Altrincham College Behaviour Policy

Transcription

1 Altrincham College Behaviour Policy All members of our academy community have the right to be treated with dignity, good manners and respect. We also recognize that establishing and maintaining a positive learning environment is central to educational achievement and success in future life. Altrincham College is committed to maintaining a high achieving learning environment, underpinned by the highly effective management of student behaviour, alongside students effective self management of their own behaviour. All members of the academy community are expected to support the academy ethos and help maintain an atmosphere which is conducive to great learning. The Academy s Learning Principles: Students have a right to learn without having their learning disrupted no lost learning time Students follow adult instructions All members of the Academy community speak and behave respectfully to each other, avoiding negative language and language which may cause upset. Aims of the Behaviour Policy To ensure that the Academy is a safe, orderly environment that encourages learning To ensure that behaviour management is consistent across the Academy To celebrate and reward good behaviour To promote and assist the social, moral, spiritual and emotional development of students. To ensure a calm, productive atmosphere that is conducive to learning To help students understand that actions bring consequences (ABC), both positive and negative, and to help students learn to be responsible for their actions. To identify early, students whose behaviour may adversely affect their learning, and to act quickly and positively to rectify the situation. To work actively against behaviour that damages the inclusive ethos of the school To enable teachers to enjoy delivering outstanding lessons Promoting, celebrating and rewarding positive behavior Setting the scene for positive behaviour In all classrooms we should aim for praise to outweigh consequences, ideally on an 80/20 ratio and concentrate on positive aspects of behaviour. Positive role model be at the door, smile, be enthusiastic about working with the students and about the content/context of the lesson. Think about Spiritual, Moral, Social and Cultural issues and how developing the big picture with students will enable them to mature and develop independent learning skills.

2 Giving Achievements and Praise - apply achievements and praise with care be sure you have explained why a student has received the achievement or praise as some students may feel that individuals are given acknowledgements unjustly. Start each day with a clean slate making sure that incidents have been dealt with from prior lessons. (Please wipe clean any consequences lists at the end of the day). Students should be spoken to in a consequences detention or outside of the lesson. Be consistent - use this and only this approach with all students as they must perceive this as a predictable, reliable and consistent pattern. Formal start to the lesson a formal greeting with students stood behind desks is how all students should expect the lesson to commence. Alternatively, the greeting at the door with clear direction on entry, followed by the formal greeting when everyone is present, sets the same consistent lesson start. Positive and effective behaviour management should mean that the consequences system is not used frequently because pace, challenge and positive reinforcement should sustain students and enthuse them. Key questions for every teacher and Learning Support Assistant; Have I planned my lesson appropriately and shared my learning outcomes with students? Am I praising and rewarding those who behave? Is the work challenging and exciting enough to engage students in learning? Are the resources appropriate and readily available so that pace is maintained? Have I greeted students at the door and made my high expectations clear at the beginning? Is my seating plan right and have I made my reasonable requests clear? Have I taken control of the class on entry, during the lesson and at dispersal? Foundations and Ethos of the Behaviour Policy The ACA foundations of learning will be upheld through explicit teaching as well as through our daily actions and interactions with students. Effort behaviour that leads to an outstanding level of focus on learning with the student doing all that is asked to the very best of their ability. Enthusiasm behaviour that communicates an enthusiasm for learning and for making a positive contribution to academy life. Independence behaviour that displays a growing level of self-discipline, demonstrating an ability to work alone and complete tasks to a high standard. Team work behaviour that displays the ability to work effectively with others, whilst maintaining a clear focus on the task in hand. Commitment behaviour that displays the individual s commitment to finishing what they start, whether academic work, membership of a team or participation in an activity. Community behaviour that displays a willingness to make a positive contribution when it is needed and a willingness to support and encourage others in what they do.

3 It is a requirement of every member of staff to consistently apply and uphold the academy behaviour expectations in the classroom, around the school and when supervising students outside of the school. School Expectations The behaviour of students in school is encapsulated in the maxim of teacher respect for the students and students respect for each other and the teacher. At all times students are expected to be responsible and ensure actions do not damage other people or property. Expectations of pupils are made clear in the introductory letter of welcome to the school, in the literature handed out on induction day, in the relevant school policies available on the website and in the home-school agreement signed by students, parents and school. Specifically students will: Attend school regularly and on time and never leave the school without permission Share ownership of our School Behaviour Charter Adhere to the ICT User Agreement, including e-safety and use of social media Inside the classroom to ensure no lost learning time Arrive on time with the necessary equipment Speak respectfully to staff and other students Listen to and follow all the instructions and requests of the teacher Sit according to the teachers seating plan Attempt to complete all classwork and homework to the best of their ability Outside the classroom and around the school Wear the correct school uniform, making sure any coats, scarves, gloves etc are removed when inside the building. Move around the school quietly, sensibly and purposefully, following the one way system and keeping to the left where necessary. Place all litter in bins Show respect for property, respect for the environment and respect and concern for other students at all times. Ensure substances harmful to health are not brought into school including illegal drugs, alcohol, smoking paraphernalia (inc. e-cigarettes) or weapons. On the way to and from school Wear school uniform as you are required to wear it in school Be polite and respectful Keep all litter until it can be placed in a bin Behave responsibly and safely travelling to and from school Praise & Reward in Practice The wide and consistent use of praise and reward (based on the 80:20 ratio is intrinsic to this policy in encouraging and promoting students to acquire and consistently demonstrate our learning essentials.

4 Dependent upon circumstances the following methods of Praise and Reward should be regularly used; e-praise points Notes in Planners Letters / Postcards home Termly reward certificates and prizes (attendance, attitude to learning, outstanding achievement) Praise assemblies / Praise screens and Year Group Praise weeks Invitation to attend termly reward events Invitation to Internal Presentation Evening Personal congratulations from the Headteacher Actions Bring Consequences ABC Sanctions Sanctions will be applied in line with the consequence system outlined below for those students not following our code of conduct and behaviour charter. Where possible the consequences system will be recorded on the whiteboard in the classroom. C1 Formal warning after students have been reminded about their behaviour. This will be recorded on the board by writing the student s name, where possible, but should not be recorded on SIMS. C2 This will be issued if there is no improvement following a C1. This will be recorded on the board by ticking the student s name, in the Student Planner and recorded on SIMS as a right click referral. A 10 minute detention at break or lunch will be issued with the subject teacher. C3 This will be used if there is no improvement following a C2. The student will be removed from the lesson to a classroom buddy. This will be recorded on the board, in the Student Planner and recorded on SIMS as a right click referral. A 25 minute lunch time detention will be issued with the subject teacher. A C3 would also be issued for a student who does not attend a C2 detention. C4 This will be used where a student fails to report to a classroom buddy following a C3, fails to work respectfully in the buddy classroom or fails to attend a C3 detention. This will be recorded on SIMS as a full behaviour and detention referral. A one hour after school departmental detention will be issued on a Tuesday or Thursday. C5 Serious incident this includes a student who refuses to leave the classroom, threatening or actual verbal/physical abuse and other serious mis-conduct issues. This will be recorded on SIMS as a full behaviour referral (and detention if appropriate). A serious incident will normally result in isolation within the SSC, a SLT detention, a temporary transfer, fixed term exclusion or a Step Out Pupil Referral Unit placement. Parental contact will be made, with a parental reintegration meeting following temporary transfer or exclusion.

5 ACTIONS bring CONSEQUENCES Positive actions bring positive consequences Negative actions bring; C1 Formal warning C2 10 minute detention C3 25 minute detention C4 1 hour departmental detention C5 Serious incident likely isolation Repeated C2+ referrals Heads of Learning detention A C1 will be issued by writing the student s name on the board. If a C2 needs to be issued, the name will be ticked. Guidance C s 1-3 should be issued in response to a failure by the student to meet the simple, fair classroom expectations outlined above. The consequences should be explicit and well-reasoned, so that students are clear which expectations have not been met and what needs to happen to improve the situation. Examples may include: Lateness to the lesson without a valid reason A lack of essential equipment which prevents them from engaging in the lesson Talking over the teacher. Repeatedly shouting out. Failure to follow other explicit instructions from the teacher e.g. to sit in a specific place, to complete a task, to empty their mouth if they are chewing etc. Failure to attempt to complete classwork or homework The language of positive behaviour management is important and a firm (but matter of fact) assertion by the teacher will always work best e.g. Jamie, you shouted out, you know what the rule is, make sure you put your hand up in future (whilst writing his name on the board to show that he now has a C1). Examples of C5 behaviour serious incident Verbal abuse / threatening behaviour against an adult or student Threatened / actual physical aggression against an adult or student Leaving class without permission Repeated refusal to follow a reasonable request Refusal to leave the classroom Damage to equipment / property Smoking Bullying Theft Drug and alcohol related incidents Serious breach of ICT code of conduct

6 C1 C5s cannot be earned back as a result of good behaviour later in the lesson. It is acceptable for teachers to send students out of the lesson for a very short time to calm down. This need not necessarily be recorded as a C sanction. Students do not necessarily need to progress from C1 to C5. More serious incidents can be entered directly as C4 or C5 as appropriate If a student receives 3 or more C2+ referrals in a week they will be placed on a Heads of Learning after school detention. Parental contact will be made. If a student fails to attend a detention this will be re-referred and re-arranged at the next level up. Failure to attend a Departmental / Heads of Learning detention will result in the student placed in a 75min SLT detention and recorded as a C4/5 referral. All after school detentions will be given 24 hours notice and parents informed (need to log on SIMS before 4pm to ensure 24hr notice period met). Students placed in the SSC will be involved in a structured, restorative conversation, led by the SSC manager also including the member of staff involved in the original incident, if appropriate. Detentions Heads of Learning Detention Fixed evening SLT Detention Friday 3.00pm Report Cards There will be 4 levels of report card used to promote positive behaviour; White - Form tutor Green - Heads of Department Yellow - Heads of Learning Red - SLT Specific Areas of Concern Attendance and Punctuality Truancy and persistent lateness will be addressed through the use of Heads of Learning and SLT detentions. Uniform and Appearance The wearing of school uniform is an integral part of the school ethos which promotes positive attitudes, high standards and a sense of personal pride in appearance. All students will attend in full school uniform. Specific details regarding expected uniform, acceptable hairstyles, jewellery and make up are detailed on the school website. There will be zero tolerance regarding incorrect uniform If parental contact has been made either a student may be sent home to change into required uniform or parents may bring required uniform into school. Students will be kept in isolation during lesson times, including break and lunch until the uniform issue has been rectified. It is expected that students will wear their uniform correctly on the journey to and from school.

7 Smoking Altrincham College operates a strict no smoking policy. This includes within the school buildings and grounds as well as on the way to and from school, while wearing school uniform. This includes the use of e- cigarettes. Mobile Technology Mobile phones, earphones and other forms of mobile technology are not allowed to be used in school and are required to be kept completely out of sight at all times, other than in the designated area at break and lunch. Mobile technology visible/used at break, lunch or in movement time between lessons will be confiscated until the end of the school day. Mobile technology used within a lesson will be confiscated until the end of the school week. Refusal to hand over confiscated mobile technology will be recorded and sanctioned as a C5 serious incident Aerosols Following advice from Asthma UK, Altrincham College is an aerosol free zone. Appropriate sanctions will be issued for students who use aerosols in school. Exclusion from School Exclusion is an option exercised on rare occasions. The Headteacher can exclude any student for up to 45 days in any one year, but for no longer than 5 days for each individual fixed term exclusion. For all exclusions of this nature the parent will be informed of the reasons for the exclusion and the number of days. For all fixed term exclusions work will be set for the student to complete at home, support will be offered to parents and a re-integration meeting will take place as part of the re-admittance process. A permanent exclusion may be given; In response to a serious breach or persistent breaches of the Academy Behaviour Policy; and where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school A decision to exclude a child permanently will usually be the final step in a process for dealing with disciplinary offences following a wide range of other strategies which have been tried without success. It is an acknowledgement by the school that it has exhausted all available strategies and should normally be used as a last resort. There will however be exceptional circumstances where it is considered appropriate to permanently exclude a student for a first or one off offence. These might include Serious actual or threatened violence against a pupil or members of staff Sexual abuse or assault Supplying an illegal drug Carrying an offensive weapon

8 If it becomes necessary to permanently exclude a student the Headteacher will consult the Chair of Governors and notify the Parent in writing of the exclusion and advise them of their right of appeal. At each stage the LA will be kept fully informed. The Exclusion section of this policy is reviewed in line with the current Department for Education document Exclusion from Maintained Schools, Academies and Pupil Referral Units in England.