BEHAVIOUR FOR LEARNING POLICY – APRIL 2016 In 2011, the Government told schools that ‘they need to provide a safe and structured environment in which teachers can teach and children can learn.’ In 2013, OFSTED made specific comment regards behaviour ‘Students’ behaviour is usually good in lessons, and often exemplary around the Rawlett School. Students are courteous and relate well to adults and to one another.’ However, we want to be an ‘Outstanding’ school and therefore want our students to:    

Demonstrate a thirst for knowledge and learning in every lesson whatever their age or ability, and in every subject; Demonstrate impeccable behaviour outside of lessons through excellent conduct, manners and punctuality, showing a pride in our community; Challenge any bullying themselves, taking responsibility for their own behaviour, and that of other students by becoming more aware of the impact of bullying; Be and feel safe by being fully aware of what is safe and unsafe behaviour, and knowing how to keep themselves safe;

We would like all stakeholders (staff, parents, students and the wider community) to be unreservedly positive about behaviour and safety and our students and systems. Ethos, Aims and Expectations When at school, we want all our children to achieve their potential. This is not limited to their academic progress; we also include their social and moral development. For this, as with every other aspect of their learning, we value and need parental support and engagement (PARTNERSHIPS). Through our pastoral systems and their time in school in general, students should learn and be shown how to behave in a kind, respectful and responsible way. At Rawlett, our aim is to encourage children to choose to behave well and to take responsibility for themselves and their behaviour. In this way, they will become caring and responsible citizens, and kind and respectful individuals. Therefore, our focus is on rewarding the positive behaviour that students have chosen, to help them to develop good decision-making. (PEOPLE) The Behaviour for Learning policy has some flexibility to allow for different personalities, changing situations and the particular needs and difficulties faced by some students. However, although colleagues are and will be sympathetic to students’ needs, these in no way can excuse – even if they may partially explain - poor behaviour that limits a colleague’s ability to work effectively and/or damages the learning opportunities of others because:     

All colleagues have the right to be free from insults and attacks and it is our responsibility to ensure that this happens. All students have the right to learn, and their opportunities cannot be limited by the behaviour of others. When a young person leaves Rawlett, they need to have developed resilience and self-control to be successful personally and professionally. All of our community must be allowed to work free from all forms of bullying. All of our community have rights AND responsibilities in making Rawlett a positive learning environment.

We want Rawlett to be a school where everyone – all adults and children – treats everyone – all adults and children – with respect and kindness. All colleagues should find opportunities to praise and reward young Behaviour for Learning Policy – Apr2016

people, alerting parents of positives and not just negatives. The 5 praise to 1 censure model should be operated. This level of positive talk will support teaching and progress.

Therefore, the Rawlett School will:        

Motivate students to choose the correct behaviour to be successful. Reward students who achieve their personal best and consistently make positive choices. Allow each School and/or Department to have some flexibility in how students are rewarded or sanctioned whilst working within the whole Rawlett framework consistently. Ensure that this Policy is implemented across the whole school and that all stake-holders are listened to and respected. Make sure all stake-holders can carry out their work/duties effectively and feeling safe. Communicate decisions made in relation to behaviour promptly and sensitively to all stake-holders. Support colleagues’ authority to challenge students’ behaviour whilst encouraging all to use assertive discipline strategies and to always discipline with dignity. Deal with allegations against colleagues quickly, fairly and consistently, protecting the student whilst supporting the colleague (and punishing any false allegation as appropriate).

Within this context, all colleagues are expected to model the behaviour we want from our young people when in school. We should also ensure that we meet expected professional standards.

Therefore, all colleagues will:           

Act as a positive role-model at all times for young people. Foster positive relationships with all students in their care, including supporting students to take positive action to improve their own behaviour. Build good relationships with parents of students in our care through regular communication of rewards and sanctions through the planner, via email and through other school systems (PEOPLE). Ensure our lessons provide students with an environment that encourages and reinforces good behaviour and student self-discipline and self-esteem. (PURPOSE) Find out about students with different SEN and use this information to plan appropriately. Act immediately to deal with any bullying incident, recording and liaising appropriately if the incident relates to race, sexuality, gender. Respond to both positive and negative behaviour consistently and promptly, and at the correct level. Support each other in maintaining good classroom management, playing an active part in building up a sense of community and teamwork. Avoid shouting whilst challenging poor behaviour, understanding that we should discipline with dignity, modelling at all times the respectful behaviour we expect from students. Ensure the whole school’s expectations are shared, understood and maintained by all. Extending from this for good practice, we would like colleagues to take part in CPD as appropriate where they/their line manager has identified a need. This may include observing other teachers and/or students in different lessons where behaviour is better.

We expect all teaching and non-teaching colleagues to challenge students’ failure to comply with whole school expectations. However, we expect colleagues to respond in a measured manner and at the right level, according to the level of the misdemeanour and/or mistake and to reflect on whether their response was successful in challenging and changing poor behaviour. As always, we must reflect on the impact of our interventions as our aim must be to change behaviours, not just to punish.

Behaviour for Learning Policy – Apr2016

We suggest colleagues remember ABCD when deciding how to challenge a student: A – Aggression (verbal or physical) Is the student a threat to self or others? Have I controlled my reaction? Does this student have strategies to control aggression? B – Breaking the Rules Does the student remember the rule? Does the student understand it? Can the student apply it? C – Confrontation Have I controlled my reaction? Have I given the student choices? Am I involving the class in control of their own behaviour? D – Disengagement Is the learning relevant and at the appropriate level? Have I used a variety of teaching styles and efficient management techniques? Are the group dynamics right in the group? Is there something specifically going ‘on’ with this student? Our students will:         

Be polite and considerate, showing respect, empathy, self-discipline and tolerance. Work effectively with others Take responsibility for their behaviour and encourage others to do the same Reflect upon incidents of good and bad behaviour, making positive adjustments as appropriate Be committed to their work to achieve their best, having pride in their progress. Treat the school environment and property with respect, moving sensibly and safely around the site and putting all litter in the bins Follow instructions from all adults and colleagues in school Avoid using home and school ICT packages and sites for bullying or unkindness Share concerns and issues with their Form Tutor in the first instance, and their House Leader.

We have some basic classroom expectations for students’ safety and learning. They must:             

Arrive promptly for the start of the lesson Line up quietly and sensibly outside the classroom Enter the room in a quiet and sensible manner when directed to do so Bring all required equipment and materials to lessons Follow directions the first time they are given. Listen carefully when anyone else is speaking Respect all property within the school and that of other students Refrain from damaging or defacing furniture or displays Refrain from swearing, verbal teasing or name calling, inappropriate touching or any other form of assault Refrain from taking other students’ belongings without explicit permission Leave all classrooms and other spaces in a clean and tidy state Put all equipment away and follow directions with regards to furniture Wait to be dismissed from lessons and leave in an orderly fashion

The Rawlett School values the support of parents in rewarding and motivating students and in correcting poor behaviour and performance. The support of parents is essential and parents are kept fully informed about the progress and behaviour of their children. Contact may include email, information in the student planner, telephone, letters, text messages and personal visits. Parents are encouraged to initiate contact, in writing, by email if possible, to their child’s form tutor in the first instance if they have any concerns. Colleagues are encouraged to contact home but to do so to provide positive as well as negative feedback.

Behaviour for Learning Policy – Apr2016

To support us in our work, we expect Parents/Carers to:      

Work in partnership with the school to assist in maintaining high standards of positive behaviour, taking responsibility for the behaviour of their child both inside and outside school. Ensure that their child attends school punctually and with full equipment. Inform the school of any issues which may affect the child’s behaviour. Encourage the child to reflect upon their own behaviours, supporting them to take positive action Celebrate positive rewards Monitor and control the use of sites including FaceBook, stopping usage and contact when used inappropriately or unkindly. This should include removing ‘friends’ if in receipt or where there is sending of insults/threats.

Behaviour for Learning Policy – Apr2016

Rewards, Interventions and Points The Rawlett School has developed a simple points-based system for the issue of rewards and interventions with three distinct levels. We recognise that many students quietly do everything right, and we want to establish and maintain an ethos where good behaviour and attendance is normal. To address and support this, each day, every student in attendance will automatically be awarded 10 points. This award is based upon the following tariff:

Points 2 2 2 2 2

Reason/Standard Present in school On time Planner (signed by parent and evidently in use by student) Uniform Equipment

Form tutors are responsible for checking that students are entitled to the full 10 points and should deduct 2 points for each standard not achieved by entering into the PARs system or advising the office via the proforma in registers. In addition to this points may be awarded or deducted in line with the following: Level 1 2 3

Reward or intervention at....... Class teacher level Head of Department/School level Leadership team level

Points 2 10 25

Within this school wide structure, Departments have the flexibility to describe the types of behaviour which would result in awards at each level subject to the additional guidance provided.

Behaviour for Learning Policy – Apr2016

Rewards The school’s ethos of encouraging students to take responsibility for choosing positive behaviour is central to the promotion of desirable behaviour. Rewards are an integral means of achieving this and all colleagues are encouraged to use them regularly. They have a motivational role in helping students to realise that desirable behaviour, self-awareness and responsibility to self and others is valued, as well as normal. Integral to the system of rewards is an emphasis on verbal praise both informal and formal to individuals and groups. In addition to praise, students may also be awarded points. Schools and Departments have the flexibility to set their own additional rewards in line with the following guidance: Level

1

2

Reasons for rewards Meeting our BfL expectations. Completing work to a reasonable standard. Improvement in work, effort or behaviour… Excellent piece of homework, sustained effort, improvements in attitude, achieving targets…

Excellent project/coursework, consistent/repeated excellent homework/effort. Exceeding targets, community work.....

Points

Possible rewards Verbal and/or written praise and reinforcement

Additional expectations Class Teacher/Tutor

Verbal or written praise, use of stickers, referral to head of Department/School, parents informed, work displayed

Class Teacher/Tutor Parent contacted if consistent hard work is maintained over a period of time. Recorded via PARS. Monitored by form tutor. Middle Leader/HL Recorded via PARS by HoD, HL, PLC/DoL. Parents will be informed directly and/or praise will be shared via the parental bulletin.

0

2

10

Written praise, referral to PLC or SLT School link, work displayed, Students record updated....

SLT Referral to deputy or head teacher, referral to Recorded via PARS. 3 25 governors. Nominations for Monitored by form tutor, celebration events, PLC and leadership team. certification.... *Parents will be informed. We actively encourage all colleagues to make direct contact with parents to praise students for meeting and/or exceeding our expectations. Celebrating the positives helps to challenge the negatives and build supportive partnerships with parents. Parental contact can include an email, a phone call, a letter of commendation, praise postcards and through parents evening. Outstanding work, team based work, outstanding contribution to school.....

Use of Points Each student will be advised of the number of points they have been awarded and deducted throughout the year. 

  

Students will be permitted to ‘cash in’ their points throughout the year. Students are required to notify their form tutor of their requests and the form tutor should pass this information on to the main office for administration. Students are then issued with an appropriate voucher, which they must have with them to claim their reward. Students are not permitted to go overdrawn. Students begin with zero points every September so should use them by the end of each Summer term. Parents/Carers can view their child’s points record via Insight.

Behaviour for Learning Policy – Apr2016

Interventions To reinforce the benefits of choosing positive behaviour any behaviour leading to intervention will result in the deduction of points. The levels of intervention reflect those of rewards. Schools and Departments have the flexibility to impose further sanctions if they feel it is appropriate in line with the following guidance. Level

1

2

Examples for interventions Not following instructions, answering back, challenging teachers’ expectations, poor punctuality, uniform or equipment, nonsubmission of work. Lack of effort. Poor or non-submission of homework, lack of effort, deterioration in attitude, not achieving targets, minor disruption, lateness to lesson......

Non-submitted project/coursework, consistent/repeated poor homework/effort. Persistent disruption Persistent lateness. Bullying Racial comments or abuse.

Points

2

10

Failure to meet the expectations of MLT over a period of time. Dangerous or aggressive behaviour. Damaging school property. 3

25

Other possible sanctions

Additional expectations Class Teacher/Tutor Teacher/student discussion. Assertive challenge where student Solution focused, has the opportunity to put things consistent. right.

Discussion with class teacher about the problem to ascertain if there are any reasons (not excuses). Work too hard? Issues at home? Support needed? Detention with class teacher. AIM – Teacher to own their classroom so moving to I2 is when progress not made. Placed on report. Discussion with head of School/Department/PLC. Moved to another class within the School. Detention with head of Department/School/PLC. AIM – MLT in charge of area so moving to I3 is when progress not made.

Class Teacher/Tutor Green Report used if issue continues. Recorded via PARS. Monitored by form tutor, House Leader and PLC. Reasons behind behaviour explored, expectations clarified. Middle Leader/HL Amber Report used if issue is not resolved. Recorded via PARS. Monitored by form tutor, House Leader and PLC. Parents MUST be informed.

Removal from lesson. Parental meeting. Detention with member of leadership team. **Fixed term exclusion. Placed on report. Period of time in isolation. Interview with school governors. Referral to Tamworth District Inclusion panel.

SLT Red Report used where student has failed with HoD/HL. Recorded via PARS and SIMS. Monitored by form tutor, all teachers, House Leader, PLC and Head of House or DoL. *Parents will be SEEN.

Reasons behind behaviour explored, expectations clarified.

Reasons behind behaviour explored, expectations clarified.

Behaviour for Learning Policy – Apr2016

The Traffic Light System of Intervention At Rawlett, our aim is always to challenge poor behaviour and underachievement so that students change behaviours, rather than they are just punished. Therefore, we have introduced a system that ensures we deal with behaviour and progress issues at the right level. Where students are underachieving in just one subject and/or are not following the rules, they will be put on report with their tutor or subject teacher, and parents will be informed. This will be a Green Report. Students will have points deducted automatically for this. If, however, concerns are from a variety of sources, then the Subject Leader or Year Manager will put them on report, liaising with parents. This will be an Amber Report. Where serious concerns remain, the Director of Learning and/or the Assistant Headteacher will monitor their work, effort and behaviour, setting the student targets to improve their behaviour. This will be a Red Report. At this stage, we would expect parents/carer to meet with us and their child, and other agencies may become involved to support us in making necessary changes in behaviour. Repeated poor behaviour may result in students being referred to Governors and/or the District Inclusion Panel to consider whether alternative support or provision is needed. Removal from Lessons When students have been given sufficient warnings to change their behaviour and have failed to do so, it may be necessary to remove them from the lesson. In the first instance, students should usually be moved within the School area in line with arrangements made at the beginning of each year. These arrangements should be included within the School handbook. In the event of a serious incident (likely to lead to an exclusion), a House Leader should be sent for. They will remove the student to another colleague’s classroom or into isolation, liaise with the subject teacher/HoD over any investigation, referring to SLT if an exclusion seems a possible course of action. The form tutor, class teacher and parent will be informed as to the action taken and should ensure a suitable strategy is in place for the next lesson. In the event of a House Leader being called to a lesson for an event which is not likely to lead to exclusion, then alternative action may be taken which may include the student being returned to the lesson. It is expected that the teacher will make time to resolve the issue with the student (and the parent if necessary) before the next scheduled lesson. If this is not immediately possible, it may be necessary for a student to work away from the class for one lesson. However, students should be returned to their normal class as soon as possible to reduce any impact on their learning. In this way, it is hoped that a fresh start can be achieved for the student and teacher before the next lesson. Physical Contact DCSF guidance in respect of physical contact gives adults the power to make appropriate contact with students to ensure the safety of individuals and maintain the learning environment. ( DCSF Circular 10/98 Section 550A Education 1996 The Use of Force to Control or Restrain Pupils) There are occasions when it is entirely appropriate and proper for staff to have physical contact with pupils, but it is crucial that they only do so in ways appropriate to their professional role. A 'no touch' approach is impractical for most staff and may in some circumstances be inappropriate. When physical contact is made with pupils this should be in response to their needs at the time, of limited duration and appropriate given their age, stage of development, gender, ethnicity and background.

Behaviour for Learning Policy – Apr2016

It is not possible to be specific about the appropriateness of each physical contact, since an action that is appropriate with one child in one set of circumstances may be inappropriate in another, or with a different child. Staff should therefore, use their professional judgement at all times. Physical contact should never be secretive, or for the gratification of the adult, or represent a misuse of authority. If a member of staff believes that an action could be misinterpreted, the incident and circumstances should be recorded and shared with a Line Manager. In response to managing behaviour adults should report and record any situation, which they feel, might compromise the school or their own professional standing. This means that adults should:    

be aware that even well intentioned physical contact may be misconstrued by the child, an observer or by anyone to whom this action is described never touch a child in a way which may be considered indecent always be prepared to explain actions and accept that all physical contact be open to scrutiny never indulge in horseplay, tickling or play-fights.

Bullying Rawlett has its own bullying policy and is signed up to Staffordshire’s Anti-Bullying Pledge. For this, students via the School Council have an Action Plan that is reviewed annually. Please see the Anti-Bullying policy for further details. However, to confirm:  Any malicious accusation against school colleagues will be dealt with severely by the Head and Governors and will include a fixed or permanent exclusion.  All victims of bullying/relationship issues receive support. This support may include meetings, self-esteem groups, a ‘safe’ place and a ‘Time Out’ card.  All perpetrators of bullying will also receive the same support but may also receive consequences and/or structured opportunities to reflect on their choices/behaviour.  When out-of-school ICT use and/or other incidents affect learning, parents and students are supported but we encourage parents to control such behaviour.  House Leaders will follow-up incidents after a period of time to check that issues are resolved. Communication  

   

The Governing Body is advised of the implications of the Behaviour Policy for their own practice and relevant committees recognise their responsibilities under the terms of the Policy and any other regulations and government guidelines. The School ensures that parents/carers are fully informed of the Behaviour for Learning Policy by communicating it through the web-site, school rules, school prospectus, home-school agreements, newsletters and other normally used channels. This communication will be produced in appropriate languages and formats where necessary. The school communicates its Behaviour Policy to all new and existing students through the school prospectus, student’s newsletters, school assemblies and within the curriculum. The school does ensure that all staff and students are consulted regularly about the policy and its implementation. There will always be some measure of inset for the whole staff during the academic year. New staff will be fully advised regarding the policy with support and guidance being provided throughout the year. The tariff of rewards will be regularly evaluated and amended in line with feedback from students, staff and parents. Any amendments will then be communicated to all relevant bodies.

Associated Policies  Anti-Bullying Policy Behaviour for Learning Policy – Apr2016

   

Exclusion Policy Physical Contact Policy SEN Inclusion Policy Attendance Policy

Behaviour for Learning Policy – Apr2016