·  To mark students’ work promptly and in line with AMF policies.

·  To have patience with those having difficulties.

·  To aim to build confidence and self-esteem for everyone.

·  To set home learning regularly according to the home learning timetable.

·  To allow time for students to write home learning tasks in their study diary.

·  To keep the classroom attractive, clean and tidy.

·  To display student work on a regular basis to show achievement and marking and assessment practices.

·  To set a good example in speech, dress and organisation.

·  To be consistent.

·  To expect the same high standards when you meet students around school or on duty

·  To make behavioural expectations explicit, through reinforcing the school agreement

·  To remain calm and avoid confrontational behaviour with students

·  To ensure seating plans promote positive behaviour

·  To use positive language and praise, modelling appropriate behaviour

·  To be prepared to rebuild and restore relationships following behaviour incidents

·  To record and follow up all behaviour incidents on PARS

Teachers should make every effort to solve any discipline problems themselves as they arise. The option of referral should not be taken too quickly. However, it is recognized that in certain circumstances referral may be necessary and staff should not hesitate to ask for guidance and assistance from more experienced colleagues. Even the most experienced teachers can need help and advice. It is not a sign of weakness to have disciplinary problems but it is a mistake to pretend all is well, when in fact it is not.

2.8 Progress Leaders

·  To work to narrow any gaps between academic and pastoral support in developing individual’s behaviour for learning;

·  To support Learning Leads/Faculty directors in the management of the learning behaviours of students in their target year groups

·  To support Heads of House and SAFE Officers in the management of the learning behaviours of students in their target year groups

·  To monitor the impact of behaviours on progress and achievement and to liaise with tutors, parents, House staff and subject staff to support the student to reduce negative behaviours and increase positive behaviours that impact on their progress and achievement

2.9 Head of House

·  To liaise and communicate with parents/carers and outside agencies regarding student needs.

·  To manage closely troubled and challenging students with the SLT and SEN- Inclusion Lead.

·  To support individual students by;

o  Tracking the student ’s behaviour / achievement

o  Meeting with parents and students to solve problems which interfere with their learning and the learning of others

o  Monitoring student attendance and punctuality

o  Consistently implementing, upholding and supporting the school’s Positive Behaviour and SEN-Inclusion policy.

2.10 SAFE Officer

·  To support behaviour management strategies for students in the House and wider areas of school life under the direction of a Head of House.

·  To support attendance management strategies within the House and individual students where attendance and punctuality are a concern.

·  To support students to overcome their barriers to learning and maximise the opportunities provided for them.

·  To support students who may be exhibiting behavioural, emotional or social problems in school to achieve their full potential.

·  To be responsible for maintaining up-to-date and accurate computerised records relating to behaviour.

·  To provide administrative support in the implementation of the behaviour management policy for the school.

To provide targeted support in line with the school’s improvement priorities for students whose progress and attainment are beign impacted by attendance issues at the direction of Assistant Principal, Behaviour and Attendance and in liaison with the AWO

2.11 Tutors

Getting the right balance between care and behaviour management is difficult. The tutorial should be a secure happy place with a different teacher-student dynamic compared to lessons, but it is also important to ensure that all tutorial time is used constructively, and that it actively contributes towards student s’ learning and personal development. A tutor should set the rules correctly from the start to minimise problems later. There are some basic expectations which all tutors/tutees need to follow (see appendix).