Behaviour for Learning Policy

Transcription

1 Behaviour for Learning Policy Updated October 2014

2 Behaviour for Learning Mission Statement The John Roan expects all teachers to: n plan and prepare engaging, challenging lessons that are differentiated to meet the needs of all students n assess students work according to school policy n consistently apply the Behaviour for Learning policy The John Roan expects all students to: n be ready to learn n be respectful n be safe Rewards The John Roan strongly believes in rewarding students in all aspects of school life where they have achieved high standards individually or as a group and have contributed positively to the life of the school. Students will be awarded achievement points for positive behaviour and contributions to the school community. Student achievement points will be logged using the school s behaviour and rewards system. Achievement points are linked to the VIVO rewards systems. Students can use their reward points to purchase items via the VIVO website. In addition to assigning VIVO points, staff may recognise student achievement by: n giving a good assessment grade and a good comment in their subject book n recording a positive comment in the student s planner to recognise effort and achievement n displaying the student s work n mentioning the student s achievements during an assembly n sending good news postcards or certificates to parents M S 1 / T / W H O L E S C H O O L P O L I C I E S / P O S I T I V E B E H A V I O U R F R A M E W O R K 2

3 n sending the student to their Guidance and Achievement Leader, a Subject Leader or a Senior Leader to be congratulated and given a commendation n recommending the student for the Jack Petchy Awards or Tree of Achievement n submitting an article to the John Roan News n recommending the student for a Headteacher award Students will also be rewarded for 100% attendance and/or 100% punctuality. Restorative Approaches The school has invested heavily in training all staff to become skilled in using Restorative Approached techniques. The advantages are clear. Students gain a better understanding of the consequences of their behaviour, relationships are repaired and often strengthened and the number of incidents of unacceptable behaviour is reduced. The John Roan insists that all staff use these skills to effectively manage behaviour for learning. Working with Parents The school believes that working with parents is extremely important and therefore is committed to keeping parents informed about their child s learning and behaviour. Staff may communicate with parents using the student planner, by telephone or by letter. Breaches of the Behaviour Policy Staff will always provide positive encouragement and guidance to support students to follow the school rules. Where positive encouragements are not effective, staff will follow the behaviour stages outlined below. Stage 1 n Staff will use a range of non- intrusive strategies to encourage appropriate behaviour, e.g. praise, eye contact, private word, stand by student, rule reminder, use of name, etc. n If a student fails to respond to non- intrusive strategies, a verbal warning will be given - the words verbal warning must be used by the member of staff. 3

4 n Staff must follow up the warning with teacher talk (a private discussion with the student at an appropriate time). If a student fails to respond to Stage 1, the following strategies will be employed; Stage 2 n The student will be moved to a different seat by the teacher n The student will be removed from the room for a brief time out lasting for a maximum period of two minutes. At no time must there be more than one student be placed outside the classroom. n The time out must be followed by a short conversation with the student and a final reminder of required behaviour. If a student fails to respond to Stage 2, the following strategies will be employed; Stage 3 n The student will be sent to colleague support with appropriate work. This means the student will be sent to complete their work in a different classroom. n If a student refuses to go to colleague support, a Site Supervisor or a Senior Leader will be called and escort the student to the appropriate area. n A student sent to colleague support will also be issued with a teacher detention. In order to avoid missed detentions, students will be collected and escorted to detentions by a Site Supervisor, Head of Department or a Senior Leader. If a student is absent from school, the detention will be rescheduled. If a student fails to respond to Stage 3, the following strategies will be employed; Stage 4 n Refusal to attend a teacher detention will result in a department detention. n Refusal to attend a departmental detention will result in a Head of Department, Guidance and Achievement Leader or a Senior Leader issuing seclusion. n Refusal to go to colleague support will result in the Head of Department, Guidance and Achievement Leader or a Senior Leader issuing seclusion. 4

5 n Parents will be informed about all seclusions and detentions. If a student is repeatedly issued with seclusions or detentions, parents will be invited to attend a meeting with subject teacher. A Head of Department, Guidance and Achievement Leader or Senior Leader may also attend this meeting. Reports Department and pastoral reports Where there are concerns about a student s behaviour, a Head of Department or Guidance and Achievement Leader will place the student on report. Students on report will be given: n clearly defined targets n a time frame for improvement n encouragement to succeed Seclusion Seclusion is a serious sanction. Parents will be notified of seclusions by telephone and letter. Students will be placed on report following a seclusion. The seclusion room works differently from the rest of the school: n Students report to the seclusion room at 8.30am on the morning of seclusion. n Students are dismissed from seclusion at 3.10pm n Students follow their school timetables and complete work provided by their subject teacher. For practical lessons such as double games and technology, theory work is set. n Break times and lunchtimes are taken at different times to the rest of the school. Whilst in seclusion, students will have the opportunity to participate in a restorative approaches meeting. The meeting will provide an opportunity for students to discuss the incident leading to the seclusion, and access additional advice and guidance to improve their behaviour. If a student is repeatedly issued with seclusions, parents will be invited to attend a meeting with a Head of Department, Guidance and Achievement Leader or Senior Leader. 5

6 Students displaying unacceptable behaviour during the period of seclusion will be given opportunities to improve their behaviour. In the seclusion room, the following behaviour stages apply: n verbal warning n written warning n detention after school on the seclusion n repeat the period of seclusion n exclusion Students who are persistently disruptive whilst in seclusion will be excluded. The student will be expected to return to school the following day and repeat the period of seclusion. Fixed Term Exclusions Exclusions are issued for serious breaches of the Behaviour Policy and can only be issued by a member of the Senior Leadership Team. The length of the exclusion is determined by individual circumstances. Incidents of misconduct outside of school can also be punished via a school exclusion. Exclusions are issued as a last resort. When a student returns from a period of exclusion, they will be set targets and issued with a behaviour contract. Students will report to their Guidance and Achievement Leader or a Senior Leader on a daily basis. Appropriate provision is made for exclusions lasting six or more days. Exclusions lasting more than 15 days in one term, or that result in a student missing a public examination, will be considered by the school Governors. The head teacher may also direct students to attend an alternative provision in order to address ongoing behavioural concerns. Permanent Exclusion In the most severe cases, a permanent exclusion will be issued. A permanent exclusion can only be issued by the head teacher and is subject to review by the school governors. 6

7 Managed moves to another school or an alternative provision are always considered before a permanent exclusion is issued. Legal Framework The school adheres to Government legislation and guidance and Local Authority guidelines, including those relating to equal opportunities and SEND. 7

8 Appendix List of prohibited items (this is not a definitive list and should only be used as a guide) The following items are not permitted on the school premises: n chewing/bubble gum n permanent markers or graffiti pens or sprays n energy drinks n laser pens n alcohol n drugs, drug paraphernalia or herbal remedies (often referred to as herbal highs or legal highs) n cigarettes, tobacco or other smoking equipment including electronic cigarettes, bongs n lighters or matches n offensive or dangerous weapons including knives and BB guns n other items that in the view of the head teacher and Governors represent a danger to staff and pupils Sanctions for possession of any of these items range from school detentions to permanent exclusion Examples of reasons for seclusion or exclusion (this is not a definitive list and should only be used as a guide): n a number of missed or failed detentions despite warnings (seclusion only) n failed seclusion n possession of prohibited items n theft n selling goods n persistent disruptive behaviour n inappropriate setting off the fire alarm or use of fire extinguishers 8

9 n smoking on or between the school premises n vandalism or graffiti / criminal damage n racial comments, abuse or harassment n sexual comments, abuse or harassment, assault n bullying or intimidation (including cyber bullying) n dangerous or violent behaviour n verbal abuse or violence against an adult n verbal abuse or violence against a student n alcohol abuse/substance abuse n possession of/supplying of drugs n possession of offensive weapons including knives n premeditated victimisation n gang- related behaviour 9

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