Policy for Secondary Behaviour for Learning...Policy for Secondary Behaviour for Learning 4 4. Bullying Bullying is defined as the repetitive, intentional harming of one person or

Policy for Secondary Behaviour for Learning

1 Policy for Secondary Behaviour for Learning


1. Aims . ................................................................................................................................................... 2

2. Legislation and statutory requirements .......................................................................................... 2

3. Definitions ........................................................................................................................................... 2

3.1. Misbehaviour (recognition of unsuccessful behaviour) ....................................................... 3

3.2. Serious misbehaviour ............................................................................................................... 3

4. Bullying ................................................................................................................................................ 4

5. Roles and responsibilities ................................................................................................................ 5

5.1. The governing board................................................................................................................. 5

5.2. The Executive Headteacher .................................................................................................... 5

5.3. Staff ............................................................................................................................................. 5

5.4. Parents ........................................................................................................................................ 5

6. Pupil code of conduct ....................................................................................................................... 5

All pupils are expected to: ............................................................................................................................ 5

7. Rewards and sanctions .................................................................................................................... 6

7.1. List of rewards and sanctions .................................................................................................. 6

7.2. Detentions .................................................................................................................................. 7

7.3. Mobile phones ........................................................................................................................... 7

7.4. Exclusions .................................................................................................................................. 7

7.5. Off-site behaviour ...................................................................................................................... 8

7.6. Malicious allegations................................................................................................................. 8

8. Behaviour management ................................................................................................................... 8

8.1. ‘Recognition’, not ‘Rewards’ .................................................................................................... 8

8.2. Classroom management .......................................................................................................... 8

8.3. Physical restraint ....................................................................................................................... 9

8.4. Confiscation ............................................................................................................................... 9

8.5. Pupil support .............................................................................................................................. 9

9. Pupil transition ................................................................................................................................. 10

10. Training ............................................................................................................................................. 10

11. Links with other policies ................................................................................................................. 10

12. Monitoring arrangements ............................................................................................................... 10

Appendix 1 ................................................................................................................................................ 11

Written statement of behaviour principles ................................................................................... 11

Appendix 2 ................................................................................................................................................ 12

Detentions......................................................................................................................................... 12



1. Aims

This policy aims to: Provide a consistent approach to behaviour management.

Define what we consider to be unacceptable or unsuccessful behaviour, including bullying.

Outline how students are expected to behave.

Summarise the roles and responsibilities of different people in the school community with regards to

behaviour management.

Outline our system of rewards and sanctions (referred to as the Recognition system).

2. Legislation and statutory requirements

This policy is based on advice from the Department for Education (DfE) on:

Behaviour and discipline in schools (https://www.gov.uk/government/publications/behaviour-and-

discipline-in-schools)

Searching, screening and confiscation at school

(https://www.gov.uk/government/publications/searching-screening-and-confiscation)

The Equality Act 2010 (https://www.gov.uk/government/publications/equality-act-2010-advice-for-

schools)

Use of reasonable force in schools (https://www.gov.uk/government/publications/use-of-reasonable-

force-in-schools)

Supporting pupils with medical conditions at school

(https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3)

It is also based on the special educational needs and disability (SEND) code of practice (https://www.gov.uk/government/publications/send-code-of-practice-0-to-25)

In addition, this policy is based on: Section 175 of the Education Act 2002 (http://www.legislation.gov.uk/ukpga/2002/32/section/175),

which outlines a school’s duty to safeguard and promote the welfare of its pupils

Sections 88-94 of the Education and Inspections Act 2006

(http://www.legislation.gov.uk/ukpga/2006/40/section/88), which require schools to regulate pupils’

behaviour and publish a behaviour policy and written statement of behaviour principles, and give

schools the authority to confiscate pupils’ property

DfE guidance (https://www.gov.uk/guidance/what-maintained-schools-must-publish-online#behaviour-

policy) explaining that maintained schools should publish their behaviour policy online

DfE guidance Exclusions in school September 2017 Hyperlink needed

3. Definitions

Our Behaviour for Learning strategy pivots on four core values: Respect, Readiness, Resilience and Responsibility and is called the ‘Recognition’ system. We recognise positive behaviours framed through these four values, and similarly define negative behaviours (referred to herein as ‘misbehaviours’) in these same terms.

https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools

https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools

https://www.gov.uk/government/publications/searching-screening-and-confiscation

https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools

https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools

https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools

https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools

https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3

https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

http://www.legislation.gov.uk/ukpga/2002/32/section/175

http://www.legislation.gov.uk/ukpga/2006/40/section/88

https://www.gov.uk/guidance/what-maintained-schools-must-publish-online#behaviour-policy

https://www.gov.uk/guidance/what-maintained-schools-must-publish-online#behaviour-policy



Our four core values (the ‘Four R’s) shape our shared language for learning and form a contextual framework through which all conversations regarding behaviour, successful or otherwise, can be expressed.

A full explanation of the principles and systems that define the Recognition system can be found in the guidance document ‘Values-Driven Education; the Four Rs’, in the Secondary staff handbook.

3.1. Misbehaviour (recognition of unsuccessful behaviour)

Misbehaviour (recognition of unsuccessful behaviour) are incidents that may require action from all Secondary staff. For the purpose of this policy, Misbehaviour is defined as:

• Disruption in lessons, in corridors between lessons, and at break and lunchtimes • Non-completion of classwork or homework • Poor attitude to self or others- including disrespectful of behaviour towards staff • Incorrect uniform and equipment

3.2. Serious misbehaviour

Serious misbehaviour are incidents that will require action from designated Secondary staff, including Pastoral staff, SLT and DSLs where appropriate, according the severity and type of the incident. For the purpose of this policy Serious Misbehaviour is defined as:

Repeated breaches of the school rules

Any form of bullying

Sexual assault, which is any unwanted sexual behaviour that causes humiliation, pain, fear or

intimidation

Vandalism

Theft

Verbal abuse

Fighting/Physical assaults

Violence, assaults against staff (please refer to Violence and Assaults Against Staff policy)

Smoking

Racist, sexist, homophobic or discriminatory behaviour

Possession of any prohibited items. These are:

Knives or weapons

Alcohol

Illegal drugs

Stolen items

Tobacco and cigarette papers

Fireworks

Pornographic images Any article a staff member reasonably suspects has been, or is likely to be, used to commit an

offence, or to cause personal injury to, or damage to the property of, any person (including the

pupil)

Students making physical contact with staff is not acceptable.



4. Bullying

Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power. This can include harassment and intimidation.

Bullying is, therefore:

Deliberately hurtful,

Repeated, often over a period of time,

Difficult to defend against,

Bullying can include:

Type of bullying Definition

Emotional Being unfriendly, excluding, tormenting

Physical Hitting, kicking, pushing, taking another’s belongings, any use of violence

Racial Racial taunts, graffiti, gestures

Sexual Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching

Direct or indirect verbal Name-calling, sarcasm, spreading rumours, teasing

Cyber-bullying Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites

Details of our school’s approach to preventing and addressing bullying are set out in our anti-bullying policy.



5. Roles and responsibilities

5.1. The governing body

The school governors are responsible for reviewing and approving the written statement of behaviour principles (appendix 1).

The school governors will also review this behaviour policy in conjunction with the Executive Headteacher and all staff and monitor the policy’s effectiveness, holding the Executive Headteacher to account for its implementation.

Written feedback will be shared with staff.

5.2. The Executive Headteacher

The Executive Headteacher is responsible for reviewing this behaviour policy in conjunction with the school governors, giving due consideration to the school’s statement of behaviour principles (appendix 1). The Executive Headteacher will also approve this policy.

The Executive Headteacher will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.

5.3. Staff

Staff are responsible for:

Implementing the behaviour policy (Recognition) consistently

Supporting the provision of personalised approaches to the specific behavioural needs of particular

pupils

Recording behaviour incidents through appropriate designated systems.

The senior leadership team will support staff in responding to behaviour incidents.

5.4. Parents

Parents are expected to:

Support their child in adhering to the pupil code of conduct

Inform the school of any changes in circumstances that may affect their child’s behaviour

Discuss any behavioural concerns with the pastoral team in the first instance promptly

6. Pupil code of conduct

Pupils are expected to exhibit our Four R values explicitly through the following behaviours, in addition to others appropriate to circumstance.

All pupils are expected to:

Arrive on time, every time,

Ensure that mobile phones are turned off and are out of sight,

Enter the classroom immediately upon arrival,

Take their allocated seat according to the Seating Plan,



Wear correct uniform (including ties, shoes and blazers; no make-up or jewellery),

Remove outdoor clothing when inside the building,

Bring correct equipment for learning including pupil planner

Maintain a positive mental attitude – a GROWTH MINDSET

7. Rewards and sanctions

7.1. List of rewards

Positive, successful behaviour will be Recognised explicitly in the context of the Four Rs, in order to both identify the behaviour that has resulted in success and publicly and explicitly communicate such to peers. This explicit Recognition of positive, successful behaviour may be rewarded with:

Praise (in Public),

Recognition points recorded through Classcharts system (linked to associated Four R type)

Letters or phone calls home to parents

Special responsibilities/privileges

For further information refer to the Recognition system in ‘Values-Driven Education; the Four Rs’, in the Secondary staff handbook.

7.12 List of Sanctions

Where behaviour causes an unsuccessful outcome, it is appropriate to recognise such through the language of the Four Rs. With both praise and reprimand, it is imperative that staff recognise the behaviour and not the individual. An explicit Recognition of behaviour leading to unsuccessful outcomes may take the following forms:

(Appendix 3 Consequence ladder)

A verbal reprimand

A written warning

Issuing an R1 – detention recognising an unacceptable behaviour for learning

Expecting work to be completed at home, or at break or lunchtime

R2 - Detention after school as consequence

Request pastoral resolution –may be student removed from class by a member of the Pastoral Team

R3- Placement in Refocus room

Referring the pupil to a senior member of staff

Letters or phone calls home to parents

Agreeing a behaviour contract

Putting a pupil ‘on report’

We may use the Refocus Room (R3) in response to serious or persistent breaches of this policy. Only Senior pastoral staff may withdraw students for a period Refocus.



The Refocus Room is managed by Pastoral SLT.

Full details of the systems and processes associated with the Refocus Room (R3) can be found in ‘Values-Driven Education; the Four Rs’, in the Secondary staff handbook.

7.2. Detentions

Detentions are intended to promote a change in behaviour or use of time constructively spent on other learning activities.

Detentions are recorded on class charts. When a member of staff issues an after school detention the following procedures will be followed:

Detention beyond the school day will be given with 24 hours’ notice to parents.

The purpose of the communication is to inform of the action but not to seek parental permission.

If a child fails to attend detention without a justified reason an SLT detention will be issued. Failure to attend an SLT detention will result in further sanctions including parental meetings, internal and external exclusions.

The school reserves the right to detain students on INSET days. These detentions will only be issued following communication with a senior member of staff.

7.3. Mobile phones

Pupils are not allowed to use mobile phones or personally owned devices whilst in school.

In certain circumstances pupils can bring personal mobile phones into school. Secondary students are permitted to bring their phone into school however they should have received consent from parents/carers.

If a pupil has a mobile phone in school they are required to keep it switched off and out of sight.

School staff have rights to be able to confiscate any mobile phone.

Starbank School takes no liability for the loss or damage of any personally owned devices as devices brought to school by students is done so at their own risk.

7.4. Exclusions

For serious or persistent breaches of school conduct, the Executive head teacher has the authority to apply fixed term and permanent exclusions

All exclusions will be conducted in line with DfE guidance Exclusions in schools Sept 2017

Fixed term exclusions will be given either as a response to a particularly serious breach of school discipline or as a sanction for persistently breaking school aims, values and ethos where other sanctions have been found to be unsuccessful

Permanent Exclusions will be used for particularly serious breaches of school aims, values and ethos or when other sanctions have been unsuccessful. The education and welfare of other students and safety of staff will be of paramount importance in such cases.



7.5. Off-site behaviour

Sanctions may be applied where a pupil has misbehaved off-site when representing the school, such as on a school trip or on the bus on the way to or from school. Such sanctions would be applied following the principles of the Recognition system.

7.6. Malicious allegations

Where a pupil makes an accusation against a member of staff and that accusation is shown to have been malicious, the Executive Headteacher will discipline the pupil in accordance with this policy.

Please refer to our Safeguarding policy for more information on responding to allegations of abuse.

The Executive Headteacher will also consider the pastoral needs of staff accused of misconduct.

8. Behaviour management

8.1. ‘Recognition’, not ‘Rewards’

Starbank Secondary creates opportunities for the inculcation of a Growth Mindset ideology by unifying all student/teacher interactions through a shared ‘Language for Learning’, based upon our four key values the ‘4Rs’:

Responsible,

Respectful,

Ready,

Resilient.

All student/teacher interactions, those both recognising positive examples of the values in action and those recognising areas for reflection and development of these values, will be phrased through the 4Rs.

In addition, positive Behaviour for Learning is most effective when kept simple and consistent throughout the school; when all staff follow a single approach. The approach we will take as a school has five pivotal ‘pillars’ to support us, as staff, in our combined efforts. These are:

1. Consistent, calm behaviour 2. First attention for best conduct 3. Relentless routines 4. Scripting difficult interventions (PiP and RiP – Praise in Public, Reprimand in Private), 5. Restorative follow-up.

An extensive exploration of how these five pillars should be applied in the context of Secondary practice can be found in ‘Values-Driven Education; the Four Rs’, in the Secondary

staff handbook.

8.2. Classroom management

Teaching and support staff are responsible for setting the tone and context for positive behaviour within the classroom.



They will:

Create and maintain a stimulating environment that encourages pupils to be engaged

Display the Four Rs clearly and make reference to explicitly during each lesson

Develop a positive relationship with pupils, which may include:

Greeting pupils in the morning/at the start of lessons (Meet and Greet)

Establishing clear routines

Communicating expectations of behaviour in ways other than verbally

Highlighting and promoting good behaviour (Recognition system)

Concluding the day positively and starting the next day afresh

Having a plan for dealing with low-level disruption

Using positive reinforcement

8.3. Physical restraint

In some circumstances, staff may use reasonable force to restrain a pupil to prevent them:

Causing disorder

Hurting themselves or others

Damaging property

Incidents of physical restraint must:

Always be used as a last resort

Be applied using the minimum amount of force and for the minimum amount of time possible

Be used in a way that maintains the safety and dignity of all concerned

Never be used as a form of punishment

Be recorded and reported to parents (see appendix 5 for a staff account sheet)

8.4. Confiscation

Any prohibited items (listed in section 3) found in pupils’ possession will be confiscated. These items will not be returned to pupils.

Knives, weapons and illegal substances police will be contacted immediately and items handed to police

We will also confiscate any item which is harmful or detrimental to school discipline. These items will be returned to pupils after discussion with senior leaders and parents, if appropriate.

Searching and screening pupils is conducted in line with the DfE’s latest guidance on searching, screening and confiscation.

8.5. Pupil support

The school recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the pupil.

The school’s special educational needs co-ordinator will evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.

Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.



When acute needs are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.

9. Pupil transition

To ensure a smooth transition from year 6 to year 7 and nurture to full mainstream timetable pupils have transition sessions with their new teacher(s). In addition, staff members hold transition meetings.

To ensure behaviour is continually monitored and the right support is in place, information related to pupil behaviour issues may be transferred to relevant staff at the start of the term or year. Information on behaviour issues may also be shared with new settings for those pupils transferring to other schools.

10. Training

Our staff are provided with training on managing behaviour through the following means:

Whole staff inset training on positive Behaviour for Learning techniques

Extensive research-based handbooks offering clear guidance and strategies

Termly dedicated CPD opportunities

Ongoing opportunities for peer-development through Developmental lesson observation opportunities

A behavioural working party

Bespoke training plans written according to need to foster and embed good practice

Access to Action Research to develop personal needs/ areas of interest

11. Links with other policies

This behaviour policy is linked to the following policies:

Safeguarding policy

Anti-Bullying policy

Violence and Assaults Against Staff policy

12. Monitoring arrangements

This behaviour policy will be reviewed by the Executive Headteacher and school governors annually. At each review, the policy will be approved by the Executive Headteacher.

Published by: Mr S Tonks

Date Approved by Governing Body:

Review Date: July 2020



Appendix 1

Written statement of behaviour principles

Every pupil understands they have the right to feel safe, valued and respected, and learn free from the

disruption of others

All pupils, staff and visitors are free from any form of discrimination

Staff and volunteers set an excellent example to pupils at all times

Rewards, sanctions and reasonable force are used consistently by staff, in line with the behaviour policy

The behaviour policy is understood by pupils and staff

Exclusions follow DfE Guidance on exclusions in schools and exclusions will only be used as a last resort,

and outlines the processes involved in permanent and fixed-term exclusions

Pupils are helped to take responsibility for their actions

Families are involved in behaviour incidents to foster good relationships between the school and pupils’

home life

The governing board also emphasises that violence or threatening behaviour will not be tolerated in any circumstances.

This written statement of behaviour principles is reviewed and approved by the full governing board every year



Appendix 2

Detentions

R1 Detention (Break) (All staff) 10 minutes 11:00 – 11:10pm

R1 Detention (Lunch) (all Staff) 10 minutes

R2 Whole School Detention (all staff) 30 minutes 3:10pm – 3:40pm

Homework Detention (all staff) 30 minutes 3:10pm – 3:40pm

R3 Detentions (Pastoral/SLT) 45 minutes 3:10 pm – 3:55pm

SLT Detention (Friday) 60 Minutes 3:10pm – 4:10pm



Appendix 3



Appendix 4



Appendix 5



Documents

Policy for Secondary Behaviour for Learning...Policy for Secondary Behaviour for Learning 4 4. Bullying Bullying is defined as the repetitive, intentional harming of one person or