Tregonwell Academy Behaviour Policy
TREGONWELL ACADEMY
Behaviour Support Policy
Adopted by AAC:May 2016
High Expectations, Support, Challenge
Part of Ambitions Academies Trust
Tregonwell Academy Behaviour Policy
1. Background to Tregonwell Academy and its Behaviour Support Policy
No school policy should be seen in isolation but in particular, this policy should be read in conjunction with the Safeguarding policy, Care and Control policy, Attendance Policy and the Anti-bullying Policy.
This document is designed to promote Behaviour for Learning through support, challenge and high expectations.
The policy underpins the foundations for providing a safe environment for learning and with this in mind must be adhered to by all staff and pupils in order to provide a predictable and consistent approach to behaviour.
2. Organisation and facilities
Tregonwell Academy is a federation of special schools for young people aged 5-16 years experiencing Emotional, Behavioural and Social difficulties. Accompanying these may be other challenges such as ADHD, ASD and others. The academy consists of three sites; The Nigel Bowes campus, Petersfield Campus and Throop Learning Centre.
In line with the philosophy behind the Every Child Matters framework, we believe that our school has to be a safe, caring environment, a place of inclusive learning where pupils achieve their potential both in terms of academic achievement and social development.
3.Approaches to behaviour management
Using the Schools code of conduct and through supportive use of language regarding choices and consequences, it is possible for pupils to recognise how their behaviour affects the rights of others, their responsibility and allows for behaviour for learning. They can also easily predict the consequences of their behaviour through a balance of reward and sanction.
Adhering to; the code of conduct, rules and routines, graduated rewards and sanctions, and use of behaviour strategies for managing, supporting and teaching behaviour, make for a safe predictable environment.
4. Code of Conduct
The Code of Conduct is concise and positive and is circulated among all pupils and staff.
It is displayed in each classroom, the staff work room, dining hall, main hall, and corridors. Its content is visited each term in assemblies and is discussed as part of school council meetings.
The code of conduct is based on demonstrating ‘respect’ across the schools to ensure a supportive and safe learning environment.
5. Behaviour for Learning
Teachers and the Behaviour Support team will support pupils to develop behaviour for learning. Self-esteem, social development and curriculum engagement are key components in ensuring behaviour for learning.
B4L –Diagram
6.Behaviour strategies and the teaching of good behaviour
The Academy uses a variety of strategies to support and develop good behaviour.
Staff should look for opportunities for teaching good behaviour rather than through purely punitive measures. Developing good relationships with pupils and establishing clear boundaries is key to raising self-esteem and reducing anxieties that may obstruct good behaviour for learning.
It is the consistency with which meaningful consequences are experienced that is crucial in shaping and influencing pupil’s behaviour. The consistency across the school also allows pupils to easily predict outcomes for their actions and then make good choices regarding their behaviour.
The school uses a variety of approaches, dependent on the individual, to support and modifying behaviour:
ELSA - Emotional Literacy programme supports pupils through individual and group sessions guiding them to a degree of self-knowledge and emotional intelligence which may ultimately enable them to identify and work through those emotional difficulties which inhibit learning.
Staff are trained in conflict management strategies, which support pupils’ through a range of techniques that identify choices and consequences.
A restorative approach - The Academy uses Restorative approaches and promotes choice theory to encourage pupils to take responsibility for their own behaviour and how they approach accepting and understanding the consequences for that behaviour.
Curriculum - To better understand their own emotional responses to situations and rights and responsibilities, the Academy visits topics during PHSE, other curricular lessons and assemblies. Where possible the Academy takes opportunities to use outside agencies to support the teaching of good behaviour, including CAMHS and the Safer Schools and Community Team.
Behaviour management plans – Are compiled to identify strategies that support the pupil to learn. They also identify the most appropriate strategies to use when a pupil is entering crisis. It is reviewed each term.
7. Classroom management
Each class has no more than 8 pupils. The school will consider other alternative programmes for pupils who require a more bespoke learning experience.
Classes usually have 1 Teacher and 1 TA supporting learning in the classes. The small class sizes allow for greater differentiation and quality teaching through a variety of teaching and learning styles.
Where staff feel that a pupil is carrying something that would be detrimental to the good order of the school and the learning environment, they may search the pupil, and confiscate, retain or dispose of anything that may hinder learning.
There are high levels of supervision during class time, breaks and at the start and end of the school day.
The Code of Conduct and Rewards and Sanctions are displayed in classrooms and are applied where appropriate through a graduated response.
In the event that a pupil manifests behaviour that may be detrimental to good order or learning or is a risk to the well-being of others in class, teachers should ensure that they take all necessary steps to de-escalate extreme anti-social behaviour.
Support may be called through the Behaviour forLearning team.
Pupils should make up time lost where appropriate in order to complete assigned work.
Staff must endeavour to put in place sanctions or ‘catch-up-time’ addressing issues regarding non-completion, to an acceptable standard, of assigned work.
8. Rewards and sanctions
Rewards and sanction may vary slightly from each site due to the maturity and interest of the pupils.
All rewards and sanctions are applied with a graduated response in mind. From this approach students can see predictability in the consequences for their behaviours.
The Academy uses the merits system, which allows pupils to make their own tangible rewards by accumulating merits for Academic achievement, Behaviour for learning and reaching conduct targets, which can be used for reward at the end of each half term
The Academy Recognises and acknowledges the good work of the pupils. Parents are informed through postcards being sent home.
For particular behaviours there may be a need to consider entering the graduated system at a higher level. This decision may be made in discussion with SLT, Phase leaders, Teachers and the Pastoral Team.
The message to the pupils has to be that behavioural difficulties are not an excuse to break the law and the police may be called in such instances.
The Academy recognises pupils demonstrating British values, Respect for others and a voice through the pupil parliament.
9. Pupils Support Systems
The first level of support is offered through the high levels of supervision provided by staff through the day. The small classes also allow staff to support pupils closely where there is an obvious issue.
Each site operates a school council that meets each term. The school council members are selected by their peers. At school council meetings there are regular agenda items regarding ‘feeling safe’ and ‘learning’. The school council members are publicised by means of the school council display.
As well as liaising with parents and carers, the Academy works alongside outside agencies (such as CAMHS, and the Safer, School and communities Team), that are invited to work with pupils on site to reduce anxieties and increase access opportunities. The school nurse visits as required. .
There is an opportunity for pupils to self-refer via the school First Aid Lead.
10. Leadership & accountability
Staff are accountable for the daily behaviour management in their classrooms and in areas around the Campus. They will follow the behaviour policy and liaise with their phase leader and pastoral team when further intervention is needed.
Phase leaders must ensure the behaviour policy is being followed with in their phase and work with ELT/SLT to identify areas for development across key stages and sites.
The behaviour support team is to support behaviour for learning across the Academy often under the guidance and in liaison with class teachers and phase leaders.
Appropriate challenge must be given to those not adhering to policy, routines and rules. This is to enable consistency across the Academy.
The lead for behaviour on each site monitors behaviour trends and meets regularly with behaviour support teams and phase leaders to identify areas of strength and development. Lead for behaviour should provide challenge in both these areas.
11. Staff development and training
The Behaviour support policy is reviewed with staff on a yearly basis.
Supply staff will be given a copy of the Behaviour Support Policy. Supply staff will also liaise with the Assistant Vice Principal orLead Behaviour Mentor to establish key routines, rules and other points regarding the behaviour policy.
The Academy Staff are regularly trained in conflict managementand physical intervention strategies, as well as de-escalation techniques.
12. Malicious accusation against staff
In the case that a pupil makes a false accusation against staff, the pupil with their parents/carer will be required to attend a meeting with the Head of school.
This meeting will discuss the issues, appropriate actions, sanctions and a record will be kept on the pupils file, included on the pupils Behaviour management plan and Risk assessment.
13. Behaviour monitoring and review
Incidents causing concern, bullying and racial discrimination will be recorded. Incidents involving physical intervention will also be recorded (see Care & control policy). The member of staff involved in the incident must be involved in recording the incident.
The Academy uses a behaviour tracking system that tracks both positive and negative behaviour their antecedents and outcomes. This information is used to inform Risk assessments and Behaviour management plans.
The data is also used to monitor trends in behaviour and allow staff to identify and put into place strategies to encourage behaviour for learning. This data may also be used to inform school action plans.
Information from incident forms will inform Behaviour management plans and risk assessments.
The merits system also allows the Academy to monitor a pupil’s merits accumulation through the year.
The Academy will review this behaviour support policy yearly and assess its implementation and effectiveness, throughout each campus.
Key:-
IEP – Individual Education Plan
ADHD – Attention Deficit Hyperactivity Disorder
ASD – Autistic Spectrum Disorder
ELSA – Emotional Literacy Support Assistant
CAMHS – Children Adolescent Mental Health Services
PHSE – Physical, Health, Social & Education
TA – Teaching Assistant
PASS – Pupils Attitudes to Self and School
ELT – Educational Leadership Team
SLT – Senior Leadership Team
High Expectations, Support, Challenge
Part of Ambitions Academies Trust
Tregonwell Academy
Code of Conduct
The code of conduct is encouraged through Support, Challenge and High Expectation.
At Tregonwell we demonstrate
R E S P E C T
for:
Rules & Routines
Others
Learning
Environment
Self
Page 1 of 9
Page 1 of 9