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“Respecting Everyone’s Right to Learn” 1 AIMS AND OBJECTIVES Aims 1.1 The aims of this policy are in line with our ethos and values:

Nidderdale High School is a school based on the principle that all people are entitled to educational opportunities in their own community at any time of life.

We aim to promote a school environment which will foster the intellectual, aesthetic, moral, spiritual, cultural, physical and social development of all our students and where students will enjoy their learning.

We believe that equality of opportunity is an entitlement necessary for our school community to flourish and that students and staff should be treated as individuals with particular needs and aspirations.

We aim to develop positive relationships between students and staff.

We seek to achieve an atmosphere of mutual respect where working together and consideration for others are paramount and where all students have structured opportunities to participate in school life.

We aim to develop effective collaborative practice with other schools, with colleges, training providers and other agencies.

We aim to use resources efficiently to achieve best value.

We believe that extra-curricular activities are an essential part of school life and that all students should be encouraged to participate.

The school strives to produce excellence in all it does. 1.2 Within the school community we expect everyone to be committed to equal

opportunities where everyone:

Makes learning their priority and to experience and celebrate success

Shows respect, tolerance, consideration and understanding towards all other members of the community and visitors

Sets and works towards targets with the highest expectations of achievement where everyone is supported and encouraged to achieve their potential

Follows the rules and procedures of the school

Promotes a positive image of Nidderdale High School to the wider community

Behaves with dignity

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Key Objectives 1.3 Our key objectives are:

Provision of a safe, secure, orderly and supportive environment for pupils, parents and staff where the structures for positive learning are understood by all

A Behaviour & Discipline for Learning Policy, which is applied in accordance with all school polices in order to provide students with an atmosphere appropriate for high quality teaching and learning

An effective and well-prepared Pastoral care system which clarifies structures for pupil support and development when needed

To promote and ensure that students develop a positive attitude to learning in order to achieve their potential and be successful

No-one should receive less favourable treatment on the grounds of race, disability, physical ability, age, income, religion/belief, colour, ethnic or national origin, gender, sexuality

1.4 The purpose of the policy is to ensure that unlawful discrimination (either direct

or indirect) and other undesirable behaviour including harassment does not occur.

1.5 In addition, within the whole school community, the following occurs:

Good behaviour is recognised via our rewards programme and sanctions are always applied consistently for unacceptable behaviour including bullying and violence

Appropriate action is taken to reduce the risk of poor behaviour occurring, including particular action to prevent a disproportionate number of behaviour issues arising amongst vulnerable groups of students

Students whose behaviour and attendance deteriorates through events such as bereavement, abuse or through divorce, separation of parents, are identified and supported through the Pastoral system and outside agencies.

All school staff model positive behaviour and promote it through active development of students social, emotional and behaviour skills including via the curriculum, PSHCEE programme, tutoring, issue focus and in school life generally

2 CONSISTENT APPROACH TO BEHAVIOUR MANAGEMENT, TEACHING AND LEARNING 2.1 Behaviour is managed via the staged process (see Annex A). 2.2 We aim to identify students who are persistent offenders or are beginning to be

noted due to low level disruption. Where this occurs we:

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Ensure staff follow through issues with students indicating what must be done to improve

Ensure that staff discuss with parents the schools concerns and agree a common way of working to help students make improvements to their behaviour

Establish the best way of communicating with parents (phone, email, meetings, written or combinations of these) and provide regular feedback on progress being made

Undertake a termly audit of behaviour in lessons and create a „hotspot‟ timetable. This allows the pastoral and behaviour teams to be proactive in targeting support in lessons.

2.3 We believe consistent experience of good teaching engages students in their

learning and this reduces instances of poor behaviour. The consistent application of good behaviour management strategies helps students understand the schools expectations and allows staff to be mutually supportive.

2.4 As a school we will:

Ensure the inclusion of all our students and staff but not if it has a detrimental effect on the wellbeing and learning of others

Assess staff needs and build into in-service training programmes specific opportunities to discuss and learn about behaviour eg. Induction, Training Days, Twilight Training sessions, etc

Use this policy with staff and ensure they are supported but also accountable to the consistent approach and team agreements

Identify those students who have learning and behavioural difficulties or are experiencing crises and agree common ways of managing and meeting their needs, and to review their needs and vulnerability regularly

Ensure senior colleagues are highly visible at particular times of day to maintain a sense of calm and order eg. break, lunch, start/end of the day

Ensure the Leadership Team and senior managers regularly walk the school building, going into classrooms and monitoring the consistent application of the school‟s policy and use of rewards and sanctions; this will be done informally and formally through Standards Checks and learning Walks.

It is essential this occurs as consistent application is vital if the policy is to be valued.

3 SCHOOL LEADERSHIP 3.1 Effective school leadership is central when creating a climate of security and

good order that supports students in managing their behaviour. The policy needs to be understood and applied consistently by all staff. The Leadership Team and Governors have a central role in identifying and developing values and expectations that are shared by students, parents and staff. They have a responsibility to „lead from the front‟, however, leadership to support positive behaviour must be shared across the whole staff, including senior and subject

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leaders, pastoral staff, classroom teachers and support staff. Behaviour management is based on the bottom up policy (see diagram in para 3.3).

3.2 Parents have a responsibility to support the high expectations of the school and

the Governors play a pivotal role in monitoring and supporting the policies adopted.

3.3 As a school we will:

In partnership with parents, set high expectations for students and staff in all aspects of the school‟s life and show how they are to be met, for example:

By a staged process and clear code of conduct

By guidance on how to improve their work

Creating an ethos around respect and consistency Ensure senior leaders use opportunities such as assemblies to articulate

their expectations and reinforce them by their visibility around the building during the day

Ensure staff are sufficiently trained and supported and know how to exercise

their individual responsibility in the implementation of the school Behaviour & Discipline for Learning Policy from bottom up:

4 CLASSROOM MANAGEMENT, LEARNING AND TEACHING 4.1 Aims:

For teaching staff to be in total control of their teaching environment at alltimes and accept total responsibility for this.

To ensure a broad and balanced curriculum is offered which is accessible to students of all abilities and reflects individual needs and aspirations. This includes the needs of our most challenging students on an alternative curriculum

4.2 As a school we:

Ensure all staff follow the staged process Behaviour and Discipline for learning Policy and apply the agreed procedures (monitored by DoLs/Pastoral Officers and Leadership Team).

Parents & carers

Student

Tutor

Class teacher

Director of Learning

Pastoral Officer

Leadership

Team

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Plan lessons well, using the Nidderdale High School strategies appropriate to the ability of the students. Differentiation is crucial in promoting good behaviour.

Use commonly agreed classroom management and behaviour strategies eg. seating plans, follow classroom routine, review seating plans and table layouts regularly.

Offer students the opportunity to take responsibility for aspects of their learning, working in pairs, groups and as a whole class in order to maintain a positive climate for learning.

Use a variety of techniques eg. peer and self assessment, to increase students involvement in their learning and so promote good behaviour

Collect information via pastoral manager on students behaviour and use it to target support and be aware of students‟ provision maps and updates.

Use of PPA time – ensure you know your students needs for the following areas in order to guide your PLANNING AND PREPARATION.

Knowledge of student need and will enable you as a teacher to be one step ahead of potential difficulties/barriers to learning.

For the students on ALL of your class lists, be aware of their needs via their Provision Maps and SEN register. Follow up this information by liaising with the student‟s key workers in Learning Support.

Know all students potential and their barriers to learning, be familiar with, and refer to, all the academic data available through your assessments.

Create triangles with students:

Use the systems in school to support you and communicate with parents positives and negatives as often as possible.

Recognise that students are knowledgeable about their school experience and have views about what helps/inhibits their learning and ensure there are opportunities to receive their feedback about their progress/learning needs eg. via learning reviews and marking that includes feedback and dialogue.

Give opportunities for Student Voice to make suggestions to the school leadership team.

To discuss and make recommendations about behaviour including relevant policies and effectiveness of rewards and sanctions.

Plan home learning (homework) and set it well before the end of the lesson so that all students have a clear understanding of what is expected from them. Aim to never set homework as the final task in a lesson.

The classroom should be a welcoming environment, clean and tidy. As far as possible, desks, including the teacher‟s, should be clear of clutter and

STUDENT PARENT/TUTOR/KEY WORKER

TEACHER

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bags. Please check the appearance of your teaching spaces weekly. If there is any damage or Health and Safety issue, this must be reported to the Site Manager as soon as it arises and placed on the school‟s Maintenance Log on the network.

Basic Standards 4.3 Expectations of students: outlined in Student Planner 4.4 Expectations of staff: Be rigorous to enforce standards with all students all of

the time 4.5 Expectations of students during lessons: (See Annex B).

When your teacher talks to the whole class remain silent and concentrate

Follow instructions when they are given first time

Do not call out in a question and answer session –wait to be asked

Work sensibly, co-operatively and calmly with others - do not attempt to distract and annoy

Hand in work and homework/coursework as requested. A note from parents should be brought to explain why homework/coursework has not been completed otherwise a detention may be imposed

Ask for help from your teacher when it is appropriate to do so - put your hand up and wait until the teacher has finished talking to the class or to another student

You are permitted to drink water from a safe bottle in class

Eating, chewing and drinking anything other than water are not allowed in lessons or on the corridors

Stay in lesson unless you have permission to leave with a note from your teacher,cool down card from the Pastoral Officer, an out of class pass, or a note in your planner

Record coursework/homework in your school planner which must be carried at all times. Your planner should be signed every one-two weeks by your parents and form tutor

4.6 Expectations of staff at the end of lessons (see Annex B):

After the plenary, please ensure that there is at least one minute of calm where you can ensure the students are prepared for where they are going next

Ensure you remind them to arrive at the next lesson with the RIGHT ATTITUDE and follow school routine

Remind students to travel around the building in a CALM AND PURPOSEFUL MANNER

Please try to be by the door or on the corridor as your class leave, checking not only their behaviour, but also that of the wider student community. YOU ARE THEN READY TO MEET AND GREET THE NEXT CLASS

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4.7 Staff around school:

All staff should adopt a duty of care around the school and pick up and act upon breaches of the school‟s expectations regarding behaviour. This should then be logged in SIMS so a database of information is formed.

Challenge inappropriate behaviour and make the student understand why you are not pleased but do not do this to escalate the situation and try to do this discreetly in order not to publically humiliate the student.

5 REWARDS AND SANCTIONS 5.1 Our aim is to provide a range of opportunities in which students can excel and

be rewarded and a practical set of sanctions that deal appropriately with poor behaviour (see Annex A).

5.2 We will use the range of appropriate sanctions and ensure they are applied

fairly and consistently by all staff. 5.3 It is important that our system identifies matters that should be dealt with by

classroom teachers and those which require referral to a more senior member of staff (see para 3.3).

5.4 We firmly believe that praise should be used to motivate and encourage students. At the same time however, students must be aware of sanctions that will be applied for poor behaviour.

5.5 Schools should provide a range of opportunities in which pupils can excel and

be rewarded. Of equal importance is a practical set of sanctions that deal appropriately with poor behaviour.

5.6 As a school we will:

Have a wide range of appropriate rewards and sanctions and ensure they are applied fairly and consistently by all staff;

Ensure our systems identify which matters should be dealt with by classroom teachers and those which require referral to a more senior member of staff.

5.7 In schools with good standards of behaviour, there is a balance between the

use of rewards and sanctions. Praise is used to motivate and encourage pupils. At the same time, pupils are aware of sanctions that will be applied for poor behaviour. Our rewards and sanctions are veviewed regularly in order to ensure they have impact and are effective.

6 BEHAVIOUR STRATEGIES AND THE TEACHING OF GOOD BEHAVIOUR 6.1 The school‟s policies on behaviour, learning and teaching will create an ordered

school climate that is supported by clear rewards and sanctions. It is critical that

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these policies are communicated to all staff (particularly part time, new and supply staff) and of course, pupils and their parents.

6.2 As a school we will:

Ensure all staff understand and use consistently, the behaviour management strategies agreed by the governing body and school community.

Ensure effective policy and practice is based on accurate information. School staff should use the behaviour events log to identify positive and negative behaviour, and;

Ensure all staff joining the school (including supply teachers) are given clear guidance and use the school‟s systems and expectations for behaviour via an induction.

Devise strategies to develop pupil‟s emotional social and behavioural skills. This would involve:

Utilising these strategies through our PSHCEE and tutor programmes

Arranging additional small group support for pupils who need it via direction from the Pastoral Officer.

7 THE SCHOOL’S APPROACH TO THE USE OF REASONABLE FORCE

7.1 Under guidance from the DfE our behaviour and discipline policy includes this section on the power to use reasonable force. In schools we have become used to and skilled at defusing situations without the use of force. The law has now been clarified concerning the powers of staff to use force in exceptional circumstances. It is not intended to authorise the use of corporal punishment nor to encourage the use of inappropriate force. Staff are expected to continue to use the support mechanisms available to defuse difficult situations. 7.2 It is accepted that there are situations where it is necessary to physically assist a pupil in the course of work. An example of this would be a PE teacher assisting a pupil who is doing a difficult manoeuvre or injured, a music teacher who needs to show a pupil how to play an instrument, a teacher involved in outdoor education who needs to assist a pupil in a strange environment. Even so any such actions should be done carefully to avoid any misunderstanding. Even well-intentioned physical contact can be misconstrued. 7.3 It is the policy of the school that only in exceptional circumstances may physical restraint be used on a pupil by any member of staff at the school. For example, teachers may physically separate students found fighting or may physically remove a student from an area if they refuse to do so when instructed. This should only be for the safety of the student or others around them. 7.4 The Headteacher authorises the physical restraint of pupils in disciplinary or dangerous situations. This must not include any form of corporal punishment and should be limited to the force absolutely necessary to prevent injury to the pupil or any other pupil or member of staff, to prevent a pupil causing damage to property or behaving in a manner which is severely disruptive of pupils‟ work, or to prevent a pupil committing a crime.

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7.5 Adults must not put themselves into physical danger in any circumstances. If self-defence is necessary then the minimum force must be used. It is for the Heads of School to decide whether circumstances are such that the police should be called. 7.6 The force used must be appropriate in the sense that a “reasonable adult” would think it a proportionate or suitable response in the circumstances. It should always be the last resort and in no circumstances be used in anger or to inflict pain. There may be occasions when the responsible adult is angry; in those situations it would be wise to seek help. Any force used must always be the minimum needed to address the situation. The school has a legal duty to make reasonable adjustments for SEND students where use of force is necessary. 7.7 Further guidance can be found in the DfE Use of Reasonable Force Guidance – July 2013; advice for Headteachers, staff and governing bodies.

8 CONTINUING PROFESSIONAL DEVELOPMENT 8.1 All staff in schools will be provided with the skills to understand and manage pupil behaviour effectively. This is as important for Headteachers as it is for Newly Qualified Teachers and support staff. Training and coaching are both vital elements of a high quality professional development programme. These must be made available for staff taking up a new post via our induction programme and ongoing via our CPD model. 8.2 As a school we will:

Provide regular opportunities for all staff to share and develop their skills in promoting positive behaviour. There are regular opportunities to request training via the CPD Co-ordinator and in the annual Review meetings for performance management.

Ensure that all staff joining the school receive induction training. This need applies equally to Newly Qualified Teachers, senior managers and experienced teachers from other schools whose needs are often neglected and need to adjust to new systems and expectations.

Develop the specialist skills of staff who have particular leadership responsibilities for improving behaviour and use them to coach colleagues in areas of weakness or lack of confidence.

9 PUPIL SUPPORT SYSTEMS 9.1 Nidderdale High School uses a wide reaching pastoral team including tutors, Directors of Learning, and Pastoral Officer, Flexible Learning Zone and Learning Support Centre, Leadership Team and outside agency drop in sessions. 9.2 As a school we will:

Recognise that a good pastoral system involves teachers and support staff

Ensure that staff allocated with pastoral responsibilities:

Have appropriate time to carry out their tasks

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Are appropriately trained

Have adequate administration support; and

Have access to specialist support possibly including, as appropriate, services such as educational psychologists, Social Services, Child and Adolescent Mental Health Services, and Speech and Language Specialists, School Nurse.

Recognise that pupil support is not just about behaviour. Poor pastoral support just focuses on „naughty‟ pupils. Good pastoral support is concerned with academic attainment developing pupils‟ ability to become good citizens and developing the right character and resilience. This should be recognised through the Report Review/intervention process and updates on provision maps and vulnerable learners meetings.

Ensure that pastoral staff understand and are responsive to the needs of particular groups within the school and wider community; and

Regularly make clear to pupils, parents and staff, that bullying, harassment and oppressive behaviour in any form is totally unacceptable and will not be tolerated. This will be emphasised through our Anti Bullying Policy.

10 TUTORING 10.1 The tutor is each student‟s key worker and all students will be placed in a tutor group.

10.2 If students are identified as having wider needs or they are classed as vulnerable learners, they will receive an additional key worker who has specific responsibility for supporting the student‟s specific needs, reviewing needs and communicating this to staff and parents in conjunction with the tutor.

10.3 Tutors will deliver a global or local issue focus weekly in order to develop outstanding moral values and empathy for others. 11 ORGANISATION AND FACILITIES 11.1 We work hard to ensure that the facilities and learning spaces are of a high quality and so refurbishment and remodelling is key to the development of our facilities. 11.2 All teachers should aim to:

Be in control of their classroom/curriculum areas, and what happens in, or to it, at all times, including the corridors to and from/access routes.

Ensure the classroom is a welcoming environment, clean and tidy.

Check their teaching spaces weekly and report any damage or Health & Safety issues to their Director of Learning who should inform the school Site Manager immediately of the problem.

11.3 As a school we will:

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Recognise that good behaviour and learning are improved when pupils enjoy appropriate learning spaces

Ensure that when graffiti occurs, it is cleaned up immediately

Ensure that toilets are clean throughout the day, have soap, paper towels or hand dryers, and are accessible

Ensure that social areas in the school are identified and seating provided to encourage pupils to interact

Zone the play areas so that there is a separation between boisterous activities and quiet areas

Create welcoming, comfortable and private areas where parents can be received

12 LIAISON WITH PARENTS AND OTHER AGENCIES 12.1 In managing pupil behaviour schools need the support of parents and carers. Opportunities to meet with parents and carers within the school are encouraged via learning reviews as part of the Report review process. Communication via email is encouraged and should lead to meetings and regular communication. 12.2 As a school we will:

Ensure that Reception and other support staff and teachers are trained, so that they are welcoming, and have the skills to deal with difficult parental conversations

Have clear and well understood procedures in place, for dealing with distressed and angry parents. There is always a member of the Leadership Team available through the On-Call Rota

Ensure parents and carers hear from the school when their children are doing well via the student Planner or Review of the student report.

Take advantage of new technology such as emails and mobile phones to improve communications with parents and carers. This should not replace personal contact, only reinforce it.

12.3 As practitioners, we regard it as vital that schools maintain the trust and confidence of parents who are our partners in educating children. We accept that good liaison takes time, is demanding and requires resources.

12.4 Parents need to be aware, when dealing with the school, that it is helpful if they, like the staff, try to model appropriate behaviour for their children to see.

12.5 Schools by themselves cannot resolve all the issues that some children come to school with. Liaison with other agencies takes a great deal of time and can be frustrating where the priorities of each partner are not well understood by the others. However, despite the frustrations that can occur, we believe that working with other agencies is important. We know where resources are enhanced to enable agencies to work together, that pupils, parents and communities benefit.

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13 MANAGING PUPIL TRANSITION 13.1 Changing schools is never easy. At Nidderdale High School we recognise this and aim for a smooth transition for all students. 13.2 As a school we will:

Ensure that teachers receiving new students are given appropriate information to help the teachers to plan work and manage the transition

Develop peer mentoring systems using pupils to support each other on arrival

Ensure a suitable timetable is drawn up for the students

13.3 Changes of class, moving to new teachers and new schools causes pupils and parents anxiety. As professionals we recognise if we get this wrong, it can adversely affect pupils‟ motivation, attitude, attainment and behaviour. Working constructively with parents and others can significantly reduce this stress. All students joining the school will be clear of our expectations via the transition activities led by the Assistant Headteacher. 13.4 All students will sign the home/school agreement in their planner.

Approved by Full Governing Body 8 June 2015 Due for review June 2017 (Use of Reasonable Force insert added 24.11.15)

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SANCTIONS FOR CLASSROOM BASED (MISDEMEANOURS) TO MAINTAIN THE CORRECT CLIMATE FOR LEARNING

ANNEX A

PHASE

1

PHASE

2

PHASE

3

PHASE

7

PHASE

8

VERBAL WARNING

If your BEHAVIOUR in class is unacceptable in the first instance

WRITTEN COMMENT

If your BEHAVIOUR is unacceptable for a 2nd time, you will get a Second Warning. B circled in planner

MOVE STUDENT

If your BEHAVIOUR is unacceptable for a 3rd time, you will be

moved to another seat or given chance to cool down outside

CURRICULUM

DETENTION

If your BEHAVIOUR is

unacceptable for a 4th time, you

will be moved to another room

PHASE

5

If you receive 3 BEHAVIOUR EVENTS for the same subject in 1 Learning Cycle

[Data Team forward triggers to DoLs]

ISOLATION

PHASE

6

PERMANENT

EXCLUSION/MANAGED MOVE

Repeated referral to Isolation

Serious breach of discipline affecting the learning / image/well being of others in school

A PRU referral will be considered at this stage

Report to Pastoral Officer for next day – failed report = return to Isolation

Report to DoL for 10 days. Parents contacted/brought in

Failure to attend After School Detention or DoL detention = Isolation

FIXED TERM

EXCLUSION

Repeated fixed term exclusions:

15 days in a term = Governors meeting/disciplinary

45 days in a year = recommendation for permanent exclusion and next level disciplinary

BASIC STANDARDS DETENTION

If you receive 3 BEHAVIOUR, UNIFORM or LATE circles in a week

(This criteria may change according to feedback)

PHASE

4

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ANNEX B

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For students to control hands, feet, comments and objects at all times and for the school staff to deal with situations effectively when this is not adhered to.

ANNEX C