CONTENTS
PAGE
Classroom Management
Aggressive Behaviour
Bullying
Racial Abuse
Smoking/Substances & Illegal dangerous items
8
9
10
11
12
16
Referrals Procedure
19
20
22
Rewards
23
24
BEHAVIOUR POLICY
Principles
Student behaviour and success in learning are inextricably linked. Perry Beeches
II The Free School Behaviour Policy reflects this by working to focus on the
encouragement of student attitudes and behaviours which lead to the creation
and maintenance of a safe and supportive climate for learning, underpinned by:
High quality teaching
A stimulating learning environment
Effective rewards and sanctions
Respect Agenda
Good learning and behaviour stem from quality teaching and effective
management of the teaching space. Good behaviour leads to good learning while
poor behaviour leads to disrupted and low quality learning.
Inherent in this policy are the following principles of good management of the
teaching space:
1.
2.
3.
4.
Teachers display the high value in which they hold education through
their own professional and positive attitudes to students. This can be
clearly seen in the way that they model the language of mutual
respect, their avoidance of over reaction and confrontation and their
capacity to adopt a problem solving attitude to issues in the
classroom.
enabling all staff to feel confident in their responsibility for the effective management of
student behaviour.
encouraging students to develop and maintain positive relationships with both their
peers and adults characterised by mutual respect.
the provision of opportunities for students to fulfil their potential in both a social and
academic context what ever their age, gender, ethnicity, attainment and background.
helping students to understand that they have a choice in how they behave and that
there are consequences for their chosen behaviour.
a system of rewards and graduated sanctions for students related to both academic
progress and success and behaviour.
Verbally praise those who are doing what you want rather than challenge
every incident. Put the emphasis on good behaviour, not poor behaviour
Seating Plan
Use of appropriate language with students
Verbal warning
For every negative phrase, challenge or sanction try to counter balance it
with two positive remarks
Reprimand
Choice / consequence of action
Remind students of school rules
Separating / moving students within the room
Yellow Slip
Note in student passport
Extra work set
Detention break / lunch / 10 / 30 / 60 minute
Coaching student into appropriate behaviour choices
Isolation from lesson with colleague
Contact with parents phone call / letter
Subject report
Liaising with Form Tutor
Referrals to Subject Leader / HOY
Use of Sleuth
Liaise with T&L team
Vandalism
Rudeness to class teacher
Refusal to follow class teachers instructions
Refusal to leave lesson
Interfering with other students possessions
Preventing teaching from occurring
Preventing others from learning
Detentions
Investigation of problem
Observation of lessons
Liaise with parents / carers
Subject reports
Change groups
Isolation from lesson within subject area
Isolation from lesson with external support
Use of Sleuth data
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Stage 3
HOY should action
Detentions
Investigation of problem
Observation of lessons
Snapshot Reports
Liaise with parents / carers
Pastoral reports
Change groups
Isolation from lesson for a fixed time period
IBP
Referral to targeted intervention
Seclusion
Exclusion
Use of Sleuth data
Stage 4
SLT should action:
Staff Responsibilities
Subject Leaders to monitor referrals from their subject area and to support
colleagues by ensuring that there is follow up action with students and
contact made with parents / carers. Subject Leader will be expected to action
incidents indicated in Stage 2.
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POLICY
Any display of threatening behaviour to other students in the form of verbal or physical
abuse either on the school premises, or on the way to or from school is strictly forbidden.
This also applies in the case of abuse to students from other schools, members of the
local community and to members of the travelling public.
COMMUNICATION OF POLICY
(a)
Students will be constantly reminded in assemblies and tutor periods about the
rules governing their behaviour towards others.
(b)
Parents will be informed of school policy through both the guidance notes for
parents and through regular newsletters.
PROCEDURE TO BE FOLLOWED
(a)
(b)
Certain incidents may be dealt with by discussion with the students concerned. A
written account must be filed.
(c)
More serious or repeated incidents will require senior staff involvement and
parental contact, with written records lodged in student files.
(d)
Students who persistently display aggressive behaviour could face fixed term or
permanent exclusion
SANCTIONS
Whilst normal school sanctions such as detentions and `reports' will be appropriate for
most cases, students who display extreme verbal or physical aggression or who launch
unprovoked verbal or physical attacks on others could face fixed term or permanent
exclusion from school. (Racial insults and abuse are also included in this very serious
category).
Bullying Procedures
DEFINITION
Bullying is the wilful and conscious desire to hurt, threaten or frighten someone. It can
take the form of either verbal or physical abuse or intimidation.
POLICY
The Bullying of students by other students either on school premises or on the way to
and from school is strictly forbidden.
Incidents of bullying should always be treated as a very serious matter and should be
dealt with according to the guide-lines listed below.
COMMUNICATION OF POLICY
(a)
Students will be constantly reminded in assemblies and tutor periods about the rules
governing their behaviour towards others.
(b)
Parents will be informed of school policy through both the guidance notes for
parents and through regular newsletters.
PROCEDURE TO BE FOLLOWED
(a)
All staff are asked to watch for and report any signs of bullying such as deterioration
of work, spurious illness, erratic attendance etc.
Rude or insulting comments by students that make reference to the colour, race or
culture of any other student are strictly forbidden.
(b)
Incidents of racial abuse should always be treated as a serious matter and should
be dealt with according to the guide-lines listed below.
COMMUNICATION OF POLICY
(a)
Students will be constantly reminded in assemblies and tutor periods about the
rules governing their behaviour towards others.
(b)
Parents will be informed of school policy through both the guidance notes for
parents and through regular newsletters.
PROCEDURE TO BE FOLLOWED
All incidents of racial abuse should be reported to the Head of Year or SLT.
1) Liaise with the appropriate staff.
2) Require all involved to record the events in writing.
3) Keep a record of the discussions that take place and outcomes.
4) Contact parents and arrange interviews where appropriate.
5) Offer support to the victim.
6) Enter record in student files and also Equal Opportunities file
7) Record incident in monitoring file. (see appendix)
SANCTIONS
Whilst normal school sanctions such as detentions and `reports' will be appropriate for
some cases, students who display serious or persistent forms of racism could face a fixed
term or Permanent exclusion from school.
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(b)
The bringing of cigarettes, illegal and dangerous items, alcohol and any other drugs,
together with matches, fireworks or any other dangerous items / weapons onto the school
premises or on the way to and from school is strictly forbidden.
COMMUNICATION OF POLICY
(a)
Students will be constantly reminded in assemblies, tutor periods and in health education
lessons about the rules governing smoking, the taking of any other substances and bringing
Illegal/dangerous items into school.
(b) Parents will be informed of school policy through both the guidance notes for parents and
through regular newsletters.
PROCEDURE TO BE FOLLOWED
(a)
Students caught smoking should be referred immediately to their Form Tutor, Head of Year
or member of the SLT.
(b)
An appropriate sanction such as a detention, seclusion or exclusion for students who smoke
cigarettes on site with additional sanctions taken against persistent offenders.
(b)
Students who show a blatant disregard for either their own safety or the safety of others
by:i bringing onto or possessing illegal substances or illegal/dangerous items/weapons on
the school site and/or
ii encouraging the use of illegal substances or illegal/dangerous items/weapons on the
school site and/or
iii taking illegal substances or bringing illegal/dangerous items/weapons on the school
site could face permanent exclusion
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a recognition by students that the teacher treats them fairly and is committed to
teaching them
effective classroom routines, such as the way students enter and leave and the way
lessons begin and end
a concern that students should feel secure, both in terms of the physical environment
and emotionally
table and seating arrangements which are varied to suit different teaching strategies
and student groupings, so enhancing the learning process
Every time students enter a classroom they respond according to their perceptions of how
issues such as those above are being supported and implemented.
The classroom climate is more likely to be conducive to learning if teachers:
make the most of lesson beginnings by being in the classroom before students arrive
share lesson objectives with students / support staff
make the most of lesson endings by leaving time to review what has been covered
over time, speak to each student individually about things that interest them
use language in a way that builds relationships and raises students self esteem.
Routines
Established classroom routines that students are familiar with are a common feature of
effective lessons. Some effective routines are:
The teacher is waiting at the door to meet and greet the students at the very start of
the lesson
The teacher ensures that the students enter the classroom in an orderly manner and
asks them to quickly get their books out and get ready to learn
The teacher begins the lesson promptly by making clear the context for the lesson
and its objectives in a way students understand. This conveys the expectation that
students will learn something of value during the lesson
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All latecomers are challenged at some point during the lesson, on arrival students
settle to task quickly
The teacher describes and explains the structure of the lesson and gives timings for
various elements or tasks
The teacher shows interest in the students and the work and, as a consequence, the
students engage positively with tasks, anticipating a challenge and interest
The teacher organises the time effectively so that there is an opportunity at the end
of the lesson for a plenary, which includes a period of reflection on what was learned.
Students understand the importance of this to their learning
The teacher gives high status to the importance of homework by giving the
necessary amount of time to introduce it and to give the students a chance to ask
questions and to check their understanding
The teacher controls how students leave the lesson, so that departure is orderly.
Be at the door to meet and greet students as they arrive. Be welcoming and
positive. Smile at all of them, even ones you regard as difficult or uncooperative
Engage the class in the first minute with something about todays lesson, or
something positive and memorable from the last one. Alternatively, use a stimulating
starter activity
With the potential for learning at its greatest, the lesson beginning is the crucial
moment during which to emphasise what you want all students to learn and why.
Have the lesson objectives written on the board and clearly and quickly identify the
expected learning outcomes using language with which the students can easily
engage
Get straight into the lesson leaving the register and collecting of homework until later
There are some simple tactics you can use for more organised and productive endings to
the lesson:
End early. Dont try to cover too much and leave up to 10 minutes to finish the
lesson properly
Use the last part of the lesson for a plenary group or individual reflection on what
has been learned
Ask students to identify two or three key points they have learned from the lesson
reviewing these key points could be part of the homework routine
Have clear routines for an organised departure and have some way of saying
goodbye and thanking students for a good lesson.
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The language of success give students the message that you have confidence in
them and their abilities
The language of hope encourage students to adopt the attitude I can do it and I
need some help
The language of possibility students often put limits on what they think is possible,
believing in some way a task or subject is beyond their capability. By careful choice
of language, teachers can create a climate of greater possibility which will influence
students views of themselves
Remove the language of failure try to avoid telling students they are wrong. As
well as being demotivating it does not encourage students to see mistakes as a vital
part of learning.
Use no-blame culture avoid appearing to blame students for their lack of learning.
Uses phrases such as when you finish, I know you can, which part didnt I explain
well enough, what do we need to remember here? Etc
The following strategies can also help to create a better climate for learning:
Although you cannot speak to every student individually every lesson, over time try
to notice and say something positive about each of them
Make eye contact with students, especially as they are answering questions
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Try to use praise, frequently but not indiscriminately. Reward progress and
achievement of targets. Students will value the praise if it is clear that it is deserved
because of their efforts and achievements. Students in challenging classes tend to
respond more positively to praise given to them directly
Avoid putting students on the spot use strategies to ensure students feel safe to
answer
Was the lesson well planned with a good pace and variety of tasks and methods of
working
Was information on individual students accessed prior to the lesson levels, SEN,
Gifted and talented etc
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Data from the reports to be transferred into an excel document using a traffic light
system. The traffic light system will have a formula with varying parameters set to
take account of the VA data. In the summer term the data can be compared directly
with the predicted and so therefore there is no need for set parameters. In KS4
identify from the data underachievement in English and Maths reflected by a negative
or neutral VA.
The Head of Year to identify all students underachieving in 3 or more subjects. They
will then cross reference this list to identify which of these students is already being
supported as their underachievement has already been identified through the
behaviour or attendance analysis or through SEN department.
The Head of Year to complete the analysis of this data and to complete the relevant
documentation identifying the academic cohort.
The Head of Year will also produce an analysis of each cohort identifying how many
students have improved whilst on the cohort.
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Behaviour Tracking
Each half term Head of Year to be provided with referral data for their respective
year group. Data to include incident count by student, incidents by subject,
involvement by behaviour, incidents by period and days of the week, involvement
by ethnicity and gender, involvement by tutor group and incidents by staff member
Head of Year to analyse data and to identify a cohort of students whose behaviour
is causing concern. Students to be assigned a lead member of staff from the year
team who will take responsibility for that student for the forthcoming half term.
This will include regularly meeting with the student and mentoring them, meeting
with the parents / carers as well as placing the student on report to monitor their
progress.
Students can be placed on a Form Tutor, HOY, Senior Middle Leaders, SLT report or
a Pastoral Support Plan.
At the end of each half term each Head of Year will analyse the progress of
students on the cohort and will complete an analysis of each individual students
progress whilst on the cohort prior to identifying their new cohort.
Each half term an overall school analysis identifying the number of students who
have improved their behaviour whilst on a cohort.
This procedure allows for earlier identification of students and placement at which
level of provision. This ensures a more consistent supportive approach for students
and a systematic approach for referring students for additional support and for the
next stage of intervention. It is essential that at each stage every student receives
positive and proactive intervention and guidance, particularly higher up the stages
at IBP and PSP stages.
All staff monitoring student progress to use data provided by Sleuth, attendance
data and academic progress data to discuss any concerns with students and
parents / carers.
Attendance Tracking
Every six weeks the HOY will identify the target list which will consist of all the
students not achieving 96% attendance and to use a staged approach with the
member of staff who will provide support. This will either be a Form Tutor or Head
of Year.
The allocated worker is to support, motivate and encourage the student and parent
/ carer to improve attendance. Actions to be recorded on target list.
At the end of each week the Head of Year will monitor and ensure that all
recordings are complete.
A SLT member to meet with the Head of Year to discuss the cohort and strategies
to raise attendance and improve punctuality. Head of Key Stage to target students
who make no improvement from Cohort to Cohort and implement procedures for
improvement.
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This procedure ensures that a variety of staff are involved within a staged approach
and that we are giving a consistent message and promoting whole school
attendance and punctuality.
Punctuality Procedures
Every student that arrives late for school will be issued a 30 minute detention and a
phone call will be made to parents.
Any student who receives 2 or more lates per week will receive a 1 hour detention.
A meeting with parents will take place.
Students who continually arrive late for school will face further sanctions and their
parents may be contacted by the Education Welfare Service.
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REFERRALS PROCEDURE
Please ensure you complete your referral as soon as possible and before the end of the
working day delays will effect the impact of the action taken. Remember it is a public
document.
Referrals that do not require immediate action need to be placed in the referrals
box in the staffroom. If a referral requires immediate action this needs to go straight to
the Subject Leader or Head of Year.
Ensure that the basic information on the top of the Referral Form is completed and
accurate and please print your name legibly.
Include the names of 2 or 3 students / staff who witnessed the incident and who could
make a statement if the incident requires verification. The person actioning the
referral should arrange to interview the named students supported by another member
of staff if necessary - as soon as possible. Secretarial staff may be used as scribes if
necessary and available.
If the referral is being actioned by the Classroom Teacher, Form Tutor or Subject Leader
the course of action will be written up on the referral sheet and placed in the referrals
box in the staffroom.
The person taking ACTION will investigate the incident and decide upon the course of
action to take and feedback within 24 hours to the member of staff by memo or verbally.
If the matter is deemed serious enough for Seclusion this must be discussed with the
Head of Year and SLT.
If the matter is deemed serious enough for fixed term exclusion this must be discussed
with the Headteacher before a decision is taken. Only the Headteacher or the delegated
authority can authorise a fixed term or permanent exclusion.
Form Tutors will receive updated information weekly on students, in their form, who
have received referrals.
Head of Year will receive a weekly overview of which students in their year group have
received referrals.
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There may also be the need to discuss concerns with parents and to place student on
report to monitor progress.
When a student is receiving concerns from a variety of curriculum areas will need to
discuss this with the HOY in order to take appropriate action.
To use this data to support colleagues with challenging student misbehaviour, this
may involve taking retrospective action as well as using the data to initiate a proactive
approach.
This will involve discussing incidents with team members and advising them on what
is the appropriate action to take, discussing incidents with students, mediating
between student and staff, contacting parents/having parent meetings, seating plan/
moving groups, extra work set, placing on department report, issuing a detention,
isolation within department.
Using the data provided to identify potential hot spots or possibly a particular concern
over a type of behaviour and putting into place a whole team approach to tackle
issue. This may include identifying particular periods of the day/week and working
collaboratively as a team to support each other for example, this may involve
isolating students for colleagues, team teaching or peer observation to share good
practice.
HOY
Are provided with summary list of all incidents and incident count by student for year group
weekly. Also each half term receive an analysis of their year group identifying incidents by
subject, involvement by behaviour, incidents by period and days of the week, involvement
by ethnicity and gender, involvement by tutor group, incidents by staff member and
detentions issued and for what reason.
To use this data to support colleagues with challenging student misbehaviour, this
may involve taking retrospective action as well as using the data to initiate a proactive
approach.
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This will involve discussing incidents with classroom teachers and Subject Leaders and
advising and supporting colleagues in taking appropriate action.
This will involve discussing with Form Tutors and a year team adopting a team
approach in supporting colleagues and challenging student misbehaviour.
To identify concerns with individual students as well as with types of behaviour and to
take a proactive action by liaising with colleagues to establish targeted intervention.
To use the data available from Sleuth to discuss concerns with parents.
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Form
Date
Staff
Period
Location
Time
Before
School
Classroom
Reg
AM
Not
Specified
Break
Lunch
Corridor
Dining
Area
Playground
LRC
PE
Off
Site
Assembly
Reg
PM
Buses
LSA in class
Yes
No
Cover Lesson
Yes
No
Subject
Bullying
Disturbing others
Inappropriate body
language towards
teacher
Misuse/Abuse of
equipment
Inappropriately dressed
No Passport/Equipment
Out of seat
Racist remarks
Refusal to follow
instructions
Verbal abuse of staff
Sexualised
behaviour/remarks
Violent or Threatening
behaviour to staff
Vandalism/
Graffiti
Possession of illegal
substance/offensive
weapon
Truancy
Other
ACTION TAKEN
Breaktime /
Lunch Detention
Fighting/Hitting another
student
Lack of work/homework
After school 10
min detention
After school
detention: 30
min
Date:
Parents
contacted
Spoken to
about Conduct
Referred to
Subject Leader
Stage 2
Spoken to about
Conduct
After school
detention: 30 min
Date:
After School
detention: 60 min
Date:
Referred to YT/
SENCO Stage 3
Spoken to about
Conduct
Seclusion
Date:
After school
detention: 30 min
Date:
Exclusion (Days)
After School
Parents contacted
detention: 60 min
Date:
Referred To SLT Stage 4
After
school 10
min
detention
Seclusion
Date:
After
school
detention:
30 min
Date:
After
School
detention:
60 min
Date:
Date
Date
Exclusion
(Days)
Parents
contacted
Spoken to
about
Conduct
After
School
Toilets
REWARDS
There will be many opportunities for students to receive a reward:
Academic
Pastoral
Literacy
Citizenship
Headteacher Award
All rewards (merits) will be recorded on a merit board which will be displayed in each Form
Room. The merits will add up so that students can achieve:
Bronze certificate
Merit reward pen
Silver certificate
Reward pencil case
Gold Certificate
Reward pen set
There will be a further opportunity to reduce the costs of end of year trips depending on the
number of rewards achieved.
For students who achieve 100% attendance/punctuality and no referrals there will be a
reward trip at the end of each term.
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PASTORAL REWARDS
Each week, every student that gains 100% attendance, 100%
punctuality and no referrals will receive a merit from their Form
Tutor.
These add up on your Records of Merits pages of your
Passport to Success and go towards your rewards total on the
school database and on the merit chart in your form room.
If a student maintains this throughout the term, they will be
eligible for the end of term reward trip or Disco!
DONT FORGET
As well as these individual rewards, your Head of Year will
announce which Form Group has had the best attendance and
punctuality each week and which form group has managed to
get through the week with the least amount of referrals.
This will be recognised at the end of each term in a Presentation
Assembly, where you will also be rewarded by individual Subject
Areas and your Form Tutors if you have made exceptional
progress or an outstanding contribution over the term
And.at the end of the year, if you have made it through with
100% attendance, punctuality and no referrals- you may even get
a discount towards Our Day Out
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Praise postcard
Words of
the week
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