Saint John Bosco College Behaviour for Learning Policy

Transcription

1 Saint John Bosco College Behaviour for Learning Policy Contents 1. Introduction 2. Respect 3. Rights 4. Responsibilities 5. Behaviour for learning procedures 6. Encouraging good progress and/or behaviour 7. Rewards procedures 8. Dealing with students difficulties 9. Dealing with Misbehaviour 10. Exclusion from School 11. Uniform and Appearance Introduction Our aim is to create and sustain a happy and safe place of learning in which everyone can realise their full potential and feels loved and valued. Our College will provide a caring, positive, safe and stimulating environment in which students can learn and which promotes the spiritual, social, physical and emotional wellbeing of each individual student. The quality of learning, teaching and behaviour are inseparable issues and the responsibility of all staff, students and parents. Inclusion features strongly in this policy as it is at the heart of SJBC as an organisation. Good behaviour can be learnt and poor behaviour is not an inevitable consequence of past experience. Poor behaviour can affect the safety and welfare of members of our community, the ability of students to learn and teachers to teach. It therefore cannot be tolerated. The fundamental principal underpinning our behaviour policy is unconditional respect. This combined with Rights, Responsibilities and Routines will produce good behaviour conducive to good learning. Restorative justice is also an important part of our approach to improving behaviour. This policy relates to behaviour within the College, when students are engaged in College activities outside the College, within the immediate vicinity of the College and on the journey to and from the College. Respect All members of our community should be treated with unconditional respect and good manners. We form one learning community and being part of that community means that we

2 treat one another in the way that we would expect to be treated ourselves. Our rights, responsibilities and routines will be shaped to help us all to deliver unconditional respect to other members of our College and the wider community. Rights All members of our community have the right to: Feel safe; Learn; Achieve; Be respected. Responsibilities All members of our community have the responsibility to: Treat others with respect, unconditionally; Support others in their learning; Celebrate achievements. At the start of the lessons staff will: Arrange the learning environment so the room is tidy, interesting and engaging; Have facilities available for storage of students belongings; Have a well planned lesson ready, with all resources accessible; Greet students at the classroom door before the lessons starts; Focus on positive welcoming comments; Deal with discipline issues quickly and quietly; Have a seating plan; Have a protocol in place for formal start to lesson; Take register. At the end of the lesson staff will: Finish in good time; Clear up and prepare room for next lesson; Have a protocol for orderly dismissal; Say goodbye. Working conditions All classes will operate within these working conditions: Individual silence; Partner quiet on task talk; Group discussion with roles assigned; Whole class according to agreed class protocol. Encouraging good progress and/or behaviour A variety of rewards will be used which may include: Use of praise; Merits Stickers; Certificates; Rewards; Postcards and letters home; Head Teacher Commendations; Celebration assemblies; Celebration evenings. Achievement Book

3 Rewards Procedures It is the duty of all staff members to catch students doing the right thing It is important that we are not rewarding behaviour, but genuine achievement, progress and citizenship. The emphasis here is on effort and demonstrating resilience rather than levels of intelligence and prescribed outcomes. Dealing with Students Difficulties It is recognised that some of our students experience emotional and behaviour difficulties and need very specific guidance and management of their behaviour. Using St John Bosco s Preventive approach as a guide and inspiration staff members need to display a range of the following professional characteristics when dealing with students with emotional and behavioural difficulties. For example: Sense of Humour; Loving Kindness Determination; Assertiveness; Consistency in response; Consistency in attitude, expectations and philosophy; Modulated voice Be polite using a calm voice; Professional distance Keep a relaxed non threatening posture; Consideration for the feelings of the students Considering face saving tactics for the students. Key Points: A working relationship has to be established with the student. Staff clearly communicate in a direct discreet encouraging way, using straightforward language. The staff will make polite suggestions rather than demands. The staff will remain calm and try not to get into a critical or cross mode. Staff will try to ensure the work is broken down into small achievable steps, so that success is always possible. Frequent opportunities for reviewing progress will also be given to reward success. The staff will be positive in their approach. They will look for good things that are happening or nearly happening. The student s self esteem will be built up by celebrating their strengths. If a student displays angry outbursts the student will be given time to restore their dignity. Clear boundaries will be established for the students. The staff will clearly check that the students understand those boundaries and the consequences of not complying. It is the responsibility of each member of staff to ensure that they are aware of the additional needs (including SEN) of the students in their care, and have made any adjustments necessary to meet their needs Monitoring students behaviour for learning The College will ensure that students behaviour for learning is regularly monitored and appropriate interventions are made.

4 All staff will use every opportunity to engage with students and as often as possible, give them positive feedback about their behaviour for learning. At regular intervals staff will record, on a scale of 1 4, a student s attitude to learning. These scores will be collated and reviewed by Form Tutors, Heads of Year, the inclusion team and. Behaviour incidents will be recorded on SIMs by the staff concerned. The following codes/categories will apply: Code on SIMS Issue Action by: Action recorded on SIMS and copied to: Possible Action: L1 Lack of equipment for lesson Class teacher Note in student diary, Detention (break/lunchtime), L2a (academic) minor community service task Late to class Class teacher Misbehaviour after warnings Class teacher Not working properly after Class teacher warnings Not handing in HW on due date Class teacher Poor uniform All staff Other minor disciplinary matter All staff Persistent lack of equipment Class teacher HOD Contact with parents Persistent lack of work in class Class teacher HOD (letter, call, , text), Persistently missing homework Class teacher HOD Detention, deadlines (break/lunchtime, afterschool), Community Service task, L2b (organisation) Persistent lateness for class Class teacher HOD Contact with parents Not registering on arrival at school Pupil services office Form Tutor/HOY (letter, call, , text), Detention, Persistent uniform infringement All staff Form (break/lunchtime, after Tutor/HOY school), Community Not attending teacher pupil Class teacher HOD Service task meeting Late for school Pupil services Form After school late office Tutor/HOY detention L3 (behaviour) Mobile phone in school All staff Form Tutor Contact with parents Eating/drinking out of designated All staff Form tutor (letter, call, , text), area Breach of health and safety or All staff Form tutor Detention, (break/lunchtime, afterdangerous behaviour Selling to other pupils All staff Form tutor school), Community Service task, Sale items Truancy from lesson All staff Form tutor confiscated Mobile

5 L4 L5 Impolite or rude behaviour All staff Form tutor phones confiscated and Noisy or undisciplined behaviour Class Form tutor returned after 7 days in class Noisy or undisciplined behaviour teacher/hod All staff Form tutor Payment towards replacement of out of class Misuse of ICT equipment/resources All staff Form tutor damaged items/resources, Persistent misbehaviour in or out of lessons HOD/HOY Afterschool detention, Formal letter home, Community Service task, Internal exclusion, Formal meeting with Gross disrespect for staff/peers All staff HOD/HOY/ parents, Referral to inclusion team/, Graffiti on college property etc All staff HOD/HOY/ Internal exclusion, Pastoral Support Repeated truancy HOD/HOY Programme, Fixed term Fighting All staff HOD/HOY/ exclusion, Alternative provision. Refusal to follow reasonable instructions All staff HOD/HOY/ Failure to attend detentions/complete report card All staff HOD/HOY/ Persistently poor attitude to HOD/HOY learning Smoking/caught with a lighter or cigarettes All staff HOD/HOY/ Threatening behaviour All staff HOD/HOY/ Serious misbehaviour whilst travelling to and from school. HOY Persistent serious misbehaviour Governors Referral to inclusion in or out of lessons. team/leadership Team Possession and/or supply of Governors Internal exclusion illegal substances Possession of dangerous item Governors Pastoral Support Programme Persistent bullying Governors Formal fixed term exclusion Racist incidents Governors Alternative Provision Inappropriate sexual behaviour Governors Governor panel meeting Fighting resulting in injury Governors Referral to the Police / outside agencies Vandalism of college property Governors Permanent exclusion Threatening or actual Governors physical violence towards staff

6 Dealing with Misbehaviour The College aims to minimise the occurrence of misbehaviour through good teaching, engaging and exciting lessons and a positive and caring approach to relationships with the students. However it is recognised that on occasions incidents of misbehaviour can occur and it is the duty of staff to act fairly but firmly to ensure students can learn from these incidents and can improve their behaviour for learning. Where incidents of minor misbehaviour occur in the classroom then applying the appropriate consequence/sanction will, in the first instance be the responsibility of the class teacher. In situations where there is persistent or more serious misbehaviour in class, the class teacher will seek support from the Head of Department to apply the appropriate consequence. In situations where misbehaviour occurs outside the classroom the teacher on duty it will be the responsibility of all staff in the vicinity to deal with the behaviour at the time. Depending on the situation staff will then refer the incident to the student s form tutor, HoY or to apply the appropriate consequence. In both cases behaviour incidents will be recorded in SIMS and regular reports provided for Form Tutors/Heads of Year/ to monitor and intervene with individuals or groups of students. Staff may choose from a range of appropriate sanctions ranging from a verbal reminder to exclusion. The school will seek to avoid using fixed term exclusions where possible and use alternatives such as internal exclusion. Internal Exclusions will be signed off by a member of following consultation with the relevant Head of Year or Head of Department. A protocol and relevant paperwork is in place to ensure that the system is properly administered. The Behaviour Lead Coordinator is responsible for organising the programme for students on internal exclusion and the mentoring sessions that accompany it. All incidents of serious misbehaviour will be followed up with a process of restorative justice (RJ) with the aim of allowing all parties to learn from and move on successfully from these events. Teaching staff will be trained in the use of RJ. Students identified as giving serious cause for concern will be considered for a Pupil Support Plan (PSP) using the following protocol:

7 SJBC PSP Process Head of Year identifies cause for concern, including: Two or more fixed term exclusions in a term A significant number of behaviour incidents (10+) recorded on SIMs in a half term Self exclusion from school (refusing to attend school, persistent absence not due to medical or family reasons) Repeated failure to engage with the school s behaviour policy and disciplinary code Student is discussed at half termly Year Inclusion Meetings where decision is made to put student on PSP. PSP referral not agreed as appropriate at this moment. Reasons for decision documented in file. Alternative action plan agreed at Inclusion Meeting. Student can be re referred at later date if necessary. PSP referral agreed: PSP meeting arranged by the Behaviour Lead at the school with possible involvement of other agencies, such as Connexions or the educational psychologist. The parents must be invited to that meeting. At the meeting, there will be a discussion about the next moves, and a plan made. PSP is in place for at a term and a half and is reviewed half termly in PSP review meetings. At each meeting action points and targets are agreed. A possible 4 th cycle can be agreed if /PSP lead identifies it as necessary. List of students with PSP and their targets shared with staff by Behaviour Lead Student is supported through PSP report and regular mentoring support with Behaviour Lead. Progress student makes whilst on PSP is clear and sustained (CISS score of above circa 270). At 3 rd review meeting ending of PSP is agreed. Behaviour Lead with HoY monitors student progress via Moving Forwards Plan to proactively identify if further intervention is needed. Termly review meetings held. Plan can monitor progress for up to a year. If meetings flag up concerns student returns to PSP programme. If there is no progress made over two terms with PSP support (as demonstrated by CISS scores). Student is referred by Behaviour Lead to HoS who will bring student to Identified Students Meeting with / Head teacher to discuss next steps.

8 Exclusion from school Exclusion is the most serious sanction available to the school, and its use must be minimised. The school follows the exclusion guidelines published by Wandsworth Borough Council and uses the standard letters for exclusion which the local authority makes available. Exclusion is not imposed for truancy, late coming or absenteeism; for lack of equipment or poor quality work. The purpose of exclusion is to assert the values of the school as an orderly community in which pupils and staff may work safely, free from harassment and disruption. The Head teacher is expected to safeguard the welfare and safety of those who study and work in the school. The school tries to advise parents personally that their son is to be excluded, and always arranges an interview to discuss the way forward after an exclusion. The school may exclude for events on the school premises, or events under the supervision of school staff which take place off the premises. It may also exclude for events which take place while pupils are coming to or from school, involving either another pupil or a member of the public. It may also exclude for an event outside school hours which arises out of a connection between two pupils at the school. Exclusion may also occur where the event lies in a communication medium, such as a mobile phone or an internet site. List A permanent exclusions A permanent exclusion may be imposed for: A single act of dangerous, violent, harmful or reckless behaviour. Violence, especially where it seems that the perpetrator has planned the violence, or has caused a significant injury, or has behaved in a recklessly dangerous way, or has ignored warnings to desist. Threats of violence, particularly those which are persistent, or which are intended to subvert the school s discipline policies by intimidation, or which involve calling in a third party, or which are intended to cause fear and anxiety Persistent expression of racist views, racist actions, or other extreme discriminatory behaviour Bringing drugs or other banned or toxic substances (see footnote) to school, using them on any school occasion, supplying them to other pupils, or encouraging other pupils to use them. Bringing a weapon to school, or anything intended to be a weapon Bringing fireworks to school, or any other potentially dangerous item Letting off the fire alarm without good cause, or other misuse of fire fighting or safety equipment Extreme public misbehaviour, especially when it brings the school into disrepute. Theft, especially when it is openly done, or premeditated Persistent bullying Persistent failure to observe acceptable standards of behaviour despite the support of a Pastoral Support Programme

9 List B fixed term exclusions Fixed term exclusions may be given for: Disruption of lessons Refusal to follow instructions or explicit refusal to obey a school rule Verbal abuse against another person Disrespectful or insolent behaviour to staff Racist behaviour or language Fighting Failure to attend Saturday detentions Persistent demerits for behaviour And for any action in List A for which a permanent exclusion is not imposed. In excluding pupils, the school will take account of the following factors before making a decision. The possibility of discrimination on the grounds of disability The possibility of discrimination on the grounds of ethnicity special educational needs language fluency age and maturity other mitigating factors Pupils excluded for more than five days will have to attend the Pupil Exclusion Unit at Southfields Community College from the sixth day. Exclusion and the right to education The school will make every effort to provide work during the first five days of an exclusion. This work must be completed and returned to school. After five days, the pupil will be offered a placement at the unit for excluded pupils at Southfields Community College. The College with liaise to ensure that appropriate work is provided for pupils in the centre. This placement will meet the requirement for full time education, and pupils who do not attend will recorded as absent without authorisation. Supporting Pupils The onus is on every member of staff to play a part in supporting pupils with behavioural difficulties, by acting on the recommendations of the Inclusion Team and keeping a record of the interventions. The Inclusion Team will decide whether pupils need to be assigned to a Pastoral Support Programme and will follow the procedures for identifying pupils whose behaviour and attitude to learning does not meet the standards expected at the College.

10 Footnote: A list of banned and toxic substances cannot be exhaustive. It will include any substance whose supply or possession is unlawful. Banned substances therefore include all controlled drugs Class A, B and C drugs as defined by the Misuse of Drugs Act Pupils may not bring any alcoholic drink to school. They may not bring any substance whose misuse may be harmful to self or others. Examples of this are: glues, propellants, cleaning fluids and bleaches, methylated spirits and solvents; prescription drugs (unless for their own use and with the consent of parents); mood changing plants such as magic mushrooms. Pupils may not bring to school, or supply another pupil with, any substance which will affect mood or physical state. In all of these cases, it will aggravate the offence if a pupil induces another to use or ingest a substance without consent or understanding. Uniform and Appearance Students should be dressed appropriately, ready to learn, at all times and are expected to take pride in their appearance. Students are expected to maintain high standards of dress and appearance throughout the school day, including their journeys to and from school. Please refer to the College s Uniform Policy for our expectations of students dress and appearance.