Return to previous page

 

RYTON COMPREHENSIVE SCHOOL

 

DISCIPLINE AND BEHAVIOUR POLICY

 

INTRODUCTION

 

This policy is a statement of the principles, aims and strategies for the management of behaviour.  It is a reference document for interested parties and also to inform teachers, parents, governors, the Local Authority. and inspectors.  It is regularly reviewed after consultation with teachers, Lead Behaviour teachers, non-teaching staff, students and parents.

 

CONTENTS

 

1.         Rationale

 

2.         Moral Values and Framework

 

3.         Equal Opportunities

 

4.         Aims

 

5.         Rewards and Sanctions

 

6.         Behaviour 4 Learning

 

7.         Out of Class Behaviour

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Encs.  Ten basic principles for coping with difficult behaviour

           

 

 

 

RYTON COMPREHENSIVE SCHOOL

 

DISCIPLINE AND BEHAVIOUR POLICY

 

1.         RATIONALE

 

“School should attempt to create positive attitudes towards good behaviour in all that they do.

 

The teachers themselves set an example and in their relationships with parents, students and each other seek to demonstrate as well as to encourage high standards of conduct. Often the teachers’ success is attributable to the consistency with which they encourage in their students’ good behaviour and habits of self-discipline.

 

It is important for the students and for society that our schools and parents co-operate in relation to behaviour”.  (From “Better Schools” an HMI report 1985)

 

If standards of behaviour are to be high we must recognise and acknowledge good behaviour.

 

High standards and academic achievement are more likely to prevail if:

 

·                teachers have high expectations of both themselves and students (delete both) academically and socially,

·                all agreed policies and procedures are followed as consistently as possible,

·                the curriculum provided for students is seen to be broad and relevant,

·                a variety of teaching approaches are used and whenever possible the student is actively involved in the learning process.

 

2.         MORAL VALUES AND FRAMEWORK

 

It is the responsibility of all teachers to ensure high standards of behaviour in school both in the classroom and around the school premises. Staff need to encourage the highest standards in collective and self-discipline so that all students are able to contribute positively to their own personal development and to the general ethos of the school. All staff, including non teaching staff, follow as consistently as possible the school’s agreed policies and procedures, in classrooms and outside them. Outside classrooms, staff supervise corridor areas to minimise any problems at lesson changeover.

 

Overall Context/ Framework

 

a)        All students have a right to work in a calm, supportive and purposeful atmosphere.

 

b)        The discipline and behaviour policy is based on developing good student / staff relationships

 

c)         The ‘Student Expectations’, ‘Behaviour 4 Learning’ and ‘Out of Class Behaviour’ documents, all outlining expected behaviour, are issued and discussed at the beginning of the year making students aware of these expectations and school rules.  They are reinforced by form tutors in tutorial sessions and in assemblies by the Leadership Team throughout the year.

 

d)        All students should feel that they could commit to school without the fear of being bullied. Staff are encouraged to be vigilant and alert so that all incidents can be thoroughly investigated (see Anti-Bullying Policy).

 

e)        The School Council gives students a forum for sharing concerns and ensuring that views are expressed.

 

f)          Form Tutors and Pastoral Staff are readily available to discuss with the student any concerns they may have. Student reviews are also held twice a year. This gives students the opportunity to discuss any emotional/ behavioural/ academic concerns with their form tutor or with senior staff.

 

3.         EQUAL OPPORTUNITIES

 

Sanctions will only be effective if they are:

 

a)        balanced by a rewards system that identifies and praises good behaviour and attitudes,

b)        applied fairly and perceived by both the peer group and the offender to match the offence.

 

Whilst individual circumstances must always prevail in any situation, similar offences will usually result in the same kind of sanction being applied.

 

Organisation

 

Staff should always try to apply school rules and expectations consistently and praise the efforts of those students who behave well and work hard.

 

4.         AIMS

 

It is important that the policy fulfils all of the legal requirements.  The school’s policy for rewards and sanctions in general seeks to promote behaviour based on mutual respect between all members of the school community.  This is the basis for high standards of behaviour and also high academic achievement.  The school’s ethos supports the premise that the establishment of a good teacher/student relationship is central to working effectively with all students.

 

 

The aims of the policy are to:

 

·                develop a whole school approach to behaviour,

·                encourage self discipline in all students,

·                provide an environment where teaching and learning can take place,

·                provide an orderly, fair, consistent and safe environment for all.

 

Students should:

 

·                attend regularly and be punctual,

·                feel safe,

·                feel valued,

·                be offered an appropriate well-balanced curriculum with reasonable expectations,

·                have good role models,

·                understand the difference between right and wrong,

·                show mutual respect.

 

Parents should:

 

·                be welcomed into school as partners in their child’s education,

·                be well informed about their child’s life in school,

·                know that they will be expected to take responsibility for the behaviour of their child both inside and outside of school,

·                know that their child is safe and will be treated fairly.

 

Teachers should:

 

·                be able to teach without disruption,

·                be supported by a clear and consistent implementation of the behaviour policy plan,

·                work with parents,

·                be supported by staff, governors and outside agencies,

·                be valued, consulted and informed.

 

To help achieve these aims a home/school agreement has been established.  Behaviour and discipline play a major part in this contract.

 

Pastoral Support Programmes are put in place for students who have persistent behavioural problems and are at risk of permanent exclusion.  Outside agencies and parents are involved in the planning and development of this support programme that is targeted at improving students’ behaviour and/or attendance.

 

Close liaison with all concerned individuals and agencies e.g. parents, form tutors, pastoral heads, Education Welfare Officer., Schools’ Psychological Service, Social Services etc. is essential for effective monitoring and modification of the student’s behaviour.

 

As part of a review of the school’s behaviour policy, commencing March 2011, panel meetings will be held where students who need additional support will be allocated a key worker. Referrals to the panel can be made through the Deputy Headteacher with pastoral responsibility

 

A School Health Adviser is available by appointment for all students when they feel they would like to discuss their problems with an outside person and when the pastoral staff feel that the student’s problem would benefit from the input of a professional counsellor. The Deputy Head teacher in charge of the pastoral team makes all referrals.

 

5.         REWARDS AND SANCTIONS

 

Rewards (Updated July 2007 – Sarah Moody.

Reviewed by M. Summerill March 2011)

 

It is important that when students do well, their efforts are recognised and rewarded. The first aspect of this occurs in the classroom where staff comments on written work and verbal comments about good attitude/work improve the self esteem of students.

 

Well presented work should also be displayed around school and in classrooms to recognise and encourage high standards of effort and achievement.

 

Further to this, a new rewards system was introduced in September 2006 in response to staff and student feedback. The first phase has been monitored and reviewed.

 

The basis of this system revolves around the existing House system and intends to place a greater emphasis on House identity. Students will receive a House point under the following headings:

 

 

It is important all pupils from all ability bands receive House points under the above categories.

 

House points are awarded electronically, using the SIMs registration system. The House point should be awarded as soon as possible. E.g. when marked work is returned to students.

 

A postcard can be sent home to recognise outstanding achievement in any of the above areas. This would merit 5 House points.

 

House points will be recognised on an individual basis, as students will receive certificates.

 

                        10 points                    Bronze

                        25 points                    Silver

                        50 points                    Gold

 

These certificates will be awarded at the end of the year, in the lower school Awards Assemblies.

 

House points will be collated in:

 

 

This information can be accessed via the school intranet and the e behaviour module. The House with the most House points at the end of the Summer term wins the House shield and their house name will be engraved on the Annual House Challenge board. House match totals will be added to the overall House totals throughout the year. Other activities across departments are included, such as Cook of the Year.

 

It is hoped that a spirit of competition is encouraged amongst individuals, year groups and Houses across the school.

 

During the lower school Awards assemblies, progress and effort awards are presented. Progress awards replace the attainment awards of previous years. Other awards, such as ‘Cook of the Year’ and a ‘Service to the Community’ award are also presented during these Awards Assemblies.

 

We recognise there are obvious links between good behaviour and good attendance and students whose attendance is good are rewarded. Certificates are awarded on a termly and annual basis to students whose attendance meets the required criteria.

 

Each year, the school presents a wide range of special awards, prizes and trophies at a Presentation Evening held in December, that rewards the outstanding achievement of senior students during the preceding academic year, for their success in external examinations. There are subject prizes across the whole range of GCSE, BTEC, AS and A2 subjects. Good attendance across all year groups is recognised and rewarded at this evening. In addition to this, there are numerous special awards including the ‘Headteacher’s Award’.

 

Sanctions

 

Teachers should make a clear distinction between minor and more serious offences, e.g. problems with students’ class work and homework should initially be dealt with by the class teacher, and then if necessary by the Head of Department.

 

The pastoral team use sanctions that are appropriate to the particular offences in a flexible but consistent manner i.e. by considering individual circumstances. Sanctions will be flexible enough to take Special Educational Needs into consideration.  It is strongly recommended that whole groups are not punished unless this is unavoidable or appropriate.

 

Only in serious cases or those exhibiting no sign of improvement should Year Heads become involved. Heads of Department and Year Heads should not be used only for punitive measures but also as a support for the class teacher.

 

Sanctions available for the individual subject teacher

 

Problems with class work and homework:

 

·                Students can be required to repeat work at break or lunchtime or to remain behind for an hour after school.  If students are to remain behind at the end of the school day parents should receive a minimum of twenty-four hours written notice and Form Tutors should be informed.

 

·                Students can be placed in Departmental detentions or may be required to attend a relevant clinic or forum if they have been unable to complete work.

 

·                Year Heads should be alerted to any persistent problems.

 

Problems with behaviour:

 

Behaviour 4 Learning (B4L)

 

Behaviour 4 Learning was introduced in September 2004 as a proactive measure to improve behaviour in the classroom.  It was formulated after much discussion with students, staff, parents, governors and Local Authority.  The system is constantly monitored and reviewed.

 

A complete review of the B4L took place in September 2010 resulting in a new system being implemented in January 2011. Some aspects of the earlier policy remain very relevant though some of the sanctions have changed.

 

i.             Role of Staff

 

A whole school system depends upon a consistent team approach to behaviour in and around school.  To achieve consistency every member of staff has to use the system:

 

·                in their tutor room,

·                in the classroom,

·                in and around school at lesson changeovers/breaks etc.

 

ii.             Raising Student Awareness

 

·                In lessons at the start of every half term students should be reminded of general expectations and those specific to departments

·                System reinforced regularly in assemblies

·                Equipment and uniform reminder in every assembly

·                In registration time

·                In tutorial

·                Eye-catching displays/charts placed in same place in classrooms

·                Teachers to make regular reference to behaviour flow chart

·                Chart in planner

·                Examples of good behaviour in planner

·                Delete C4 detention slips

 

iii.             Raising Parental Awareness

 

·                Access to policy on Intranet

·                Regular contact by telephone

·                Text messages

·                Meetings with pastoral staff

·                Implementation of Pastoral Support Programme (where appropriate)

·                Letters outlining specific problems e.g. uniform, punctuality, off site etc.

·                Involvement of outside agencies (where necessary)

 

iv.             The Form Tutor

 

To improve behaviour for learning the Form Tutor has a very important role to play in setting the tone for the rest of the day.  The Form Tutor should focus on three main areas:

 

a)        Uniform

b)        Equipment

c)         Punctuality

 

a)        Uniform:

 

Ø   All staff will be provided with an up to date uniform list

Ø   Uniform lists should be displayed in every classroom

Ø   Form Tutors should check uniform every morning

Ø   Any incorrect/inappropriate item of clothing should be removed and sent to Head of Year for collection at the end of the day (A supply of blazers and school jumpers is available from reception for a student to borrow where the removal of an item of clothing might cause them to feel cold)

Ø   Blazers should be worn or must be visible on the back of the chair

Ø   Uniform must be worn correctly i.e. shirts tucked in and ties fastened properly

Ø   Any student wearing items that cannot be removed should be sent to Head of Year and a decision will be made to either provide them with a relevant item of uniform (including school ties), send them home to change, take them home to change (if staff are available), given a note excusing uniform for that day or isolated from other students for the remainder of the day in the Mentoring Room.

 

b)        Equipment

 

Ø   Form Tutors should check that students have at least the following pieces of equipment, school bag, pen, pencil, ruler, homework planner.  Students must also ensure that they have any specialist equipment for specific lessons

Ø   At the start of registration, all equipment should be clearly displayed on desk

Ø   Any student who is not correctly equipped at the start of the day should be given the opportunity to borrow from one of their peers or buy from the stationery shop.  If this is not possible then the Form Tutor should provide the necessary equipment including a temporary planner sheet (supplies will be available if required).

 

c)         Punctuality

 

Ø   Students who arrive more than five minutes late to tutorial/assembly should be deemed as late.

 

d)        Detentions

 

Form Tutors will issue detentions to students who have breached the uniform, equipment or punctuality rules on two occasions i.e. it may be one uniform and one equipment problem that warrants a detention.  This detention will be for fifteen minutes at the discretion of the form tutor. With a consistent approach from all form tutors it is expected that students will arrive at their lessons ready to learn and subject teachers are not dealing with uniform, equipment or punctuality issues. 

 

It is expected that students will have addressed issues regarding uniform and equipment before attending their lessons thus enabling the subject teacher to focus on teaching and learning.

 

 

 

 

 

 

 

 

Examples of good behaviour

·                Arriving on time for lessons

·                Being properly equipped for lessons

·                Wearing correct uniform

·                Remaining in seat

·                Not shouting out or talking to friends

·                Raising hand to answer questions

·                Being polite to other students and staff

·                Not chewing

·                Not disrupting lessons in any way

Examples of inappropriate behaviour in the classroom

·                Not equipped for lessons

·                Arriving more than five minutes late

·                Incorrect uniform

·                Shouting out

·                Rudeness to teacher and other students

·                Getting out of chair

·                Throwing objects

·                Not putting up hand

·                Swearing

·                Fighting

·                Bullying

·                Chewing

·                Questioning staff

 

Inappropriate behaviour in the classroom

·                Each lesson must start with a clean slate

·                Students’ names should be clearly marked on board for any warnings

·                Students must be clear about why they have received a warning so they have an opportunity to change their behaviour

·                C1 can be given for uniform, equipment of punctuality problems

·                Some students may not progress through the warning system from C1 to C3  They may require immediate intervention from other staff i.e. Head of Department or Leadership Team

·                Removal by ‘Crisis’ Leadership Team member

 

·                Some students may receive C3s, where there is no sanction, on a regular basis.  Staff should record this in their own planner and also in the student’s planner

·                Teacher should put detention sticker in student planner for any level of detention. Available for form tutor , parent and teacher to monitor

Sanctions

As outlined on the flow chart students will receive:

 

·                Subject teacher issues detention

·                Failure to attend will result in Department detention

·                Failure to attend department detention results in school detention

·                School detention held on Tuesday evenings and managed by Leadership Team and middle leaders

·                Failure to attend school detention results in Head of Year meeting with parents

·                Removal by ‘Crisis’ Leadership Team member – this may result in Behaviour Support Unit or Fixed term Exclusion

Students who misbehave in school detention

These students will be dealt with on an individual basis by the Leadership Team member on detention duty.

 

 

 

 

 

v.             Maintaining Awareness

 

·                Letter to parents outlining changes

·                Governors informed

·                Student-friendly flowcharts displayed in classrooms and corridors

·                Chart in homework planners

·                Associate teachers/supply staff/cover supervisors made aware of procedures by professional tutor

·                A member of Leadership Team actively on duty all day, every day

·                All behaviour incidents are logged electronically on SIMs giving overall staff awareness

·                Leadership team are on duty every morning at the front of school to meet and greet, check uniform and ensure safety of students

 

vi.             Amalgamation of Departments

 

To provide support for small department if a student is removed from a lesson:

 

  1. Design Technology & Art
  2. Business Studies & ICT
  3. English, Drama & Music
  4. MFL & Learning support
  5. Humanities( History, Geography & RE)
  6. Maths
  7. Science
  8. PE

 

 

 

OUT OF CLASS BEHAVIOUR (Implemented in January 2005 - Reviewed February 2011))

 

i.             Examples of inappropriate out of class behaviour

 

·                Running or shouting inside the building

·                Chewing

·                Eating in corridors

·                Pushing in dinner queue

·                Leaving dining area untidy

·                Smoking inside school, at gates, at bus stop

·                Uniform issues

·                Snowballing

·                Lack of respect to prefects

·                Bullying

·                Swearing

·                Inappropriate behaviour in playground

·                Inappropriate behaviour in library

·                Graffiti

·                Throwing litter

·                Inappropriate behaviour on school buses

·                Leaving school without a lunchtime pass

 

 

 

ii.             Who deals with out of class behaviour?

 

·                Teaching staff

·                Teaching staff also volunteer for lunchtime duties

·                Learning Mentors

·                Classroom Assistants

·                Lunchtime Supervisors

·                Admin staff

·                Technicians

·                Site Management

·                Prefects

 

Non-teaching staff are included in the system on a voluntary basis and training is provided for those who wish to be involved.

 

Prefects will discuss any serious incidents with the member of staff on duty and a decision will be made as to whether a sanction is appropriate. Prefects cannot issue sanctions.

 

iii.             How to deal with students

 

·                For minor incidents they should be dealt with verbally and informal in the same way as C1 to C3 operates in the classroom

·                It is important that a student knows what is deemed inappropriate behaviour

·                 

·                If they choose not to modify their behaviour then a number of different sanctions may be used e.g.

 

Ø  Withdrawal of break times

Ø  Withdrawal of lunchtimes

Ø  Letters to parents

Ø  Community service

 

·                For more serious offences the student may receive a school detention

·                For extreme behaviour the Leadership Team will deal with the incident and apply an appropriate sanction

·                Detentions will be logged in the same way as Behaviour 4 Learning (on SIMs)and parents contacted accordingly

·                If it is a student you do not know it may be wise to check their planner/book to confirm their name

·                Any difficult situations encountered by duty staff should be referred to their team leader

·                Any serious problems over lunchtime should be referred to Leadership Team members on duty

 

Lesson transition

 

·                Staff need to check corridors before dismissing their class to avoid congestion and problems

·                Check uniform on arrival at lesson but also on departure

·                Cultivate a philosophy of stopping and supporting each other in corridors

·                Delete bullet point

·                Staff will be provided with ‘out of class’ cards which must be used by students who leave lessons for any reason

·                Displays in corridors/public areas outlining inappropriate behaviour and sanctions available

 

Issues

 

·                Duty staff can identify ‘hot spots’

·                Training with all non-teaching staff on regular basis

·                Regular training for prefects

·                Staff training on SIMs for logging behaviour incidents/ detentions/ more regular use of rewards

·                Long term – make playgrounds more attractive i.e. seating/games area

 

6.         ROLE OF HEAD OF DEPARTMENT AND PASTORAL STAFF

 

These roles should be seen as complementary. The Head of Department should be involved over both behaviour and work problems with the Year Head providing an overall picture of the student’s academic and behavioural problems. Year Heads have a number of sanctions available to them, which they will use after careful consideration of the situation. When there is a problem in one specific subject area the Head of Department can deal this with but often the problems are more widespread and at this stage the Year Head will consider staff feedback received and act upon these. All Pastoral staff are invited to attend Curriculum meetings so that issues of a pastoral / academic nature can be discussed. Deputy Headteacher (pastoral) is always in attendance to disseminate information.

 

 

 

 

Sanctions available:

 

·                Students may be withdrawn from extra curricular activities, e.g. school discos, visits, or after consultation with staff involved, they may be withdrawn from sporting activities.

 

·                A period ‘On Report’ so that work, attendance and attitude can be closely monitored.  Pastoral staff will liaise with parents.  This will usually involve an invitation to visit school to discuss any concerns.

 

·                ‘Community Service’, which can involve litter duty or helping cleaning staff, where this is appropriate.

 

·                Removal from lessons to work in the Mentoring Room or Isolation Unit for a fixed period of time. Appropriate work will be provided.

 

·                Detention system

 

Mentoring Room

 

The Mentoring Room is now well established and is deemed as a support base for students who may have;

 

 

But it can also be used as a short term measure for appearance or uniform problems i.e.:

 

Leadership Team, Heads of Year, Assistant Heads of Year can all make referrals to the Mentoring Room.

 

Behaviour Support Unit

 

Referral to the Behaviour Support Unit. Students who cause persistent problems and who have not responded to any of the sanctions listed above will be admitted to the Isolation Unit. Leadership Team, Heads of Year, Assistant Heads of Year can all make referrals to Behaviour Support Unit. The following guidelines are in operation for the successful functioning of the Behaviour Support Unit and these are regularly reviewed.

 

·                The school day will commence at 9.30 a.m. and end at 3.00 p.m.

 

·                Breaks and lunchtimes will be at different times to the rest of school and will be fully supervised.

 

·                All students will follow a balanced curriculum that covers core subjects and fulfils the requirements of the National Curriculum.

 

·                Every effort will be made to ensure that practical activities are undertaken but in some subject areas this may prove impossible. E.g. Science.

 

·                The student will be expected to set targets with his/her mentor and these targets will be monitored and reviewed regularly.

 

·                The student will be expected to complete their homework planner and have it checked and signed by their parent/ guardian.

 

·                The aim of the Behaviour Support Unit is to successfully reintegrate the student into the classroom as soon as possible.

 

·                The monitoring process will continue once reintegration occurs.

 

·                The Learning Mentors are the points of contact for parents/ carers during the student’s time in the Behaviour Support Unit and they will monitor progress carefully.

 

·                The Learning Mentors within the Behaviour Support Unit conduct regular one-to-one interviews with students to address any problems.

 

Where the behaviour is considered serious enough a Fixed Term Exclusion will come into effect.  Exclusions guidance is based upon current Gateshead Council and DfES guidance and current legislation.  Only the Headteacher has the authority to exclude.  Behaviour, which may lead to a two to five day suspension, will include:

 

·                Persistently bullying another student or provoking, arranging or participating in a fight.

 

·                Serious disruption of lessons.

 

·                Using inappropriate language/ behaviour in the classroom.

 

·                Using threatening / intimidating behaviour to either staff or a student.

 

·                Persistently breaking school rules or bringing the school into disrepute.

 

Parents / Carers will be informed by letter about any Fixed Term Exclusion and appropriate work will be provided.  They will be required to accompany their child to school on the day they are due to return so the situation can be fully discussed with all parties. There may be occasions when a student is allowed back into school after exclusion but not immediately returned to normal lessons i.e. they may initially be admitted to the Behaviour Support Unit and their re-integration phased over a number of days. It may be necessary to draw up a contract, which lays down guidelines for future conduct. If disruptive behaviour persists, further fixed term exclusions may be applied and it is highly likely that other support agencies will be involved (see below).  Detailed records of incidents are kept and exclusions reviewed by Governing Bodies.

 

In extreme circumstances it may become necessary to recommend a permanent exclusion, in order to protect the overall ethos of the school. In exceptional circumstances, this course of action may be necessary without previous disciplinary action.  Serious one-off offences may include:

 

·                serious actual or threatened violence,

·                sexual abuse or assault,

·                supplying an illegal substance,

·                carrying an offensive weapon.

 

7.         RESPONSIBILITIES

 

The policy for rewards and sanctions is a whole school policy and everyone has a significant part to play in implementing it. Gateshead Local Authority guidelines do require schools to ensure that:

 

“they offer their own support mechanisms to members of staff through the timely intervention of pastoral staff and senior management. It is obviously a pre – requisite of the effective operation of any support system that members of staff feel able to discuss difficulties without fear of denigration or loss of self esteem”.

 

While it is anticipated that members of staff will first attempt to solve problems themselves, all staff need to know when to involve additional support. Accurate records should be kept of all concerns and action taken.

 

8.         CURRICULUM

 

At Key Stage 3 students are placed in academic groups, which are best suited to their ability thus enabling staff to translate learning targets for individuals into practical programmes for classes. This system is very flexible and movement between groups takes place as and when necessary.

 

The curriculum at Key Stage 4 includes well-tailored options for those students who are not likely to benefit from a conventional GCSE programme. The effectiveness of these options is kept under close scrutiny.

 

Curricular choice has been increased by the provision of:

 

·                Range of BTEC courses.

·                ASDAN & Leisure course where students can gain accreditations.

·                Year 11 have the opportunity to have full-time involvement in a ‘Careers’ Taster’ course which provides training for future employment.

·                Alternative work placement provision.

 

Extra – curricular activities

 

A wide range of extra–curricular activities are available for students both at lunchtime and after school. These activities motivate the students and give them additional reasons for wanting to be involved with school. The lunchtime activities encourage students to remain on site and are also a useful tool in developing students’ self-esteem.

 

9.         PRIMARY LINKS

 

Sound links with our link primary schools help to ensure a stress free transfer for all students. This is achieved by:

 

·                Weekly visits by individual schools – Year 6 students,

·                Extended Services meetings held each half term with all primary school Head Teachers,

·                Visit to primary schools to discuss concerns with Year six students,

·                Meetings between pastoral staff and year six teachers to collect academic and social information,

·                Activities week in the summer term

·                Students and parents are invited to two evenings in school (one in the autumn term and the other in the summer term),

·                Literacy school is in operation during the summer break,

·                Special efforts are made to overcome the problems, which, some students face in adapting to the secondary curriculum. In particular close support is provided for those whose basic skills including social skills are weak,

·                Academic information including Key Stage 2 SATs results received from primary schools enables pastoral staff to make very accurate judgements about teaching groups,

·                Gifted &Talented Saturday School

·                Links with Year 5 CSLA

·                Schools Sports Co-ordinator Sarah Needham – sporting links

·                Advanced Skills Teacher, H. Brent – developing French

·                Advanced Skills Teacher, L. Campbell – developing Science

·                Advanced Skills Teacher, C. Franklin – developing Drama

·                Learning Support Department – arrange additional visits for Year 6 vulnerable students in the Summer Term.

 

10.      SCHOOL POLICIES

 

This Behaviour Policy should operate in conjunction with policies for:

 

·                Equal Opportunities

·                Anti-Bullying

·                Child Protection

·                Physical Restraint

·                Drugs

·                Attendance

·                Racial Harassment

·                Special Educational Needs

·                Complaints Procedure

·                Home/School Agreement

 

11.      L.A. INVOLVEMENT

 

When existing mechanisms within the school cannot meet the needs, or change the behavioural patterns of a student, the Psychological Service, Behaviour Support Service or other relevant external agencies should be consulted.

 

Parents must be informed in writing about any fixed term exclusions and information provided about their rights to obtain further clarification/ appeal against the decisions taken. (Appendix) Such an appeal can be made to the Chairman of Governors or directly to the Local.Authority. The Director of Education or his representative and the Chairman of Governors must then consider any parental representation received by them.

 

12.      GOVERNORS’ DISCIPLINE COMMITTEE

 

There is a Governors’ Committee established each Autumn term with the remit of “discipline”.  The primary function of this Committee is to preside over consideration of fixed term exclusions (15+ days in one term) and permanent exclusions.  The Committee must hear the case put by the school and the parent/carer in circumstances where there is a dispute over the sanctions imposed and then consider both sides of the argument.  This Committee follows the recommendations of DfEE Circular 10/98.  In addition the Discipline Committee is available as a sanction for students who are not excluded from school but for whom a stern warning from an “outsider” can serve a useful purpose.

 

13.      MONITORING AND EVALUATION

 

A group consisting of governors, teachers, Lead Behaviour teachers, non-teaching staff, and parents/carers will review this policy annually.  Training needs for all staff will be reviewed on a regular basis.

 

14.      FUTURE DEVELOPMENTS

 

 

 

APPENDIX (copies available from the Headteacher’s secretary)

 

To include:

 

Merit certificate

Home/School agreement

Student Expectations

Selection of letters to parents

Detention stickers

Report sheet

 

 

 

Policy compiled by:              Maureen Summerill July 2007 

Approved by Governors:     9th October 2007

             

 

Reviewed by                         Maureen Summerill July 2008 

Approved by Governors:     31 March 2009

Review date:                         July 2010

 

Reviewed by                         Maureen Summerill February 2011

Approved by Governors:     24 March 2011

Review date:                        

 

 

This policy meets the following criteria

Yes

No

Gender Equality

√

 

Race equality

√

 

Disability Policy

√

 

 

 

 

 

 

 

 

 

TEN BASIC PRINCIPLES FOR COPING WITH DIFFICULT BEHAVIOUR

 

1.        Don’t panic!  Don’t take behaviour personally.

 

2.        Distract rather than react.

 

3.        Reward rather than punish.

 

4.        Teach by example.

 

5.        Always make a distinction between students and their behaviour, i.e. be critical of the action, not the individual child.

 

6.         Know when to ask for assistance in dealing with situations and strategies for doing so.

 

7.         Treat students with courtesy and respect.

 

8.         Be consistent – do not make threats, which cannot be carried out.

 

9.         Be tolerant but always ensure that students are aware of acceptable standards of behaviour.

 

10.      Improve student self-esteem by:

 

·               Trying to build in a level of success for each student

·               Setting tasks which are achievable and valued

·               Each student should be responsible for their own actions and have a sense of responsibility towards others in the group.

·               Promoting self-discipline and the knowledge that we all have control over own behaviour.

 

 

 

 

MS/KW/Policies/DisciplineandBehaviourPolicy

July 2007