Northease Seven. Every child feels safe and able to learn. Teachers are passionate about their subject. Lessons are fun, inspirational and motivating

Transcription

1 Northease Seven Every child feels safe and able to learn Teachers are passionate about their subject Lessons are fun, inspirational and motivating Significant progress is made Mutual respect is evident in all aspects of school life All staff are committed to meeting the diverse individual needs of our students

2 In the Tutor Room, Tutors will expect all students: 1. To be punctual and attend regularly; 2. To enter the room in an orderly way, remove coats and sit quietly; 3. To be in full school uniform and properly equipped; 4. To have the Student Planner completed and signed regularly; 5. To follow instructions and participate positively. In the Classroom, teachers will expect all students: 1. To arrive on time, entering in an orderly fashion. 2. Take off coats and other outdoor clothing. 3. To bring the right equipment and Student Planner to every lesson; 4. To respect others, their right to learn and their property; 5. To look after work and books; 6. To listen and be silent when asked; 7. To contribute appropriately and courteously; 8. To follow instructions, recording and completing all coursework and homework; 9. To always try to achieve their best. Around the school we expect all students: 1. To walk sensibly and quietly; 2. To keep left in crowded areas; 3. To assist and be considerate and courteous to others; 4. To care for the furniture, equipment and fabric of the building; 5. To care for the environment by placing bags on shelves provided; 6. To respond to instructions from staff and prefects. AT ALL TIMES WE BEHAVE COURTEOUSLY AND SENSIBLY

3 Ready to learn *Arrive on time, planners on desk and get ready to start the lesson. *Take off coats and other outdoor clothing. *To be in full school uniform (unless a note/ is provided). * Mobile devices should be switched off and out of sight (unless teacher gives permission). *Listen carefully and follow instructions. *Bring the right equipment to the lesson. *Take care of equipment and use it properly. *Respect other people s right to learn and their equipment. *Always work to the best of your ability and complete all homework set. *Do not eat or chew, but drinking water is encouraged where appropriate. All staff to re-establish these rules when appropriate.

4 Level One Problems Consequence System Day to day At this level teachers follow the consequence system where students are given warnings. As these warnings progress the consequences become more severe for the student. Throughout this process the teacher must continuously explain why the student has been given the warning so he/she can alter their behaviour. *If the student does not turn up a detention it moves up to the next level e.g. class teacher to HOF, HPF to SLT, SLT to Head teacher* Sanctions Name on Board Class Teacher HOF SLT C1 C2 C3 C4 C5 1st Warning 2nd Warning 3rd Warning 4th Warning 5th Warning 6th Warning Mediation given Mediation given Mediation given Class teacher mediation to HOF mediation to explain SLT mediation to explain Refer to intervention & Refer to intervention & Refer to intervention & explain the next steps the next steps the next steps Remove to HOF or Remove to go with SLT Remove from classroom strategies strategies strategies another office Possibly record in Possibly record in Possibly record planner planner for timeout. class teacher Detention given by SLT Possibly record on Possibly record on Break detention given Detention given by engage in planner engage by HOF Refer to intervention & Inform Tutor Possibly record Possibly Inform Tutor class teacher Refer to intervention & strategies Possibly contact Possibly contact home on engage Record in planner home Refer to intervention & strategies if consistent across Inform Tutor if consistent across strategies Record in planner Record on engage lessons Possibly contact home lesson Record in planner Record on engage Inform Tutor if consistent across Record on engage Inform Tutor Contact home by or lessons Inform Tutor Contact home by or phone call. Contact home by or phone call. Complete follow up at all phone call. Complete follow up at all times Complete follow up at all times times

5 Name on Board Teasing Talking out of turn Shouting out Avoiding work/wasting time Being noisy Name calling Arguing Stopping others from working Inappropriate comments Put downs Constant fiddling Inconsiderate behaviour Lack of respect for other students Sanctions Name on Board: Clearly tell the student that they have their first warning. Mediation may happen at this moment to resolve any other issues to prevent it going onto a C1. If no more issues start a fresh, next lesson. It is suggested that teachers record the warnings for their own records in their teaching books/folders.. Intervention Prevention to stop escalation Reminder of Ready to Learn - Placing name on board before issuing a C1 The look, Proximity standing near to student, Non-verbal signals Giving choice, Isolate within classroom, if possible Clear explanation of required behaviour Tactical ignoring of behaviour (as long as it is not disrupting others), Group responsibility Merits, Postcards, Positive /call home Strategies from Therapists Be aware of students with personal space issues. Notice when a student is struggling to stop challenging behaviour. Always know your students check with therapists and programmes and reports (all available on shared drive). Be aware of your own behaviour: Model the behaviour you want to see. Students have Social Communication Difficulties They may not understand your non-verbal signals, body language. Remember Generalise Attention Strategies: movement breaks, sensory boxes etc.

6 C1 Continuation of first Consequence (name on board) Students refusing to move to lesson. Refusal to follow the correct uniform code. Out of Bounds Sanctions C1 (tick next to name): Clearly tell the student that they have their second warning, a tick next to name. Mediation may happen again to attempt to resolve any other issues to prevent it going onto a C2. Inform Tutor Intervention Prevention to stop escalation Reminder of Ready to Learn - Tick name on board before issuing a C2 The look, Proximity standing near to student, Non verbal signals Giving choice, Move seat, Isolate within classroom, if possible, Time out Change of activity, Clear explanation of required behaviour Tactical ignoring of behaviour (as long as it is not disrupting others) Group responsibility Merits, Postcards, Positive /call home Strategies from Therapists Be aware of students with personal space issues. Notice when a student is struggling to stop challenging behaviour. Always know your students check with therapists and programmes and reports (all available on shared drive). Be aware of your own behaviour: Model the behaviour you want to see. Students have Social Communication Difficulties They may not understand your non-verbal signals, body language. Remember Generalise Attention Strategies: movement breaks, sensory boxes etc.

7 C2 Escalation of C1 Swearing Constantly arguing back Refusal to follow instructions Continued disruption of lesson Non-completion of homework after second chance. Sanction Mediation by class teacher, after the lesson or at break time. Record in planner if deemed appropriate Complete the follow up on engage after mediation has happened. Class teacher involved with incident contacts home ( or call). Complete a detailed follow up on engage for evidence. Inform Tutor Intervention Prevention to stop escalation Keep behind at end of lesson write note in planner for next lesson. Reminder of Ready to Learn Change class seating plan Reflect on mediation discussion to adapt next lesson. Reflect on response by parents/carers. Merits Postcards Positive /call home Strategies from Therapists Be aware of students with personal space issues. Notice when a student is struggling to stop challenging behaviour. Always know your students check with therapists and programmes and reports (all available on shared drive). Be aware of your own behaviour: Model the behaviour you want to see. Students have Social Communication Difficulties They may not understand your non-verbal signals, body language. Remember Generalise Attention Strategies: movement breaks, sensory boxes etc.

8 C3 Sanction Escalation of C2 Continual swearing. Continued disruption of lesson Leaving the room without permission Damage to property - Graffiti Non completion of homework after C2 Making physical contact with another student in act of aggression. Fighting Remove from classroom for timeout. Record in planner if deemed appropriate Set a break detention. Class teacher involved completes the follow up on engage after mediation has happened. Class teacher involved with incident contacts home ( or call). Complete a detailed follow up on engage for evidence. Inform Tutor Intervention Prevention to stop escalation Student becomes a targeted student for the HOF Place on department report. Merits Postcards Positive /call home by HOF Strategies from Therapists Be aware of students with personal space issues. Notice when a student is struggling to stop challenging behaviour. Always know your students check with therapists and programmes and reports (all available on shared drive). Be aware of your own behaviour: Model the behaviour you want to see. Students have Social Communication Difficulties They may not understand your non-verbal signals, body language. Remember Generalise Attention Strategies: movement breaks, sensory boxes etc.

9 C4 Escalation of C3 Truanting from lesson Vandalism Stealing Verbal abuse to staff Leaving classroom without permission Throwing objects Dangerous behaviour Sanction Remove to HOF or another class teacher HOF/ other teacher mediation to explain the next steps Refer to intervention & strategies Record in planner if deemed appropriate. Record on engage by HOF involved. HOF involved completes the follow up on engage after mediation has happened. Class teacher involved with incident contacts home ( or call). Complete a detailed follow up on engage for evidence Set a break detention. Inform Tutor Intervention Prevention to stop escalation Change of teaching group, only after consultation with HOF + SENDCO + Teacher Student becomes a targeted student for the HOF Placed on Pastoral Support Plan. Student, home, school meeting Pastoral support plan review Discussed at weekly SLT Intervention meetings, alternative provision considered Strategies from Therapists Be aware of students with personal space issues. Notice when a student is struggling to stop challenging behaviour. Always know your students check with therapists and programmes and reports (all available on shared drive). Be aware of your own behaviour: Model the behaviour you want to see. Students have Social Communication Difficulties They may not understand your non-verbal signals, body language. Remember Generalise Attention Strategies: movement breaks, sensory boxes etc.

10 C5 Constant refusal to follow instruction after a C4. Any discrimination against another. Stealing Physical abuse to staff Verbal abuse to staff Sexual abuse Bringing alcohol/drugs onto school premises Carrying a weapon Other serious incidents Smoking in and around school Damage to property Leaving school without permission Sanctions Removed to go with SLT office Contact home by SLT involved and logged on engage. Complete the follow up on engage after mediation has happened. SLT involved with incident contacts home ( or call). Complete a detailed follow up on engage for evidence Other Sanctions: Inform Tutor Pastoral Support Plan initiated Supervised mediation/apology with teacher involved. Internal Isolation until incident resolved. Targeted student discussed at weekly SLT meeting Involvement of Head teacher Parent Meeting Fixed term exclusion Alternative provision considered Pre-permanent exclusion meeting Permanent exclusion

11 Level Two Problems - Subject Report Cards (White Report Card) These report cards are available for teachers to address repeated poor behaviour by individual students as one of the strategies of a curriculum Department. The class teacher manages this report card and keeps it, reminding the student of his/her targets each lesson. The teacher sets the student 2/3 behaviour targets based on remedying the initial type of misconduct that leads him or her getting into further or repeated trouble in your lesson. Refer to page 16 for advice in setting effective targets. If you need further advice, discuss the student with your HOF. Spend time when setting the subject report card explaining sanctions and rewards to the student. Write a brief note to parents in the Planner or contact home directly. Failing some targets should lead to targeted mediation, contacting home (teachers use the consequence system, level one procedures, to monitor the report card). Repeated failure to meet targets should lead to sending from class to the HOF and meeting between the teacher and parents. Completed subject report cards should be sent to SLT (Student Support) for logging who then sends them to the student s tutor. Level Three Problems Tutor involvement - Amber Report Card - The Amber Behaviour Programme This is set by the tutor when a student is on several subject reports in a range of lessons or has had a number of consequences issued. The tutor sets targets with the student and informs their parents. See SLT Student Support for advice if needed. The student takes the amber card to each lesson and presents it to the teacher. At the end of the week the tutor and student completes a self-review sheet during the Friday afternoon tutor period. The tutor applies sanctions for failures such as not using the card or failing to meet the targets. Loss of breaks, internal exclusion and targeted mediation are appropriate sanctions. If a student fails to meet the requirements of the amber card he or she is referred to SLT and put onto the Level Four Problems, a red card. Level Four Problems SLT involvement - Red Report Card - The Red Behaviour Programme Is set by the SLT (particularly Student Support) who manages the student across a range of lessons, liaising with teachers and HOF where necessary. Parents attend a meeting with the SLT member and Tutor. The student completes a Red Card and a daily self-review form. Level Five Problems Head Teacher involvement Red+ Report Card - Red Plus Behaviour Programme Students meet daily with the Head Teacher. They complete a Red+ Card.