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Contents1.1 Introduction.......................................................................................................................................3

1.2 Rationale:...........................................................................................................................................3

1.3 Aims:..................................................................................................................................................3

1.4 Vision:................................................................................................................................................3

2.1 Values:...............................................................................................................................................4

2.2 Rewards.............................................................................................................................................5

2.3 Applying the Policy in the Classroom.................................................................................................6

2.4 Applying the policy in unstructured time...........................................................................................8

2.5 Detentions.........................................................................................................................................9

3. 0 Emotional Literacy............................................................................................................................9

4.0 Monitoring, Evaluation and Review...................................................................................................9

5.0 Dissemination of the Policy...............................................................................................................9

6.0 Roles and responsibilities................................................................................................................10

7.0 References/ Further Reading...........................................................................................................10

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1.1 Introduction:At North Birmingham Academy we believe that for students to make outstanding progress in lessons, behaviour should also be outstanding. Our behaviour and rewards policy has been created to foster a set of values that has been developed and agreed by staff, students, parents and the Governing Body of the Academy. These values aim to underpin teaching and learning enabling our students not only to make progress and flourish in the classroom, but also to promote their social and emotional development and well being .

1.2 Rationale: We believe that our behaviour policy should not just be a set of rules but more a code of conduct where good behaviour is expected, highlighted and rewarded and poor behaviour is identified and modified through clear guidance, support and where necessary sanctions. This policy should necessarily be applied fairly and with transparency for ownership by all at the Academy. The policy has been developed to meet the needs of the new Academy and to support the principal’s vision.

1.3 Aims:

To support the agreed values of the Academy To support the aims of the ECM agenda To maximise time learning and opportunities for students to make progress in the classroom To promote the social and emotional well-being of the students and staff To be simple, workable, consistent and fair creating an environment whereby staff have the

opportunity to teach outstanding lessons and for the students to benefit

1.4 Vision:“We want an emotionally literate Academy where we treat one another with respect and fairness; bound by a common set of values that allows for outstanding learning to take place. Students will demonstrate exemplary behaviour that will enable everyone to achieve. All will feel safe and confident in supporting one another; contributing positively to wider society.”

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2.1 Values:The agreed values underpinning our behaviour and rewards policy are as follows

I will learn best when I arrive to lessons on time and with the correct equipment (includes bringing PE kit and ingredients etc), this will not include mobile phones, music players and gaming devices

I will learn best when I listen to the teacher when he/she is talking. Raising my hand and waiting to ask and answer questions

I will learn best when I listen to other students in the class when they are sharing ideas about the lesson.

I will learn best when I do not get up out of my seat during the lesson unless given permission by the teacher.

I will learn best when I attempt all the tasks the teacher has set within the time the teacher has given to me.

I will learn best when I help to keep the classroom tidy and in order to make this happen, I must not eat, chew gum or drink anything other than still water in the lesson.

I will represent my Academy best when I am wearing my full school uniform.

I will walk calmly and quietly around the Academy respecting the environment that I share with others

Our academy will be a friendly, safe learning environment where students make outstanding progress and respect each other and their property

My academy and community will flourish when I promote our Academy values

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2.2 RewardsAll staff should be quick to praise and slow to criticise students, accentuating the positive. This is probably the most common and most effective reward of all, as everyone enjoys recognition of their personal achievement and should underpin excellent teaching and student staff relations. Effective and positive use of voice ,body language, marking and assessment and reward points ,as well as sanctions, should be used to reward and modify behaviour.

North Birmingham Academy has recently become part of the initiative “Vivomiles”. The new online approach is designed to reward students who make progress in their subjects. Students that represent the school community positively or that demonstrate a value that supports the school ethos will also be rewarded.

Vivomiles can be earned by students in lessons through the demonstration of TRICs, these are key skills that are deemed to contribute to success both in the classroom and in the workplace. They are:

Team Learner

Reflective Learner

Independent Learner

Creative Thinker

The Academy wants to reward students in a way that will benefit them in the long term and to give them a sense of achievement. Students that attend every day, punctually and whom support the academy with its frequent corporate events will have their achievements recognised through academy communications and highlighted through the use of assemblies and certificates so that acknowledgment can come from both the academy and the home. To support positive home/ Academy communication the Academy uses “Ask me why I’m Brilliant stickers” and praise postcards

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2.3 Applying the Policy in the ClassroomThe Academy will run a traffic light system that will allow students and staff to maximise the amount of time that is spent learning in the classroom. The behaviour policy is designed to ensure that teachers have procedures that allow them to treat students fairly and consistently allowing for the admonishment of poor behaviour and not the student.

Escalating Behaviour

Description Staff Action Learning and Teaching Strategies

Green Student demonstrates the academy’s values

– use of rewards and praise where appropriate

Verbal praise (The best strategy for behaviour management is the consistent and regular use of praise. Thankingand praising those students who are doing the right thing reinforces their actions and behavioursand encourages other students to behave similarly in the hope of receiving similar praise andattention. Praise postcardsVivosBrilliant Stickers

Amber Student neglects to demonstrate 1 or more of the academy’s values

Student is discreetly informed that they have reached amber level and are advised of the value they should demonstrate and of how they can correct their behaviour. Student advised that further poor behaviour will result in a ‘Red’ sanction

Eye contactFinger on lipsShaking of headApproaching the student and standing next to him/herPatrolling the work areaSetting time limitsPrivate encouragement

Red Student continues to neglect the academies values despite a member of staff intervening previously and stating that they were now at an amber level

Student fails to complete homework

Member of staff informs the student that they will receive an after-school detention for a period of 25 minutes

E-Portal entry created for student

Member of staff may want to consider further behaviour/ classroom management strategies to reduce impact of lost learning time, these may include: buddying, moving seat, future seating arrangements, parental contact, seek advice from HoZ, departmental report, cool off period (no more than 5 minutes) HoZ filter group referral, PAL, ECM, LBP

Serious Incidents

Student initiates a serious incident within the

Student is removed by “On Call” or a senior member of staff

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classroom i.e. fight

Student is defiant or behaviour deteriorates to a level that cannot be managed by staff members in the classroom and that disrupts the learning of others.

Staff member completes an E-Portal serious incident logPossible utilisation of buddying system, class teacher to log on E-Portal as a serious incident senior staff/ on call member to investigate and determine level of sanction.Member of staff who collects student or investigate serious incident report should issue sanction. Should exclusion be considered appropriate D Higgins must be consulted.

Head of Zone places student in Key Stage Appropriate ABCPAL places student in Reach-Out

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2.4 Applying the policy in unstructured timeAny student failing to live up to the Academy’s values must be challenged by a member of staff. Behaviour, is the responsibility of all Academy staff. The challenge and correction should be in the form of a reminder of the values. State your expectation that the student will correct their behaviour from now on. If you do not know the students name, make sure you ask for this before you do anything else.

Behaviour Description Staff ActionGreen Student

demonstrates the academy’s values

– use of rewards and praise where appropriate

Amber Student neglects to demonstrate academy values

Staff challenges andcorrects student behaviourwith reference to schoolrules and values

Red Student using/displayingmobile phone/mp3 (or similar)or wearing jewellery / cap (orsimilar)

Students dropping litter

Student fails to correct behaviour after being challenged by a member of staff

Staff must confiscate theitem. Valuables taken tooffice.

Member of staff informs the student that they will receive an after-school detention for a period of 25 minutes

Student property to be collected by parent

E-Portal entry created for student (Whole School Detention)

Serious incidents

Student is involved in a serious incident both in or outside of the academy

Student is referred to a senior member of staff on duty or in some incidences the Safer Schools police officer may be informed

Teacher completes an E-Portal serious incident log

Member of senior staff who investigates the incident should refer or issue appropriate sanction

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2.5 Sanctions/DetentionsTo reinforce the Academy’s values and to reduce occasions of repeated poor behaviour the academy will use a ‘whole school’ approach to detentions. These will be held in the Main Hall each evening after school Monday to Thursday. Detentions will be of 25 minute duration. Students that receive more than one detention a day or who do not attend detention will be expected to attend for one hour. Incidents deemed to be more serious in nature, may require an immediate one hour detention. Detentions will be managed by the Lead Behaviour Professional along with members of the Academy’s staff. Refusal to attend detention will result in an internal exclusion consisting of three periods along with the original detention is completed. Students that receive more than one detention a day will automatically receive a one hour detention.

3. 0 Emotional Literacy and Removing Barriers to LearningTo support the Academy’s behaviour policy a programme of Emotional Literacy Training will form part of the academy’s Inset programme. In addition the academy benefits from an Every Child Matters Team, through which additional interventions and support can be accessed to support students with changing their behaviour.

Behaviour grades

Filter group

Training plan

Reports

IBPs etc

4.0 Monitoring, Evaluation and ReviewThe Lead Behaviour Professional will review this policy annually, assessing its implementation andeffectiveness, presenting the findings to the governing Body

5.0 Dissemination of the PolicyThe full Behaviour Policy will be made available online via The Academy’s website or through request by parents to the Principal.

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6.0 Roles and responsibilities

• The governors will ensure that the Academy carries out its duty to follow the policy procedures and to review the policy on annual basis

• The Principal will ensure that: this policy is readily available and that governors, staff, students and their parents are aware of it and are updated on its progress; all staff understand their responsibilities and receive appropriate support and that this policy and its procedures are followed.

• The Lead Behaviour Professional will be responsible for ensuring that the required actions are completed

7.0 References/ Further Reading

To inform and ensure good practice when applying the Academy’s behaviour policy, members of staff should consult/ be familiar with the following, existing Academy policies/ national agendas.

Equal Opportunities and Race Equality Policy Safeguarding Children Policy Attendance and Punctuality Policy Every Child Matters Policy Homework Policy Anti- Bullying Policy E-Portal Instruction Sets Disability Discrimination Policy Drug Education Policy Exclusion Policy Health and Safety Policy School IBP Protocols Special Educational Needs Policy Uniform Policy SEAL http://nationalstrategies.standards.dcsf.gov.uk/secondary/behaviourattendanceandseal/

secondaryseal ECM

http://www.dcsf.gov.uk/everychildmatters/publications/

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