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The Priory School

Physical, Emotional & Academic Progress for All

BEHAVIOUR POLICY

Co-ordinator: Dan Nearney

Date: January 2013

Review Date: January 2015

This policy will be updated regularly. If the local authority revises guidance or procedures, these will be adopted and

included in the next edition of our policy statement.

Bedford Road,

Hitchin, Herts, SG5 2UR

Telephone – 01462 622300

Fax – 01462 622301

admin@priory.herts.sch.uk

www.priory.herts.sch.uk

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The Priory School

BEHAVIOUR POLICY

1. RATIONALE

1.1 The Priory School is a community in which mutual respect, and excellent discipline and behaviour

are nurtured in order to create a whole school environment conducive to maximising an individual’s

learning potential.

1.2 It is the responsibility of all colleagues to ensure that all students of the school maintain excellent

discipline and behaviour at all times.

1.3 Students play a key role in the promotion of acceptable behaviour.

1.4 Parental support is paramount in promoting positive behaviour in students.

2. AIMS

2.1 To be a school that does not tolerate persecution or bullying of others on any grounds, including

ability, age, culture, faith, gender, ethnicity or sexual identity (See Equality and Diversity Policy).

2.2 To develop self-discipline, self-control and a sense of responsibility for the school and its

environment.

2.3 To encourage members of the school to demonstrate respect and courtesy to one another and to

visitors to the school and our community neighbours.

2.4 To provide a clear and precise framework which all colleagues, parents and students view as being

fundamental to enhance learning and achievement.

2.5 To promote ground rules of behaviour through the school’s Code of Conduct and Consequences

system.

2.6 To ensure that the school’s Code of Conduct is complied with at all times.

2.7 To ensure that students understand the consequences of disruption to learning and if they breach the

Code of Conduct a consequence will result which is consistently applied by staff.

2.8 To provide support for students who deliberately and persistently ignore or breach the Code of

Conduct or disrupt learning.

2.9 To provide appropriate support for colleagues and parents in promoting pro-active behaviour

management.

2.10 To ensure effective management of teaching and learning with well-organised classes and lessons

that are stimulating, appropriate and differentiated.

2.11 To develop good relations between all members of the school community and beyond.

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2.12 To ensure that praise, encouragement and rewards are used effectively to promote achievement.

3. PROCEDURES

3.1 It is the role of all colleagues, parents and students to promote excellent behaviour.

3.2 Clear ground rules of behaviour are given in the Code of Conduct, and Consequences and Rewards

posters. These are available in the homework diary and in every classroom, and are promoted to

colleagues, parents and students.

SENIOR LEADERS

a) Senior Leaders (SLT) will undertake quality control monitoring of departmental policies to ensure

rigour and uniformity of sanctions and rewards.

b) SLT will undertake work scrutiny and lesson observations to ensure effective use of the Whole

School Behaviour Policy.

HEADS OF DEPARTMENT

a) Heads of Department (HoDs) will ensure that all department colleagues carry out their

responsibilities with regard to the Whole School Behaviour Policy. There should be regular

monitoring and appropriate follow up of the use of rewards and consequences within the department.

b) During department meetings, discussions of rewards and consequences in relation to the

development of teaching and learning should take place on a regular basis.

c) HoDs will ensure that all department policies related to behaviour management are written in line

with the Whole School Behaviour Policy.

d) In planning Schemes of Work and individual lessons, it is essential to remember that the most

positive impact on behaviour and where learning is most effective is when students are given:

short term tasks

varied tasks

frequent changes of activity and

differentiated learning activities

SUBJECT TEACHERS

a) All class work and homework must be appropriately differentiated, challenging and allow for

progression of learning.

b) Ensure a variety of tasks during lessons.

c) Set regular, meaningful homework to support classroom learning. This must always be logged and

checked in the homework diary.

d) Mark class work and homework regularly in line with the Whole School Marking Policy – diagnostic

marking with encouraging targets for improvement are key to success in developing learning.

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e) Use praise and rewards whenever there is an opportunity, as guided by the Whole School Rewards

Policy.

f) Lessons should be well organised and as far as possible:

Colleagues should arrive at a teaching area before the students.

Students should line up outside the classroom in an orderly and quiet manner.

Colleagues should monitor students’ movement on stairwells outside their classrooms.

Students should not enter the teaching area unless colleagues are present.

Promote good habits – student should enter the classroom, take out equipment, homework diary

and exercise books, put bags away and wait quietly without fuss behind chairs to be greeted by

the teacher and asked to sit.

An attendance register must be taken.

The lesson should then commence promptly, with all students attentive.

Resources should be available at the start of the lesson.

The lesson should always be concluded in an orderly manner, students standing behind chairs,

ensuring that the classroom is free from litter for the next lesson and dismissing the class by row.

g) A range of the following procedures can be used to deal with the behaviour issue:

Make eye contact

Verbal warning prior to recording a C1

Change of seat

Speak quietly on a one to one basis when the rest of the class is working

Remain calm and focused on the behaviour being wrong, not the child, e.g. It is not

acceptable for you to behave in this manner, focus on your work. The refocusing on work is

key to regaining positive behaviour patterns – then praise when it is possible

Speak to the student at the end of the lesson and try to resolve the behaviour issue, focusing

on disruption to learning rather than personality differences

Use of seating plan

Repetition of work

Additional work

Tidying the classroom environment

Use of homework diaries for notes to parents

If a student must be sent out of the classroom to cool off – it should be for no longer than a

few minutes. Make sure that the student is away from others and do not become the centre of

attention.

h) Students should not be let out of a lesson, except in the case of an emergency. In such instances, a

student must be given an ‘out of lessons’ card. They are not permitted to visit the water fountain

during lesson time.

i) If a student chooses not to rectify their behaviour following a verbal warning the Consequences

System should be used as follows and recorded in SIMS:

C1 – Verbal warning

C2a – After school detention (30minutes)

C2b – After school detention (1 hour)

C3 – ISC and after school detention

C4 – Fixed Term exclusion

C5 – Permanent exclusion

A copy of this can be found in the appendix.

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j) It is the responsibility of the staff member issuing the consequence to record the incident in SIMS.

This needs to be recorded by 5.30pm on the day of the incident. Details of the incident must be

recorded in full so that information can be given to parents.

k) Paper copies of the consequences form are available if SIMS is not working or to allow members of

staff that do not have access to SIMS to record incidents. These forms are available electronically in

the shared area of the ICT system or in the main office or staff room. These forms should be placed

immediately after completion in the ‘data input’ tray in reception.

l) Any issues of concern identified by teaching assistants should be discussed with the subject teacher

and acted upon accordingly.

m) Incidents which may be C3 or above should be recorded in SIMS and tagged as ‘unresolved’ in the

status box in SIMS. An email should be sent to the relevant HoY and HoKS stating the student’s

name and the suggested C code. It is then the responsibility of the HoY and HoKS to resolve the

incident.

n) All members of teaching staff are expected to participate in the detention rota. If a member of staff

cannot do the detention on their specified night, they need to find a member of staff to swap with

them. The relevant HoKS and a member of the administration team should be notified about the

change. One member of SLT will oversee and support the detention each day.

o) Students should sit in silence for the whole hour. Reading books are provided for KS3 students,

revision guides are provided for KS4 students. If they disrupt the detention they should be removed

and taken to the member of SLT responsible for detention. The member of SLT should place the

student in the ISC for the following day and the detention repeated.

p) If a student deliberately fails to attend the C2 detention, the relevant HOY will place the student in

the ISC the following day.

q) Homework detentions will be carried out by subject teachers. Detentions should be recorded in

SIMS by the member of staff setting the detention. The school office will text parents using Parent

Mail informing them of the detention details. Students that persistently fail to attend homework

detentions will be placed into a C2b detention.

FORM TUTORS

a) Form tutors should monitor attendance, punctuality and homework and take appropriate action if

concerns arise. This includes contacting parents of students of concern via letter or phone.

Homework diaries should be checked at least once per half term.

b) Form tutors should be aware of rewards and consequences for members of their form and highlight

early intervention strategies for support and/or praise.

c) Appropriate targets should be set and reviewed on a regular basis.

HEADS OF YEAR

a) HoY will receive lists of all students that have received a Consequence the previous day. These lists

will be printed by the Headteacher’s PA by 8.00am and placed in pigeon holes. HoY will need to

identify students that have received more than one C1 in a day or are receiving persistent C1s and

record that they have a C2b. This will appear on the C2 list the following day.

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b) HoY will identify students on the list with a C2 and indicate clearly that the student should have a

text message. This list will need to be passed to Andrea Cowie who will then send the text message.

Students that do not have Parent Mail will have a letter sent home which is produced by a member of

the admin support team. The list will be stored in reception for staff to access.

c) Students with more than one C2 in a day or persistent C2s over a period of time will need to be

recorded in SIMS as C3 and be placed immediately in the ISC. The ISC will contact home with

details on the incidents and notify the parent that the student will be staying for the C2b detention

that evening.

d) HoYs will need to monitor student use of the ISC. Students receiving persistent C3s will be

excluded.

e) HoYs should ensure that form tutors carry out their responsibilities to monitor students in their form

through regular discussion to provide praise and support, with appropriate interventions when

required.

f) If, following form tutor action, further misdemeanours occur, the HoY may use any of the following

strategies.

a. Letter home

b. Students are placed on yellow report

c. A Pastoral Support Plan (PSP example in appendix)

d. A further specified sanction

e. Parents invited in

g) Where repeated C2 detentions are accrued, the student will be referred to the senior member of staff

responsible for the Key Stage. Any decision will be communicated to parents. Further targets and a

review date will be set. During morning Briefings, HoYs should update any action taken with

students.

h) Where a student is placed on report, the member of staff placing them on report should record this in

SIMS.

i) Guidance about the investigation of serious incidents is given in the Appendix.

j) Any internal and/or external support mechanisms will be identified to meet individual student needs.

k) Any further breaches of the Behaviour Policy will lead to parents being invited to a meeting with the

HoY and senior member of staff responsible for the Key Stage.

l) Major offences for example bullying, abuse of staff or drug related incidents might be directly

referred to the senior member of staff responsible for the Key Stage or Head Teacher, as appropriate.

Sanctions that may be considered are:

Review of parental agreement/partnership

Temporary, fixed term exclusion

Red Report monitored by a member of SLT

Isolation from peers at break/lunch and supervised by a member of SLT

Fixed period of time in the ISC

Community Service around the school

Set up a Pastoral Support Plan and add to the SEN register

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Permanent exclusion

m) All students are allowed to apply to attend any school journey, but may be debarred due to evidence

of the following:

Anyone excluded from school for more than two days may be debarred from attending a school

journey for the following year. Additionally, other privileges may be withdrawn.

Poor behaviour record – to be agreed with the member of SLT responsible for the Key Stage and

the trip co-ordinator.

If parents arrive late to pick up their child from a school trip, the child may be debarred from

future trips for a period of six months. A letter will be sent home to confirm this.

Lists of students banned from school trips should be published and parents should be notified

accordingly.

4. MONITORING

4.1 It is the responsibility of all colleagues to ensure that rewards and sanctions are consistently

applied to all students. All colleagues should record any sanctions issued in SIMS on the day

they occur.

4.2 HoDs to undertake lesson observations, in line with the Whole School Lesson Observation

Policy to ensure effective lesson structuring and behaviour management.

4.3 HoDs to ensure that department Consequences are effectively and consistently used by

colleagues.

4.4 HoDs ensure that effective records are maintained of department reports and parental contact.

The information is placed on a student’s file and the HoY informed.

4.5 HoYs and HoDs should monitor the appropriate use and consistent and fair issuing of

Consequences by members of the department.

4.6 A record of detentions, and exclusions is kept on SIMS and summaries are provided to SLT

and MLT on a half termly basis.

4.7 Staff will be shown how to customise their SIMS homepage to show relevant C information

for students in their form/Year group.

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The Priory School

REWARDS POLICY

1. RATIONALE

Students respond positively to praise and rewards. An outstanding teacher will use a variety of praise

and rewards to motivate and encourage students of all abilities. At The Priory School, the rewards policy

is part of the school’s strategy to encourage and reward higher standards of achievement and effort, and

to discourage anti-social and disruptive behaviour. This policy document offers a structured approach to

rewards. There are two main pre-requisites to ensure its success:

a) Consistency with other areas of School Policy, particularly

Behaviour

Assessment, Recording and Reporting Policy

Pastoral

Equal Opportunities

b) All colleagues must apply the policy consistently, and senior and middle leaders must monitor its

use.

2. AIMS OF REWARDS SYSTEM

2.1 To provide a structured system in which different levels of attainment and achievement can be

recognised and rewarded.

2.2 To foster a culture in which colleagues regularly use praise and rewards, and higher-level rewards

become accessible to a larger group of students. In this way students will improve standards of work

and behaviour. Colleagues and students will raise expectations.

2.3 To provide a system that is clearly understood and valued by students and consistently applied by

teachers.

2.4 To draw parents into school life to celebrate the achievements of its young people.

2.5 To encourage a more consistent and wider use of rewards by teachers.

2.6 To provide a greater variety of rewards to recognize different levels of

attainment and achievement.

2.7 To give a higher profile to rewards using assemblies, notice boards and the

school website.

2.8 To provide students with valued documents as evidence of attainment and achievement.

2.9 To involve form teachers and Heads of Year more fully in celebrating the achievements of students

in their form.

2.10 To inform and involve parents more fully in the rewards procedures

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3. PROCEDURES

The Rewards process applies to all students from KS3 to KS5

3.1 Praise should be evident in all lessons and can include the following:

a) Smile: students expect their teachers to demonstrate a real passion for their subject.

b) Use students’ names: students need to know that they are acknowledged and liked by their

teachers.

c) Verbal praise and feedback during and at the end of a lesson can have a very positive impact on

students’ self-esteem and sense of control over their own learning. Recognising achievement and

explaining the next steps to improve learning is effective formative assessment or ‘assessment for

learning.

d) Encourage a dialogue between students and the teacher during the lesson with the focus on

strategies to improve learning.

e) Written praise in student exercise books. Notes to parents in the Homework Diary.

f) 100% attendance over a two week period is rewarded by an R2 from the form tutor

3.3 R2. Merits can be awarded for reasons specified on the Rewards Poster. It is the responsibility of the

issuing member of staff to record the merit in SIMS on the day of issue.

3.4 R2s will be cashed in at the end of the year minus consequences to provide a total. The value will

then link to different rewards.

3.5 The HoKS together with the HoY will organise the awarding of merits at the end of the academic

year. Students will be notified of how many merits they have accumulated and choose their reward.

3.6 CERTIFICATES AND BADGES: These are awarded for accumulated merits in end of term

assemblies:

Bronze Certificate and badge 40 merits

Silver Certificate and badge 60 merits

Gold Certificate and badge 80 merits

Headteacher’s Commendation 100 merits

3.7 The number of merits received will be shown on the front page of the annual student report.

3.8 Headteacher’s Commendation

i) A consistently good or better standard of work / engagement

ii) An outstanding single major piece of work/performance/contribution, which may far exceed

the expectation for the student concerned.

4 MONITORING AND EVALUATION

4.1 In liaison with the Assessment Office who will generate the reports, the Head of KS3 monitors the

regularity and frequency of merits and awards each half term. Weekly sheets for each Year group

will be produced by Andrea Cowie, together with half termly summaries.

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4.2 Form tutors and Heads of Year monitor carefully the consistency with which teaching staff award

merit.

4.3 Assemblies play an important role in publicising the rewards systems, and reflect the positive ethos

of the school.

4.4 The School strives to maintain a balance in its communications with parents and carers writing home

to give praise as well as to seek support where there are difficulties.

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The Priory School

BEHAVIOUR AND REWARDS POLICY

Appendices

Appendix 1 Student Reports

Appendix 2 Code of Conduct

Appendix 3 Consequences Poster

Appendix 4 Rewards Poster

Appendix 5 Expectations of Post-16 Students

Appendix 6 Investigation of Serious Incidents

Appendix 7 Pastoral Support Programme

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Appendix 1

STUDENT REPORTS

A three-tier ‘traffic light’ system operates at The Priory School in order to monitor the progress of students

who are causing concern:

Green Report – used by form tutors to monitor students on a lesson-by-lesson basis, signed by

the colleague and parents. The form tutor checks the report weekly. The student should not be

placed on a green report for more than a fortnight without a progress review.

Yellow Report – serious concerns about student progress, attendance, punctuality and/or

behaviour in a number of subject areas. Monitored by HoY and parents daily. Parents should be

advised of the fixed term nature of the report via letter and/or telephone. Copies of all

correspondence should be placed on the student’s file.

Red Report – very serious concerns about general attitude, in response to a serious behaviour

issue, following a fixed period of exclusion and/or behaviour concerns in a number of areas.

Again parents must be advised and the report monitored daily by a member of SLT and parents.

Failure to achieve a positive report could report in immediate detention after school, internal

exclusion, referral to the Individual Study Centre (ISC) or a fixed period of exclusion. Copies of

the report should be placed on the student’s file.

Students that have a behavioural issue in a specific subject should be placed on report by the relevant HoD.

The HoY should be notified and contact made home with Parents. This should be used in addition to the C2

detention.

CRISIS

Crisis support is intended to support colleagues as part of our behaviour management procedures. To operate

effectively, it must be used appropriately. It should only be used when a real crisis arises, which is defined

as when:

A student poses a real threat to the safety of themselves or others.

A student’s behaviour persistently and genuinely prevents teaching and learning from taking place.

After all other reasonable strategies to manage the behaviour within the lesson and the department

have failed.

How to access Crisis:

A responsible student should be sent to the school office to request Crisis support.

The colleague on Crisis will be alerted by colleagues in the main office and will go directly to the

classroom.

The colleague on Crisis should try to reintegrate the student back into the class.

Failing reintegration, the colleague on Crisis will take the student to a venue such as their office or

empty classroom where work should be undertaken, with appropriate supervision.

The colleague on Crisis should ensure that the record sheet is completed by Lesa King and the letter

to be sent home is filled in for despatch by the office.

The issues of concern, which led to the Crisis call, should be discussed and the student encouraged to

take responsibility for their actions.

A behaviour report needs to be recorded in SIMS with a C code appropriate for the behaviour. If a

C3 or above is suggested, an email should be sent to the relevant HOY and HOKS.

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Where there is persistent and cross-curricular disruption, the HoY should contact home and a report

should be considered

FIXED TERM EXCLUSION

a) Students may be given a fixed term exclusion for serious breaches of behaviour. Examples of reasons

for exclusions are given on the Consequences list in the appendix, although this is a non-exhaustive

list:

b) A fixed term exclusion can be given for up to 45 days in one academic year

c) Work MUST be set for the period of exclusion

d) Parents will be requested to attend an interview on the student’s return from a fixed term exclusion

with the HoY and/or the member of SLT responsible for the Key Stage

e) A Pastoral Support Programme (PSP) may be produced for students following a fixed term

exclusion.

PERMANENT EXCLUSION

The Consequences list in the appendix outlines the list of misdemeanours, which is non exhaustive, which

the Governors feel could merit permanent exclusion.

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Appendix 2

The Priory School

OUR CODE OF CONDUCT

The Priory School expects all students to: -

1. Behave and speak respectfully to everyone.

2. Accept the authority of adults and follow instructions promptly and willingly.

3. Attend school every day and on time.

4. Wear full school uniform correctly at all times. *

5. Walk about the school carefully and quietly obeying all signs and keeping to the left.

6. Respect all property by keeping it free from damage. Keep the school tidy by not chewing

gum, dropping litter and by eating only in the school café.

7. Arrive at lessons on time and with all necessary books and equipment. **

8. Settle quickly for the start of a lesson and listen to the teacher in silence, following all

instructions appropriately.

9. Work quietly, safely, co-operatively and to the best of your ability.

10. Complete all class work and homework on time, bringing your diary to every lesson.

* Hats and trainers must not be worn in the school buildings. Baseball caps must not be brought into

school. Hooded sweatshirts and jackets with logos are not permitted in school. No jewellery is

acceptable. Any hair dye or colouring is forbidden as are shaved heads or tracking, or patterns in

hair.

** All mp3 players, iPods, mobile phones, pagers and computer games must be left at home.

Unacceptable items will be temporarily held by staff.

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Appendix 3

The Priory School

Making the Right Choice

NEGATIVE BEHAVIOUR CONSEQUENCE

C1 Disruption of teaching/learning

Lateness without a reason

Inappropriate behaviour in, around or outside school

Failure to bring equipment/books/reply slips/PE /kit/ingredients

Casual swearing

Defiance Arguing with staff

1st VERBAL WARNING

C2(a)

C2(b)

Chewing gum (first offence)

Inappropriate use of ICT equipment (eg computer games)

Incorrect school uniform

Make-up

Persistent C1/C2(a)

Carrying a mobile phone (parents will be called in to collect phone)

Chewing gum (second offence)

Crisis called (member of staff to record as C2(b))

Failure to attend Homework detention

Inappropriate behaviour towards another student

Inappropriate use of ICT equipment

Serious disruption of Teaching & Learning

Smoking/suspected of smoking/possession of cigarettes (first offence)

Truancy (1 hour detention per hour truanted)

Verbal abuse towards another student

HALF HOUR AFTER SCHOOL DETENTION ONE HOUR AFTER SCHOOL DETENTION

C3 Bullying

Persistent C2 behaviour

Abusive language to, or about a member of staff

Disrupting of C2 detention

Failure to attend C2 detention

Fighting

Inappropriate use of ICT equipment

Persistent bullying—verbal/physical

Racist/sexist or homophobic behaviour

Receiving 2 C2s in one day

Smoking/suspected of smoking/possession of cigarettes (2nd offence)

ISC & ONE HOUR DETENTION SAME DAY

C4 Persistent C3 behaviour

Disruption/defiance in ISC

Inappropriate use of ICT equipment

Possession of or under the influence of drugs or alcohol

Posting offensive material on a website/MSN/ text message/email

Severe bullying—verbal/physical abuse

Severe racist/sexist or homophobic behaviour

Smoking/suspected of smoking/possession of cigarettes (3rd offence)

Stealing

Swearing at/persistent abuse of a member of staff

Vandalism

FIXED TERM

EXCLUSION

C5 Multiple fixed term exclusions

Inappropriate use of ICT equipment

Possession of a dangerous object

Serious assault on a student or a member of staff

Supplying or intending to supply drugs

PERMANENT

EXCLUSION

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Appendix 4

The Priory School

Making the Right Choice

POSITIVE BEHAVIOUR REWARD

R2

Producing quality work in lessons

Trying your best in lessons

Excellent presentation of work

Contributing to class discussions

Having a positive attitude in school

Helping other students to improve behaviour and learning

Demonstrating leadership

Homework

Representing the school

Charity work

Mentoring work

Attending Out of School Hours Events

Community Service

Merit

Positive contact with

Parents

POSITIVE BEHAVIOUR REWARD

R3

Exceptional Achievement (staff nominated)

Significant contribution to year group events

Significant charity and fund raising

Consistently high standard of work

Level 8s in end of KS3 tests

Student Voice representative at interviews

Headteacher’s Commendation

POSITIVE BEHAVIOUR REWARD

Redeem MERITS in The Priory School Reward shop

A selection of

rewards can be

purchased using

merits when the

required amount

of merits have

been collected

POSITIVE BEHAVIOUR REWARD

40 merits

60 merits End of Term recognition in Assembly

80 merits

100 merits

Bronze Certificate Silver Certificate Gold Certificate Headteacher’s Commendation

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Appendix 5

The Priory School

Sixth Form Contract This document is our contract with you for your time with us in Post 16 education.

TPS SIXTH FORM WILL OFFER ME AS A STUDENT:

The highest possible quality of teaching and learning

An ethos based on learning, achievement, aspiration and student responsibility

Access to sixth form Common Room, LRC resources and ICT equipment

Access to sports and other enrichment activities facilities

Involvement in community service activities within school, such as mentoring, to help develop leadership and

interpersonal skills

Access to careers advice

Guidance to Post 18 opportunities

Individual tutor mentoring sessions to support academic progress (minimum of 2/3 per year)

Cover work set when staff absent and monitored by department

Recognition and reward for effort and progress

Support and strategies to ensure progress is made towards target grades

Social events to balance the academic demands of the sixth form

I AGREE TO FULFIL THE FOLLOWING REQUIREMENTS FOR THE DURATION OF MY TIME IN

THE SIXTH FORM:

I will ensure a high level of attendance and punctuality. Where there may be problems with this I will inform

my tutor and appropriate members of staff in advance.

I will abide by the Sixth Form dress code.

I realise that this Sixth Form has a positive work ethic and that I must arrive at each lesson fully prepared with

the correct equipment and with all work up to date.

I will complete work to a high standard and to specified deadlines. Where there are likely to be problems, I

will see my tutor and the relevant members of staff in advance.

I understand that I may leave the site once a day, at lunchtime. I must always sign out when I leave and in on

my return. Study periods are not to be used as an extra opportunity to have lunch. I understand that this is a

privilege and may be withdrawn.

I will abide by the Sixth Form rules on behaviour, serving as a role model for students in the main school. I

will not smoke on school premises at any time or in the surrounding area during the school day. I will not

bring alcohol or illegal substances onto the premises or use them on the premises. I understand that such

action would be likely to lead to permanent exclusion.

I understand that study periods are built into the timetable to enable me to focus in on the demands of the

courses that I have chosen to study: coursework, presentations or preparation for examinations. Therefore, in

these periods I am to be actively studying in the Common Room and observe a positive work ethos in the

Common Room during lesson times.

I will respect the fabric of the Common Room. During lesson time I will ensure that all chairs and tables are

set up for the purpose of active study. I will do my part to ensure that all areas remain litter free.

I understand that I may listen to music with headphones at school but, only in the Common Room. I

understand that I may use a mobile telephone at school but only at break and lunchtime and not in main

school. They should never be used in lessons.

I will abide by the guidelines given in the Student Handbook. If I do not fulfil the expectations indicated, I

may expect one or more of the following sanctions to be applied: withdrawal of study leave; placed ‘on

report’; a verbal warning; a written warning; a letter to my parents or guardian; exclusion from the Sixth Form

for a specified period; permanent exclusion from the Sixth Form.

Signed: .............................................................................................. Student

Signed: .............................................................................................. Parent/Carer

Signed: …………………………………………………………… Head of Sixth

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Appendix 6

The Priory School

INVESTIGATION OF SERIOUS INCIDENTS

The following guidelines should be closely adhered to:

Isolate individual(s) using ISC, Crisis, SLT

Avoid pre-judging the outcome

Any comments/questions should be focused on what has been reported

As far as possible have a second colleague present as witness to proceedings

Incidents such as fighting, bullying, theft, smoking and vandalism should be investigated and

dealt with by the HoY or HoD. Incidents of racism should be dealt with in the same manner and

logged in the racist incidents file

Searches should only be undertaken by a HoY or SLT and always with a second person present

A written report must be completed by the student, or where assistance is needed, colleagues may

write the report, which should then be re-read back to the student and written confirmation of the

accuracy of the content signed and dated by the student

For very serious incidents such as drug use, large-scale theft, possessing of offensive weapons or

assault a second person should be present from the start of the investigation, whose role could be

to scribe comments and/or ask additional questions as guided by the HoY. Drug related incidents

should be reported directly to the member of SLT responsible for the Key Stage and the guidance

of the Drugs Policy should be adhered to. Serious accusations against colleagues should be

reported immediately to the Head or Deputy Head Teacher.

Any Child Protection issues should be reported to the Deputy Head Teacher or the member of

SLT responsible for Child Protection.

It must be a priority to conclude questioning and have written reports on the day of the incident

prior to the student(s) being sent home

As appropriate, parents should be contacted

By the end of the following day, the final outcome and action must be agreed and carried out.

However, if additional information and evidence is required, then interim measures may be set in

place e.g. Isolation in the ISC, fixed period of exclusion, while further investigation occurs.

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Appendix 7

The Priory School

PASTORAL SUPPORT PROGRAMMES

1. A Pastoral Support Programme (PSP) should be set up whenever a student shows signs of

disaffection or his/her behaviour begins to deteriorate.

2. A PSP should automatically be set up for students who have been excluded, on two or more

occasions, on a fixed period basis or who have been otherwise identified as being at risk of failure at

school through disaffection.

3. A PSP is a school based intervention programme to help individual students to better manage their

behaviour and is an additional support to assist the student to achieve their targets in the school

Provision Map.

4. The PSP is used to ensure consistency in managing the behaviour of those students at risk of failing

in school.

The PSP should involve the HoY, SENCO, parents, students and LA representative if possible.

5. The PSP should have an automatic time limit of 16 working weeks. It comes into effect on a date

agreed between the parties involved and when the support arrangements are in place. There should

be ongoing fortnightly reviews to assess progress, a mid-programme review and an outcome review

after 16 weeks, following which time the PSP may be continued, if appropriate. The fortnightly

review will be relatively informal and may consist of the student meeting with the HoY/SENCO to

check on progress. A mid term (8 week) review will be more formal and may require the person

responsible for the PSP to gather information from relevant colleagues. The outcome review may

decide to continue the PSP if some progress appears to have been made.

6. When drawing up a PSP, the following points should be taken into account:

a. The PSP should identify precise and realistic behavioural outcomes towards which the student is to

work in the form of SMART targets. (Targets which are Specific, Measurable, Achievable, Relevant and

Time Limited).

b. Once agreed, the PSP should be discussed with all staff teaching the student and agreement reached

on a common strategy for managing the student. Where possible temporary staff such as supply teachers

need to be made aware of students who have a PSP.

c. Once agreed, the PSP should be shared with all adults who have significant contact with the student

and all school actions be consistently applied. The consistency of application of the PSP should be part of

the ongoing monitoring arrangements. Where PSPs have been successful, evidence shows that all staff have

been informed of the PSP, its targets and strategies.

d. In constructing the PSP schools need to be aware of, and have access to the range of support

available from agencies such as Social Services, Health Housing, Youth Service and Careers Service.

In dealing with students in the public care the following issues are important:

The PSP should form an integral part of the student’s Care Plan

20

The Social Worker and/or Advisory Teacher for Children in Public Care should be invited to the

PSP meeting and the outcomes written up in the education section of the Care Plan

The Children Schools and Families service is responsible for reviewing all aspects of the care of

the child regularly – this should include changes to the education targets in the Care Plan

Schools should inform the student’s Social Worker, Advisory Teacher for Children in Public

Care and the Corporate Parenting Officer when a child in the public care is failing to meet their

PSP targets.

NB – All pro-formas for devising, implementing and reviewing a PSP are available in the appendix and

on the shared staff area.

7. If a student is to be placed on a part time timetable this will be in conjunction with the PSP and

parents will be consulted.

21

PASTORAL SUPPORT PROGRAMME

Name Form Gender Ethnic Origin DOB COP Stage CAF Review Dates

X

9F Male White-British 01.04.94 School Action Plus (tick) Yes No

8 week review date: 11.05.09. 16 week review date: 13.07.09. (need to be school weeks)

Year Head PSP Time Limit Co-ordinated by Date of PSP

Ms ……. 16 weeks Mr …………….. Start date: 23.02.09.

Student Profile

Strengths Has the ability to produce a reasonable standard of work in all lessons when he engages fully in his work. Likes Art, P.E. and Geography. Can relate positively to staff when chooses to do so. Responds very well to praise. Has a close circle of friends and is supportive of them.

Weaknesses/Areas of Difficulty Can be rude and disrespectful to staff when challenged. Refuses to follow instructions at times, especially in English and History. Will disrupt the learning of others when he is not engaged in the work. Shows low self-esteem when set new tasks.

Student Commitment Parental Commitment

I will aim to ‘zip the lip’ when talking to staff, therefore reducing the

amount of incidents of rudeness.

I will do as asked straight away by staff.

I will not respond to or initiate distractions in lessons.

(if appropriate).. I will take the opportunity to repair any harm done to

I will sign X’s report each day. I agree to discuss X’s report with him on a daily basis. I will support the school’s Behaviour Management Policy I agree to attend any professional/school meetings which concern X. I will reward as appropriate. (does not need to be at any extra cost to

22

my relationship(s) with....... 3 4 5 6 Signed………………………………

parent) (if appropriate)...I will take to opportunity to repair any harm done to my relationship(s) with........

Signed……………………………….

School Support and Strategies Support from Outside Agencies

Ms Supportive to ask the P.E. Dept to encourage greater participation in school sports teams to boost self-esteem. X’s form tutor to see X daily and review report. T.A. support in areas of particular concern, English and History for a month’s trial to assess difficulties. Mr. Compassionate to see X 2/3 times weekly to praise/promote positive behaviours. To involve a 6th form mentor who could meet with X at least twice a week to re-enforce boundaries, check on how he’s coping in school. To keep mother updated on a weekly basis, commenting on both positive as well as negative behaviours. To continue with school report card. To provide the opportunity to repair harm done to any relationship(s)

signed……………………………….

NHESC, outreach support, Wilma Smith to focus on Behaviour Management strategies. School to assess whether a CAF is required by mid-term review. Opportunities for outside agencies to support others in the process of repairing harm done to relationships.

Signed…………………………..

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Student Targets Achievement Criteria Strategies to achieve targets Date

To reduce the number of incidents re:

rudeness to staff by ’zipping the lip’ and not

saying anything.

To do as requested by staff straight away

rather than arguing.

To avoid distracting peers by focusing on the

work in lessons/avoid responding to peers

trying to distract him.

A 50% reduction of incidents of rudeness

recorded on report card. After 4 weeks, move

down to level below.

A 50% reduction in incidents of refusals

recorded on report card. After 4 weeks, move

down a level.

After 16 weeks, to be off the report card system

altogether.

Improved concentration in lessons, increased

output/completion of work, especially in English

and History.

Staff recognition/praise for times when

X has avoided being verbally

offensive/rude/has done as requested

straight away. (note/sticker on report

card).

Any incidents to be recorded on report

card and X spoken to on a daily basis re:

progress/how to move forward

Staff praise if X ignores

distractions/move X to another place in

classroom if no response./T.A. support

in English and History.

Agreed Rewards Agreed Sanctions

To receive praise/merits as appropriate.

A phone call home at end of each week to praise X for improvements made.

To be allowed on end of term form trip out.

Mother to reward at home if X had a better week at school. (increased time

on PSP, x-box)

Detentions, Isolations, Fixed-term exclusions as per school Behaviour Policy.

Phone calls home to inform mother of incidents.

Loss of rewards at home.

Move up the report system.

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If going to implement a part-time timetable, the criteria below must be included:

state part-time timetable

length of time on part-time timetable, showing increase of hours and provide an end date

provide review date and any action to be taken

PSP must be agreed and signed by a parent/carer

PSP needs to have ‘tight’ aims showing clearly that the end result is to enable the student to return to full time education.

Specify who will take the responsibility for reviewing the PSP, when and where

Specify who else will be copied into this document (eg: outside agencies)

If student is going to attend a respite placement at Stevenage ESC, the following needs to be included:

PSP needs to be updated to include the re-integration arrangements upon student’s return to school eg: date of meeting, the timetable to be followed,

support to be put in place, hours to be worked etc.

Are there any further unmet needs identified as a result of this process that require the young person/ family to be signposted to other agencies?

25

PASTORAL SUPPORT PROGRAMME

NAME FORM GENDER ETHNIC

ORIGIN

DOB COP

STAGE

CAF REVIEW

DATES

THIS

REVIEW

NEXT

REVIEW

YEAR

HEAD

PSP TIME LIMIT CO-ORDINATED

BY

START DATE OF

PSP

STUDENT PROFILE STRENGTHS WEAKNESSES / AREAS OF DIFFICULTY

STUDENT COMMITMENT PARENTAL COMMITMENT

Signed …………………..….…Date…………....

Signed ……………..……….…Date…..………..

SCHOOL SUPPORT AND STRATEGIES SUPPORT FROM OUTSIDE AGENCIES

Signed …………………..….…Date……..……..

Signed ……………..……….…Date………..…..

STUDENT TARGETS ACHIEVEMENT

CRITERIA

STRATEGIES TO ACHIEVE

TARGETS

DATE

AGREED REWARDS AGREED SANCTIONS

26

PASTORAL SUPPORT PROGRAMME

NAME FORM GENDER ETHNIC

ORIGIN

DOB COP

STAGE

EPF REVIEW

DATES

THIS

REVIEW

NEXT

REVIEW

YEAR

HEAD

PSP TIME LIMIT CO-ORDINATED

BY

START DATE OF

PSP

STUDENT PROFILE STRENGTHS

Gather information from:

Parents/carers

Teaching and support staff

External agencies involved

The student

Baseline assessments

Observation/frequency charts

WEAKNESSES/AREAS OF DIFFICULTY

Note specific concerns

STUDENT COMMITMENT PARENTAL COMMITMENT

Acknowledge the student’s role in

working towards a successful outcome

Signed …………………..….…Date…………....

Reflect the shared involvement between

home and school to support the student

Include arrangements for ongoing

communication between home and

school

Signed ……………..……….…Date…..………..

SCHOOL SUPPORT AND STRATEGIES SUPPORT FROM OUTSIDE AGENCIES

Record existing support

Record additional strategies put in place

as part of the PSP

Signed …………………..….…Date……..……..

Record existing support

Record support put in place as part of the

PSP

Signed ……………..……….…Date………..…..

STUDENT TARGETS ACHIEVEMENT

CRITERIA

STRATEGIES TO ACHIEVE

TARGETS

DATE

1.Record positive

targets in the first

person e.g. ‘I will…’

2.Agree SMART

targets as an outcome

of the information

recorded on the

Student Profile section

of the PSP

3.Make one target a

shared home/school

target

1.Decide how you know

the student has been

successful

2.Decide how you will

measure this on a

daily/weekly basis

Consider strategies:

Including using existing in

school support

Making changes to existing

programmes

Referring to outside

agencies

Allow a reasonable amount of time

for the strategies to work

AGREED REWARDS AGREED SANCTIONS Consider the student’s views

Use incentives the student feels positive

about – these have more chance of

success

Employ a staged approach to the usual

school sanctions

Withdraw privileges and provide clear

steps for regaining them

Give opportunities for reflection and

reparation