POLICYTITLE:

Behaviourfor Learning

Committee/PersonResponsiblefor Policy: / Assistant Headteacher(Pastoral)
DateApprovedbyGoverningBody: / October2012
DateofLastReview: / July 2014
NextReviewDue: / July 2016
1 / Rationale
1.1 / TheTauntonAcademyisalearningenvironmentat theheartofitscommunity.We promotecareandrespectandexpecthighstandards in allaspectsof Academylife.
1.2 / WeaimtobuildacommunityclearlybasedonaChristianethos, recognisingthe integrityandtheuniquevalueofeachindividual. Weaimtobuildself-esteem, modelconflictresolutionandprotectthevulnerable. Wearecommittedtojustice andcompassion.Mutualrespectandtrust arecentralwithintheAcademy.
1.3 / Our vision for The Academyis basedonthefollowingbeliefs:
Youngpeoplearethefocus of allwedo.
Wearealearningcommunityrootedin Christian values.
Learningtakesprecedenceoverteaching.
Partnershipandrelationshiparekey.
WeuseourIndependence.
Wehaveaphilosophyof service.
WeuseICTto help makeit happen.
Weexpectthateveryyoungperson leavingtheAcademywillbe:
Anindependent,successfulandlifelonglearner.
Acaringcitizen,sensitive,awareandactivelyresponsivetotheneedsofothers.
A healthyyoungadult inmind,bodyandspirit.
Thispolicy,anditsassociatedproceduresandprotocols,isbasedonthesekey principles.
1.4 / Allstaffhavetherighttoteachandsupportlearning,andallstudentshavethe
rightto learn,ina mutuallyrespectfulenvironment.

Author: Ann Gibbs Behaviour for Learning Policy

1.5 / AttheTauntonAcademy themosteffectivelearningtakesplacewhenthereis effective teachinginawell-managedenvironment. Weknowtheenvironment encourages learningifitiscalm, happyandsafeforall. Thedevelopmentand maintenanceofpositiveattitudestolearningrestswithandisacharacteristic of effective professionalstandardsatTheTauntonAcademy. Tosupportthis,the followingisexpectedofeverymember ofstaffworking atTheTauntonAcademy (TeachingandNon-Teaching).
1.6 / Ourapproachfocusesonpositiveattitudesembedded inChristianvalueswhich supportlearning. Wepromote,celebrate andrewardachievement in acknowledgement ofthegiftswhichwebelieveresidewithineachindividual student.
1.7 / Wepromotepositiveattitudesandethosthroughthe following:
Approachestoteaching
The curriculum
Teachingstyles
Mentoringprogrammes
Championing andactofworshiptime
Rewardsystem
Settingexpectationsandruleswithstudents–forclassrooms,aroundschooland inthe community
Usingrestorativeapproaches
Leadingbyexample
Challenginganti-socialbehaviourconsistently
Sharingand displayingexpectationsandrulesprominentlyintheAcademy
1.8 / Studentsareexpectedto:
FollowtheKeystoSuccess(seeappendixI)
1.9 / Positiveattitudespromotecourtesy,co-operationandconsiderationamongstall membersoftheAcademyanditswidercommunities.Theattitudeofbeingpositive to learning isatthefoundations of theheartof theAcademy.
1.10 / Manyfactorscaninfluencestudentbehaviour,somewithintheAcademyandsome fromoutside.Theyinclude:
motivation
problemswithpeers
problemsathome
self-esteem / medicalproblems
feelingalienated
anxietyandinappropriatestress
reputation
1.11 / Therefore,staffandleadersshouldconsider thecauseaswellastheeffect ofpoor behaviour.

Author: Ann Gibbs Behaviour for Learning Policy

1.12 ThispolicyappliestostudentswhilstattheAcademy,travellingtoandfromthe AcademyandwhentheyarerepresentingtheAcademy(refEducationAct2006).It promotes theconceptthatindividualshaveresponsibilitiestootherswithinthe community.

2.PromotingPositiveBehaviour

2.1Celebrations

AsanAcademywearecommittedtopromotingandcelebrating achievementand recognise thatourstudents possessarange ofabilities,giftsandtalents. Asa reflectionofthisdiversity wewillrecogniseandcelebrateeffortandachievement, bothonanindividuallevelandasagroup.

Wewillpraise,celebrateandrecogniseinanumberofways,e.g.staffpraisein books,phonecallshome,achievementpointsandcommendation,praisepostcards, certificates, assemblieswithparentinvitation,writtencommunication,champion groupcertificates,recognitionofoutstandingachievements, trips,visitsand inclusioninpressreleasesandtheAcademy newsletter/website. (Pleasesee separateRewardsPolicy–Appendix).

2.2AchievementPoints

Thesewillbegivenwhenstudentsshowconsistentlyhighlevels ofeffort, achievement,progressorcontributiontoAcademylifeandlearning. Rewarding studentsfordoingsimplywhatisexpectedofthemisnotacceptable.Allcolleagues attheAcademyshouldaimtogiveoutapproximately5achievementpointstoevery

1 behaviour point. Head of Year and HeadsofDepartmentshouldmonitorcolleagues’givingofachievementpoints. Allachievement pointsneedtobe recordedbycolleaguesusing SIMS.

2.3Parentsare informedof thenumber ofachievementpoints achievedthrough

students’ProgressReports.

3.StrategiesforSupport

3.1To support the Academy’s Attitude to Learning Policy, additional support for

studentsmaybeprovided.

3.2InClass Support/IndividualSupport

In-classsupportcanbearrangedforstudentsinsubjectswheretheyexperience particular difficulties. Supportforstudentswithemotionaland/orbehavioural difficultiesmaybeofferedbytheCollege Support workers withineachCollegeorLearning SupportAssistants(allocatedbytheSENTeam). Strategieswillbediscussedwith theclassteacherandinclusionmayalsobeinvolved.

Occasionally,studentsmaybewithdrawn fromclasstoreview theirprogressand setfuturetargetsfor achievement.FLC,in cooperationwiththeHeadof Yearliaise withparentsandstaffasnecessary, especiallyifthereisaperceivedneedfor additionalsupport. EntrytoandexitfromtheFLCismanagedbytheAcademy SENCO.

Author: Ann Gibbs Behaviour for Learning Policy

3.3LearningMentors

StudentsexperiencingdifficultieswillbesupportedbyaCollegeSupportWorker.It istheroleoftheCollegeSupportWorker toexplorewiththestudentarangeof methodstore-engagethemwitheffectivelearning. TheCollegeSupportWorker willmeetregularlywith theStudentSupport team onanindividualorgroup basis andwillclosely monitorthestudents’ progress,workingin partnershipwith parents/carersandclassteachersunderthedirectionof aHead ofYear.

3.4TheHeadofYearteamwillmonitorbehaviourfromSIMSandidentifystudentswho maybeatriskofunderachievingduetotheirbehaviour. Thesestudentswillbe placedinatargetgroupandmonitoreddailyandreviewedweeklywiththeHeadof Year. ThewholeschoolSIMSdatawill beanalysedevery halfterm toensure that thestudentswiththehighestrisk to their learningaresupported. Studentsonthe targetgroupwillreceivetargetedsupporttoengage themandtoseekto understandthesocial,emotionalorbehaviouralbarriersthatprevent themfrom learning. Regular contactwillbemadewithparents/carersandaweeklysummary ofbehaviourlogswillbesenthome.Iftargetsarenotmet,furtherinterventionwill benecessary. Studentsrespondingwelltothesupportwillreceiveachievement pointsandpositivelettershomeaspartof the weeklymonitoring.

3.5AcademyEducationalPsychologist

StudentsattheAcademy haveaccesstotheservicesofaconsultantEducational Psychologist (linkedtotheLocalAuthority)onaregularbasis. Servicesoffered directlytostudentsandtheirfamiliesincludeassessment andconsultation, counsellingandadviceintheareas oflearningandbehaviour andother developmentalissues.

3.6IndividualLearningPlan(ILP)–learning,behaviourandprogress(ReviewwithGMA) Alistoftargetsandstrategiesisdrawn upforallstudents toenablethestudent to focusonkeyareas. AnILPisgeneratedby theSENCO inconsultation withothers. AEN students willalso have anIndividualEducation Plan(IEP),which relatestoparticularlearning/behaviour needs, asoverseen bytheSENCOand SeniorLearningSupportAssistant. TheILP/IEPmustbereviewedfor studentsatriskofpermanent exclusion(andinthiscasebecomePastoralSupport Plan(PSP))whenallpriorstrategies havenotproducedadesiredoutcome. Itwill be an importantreferencewithin caseconferences.

3.7Links with OutsideAgencies

TheAcademy worksverycloselywitharangeofexternalnetworkstofurther supportstudents,includingthepolice,youthservices, LocalAuthority HealthServices(includingmentalhealthservices), externalcounsellingservices, EducationBusinessPartnershipandalcoholanddrugsawareness groups. The involvement oftheseagenciesisthroughreviewbetweenHeadofYearandAssistantHead (Pastoral).

Author: Ann Gibbs Behaviour for Learning Policy

4. / Sanctions
4.1 / Whenimposingsanctions,thereistheneedtobesensitiveinthewaytheyare appliedtocurtailshort,inappropriate behaviours. Sothatsanctions donothavea negativeimpactonpoorbehaviour,the followingprinciplesmustbe remembered:
 focus onthebehaviour andnotthestudent
 use privatereprimandswhereverpossibleandavoidpublicputdowns
 be consistent whenimplementingthe BehaviourforLearning Policy
Allstaffshoulduserestorative approachestoseektounderstandtheissuesoto supportthestudentto acceptresponsibilityand to resolvetheproblem.
Onceasanctionhasbeenimposedthestudentshouldbemadeaware that the incidentisoverandtheycanmakeafreshstart. AllsanctionsmustbeloggedonSIMS.
4.2 / Theinitialresponsibility fordealingwithstudentbehaviourwillgenerallyrestwith theclassteachertakingthelesson.
4.3 / Teachersshouldmakeeveryeffort to resolve any discipline problemsastheyarise. Theoptionofreferral shouldnotbetaken tooquicklybut,dependingon circumstances, referralmaybenecessaryandstaffshouldnothesitatetoaskfor guidanceandassistancefrommoreexperienced colleagues. Even themost experiencedteacherscan needassistance. Itisnota failure fortheteacherto face misbehaviourbutitisamistaketoassumealliswellwhenitisnot. Inthefirst instance,issuesof concern shouldbe passed tothe Head of Department.
4.4 / IncidentsandsubsequentinterventionsmustberigorouslyrecordedusingSIMS;the HeadofYearwillregularlyreviewthebehaviourlogson individualstudentsandensureinterventionandsupportisprioritised.
4.5 / Itiseveryone’sresponsibilitytoensuregood behaviouratall times. Thisincludes staffinterveningwhentheycomeacrossissuesandreferringasappropriate. Itis goodpracticeto offersupport to acolleagueif theyare foundto be engagedin the reprimand ofastudent;makeyourpresence clearandoffersoft-touchbutexplicit support.
4.6 / Tosupportgoodbehaviour, staffwillbe expectedto drawonkey principlesofbest practice:
1. Establishing goodhabitsearly
2. ConsistencyinimplementingAcademypoliciesandwhendealingwithindividual students
3. Earlyinterventionwithpromptaction wherethereispoorattitude
4. Mutualrespectthroughgoodrelationshipsbetweenstudentsandstaff
5. Understandingthat studentsareindividuals
6. Ensuringthecurriculumisappropriateforeachindividualstudent,including using avarietyof teachingstyles
7. FollowKeysto Success(Appendix1)

Author: Ann Gibbs Behaviour for Learning Policy

4.7 / ConsequencesandSanctions
Anysanctionshouldbeappropriateanditisexpected thatbehaviourwillimprove asaconsequence. Ifgenerousapprovalisnormallygiventhenthewithdrawal of theusualpraisecanbeaneffectivesanction. Aggressiveconfrontationisnota sanctionthatwillbesupported.
4.8 / Appropriatesanctions include:
Verbalwarning
Behaviourpointsloggedaccordingto“Consequences” process
Academy report or subject specific report (Subject/Champion/Head of
Year)shouldbe completedelectronically(SIMS)
Contract–student,staff,parent
Privilegesremoved
Communityservice
RestorativeJustice Conference
5 / UseofDetention
5.1 / Duringadetention,strategiesthatmaybeusedtoaddressastudent’sbehaviouror
achievementcouldinclude:
 Discussion withastudent
 Reinforcingexpectationsforbehaviourand/orlearning
 Settingachievable,shorttermtargets
Workingrestorativelywiththestudentsothattheyareabletorecogniseandtake responsibilityfortheiractionsandhaveanopportunitytoputitright. A‘Think Sheet’could behelpfultosupport thisapproach.
Thecontentifadetentionandthediscussionsbetweenstudentandteacher will varyaccording toindividualcircumstances, butatalltimestheaimistoallow studentsto addressareasofconcernandto improvein thesesameareas.
Staffmustensurethat detailsofanyincidentleadingtoadetention arerecorded appropriatelyusing SIMS.
5.2 / Detentionsavailable
1. Upto15minutesChampion/teacherdetention(NB:Priornoticemustbegiven fordetentionthatisintendedto lastlongerthan15 minutes)
2. Teacherled longerdetentionupto 30minutes
3. Head ofDepartment detention 45minutes(for“Consequence3” transgression)
4. SLT detention1 hour(failuretoattendleadsto internalisolation1day)
ThedetentioninformationshouldberecordedforSIMSforanydetentionlonger than15minutes.
5.3 / Whattodoif astudentfails toattendadetention

Author: Ann Gibbs Behaviour for Learning Policy

Illnessorabsencefromschoolonthedayofthedetention(Subject/Curriculum detention)

Theregisterwillneedtobecheckedtoseeifthestudenthaslegitimatereason forabsencefromdetention.

The student must haverearrangeddate communicated to them andParent/Carer.

If thestudenthasbeeninschoolbuthasfailedto attendthedetention

Thestudent’sChampionshouldbenotifiedandanalternativetimesetforthe originaldetention. Parents shouldbecontacted(bytelephonebyoriginal detentionsetter)andafurtherdetentionwillbeapplied. OnfailuretoattendafirstdetentiontherelevantteacherorHeadofDepartmentshouldarrangea

CollegeSupportWorkertocollectthestudentfromtheirsession5onthedayofthereorganised detentionandtakethemtotheappropriatememberofstaff.

6.5STAGEFOUR

AcademyIntervention

TheHeadteachershouldhave direct informationfromtheAssistant Head whenallother stageshavebeenexhaustedandaconciseandpreciserecordmaintained.

Interventionshouldcomeintheformoffixedtermexclusion,furtherreferral to otheroutsideagenciesoramanagedmove/plannedtransferto anotherschool.An updateofthestudent’sPSPandaparentalmeetingwillbeautomatic.Atthisstage all studentswill beonaPSP.

The Headteacher and Governors will be informed.

Permanentexclusionisafinaloptiononceall otheroptionshavefailed.

6.6Thestudent’sChampionisinauniquesituationofhavinganoverviewofthe progressandincidentsthatrelatetoastudent onadailybasis. Theywillreview progressusingtherecordingprocessandtoolsavailable throughSIMS. Considerationshouldbegiventowhetherrestorativeapproachesshouldbeuseful to preventfurtherincidents.

6.7Note:

TheAcademy valuesconstructivecontactwithhome. Thebenefitsareusually entirely positiveandgeneratethefeeling thatourapproachtobehaviour isoneof collaboration.

However, toensureconsistencyismaintainedandthataccuraterecords arekept, staff areaskedtoadopt thefollowingguidelines.

6.8Byphone

Using the“drop-down”inSIMS please record thedate, time andsubjectofyour phoneconversationbymakingcleartowhomyouspoke. Besuretorecordany pertinentpointsfromtheconversation.

6.9Byletter

Allwrittencommunicationtoparentsshouldbepreparedbytheoffice(i.e.adapting draftstoheadedpaper,ensuringcorrect namesandaddresses areusedand circulatingcopiesasrequired). Please bear inmindthate-mailsareawritten form ofcommunicationand,particularly whenwriting toparents,theircontentmustbe carefullyconsidered.

6.10Throughmeeting

Arecordshouldbekeptofanymeeting thattakesplacewithparents,andpassed to the office for filing/copying; please usethe“drop down”inSIMStorecord meetingswithparentsandbriefdetailsof whathas beendiscussed.

7ReportCards

7.1ProceduresandGuidancefor UseofReportCards

Aimofreport:Tosupportstudentsinthemanagementoftheirbehaviour/learning andraiseachievement. ReportCardscanbecompletedelectronicallythrough SIMS.
Reportcardsshouldbe viewedassupportive,notpunitive.Theycanbeused:
 to identifyareasof difficulty
 to setachievable,shorttermtargets
 toprovideindividual,focussedcontactwithan appropriatememberof staff
 to reinforcetheHome-Schoolpartnership
 tofacilitateandlinkto academictutoring
Staffareasked torefertothetargets onthereportcardwhentheywriteintheir commentsattheendofalesson.Astudent’snamewillappearinredontheregister inSIMSif theyareonreport.
Astudentshouldnotstayonthesamereportformorethantwoweeks.Eitherthey havedonewellenoughtocomeoffreportortheyhavenotrespondedtotheir targetsandshouldmoveuptothenextstageof thebehaviourstructure.
8 / Exclusion
8.1 / IfastudentcontinuestoshowdisregardfortheAcademy KeystoSuccessand(in mostcases)havingtriedalternativestrategies,thenitmaybenecessarytoconsider exclusionfromsessions:
8.2 / InternalExclusion
Thiswilltakeeffectifastudentisdisruptiveinlessonsandmakesitdifficultforother studentstolearnandhasneededtoberemoved fromaParkedclass. Workisset intheAcademy,supervisedbyamemberofstaff inIsolation.
Itmaybenecessary forthestudenttohaveaccesstotheIsolationBaseasan alternativetoexclusion. Thisprovisionwillallowthestudenttoreceiveintensive support fromstaffwho willensure thatstudentsremaininalearningenvironment whilstaddressingtheincidentsofpoorbehaviourwhichhaverequiredaserious sanction.Thismaybedonerestorativelyorbyagreeingacontractpriortoreturning tolessons. Parents/carers willberequiredtoworkincollaborationwiththe IsolationBase.
8.3 / FixedTermExclusion
Thisoccurs whenastudenthasto be removedfromtheAcademy.Thisisaserious sanctionand,followinganexclusion,parentsmustattendtheAcademy fora readmission meetingwith thestudenttodiscussfurther strategies.
8.4 / PermanentExclusion
ThisoccursinexceptionalcircumstancesatthediscretionofthePrincipal.Thereare certainexamplesofexceptionalmisbehaviourthatcanleadtopermanentexclusion fromtheAcademy withoutpreviouslyusingearliersanctions. Suchbehaviours include:
thebringinginofillegalornotpersonallyprescribeddrugsforpersonaluseor thepassingon ofthese,whetherforfinancial gainornot
 thebringinginofanoffensiveweapon(definedbytheCrownProsecution
Serviceasanyarticlemadeoradaptedforusetocausinginjurytotheperson, orintendedbytheperson having itwith him forsuch use)
 organisedtheft from theAcademyorpersons connected to theAcademy
Inaddition,theAcademymayapplypermanentexclusionagainststudentswho havebeenengagedinpersistentdisruptivebehaviourwhilstintheAcademyor duringtheirtimeinthepredecessor school. Assaultagainstamemberofstaffwill resultin this mostseriousofsanctions.
9 / Monitoring,EvaluationandReview
TheGoverning Bodywillreview thispolicyatleasteverytwoyearsandassessits implementation andeffectiveness. Thepolicywillbepromoted andimplemented throughouttheAcademy.

APPENDIX 1

The Taunton Academy Behaviour Procedures

January 2016 - Rewards

Objectives

  • To create the best environment that is conducive to learning
  • To ensure positive behaviour is managed consistently, fairly, effectively and efficiently
  • To support a framework of ‘actions equals consequences’
  • To enable student achievements to be tracked by staff, students and parents

The Merit system:

  • All staff can award Merits
  • Merits will be awarded to individual students NOT the whole class
  • Teaching staff will aim to award approximately 5 Merits per lesson
  • Students will be encouraged with verbal praise and given Merits for outstanding work
  • Merits will be given in such a way as to promote their value
  • Staff will have high expectations
  • Students will be told what they need to do to gain a Merit
  • Merits will be recorded in SIMs and weekly notifications sent home
  • Merits will be used with all Year Groups
  • There will be opportunities for all students to achieve a Merit
  • Weekly reports will be produced for Tutors, Curriculum Team Leaders and Year Leaders
  • Where 2 or more Merits are deserved, students will be referred to Curriculum Team Leaders, Year Leaders and/or the Leadership Team
  • Merits will be used in conjunction with other school awards (see below)
  • Merits can be used as currency to purchase items from a school shop

Classroom teacher/
Form Tutor/All staff / Excellent classwork / 1
Excellent effort / 1
Excellent homework / 1
Helping others / 1
Being an excellent team member / 1
Excellent contribution to a lesson / 1
Good citizen / 1
Excellent organisation / 1

Merit system for Subject and Year Leaders and the Leadership team

Other awards:

  • Attendance awards – Certificates, badges, form tutor prize, raffle, postcards
  • Celebration awards – Progress and Effort
  • Tutor awards – One student specially nominated each term
  • Year Leader award – One or two students nominated each term
  • Leadership Team Award – One or two students nominated each term
  • Merit awards – Top collectors, prizes, raffle
  • Subject ‘stars’
  • Praise postcards

APPENDIX 2

The Taunton Academy Behaviour Procedures

January 2016 - Sanctions

Objectives:

  • To create the best environment that is conducive to learning
  • To ensure behaviour is managed consistently, fairly, effectively and efficiently
  • To provide a framework of ‘actions equals consequences’
  • To enable behaviour to be tracked by staff, students and parents

Three rules of the Academy

  • Ready
  • Respect
  • Safe

Procedures

  • C1 verbal warning
  • C2 Logged on SIMs by the classroom teacher, moved within the classroom, one behaviour point, 10 minutes detention at break or lunch time by classroom teacher
  • C3 Removal from the class (‘parking’), detention set by class teacher (logged via SIMs as a C3 in the same way as a C2, for TL to generate report), two behaviour points and CTL involvement as appropriate. Whole school detention system.
  • C4 Immediate removal from class for repeated disruption through the process above or one off extreme behaviour (via Isolation Room to SLT), three behaviour points

Chewing – is a verbal warning (C1)

Mobile phones – immediate confiscation and collection at the end of the day (sanction in itself)

Homework will feed into C1 and proceed through but not during the first phase of implementation

C2 - Behaviour point system for C2:

Classroom teacher/
Form tutor/ All staff / Late / 1
Lack of equipment / 1
Incorrect uniform/appearance / 1
Shouting out/rudeness/answering back / 1
Off task / 1
Inappropriate use of IT / 1
Leaving the room without permission / 1
Affecting the learning of others / 1
Not following instructions / 1
Unacceptable homework / 1

C3 – Behaviour point system for C3 and the detention system:

  • Detentions will be held at lunchtime. CSWs will get students just before lunch from a report created by TL. There will be a detention room (rota of staff) for Y7 to 9 and Y10 and 11. Detentions will run from 1.30 until 1.55. Classroom teachers who have set the detention are expected to visit the room to talk to students for Restorative Justice.

Classroom teacher/
Form tutor/ All staff / Repeated incorrect uniform/appearance / 2
Rudeness/answering back / 2
Disruption / 2
Inappropriate use of IT / 2
Disrespecting others / 2
Affecting the learning of others / 2
Repeatedly not following instructions / 2
Inappropriate conduct during social time / 2
Failure to turn up for a C2

C4 – Behaviour point system for leaders for C4s

Year Leaders/Curriculum Leaders/Senior Leaders / Abusive language / 3
Fighting / 3
Bullying / 3
Damage to property / 3
Theft / 3
Inappropriate use of IT / 3
Confrontation / 3
Aggressive behaviour / 3
Refusal / 3
Truancy / 3

At the end of each week, TL generates a report (for tutors and Heads of Year) of behaviour points and Merits for students. Friday morning briefing updates tutors as to action taken or needed, including behaviour report.

One point sanction (C2 – a second warning/opportunity to get it right):

Student responsibility - 10 minute detention at break or lunchtime under the supervision of the classroom teacher, ideally in the classroom. Use the time to discuss and agree how the behaviour needs to change OR give a worthwhile activity. Parents are informed via a behaviour notification (email). Failure to attend means a lunchtime detention. Teacher logs this as a C3 on SIMs.

Two point sanction (C3 – a third warning/opportunity to get it right):

Student guided - 25 minute detention at lunchtime supervised by a rota of staff. Used for a 2 point sanction or failure to attend a 10 minute detention at break/lunchtime. Students will be flagged on SIMs. College Support Workers help students to remember and escort them to the detention room. Students are required to bring suitable work (non-IPAD based). The responsibility is on them. If there is nothing suitable they sit in silence.Duty Team leader (SLT) for the day on call. Teacher who set the detention is expected to meet student for RJ. Student failure to attend/refusal means an after school detention that afternoon and a lunchtime detention the following day. Parents are informed via a behaviour notification (email) and phonecall if it goes to an after school detention.

Three point sanction (C4 – removal from classroom):

Student removed - Senior staff involvement. Parents are informed via a phonecall from Senior staff. Sanction(s) will be according to SLT assessment and may include loss of free time, lunchtime or after school detention or exclusion. TL will work with the SLT to log and support where necessary.

Detention protocol

Detention time should be used for discussion/resolution with staff and a meaningful activity in silence. Students should not eat nor drink once the detention has begun and should remain in full school uniform. For after school detentions, students should go to the toilet and sort out any work they may need before the detention starts. Students will be flagged on SIMs by TL. College Support Workers will accompany the students to the detention location.Detentions should not be issued to the whole class. They are an individual sanction

APPENDIX3

Keysto Success

Bepolitetoeveryone
FollowAcademystaffinstructions
RespecttheAcademyenvironment(classrooms andfacilities)
Workhard
 completeall classwork
 completeallhomework
 completeall coursework
KeeptoAcademytimes

APPENDIX4

ParkingSystem

Parkingreferstostudentswhoareremovedfromaclassduetopersistent disruption.

Theacademy hasaparkingrota, where allstaffsupporteachotherbyofferingclassesfor parkingthatarewellbehaved andontask. Therotawillbeheldinthecentral officesand byCollegeSupportWorkers(CSW). A copywill beon thelearningplatform.

Parkingstructure

Repeated disruptionbyanindividualstudentthatadverselyimpactsuponthelearningof otherstudentscanbereferredbytheteachertotheHeadofDepartment/HeadofSubject.

ShouldastudentbereferredtotheHeadofDepartment andbeassessedasunprepared forlearning,thenthestudentwillbeparkedwithintheDepartment withadifferent teacher.

Students whohavebeen parkedon2occasionsinone daywill bereferredto therelevant HeadofYear, whowillassessthestudent’spreparednessforlearninganddecideon considerationforinternalisolationfortherestoftheday,orreferralto APlevel.

Studentsrefusing tobeparkedandinclassurgentissuescanbereferred direct tosenior staff onduty.(SeeBehaviourReferralSystems–Appendix3).

Referral toseniorstaffwillresultintherangeofactionsasperthebehaviourpolicy,but willalsoincludeconsiderationforinternalisolationorexternalexclusion.Externalexclusion recommendationswillbe referredtothePrincipal.

Inallcases,areferralformwillgoviatheAdministrationandReprographicsOfficerto recordonSIMSandtoarrangepaperworkforexclusion.

theevent of illegalactivity.

APPENDIX5

Behaviour for LearningClassroomDiscipline Plan

AttheTauntonAcademyweALLhave:

 The rightto LEARN

 The rightto be RESPECTED

 The rightto be SAFE

TobeasuccessfullearnerI will

Followallinstructions;

SitwhereIamaskedto;

Listen withoutinterrupting;

Completemyworktothebestofmyability;

Keepmyhands,feet,objectsandunkindwordsto myself.

AsasuccessfullearnerI willreceive

Feedbackonmylearning;

Verbalandnon-verbalrecognition;

Achievementpoints.

Consequencesfornotlearningsuccessfully

Remindedof theexpectedbehaviour(C1)

Askedtomoveplace, warned by teacher, 10 minute detention(C2)

Parked from lesson, lunch time detention (C3)

SLT on call notified, after school detention, isolation or possible exclusion (C4)

ForSERIOUSincidents–I willberemovedfromthelessonimmediately

APPENDIX6

BEHAVIOUR FOR LEARNING CLASSROOMDISCIPLINEPLAN (PROCEDURESFOR STAFF)

Student’sbehaviour

disruptivetolearning

Teacheractions

Stage123

C2–behaviourloggedonSIMS andteacheractioni.e.:detention, contacthome

Student’sbehaviour

continuestodeteriorate

C3

Student parked. Teacher logs C3 on SIMS. TLE arranges detention. Teacher meets student in detention room

Student’sbehaviour

continuestodeteriorate

–contactReceptionfor

SLTcallout

PleaserefertoSLTcalloutrota

On call staff based in isolation room

C4

Logged by TLE

SLTactionwhichmay includeIsolationRoom, FTEorcontactwith Parent

APPENDIX7

REWARDSPOLICY

“Tosay‘well done’ toanybitofgoodworkisto takehold ofthepowersthatmadethe effortand strengthen them beyond our knowledge”

(PhilipBrooks)

“Icanlive fortwomonths onagoodcompliment”

(MarkTwain)

AtTheTauntonAcademy weacknowledge theimportanceofpraiseandrewardandseek topromoteandreinforceourexpectationof studentsatanygiven andrelevant opportunity.

Werecognisethatourstudentsthriveonpraise, thethrillofsuccessandtheglowofrecognition. Praiserewardsthedeserving, caninspirethose whofromtimetotimemaybestrugglingand caninspireandmotivate thosewhomaybe disenchanted. Findingwaystoreward mustbe attheheartofourteaching.

Wemustrewardwheneverpossible:

 Formallyor informally

 Publiclyor discretely

 Regularly

 Consistently

 Sincerely

Wemustensurethatstudentsofallabilitylevels andinallyeargroups acrosstheschoolcan benefit fromourrewards processesandthat thereisconsistentapplicationofpolicyacross departments, yeargroupsandfromteacherto teacher.

Rewards mustbegivensincerelyandfairlyasa meansof acknowledgingan effort, achievementoractionthatisaboveandbeyond thenorm. Rewardsmustneverbegivenasa

‘bribery’(rewardingstudentsfor doingwhat shouldbeexpected ofthemnormally)asthis willundermineschoolprocessesandmayserve topromote abehaviour thatwedonotwishto seein ourschool.

Rewardssystemsin ourschoolshouldlink into:

 Effort

 Attainment/Progress

 Behaviour

 Caring for others

 Participation

 Uniformcompliance

 Positiveattitude/enthusiasm

 Progress/improvement

WewillcontinuetoconsultwithStudentVoiceto seekstudentadviceonreward structuresand,in particular,fortheirclarificationastowhatshould berewarded andhowwecanfurther develop/improveourrewardssystems.

Avarietyofmethodsof rewardsexistatTaunton

Academyandtheseinclude:

 Verbalpraise

 Merits

 Commendationthrough‘events’e.g.Sports

AwardsEvening

 Postcardhome

 Positivephonecall home

 Headof Yearnomination toPrincipal

 Publicdisplayofhighqualitywork

 Acknowledgement through assembly and

AOWs

Certificate/AwardsatCelebrationandGCSE AwardsEvening

Asastandardpartofevery lesson,welookfor waystofindstudents doingwell/doingthings right–andpraisethemforit. Andratherthan ignoring the quietlycomplianttype of studentor classwemakeapointofthanking/praising their effortsverbally asthelessonprogresses. The atmosphere,inotherwords,errsinfavour ofthe positive.

Merits

Merits form the back bone of our

rewards system and canbegivenby any memberof the teaching staff.

Everymemberofstaffisexpectedtogiveatleast 5 merits perlesson. Thisshouldbe done as partof thelessonplenaryand, where appropriate,theteachershouldgivethemeritpublicly(I’mgivingthis merit to

…….. because …….) thus underlining important

aspectsofthe schoolbehaviouralvision.

Merits aretotalled weekly and records loggedelectronicallyon SIMS.

Studentsareencouraged tosetthemselveshigh personal targetsand merits also feed intointer-formstructures (seebelow)inorderto capitaliseon andengendercollective group spirit.

CertificatesofAchievement will begivenat theend of each term inYearPresentations.

Thetop5 merit scorers ineach year group willalsoqualifyfor additionalrecognition.

Each week,merit totals aresubmitted andresultsformpartof aninter-championgroup challenge. Thiswillalsolink withattendancereturns. Pointswillbeawardedandanon-goingleague table produced. The‘tutorgroupoftheweek’willbe awardedasmallprize.Leaguetables willbecirculated to tutors ona weekly basis and results announced through AOWsthuskeeping the profile ofthissystemhigh.

Weareverykeento promoteanacceptanceof positiveachievementand tosharethegood work/effortsofstudents publiclywithinouryear groups.Wewant ittoappear‘cool’to be successful