Christchurch Learning Centre

Behaviour Management

September2015

Reviewed by: / Signed: / Date:
Leadership Team / P. Gavin / 19.10.15
Safeguarding, H&S Sub Committee

Behaviour Policy

Mission Statement:

We wish to provide an environment where there is mutual respect, support, encouragement, security and independence and where all the members of the centre share responsibility for developing this ethos successfully. When achieved, pupils will demonstrate behaviours and attitudes conducive to mainstream education, encouraging successful re-integration.

It is the fundamental ethos of the centre to work together towards success, build positive relationships based upon mutual respect. All members of the centre community are expected to behave in a responsible manner both to themselves and to others, showing consideration, courtesy, co-operation and respect for other people.

Positive and effective communications are vital. To achieve harmonious working relations and an environment in which opportunities are maximised, the following principles have been agreed upon by staff and pupils, and are designed to be reviewed regularly and amended where necessary.

  1. At CLC we all agree that:-

The following expectations provide the basis for working together to achieve the highest possible educational standards. For us to achieve success these standards must be monitored and practiced by all members of the Learning Centre community.

General

  • We should always speak to each other with respect.
  • In order to stay safe, enjoy and achieve it must be recognised that staff are legally responsible for pupils in their care. The centre therefore operates on the principle of

“the adult in charge”

and pupils are expected to recognise this in their behaviour and work. THE TEACHER CONTROLS THE LESSON AND MUST EMPHASISE THIS CONTROL WITH STRONG, FAIR, CONSISTANT, POSITIVE AND PRAISE-RICH CLASSROOM MANAGEMENT, AND SIMILAR PRESENCE AROUND THE CENTRE.

  • In order to allow pupils to make a positive contribution to our community, responsibilities may be allocated according to their age and maturity.
  • (Also read Centre Code of Conduct, RRS ethos, Risk Assessment Policy)

The consequences pyramid should be used consistently by all staff.

All our actions have consequences – good or bad. We must always be aware of the consequences of our behaviour. Poor behaviour has a range of consequences depending on the seriousness of the issue.

All C’s are recorded; C3’s and C4’s are also logged on pupil’s files. Parents are informed of all C3’s and C4’s by phone call or letter.

A serious breach of rules or expectations which exceeds the above will result in possible;

Isolation from lessons,

Fixed term exclusion,

Virtual Learning.

As deemed fit by the Headteacher or Deputy Headteacher.

Uniform

  • All pupils are to wear centre uniform at all times during the school day.
  • For those pupils timetabled for PE, uniform must be worn until the PE session begins, a change of clothes should be brought into the centre. Lockers are available for storage. (Also read Uniform Policy)

In Class

  • Both pupils and staff should arrive to lessons on time.
  • Pupils should not wear outdoor clothes in class.
  • During lesson times pupils should not be out of class without permission.
  • Pupils may drink water in class with teacher permission.
  • Mobile phones should be switched off and out of sight during lesson times. If seen/used, pupil to be reminded of the rules/expectations, teacher to complete a file note for mentor to monitor. Lack of co-operation with a phone may lead to confiscation. Phone to be stored in the Admin Office for safe keeping until a parent collects. (See Mobile Phone Policy)

Around the Centre

  • Everyone is expected to respect the safety of others and move around the centre sensibly with consideration.
  • The centre is a non-smoking environment. NB: It is illegal to smoke under the age of 16. A pupil of any age faces a one-day exclusion if caught smoking. Persistent disregard will initiate interventions from other services to ensure the law is not broken. (See Smoking Policy)
  1. Referral System

Types of behaviour that may need to be referred include:

  • Academic challenges including the inability to focus, sustain attention, poor attitude; unwilling to work; behaviour causing concerns.
  • Poor attendance and punctuality.
  • Challenges outside of the classroom during break and lunch times or travelling to and from the centre.
  • Emotional and psychological concerns.
  • Safeguarding concerns.

All referral requests should be:

  • Considered through our ‘FOCUS’ system. (See FOCUS Policy)
  • Discussed with the pupil’s Year Team/Mentor who if necessary, should complete the appropriate referral.
  • Recorded electronically on the appropriate form and forwarded to a member of the Senior Management team for authorisation and further action.
  1. Rewards

Rewards are an important part of celebrating progress and positive change both academically and behaviourally. It is important that all progress, no matter how small is identified. Rewards are also used to encourage continued change therefore targets need to be achievable yet appropriately challenging, measurable and set over a time period that will keep pupil attention. A number of systems are in place:-

  • Behaviour & Attainments Points – Pupils are able to achieve a maximum of 15 points for behaviour and 15 points for attainment. Staff must use their discretion and professional judgement to allocate appropriate points for the conduct exhibited. Each pupil’s points are monitored by the Year Team/Mentor and Leadership Team in order to identify trends or barriers. Staff must work to engage and enthuse pupils to value the system in order for it to be effective.
  • Golden Tickets – All pupils that achieve 15/15 within a lesson receive a Golden ticket which can be redeemed against prizes which are held in the office. These can be redeemed at break and lunch times. The number of 15/15 tickets is monitored for each child and displayed. Those achieving the most are eligible for termly treat trips.
  • Certification – Each half term those pupils who have made positive progress against attendance, behaviour, attainment etc are celebrated during whole school presentation and certificate giving. Certificates are posted to parents to inform them of their child’s progress.
  • Positive Postcards – Staff have the opportunity to celebrate any positive work or contribution by sending a ‘postcard’ home to parents informing them of their child’s success.
  1. Sanctions

Sanctions are used to encourage and reinforce the ethos and standards of the school. Sanctions are in part aimed at achieving a change in pupils’ behaviour and attitude, thereby arriving at a situation where positive learning is achieved whilst at the same time reinforcing the pupils’ responsibility for their behaviour. The following guidance is recommended:-

  • Constructive verbal communication – Staff should engage in non-confrontational verbal correction of unwanted behaviours. Staff should identify the positive behaviour desired utilising the RRS ethos adopted by the centre in conjunction with the centre code of conduct. Establish positive eye contact; speak with a firm but respectful tone to establish the desired outcomes.
  • Classroom layout and differentiation – Staff should establish a positive learning environment in which all necessary equipment, tasks, extension/alternative tasks are available. Selecting where pupils should be seated can minimise distraction. Appropriate use of the TA to support learning or minimise negative behaviour should be directed by the teacher. Consult IEP’s and other relevant documentation to identify and remove possible barriers.
  • Behaviour and Attainment Points – Appropriate distribution of points for behaviour and making academic progress should be directed by the teacher and or the TA to represent the pupils conduct. Regular reflection on progress against points throughout the lesson is advised. (See Points Procedure)
  • FOCUS – All staff are responsible for monitoring pupils progress and identifying concerns via our FOCUS system. Year Teams/Mentors are to be informed, via concise reporting on SIMS of any concerns in order for them to identify any intervention or sanction. (See FOCUS Policy)
  • Teacher delays – Staff may utilise 20 minute delays after school. It is advised that parents are informed in order to support the sanction, although this is not compulsory. For Deputy/Headteacher 60 minute delays, parents should always be informed allowing at least 24 hours notice.
  • Departmental Monitoring – If a student is causing concern, the subject teacher is responsible for monitoring this and initiating appropriate interventions with support from the Year Team. The pupil should be monitored using a subject tracking sheet (shared resources). Targets set for learning, completing tasks, behaviour and conduct etc should be SMART and reviewed regularly and reported to mentors in order to monitor.
  • Contracts – If a pupil demonstrates persistent negative behaviour or limited progress a contract may be considered but needs careful planning and monitoring in order to be successful. Any contract should be limited to a maximum of three measurable and achievable targets. Success should be rewarded appropriately. Targets should be identified in consultation with pupil and parents in order to promote ownership and responsibility. Monitoring arrangements should be identified and followed.
  • Reparation – Where damage to property is involved and incurs costs, pupils and their parent/carer will be informed, and may be asked to contribute all or part of the cost. Pupils may also be asked to become involved in community service where appropriate.
  • On – Call Teacher – A senior member of staff is ‘on-call’ throughout the day. He or she can be called by radio or contacting the Admin Office. Examples of instances when it might be appropriate to involve the ‘on-call’ teacher include:
  • If a pupil is persistently and absolutely refusing to follow instructions, causing significant disruption.
  • If a pupil refuses to attend their lesson or the correct lesson, causing significant disruption.
  • If a pupil swears directly at a member of staff.
  • If a pupil’s behaviour is aggressive or endangering others.
  • If several pupils in a group are seriously causing concern.

Use of the ‘on-call’ teacher should be for situations that require a minimum of a C4 situation.

  • Support – All staff that are not timetabled to attend a lesson (except P&P) must be available to support colleagues as appropriate in order to maintain good order and positive progress.
  1. Isolation and Exclusion
  • Isolation / Internal exclusion – A referral during FOCUS will be made when subject staff and mentors or school intervention/sanctions have not met the pupil’s needs, leaving them at risk of exclusion. A Pastoral Support Plan will be drawn up and reviewed using appropriate multi agency support as well as pupil/parent/carer/centre input. After consultation with appropriate members of staff, a pupil may be timetabled to work in the Headteacher office or identified place off-site completing curriculum based work set by subject staff. An identified timeframe must be established.
  • Fixed Term Internal Exclusion – As above but a pupil will be referred to Dorset On Line Learning requiring them to learn from home. Subject specific lessons will be identified and timetabled. Pupils are required to log on at the designated time and complete the lesson. A monitoring process will be established in conjunction with a timeline for the exclusion. On initiation and completion, parent/carers will be invited to attend a meeting with the Deputy/Headteacher to discuss expectation and targets and future arrangements.
  • Fixed Term Exclusion – This may be initiated by the Headteacher and Deputy Headteacher only. The Headteacher may ask a Senior Member of staff or Year Head to notify the parents/carers by telephone on his behalf. A letter from the Headteacher in all cases will officially inform parents/carers. Swearing at a member of staff, violent behaviour, persistent defiance and bullying are all situations when a perpetrator can expect a fixed-term exclusion.

Parents are always expected to attend a reintegration meeting following an exclusion.

Exclusions will be longer in extreme cases or for persistent offenders. These pupils risk losing their place at the centre and will be formally notified by the Headteacher and Management Committee.

  • Permanent Exclusion – This may be initiated by the Headteacher only and requires the involvement of the Local Authority, Head of Service and Management Committee.
  1. Referral to the Police

In certain circumstances the police may be informed and appropriate inter agency support planned. This action may be taken if:-

  • There is a physical assault.
  • There is a racist incident.
  • There is an incident involving strong verbal abuse or threatening behaviour towards a member of staff/visitor/pupil.
  • There is an incident of theft or damage.
  • There is an incident involving illegal substances or weapons.

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