Blessed George Napier Catholic School and Sixth Form A Youth Sport Trust Lead Partner School

Transcription

1 Blessed George Napier Catholic School and Sixth Form A Youth Sport Trust Lead Partner School BEHAVIOUR POLICY 1

2 BEHAVIOUR POLICY Consistency with the Distinctive Nature of the School Blessed George Napier is a Catholic School based upon Gospel values. It has, and should have a distinctive nature. The philosophy and aims that underlie the rules must be consistent with both the rules themselves and the administration of them. Models of Behaviour Most sets of rules are written for pupils. The behaviour of staff must be consistent with them. If pupils are told to be polite and respectful to others, staff must provide good examples of such behaviour in their dealings with adults and children. The Effective Curriculum Schools teach values as well as knowledge and skills. Some of this is done in lessons. Most is through the way in which teachers and pupils behave toward each other, including how rules are applied. A set of written rules does not mean that all teachers will apply them in the same way. There must be a consensus among staff on the aims of effective curriculum. Aims: The Gospel values of love of neighbour, of justice and peace and reconciliation, as well as respect for each individual should lie at the heart of our attempts to develop Positive Behavioural Management Strategies. The School Behaviour Policy is founded upon Gospel values and a positive, rather than a negative approach to behaviour management. The School Behaviour Policy is intended to: set the context for staff to operate within provide clearly defined strategies as a support to all provide a consistent approach to discipline within the school reward positive behaviour, effort and achievement enable progress teach pupils to recognise what is acceptable behaviour The highest standards of behaviour are expected from all members of our community so that the tasks of the school will be achieved and all can learn in a safe, ordered environment. 2

3 Among the aims of the Positive Behavioural Management Strategies which underpin the School Behaviour Policy is the desire: to promote self-discipline to promote a sense of care for one another to promote a dislike of irresponsible behaviour It is recognised that no matter how skilled we are in classroom management, there will always be some pupils who are disaffected with their school experience and some who, consequently, become actively alienated. Research suggests that it is through a well-organised classroom, interesting and challenging individual and group work, and the corporate effort within a pastoral structure that the potential for conflict is reduced. On the whole pupils with behaviour problems require increasing degrees of positive support and structure rather than increased punishments. However, there is still a need for such pupils to face the consequences of their actions. These consequences should not be prejudicial to their self-esteem and dignity. Discipline and Behaviour Management is the shared responsibility of all. In order to promote the Gospel values we claim to uphold, rewards and sanctions need to be consistently applied by all staff to all pupils, with similar achievements and offences warranting the same action at all times. The success of our efforts to improve and reward pupil behaviour rests on consistency and shared responsibility and endeavour. Code of Conduct see pupil planner Rewards Pupils are rewarded for their efforts in work and behaviour with the school s reward system Sanctions Although it is recognised that reward systems are more effective in producing and encouraging good behaviour than punishment, it is important at Blessed George Napier to have structure to support us should we need it. Verbal reprimands are ineffective if used too frequently but can work if brief; specific; stern; and coupled with group praise for good behaviour. Quiet reprimands may be more effective than loud ones and non-verbal displays of disapproval can be as effective as verbal reprimands 3

4 Clear and specific behavioural requirements, consistently applied, are associated with better behaviour. Telling off. Informal warning. Formal warning (with other HOD, LL or member of Leadership Team). Lunchtime detention (15/20 minutes pupils eat first; staff sign pupil s planner for lunch pass) Recorded on G4S to be passed to admin staff. After school detention 3.30pm 4.30pm. Letter sent giving at least 24 hours notice beforehand informing parents. Tear off slip from letter in detention file. Recorded on G4S. Report. Filled in each lesson by subject teacher. Seen at end of day by LL or Dept Head. Signed by parent. Recorded on G4S Internal Suspension. Pupils taken out of lessons. Work and break taken in isolation. Supervised by LL or HOD. Parents notified. Recorded on G4S Fixed Term Exclusion. Pupils excluded from school. Work provided. Parents and Academy Committee representatives notified. Recorded on G4S. Placement on Pupil Support Programme. Possible place at Pupil Referral Unit. LEA involved in managed move. If all else fails - Permanent Exclusion BGN expects pupils and staff to be aware of the following school rules, which support the Code of Conduct.. For registration and lessons pupils arrive quietly and line up in single file outside the room. On being asked to enter the pupils stand behind their chairs, take out necessary equipment and place bags under the desk. Coats on back of chairs or hung up. Coats are never worn in registration or class. Pupils are silent. Prayer. Registration taken in silence. Pupil returns register to the office before end of registration. Behaviour in class Pupils arrive on time. Pupils line up and enter as stated above. Prayer (at registration and 11.30am). Teacher asks the pupils to sit down. Register is called. Pupils are silent. Pupils do not sit on desks open windows write on boards without permission 4

5 Pupils always sit in the place designated by the subject teacher even if the lesson is taken by a cover teacher or supply teacher. If the teacher does not arrive within 5 minutes of the start of the lesson, one pupil (House representative) informs HoD if nearby or the office staff. Pupils are responsible for all equipment and special clothing needed for a lesson. Erasing fluid is not permitted. Pupils speak when invited by the teacher. Pupils listen when the teacher or another pupil, who has been asked to speak, is doing so. Pupils always raise their hands before they speak. Pupils who are late, knock, enter and wait until the teacher either enquires about their lateness or indicates that the pupil should sit down. Staff always question lateness and may wish to make a note in pupil planner. Pupils always apologise for lateness. Pupils are allowed to drink water if permitted by individual staff. Pupils eat in the Hall and not in class, corridor or playground. The teacher ends the lesson not the bell. When asked, the pupils tidy up, quietly place chairs under desks and make sure all litter is placed in bins (pencil shavings must not be left on the floor or on desks). Staff check tidiness of room before leaving or allowing pupils to leave. Staff clean boards if other staff use the room and lock the door. Staff check congestion in corridor before dismissing pupils. In an emergency when a teacher needs assistance they should alert the member of staff closest to their room who will send an urgent message to the office via a pupil, or phone, for Senior Staff to be alerted. Behaviour around the School Pupils move in single file from one area to the other. Pupils move quickly but do not run. Corridors are congested so concern for others is paramount. Pupils hold doors open for visitors, staff and each other. Litter is only an issue if it is on the floor, put it in the bins. Pupils respect the Prefects and do as they ask. Prefects respect pupils and demonstrate this through their attitude and behaviour. Pupils eat in the Hall, not elsewhere. Prefects may finish eating on their duty. Pupils may congregate in corridors: a) with permission from duty staff b) if others do not feel intimidated c) if litter is not left 5

6 Outside Area Small ball games are permitted on the main playground Large footballs or rugby balls are permitted on the Astroturf or playing fields only. Ball games are not permitted in the corridors, classrooms or Sixth Form centre. BGN is a smoke free zone. Smoking is not permitted in any area of the school or school grounds. Possession of illegal substances, including aerosols and alcohol, is strictly forbidden. Matches and lighters must not be brought to school. Knives or any implement which could threaten or harm another are strictly forbidden. If possession is suspected the police will be called. I Pods, Walkmans or Discmans, MP3 players or other expensive goods are allowed for use on the bus but not in any lesson. The school takes no responsibility for these items they are carried at the pupils risk. Mobile phones are permitted for emergency purposes only. They must not be switched on in lesson time or seen during the school day. Parents will be contacted by staff in the case of incident or illness. No body piercing is permitted. Covering of such with plasters is not sufficient nose studs, rings etc may not be worn in school. Hair colour and style must be considered appropriate for school by the Principal. Jewellery (other than a cross and chain necklace and one pair of stud earrings one in each ear) and make-up are not permitted in school. Coats and other outdoor clothing may not be worn in school. Boots may not be worn. All items of clothing must be marked with the pupil s name. Pupils must read the notice letting them know who is first for lunch. All pupils line up off the ramp by the gold door, in Year Groups. Staff/Prefect on duty will let them know when to go in. Pupils clear away when they have finished and leave the tables and floors clean for others to use. Pupils who go home for lunch or who are asked to leave the site at lunchtime sign out and sign in on their return at the office. Pupils who miss either am/pm registration must sign in at the office. Pupils in Yrs 7-11 remain on site at all times. Permission to leave for medical or dental reasons will only be granted on receipt of a letter from parents explaining the circumstances. Pupils must not congregate behind the Corrigan Building behind the mobile Science classroom in the car parks by the kitchen bins Bicycles may be ridden to and from school but not on the school site. Pupils must be properly dressed at all times. School uniform rules must be followed. Extra items of clothing or footwear must not be worn. Blazers must be worn at all times unless subject teachers allow them to be removed in warm weather. However they must be worn before pupils leave the class. 6

7 Shoes not trainers must be worn for registration, break times and lessons, apart from PE and Dance. Only those pupils playing football at Break or Lunch may change into trainers. Pupils must change into shoes before returning to class. Shirts and blouses are to be buttoned up. Shirts to be tucked in and Girls skirts MUST NOT be rolled up. Pupils should travel to and from school in perfect school uniform. Pupils do not use foul or offensive language to anyone inside or outside BGN. Sixth Form. Sixth Form pupils must be dressed smartly at all times but especially so on Monday for full school assembly, school Masses and when required by the Head of Sixth Form. Sixth Form pupils may leave the site when negotiated with Head of Sixth Form. If in doubt, refer to the Mission Statement. If others do not feel respected by our actions then we are departing from our ethos and breaking school rules even if they are not listed. Uniform see pupil planner STRUCTURE OF PASTORAL CARE AT BGN SCHOOL Role The Form Tutor as a Learning Manager Practical: Uniform Registers Absence letters (ask for reasons for absence to be written in planner) Prayer Assembly House Points Referrals School Planner Code of Conduct School Rules. Fire Regulations Welfare: Physical Emotional Social Be aware of changes in family circumstances Confidential issues of Child Abuse 7

8 The Role of the Form Tutor at BGN School Form Tutors play a key role in the Pastoral Care system of the school. They provide appropriate support and guidance for each individual pupil because they are in daily contact with their tutees. They seek to develop a relationship with each pupil based on mutual trust and confidence. Form Tutors are the only people who can monitor the progress of their tutees across the whole curriculum and have the opportunity to know the pupils better than anyone else. The Form Tutor would therefore: monitor the progress of each pupil evaluate the impact of the curriculum on the tutee feedback relevant information to Departments and the SENCo help identify and, if possible, remove obstacles to progress reflect positively with pupils on their whole curriculum experience be at the heart of discipline problems with their tutees be a mentor who knows the pupil better than any other teacher and therefore give real individual support Strategies for Dealing with Students with Behavioural Difficulties Person involved in School Teacher, Form Tutor, LL, ALL SL Levels of Response Talk to student about behaviour Breaktime or Lunchtime detention Teacher, Form Tutor, LL, ALL SL After-school detention. Home contact. SENCo advised This will be sufficient for most pupils LL, ALL and SL LL, ALL and SL Round Robin Pupil on report Internal suspension Home contact SENCo, Connexions EBD Outreach Pastoral Support Worker Parents invited to discuss the way forward as necessary or as Interim Reports are issued Pupil on Report Possible intervention by Ed Psychologist. Meadow Brook College - PRUIS Connexions (Careers & Advice) EBDOS ESW Service 8

9 LL, ALL, SL, Deputy Head Deputy Head, Principal Academy Committee Principal/Academy Committee Reps Fixed Term exclusion Pupil returns to school after consultation with school and parent. Pastoral Support Plan Meadowbrook College - PRUIS Other agencies as needed Police Liaison Officer, EBDOS, GP, CAMHS, Connexions, Meadowbrook College - PRUIS full time Work Experience Managed Move Permanent Exclusion Glossary LL Learning Leaders, Key Stage 3,4,& 5 ALL Assistant Learning Leaders SL Head of Department EBDOS Emotional Behavioural Difficulties Outreach Service ESW Service Education Social Work Service CAMHS Community Adolescent Mental Health Service Meadowbrook College PRUIS (Pupil Referral Unit and Integration Service) 9