MAGNUS CHURCH OF ENGLAND ACADEMY
BEHAVIOUR FOR LEARNING POLICY – JANUARY 2017
Aims
Magnus Church of England Academy is a Christian community that places emphasis on creating a culture of respect, trust and support. We believe that good teaching promotes good behaviour and positive attitudes to learning. We believe that teaching and learning strategies which include the consistent use of rewards, sanctions and support will create a positive learning environment where our students feel safe and secure and make excellent progress. We understand that high standards of behaviour need to be learnt so expect every member of staff to model these behaviours in every interaction.
Behaviour for Learning
Principles
Differentiation and knowledge of the individuals and class profile is paramount in ensuring students are actively involved in learning. To support the teaching and learning policy the academy will consistently promote positive behaviour and challenge all unacceptable behaviour. We would like the academy to be a pleasant and happy place in which to work.
We seek to create a caring and nurturing learning environment in our academy by:
· Using the academy’s iChoose rewards in every lesson.
· Promoting personal responsibility, good behaviour and good discipline through encouraging students to make the right choices.
· Ensuring that all students understand the characteristics of effective learners and how attitude to learning affects achievement.
· Promoting self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect.
· Ensuring fairness of treatment for all and consistency of response to both positive and negative behaviour.
· Providing a safe and secure environment, free from disruption, violence, bullying and any form of harassment by students or adults.
Students and parents are expected to support without question the academy rules and procedures when they arrive at Magnus Church of England Academy including when sanctions are given. The academy’s right to discipline as described in the Education Inspections Act 2006 (sections 90 and 91) supports the use of sanctions which would be put in place when students break the rules.
All staff have responsibility to insist upon good behaviour and should feel empowered to challenge students who are not compliant with the academy expectations and they must ensure consistency in applying this policy. (See appendix 1 and 2).
Expectations
1 Behaviour: students are required to follow the academy’s rules and behave with consideration and respect towards other students, members of staff and the public at large. This applies when in the academy, travelling to and from the academy, whilst on academy trips and when identifiable as a Magnus Church of England Academy student by wearing the academy’s uniform.
2 Behaviour for Learning: students are expected to demonstrate positive attitudes towards their learning and demonstrate behaviours which develop their understanding. Students with poor behaviour for learning will be challenged using the strategies outlined in this policy.
3 Violence: all instances of violence, verbal or physical, are unacceptable and will be dealt with. Verbal abuse, including racism, bullying or violence towards any student or member of staff will result in the student being sanctioned; this is likely to include exclusion and the police being informed as necessary.
4 Alcohol/Drugs/Aerosols or any illegal substances: students who come to school showing signs of being under the influence of alcohol or other intoxicants will be removed and their parents informed of the serious consequences that potentially follow, this is likely to be permanent exclusion or alternative provision.
5 Dangerous items or implements: items which can cause serious harm and pose potential risks to others, such as knives of any description or other items identified as dangerous by the principal of the academy. Items will be removed and parents informed of the serious consequences that potentially follow. For example, permanent exclusion or alternative provision.
6 Smoking: students are not allowed to be in possession of or to use smoking materials on or near the premises at any time. Such materials will be confiscated and not returned to students. Students caught smoking whilst identifiable as a Magnus student will be sanctioned.
7 Punctuality: students will be in the academy and attend lessons at the published times including a period of registration. Students are expected to make up time missed in lessons during their break.
8 Leaving academy premises: students are not allowed to leave the premises during the school day, including lunchtime unless there has been a written request from parents and permission is granted by the Director of Learning and Progress.
9 Property: students are expected to treat their personal possessions, those of other students and the property of the academy with due care and respect. Damage to the buildings and equipment of the academy will be charged to the student’s parents where the academy deems appropriate.
10 Valuables: the academy will not accept responsibility for the loss of or damage to any item of value, including; electronic equipment or money, brought into the academy unless it has been given into the safe keeping of a teacher. All property including bicycles must be clearly marked and locked using an appropriate locking system. This remains the responsibility of the student.
11 Dress Code: students are expected to follow the published policy. Students not complying with the rules will be expected to rectify the issue however they will not be permitted into lessons whilst not complying. They may be asked to return home briefly to dress appropriately. Absence resulting from the non-compliance of this rule will not be authorised and procedures for non-attendance will be followed, this could include parents/guardians receiving a Fixed Penalty Notice (See Attendance Policy).
12 Mobile Phones/electronic devices (inc. music players) may be brought to the academy but must be switched off and in bags. If a device is seen on site it will be confiscated. The first time a device is confiscated it can be collected at the end of the day by the student. Any subsequent confiscations will result in it being retained until Friday of the same week when parents/carers can collect the device between the hours of 2.00pm and 3.00pm. Devices can only be returned outside of these hours when agreed by the Assistant Principal (Inclusion) or the Principal.
Conduct of students - Classrooms
Classrooms are places of work. As in any other workplace, the users of the workplace need to know what is expected of them in order to work to the best of their ability. Some classrooms have additional rules because of potential hazards e.g. workshops, laboratories and sports facilities. Expectation sheets are displayed in all classrooms and are also in all student planners.
Conduct of students - Around the academy
To ensure the Health & Safety of everyone in our academy community we require all students to follow the points below:
· WALK on the LEFT at all times, except for in emergency situations.
· DO NOT RUN inside any of the academy buildings.
· Food/drink is to be consumed only in the restaurant and open areas, not in classrooms/corridors of any building.
· Litter must be put in bins - these are in all classrooms, on some corridors and around the site.
· When waiting for a teacher queue in a single line.
· Listen to the guidance of staff and follow their instructions at all times.
· Move around the academy calmly.
· Adhere to the dress code at all times.
Students who do not adhere to these points will have restrictions (or additional rules) applied to their time outside of lessons. Appropriate provision for these students will be made available to ensure that they are able to eat lunch, however this may be in an isolated area.
Behaviour for Learning – Hierarchical support structure
Stage / DescriptionCLASSROOM TEACHER / The classroom teacher is the most important person for any student whilst at school. Being punctual, well prepared, interesting and interested avoids many problems (See appendix 2). Teachers should aim to build strong positive relationships with students which should act as the foundation for achievement. Teachers should always try to solve any problems with students themselves in the first instance.
HEAD OF FACULTY/FORM TUTOR / If the student continues to be a concern then the head of faculty, the form tutor and/or the pastoral manager is expected to advise and support the teacher to help resolve the issue.
DIRECTORS OF LEARNING and PROGRESS / Where the efforts of the head of faculty and the form tutor have not been effective, the director of learning and progress will advise and support colleagues to resolve the situation. No student should be sent to a director of learning and progress without all supportive strategies having been explored by the heads of faculty and their staff. This must include ensuring that all strategies provided by the SEN team have been adhered to and the SENCO has been consulted where appropriate.
LEADERSHIP TEAM / Leadership support will be sought by a director of learning and progress when all avenues of support for colleagues have been exhausted.
PRINCIPAL / In the rare occasion that SLT has not been able to resolve a situation, the principal will be consulted to offer advice and support where appropriate.
Monitoring, recording and responding to behaviour incidents
Use of SIMS behaviour module
· All behaviour incidents must be logged on SIMs with details of the incident and the action taken. Should there be additional notes/witness statements, these should be stored in student files.
· Members of staff should always seek to resolve their own incidents through the use of a range of strategies before incidents are referred onto the next stage of the behaviour pathway.
· Heads of faculty are provided with a range of information on behaviour including ‘hot spots’ for their faculty each week and there is an expectation that this information is discussed with faculty teams at the weekly meeting where support strategies should be discussed and implemented.
· Information is also extracted on a weekly basis and sent to directors of learning and progress and pastoral managers who analyse behaviours by house and take appropriate actions to support colleagues to resolve issues.
· All of the above must always be documented using the relevant section of SIMS.
Conduct Cards
All students must have their conduct card with them at all times. This is how the academy monitors, sanctions and rewards students for their conduct around the academy. This is additional to the use of SIMs which records positive and negative behaviours for learning. Students must present staff with their card immediately when requested. Positives will be logged on conduct cards to students for behaviours such as supporting others, displaying good manners, helping staff etc. Negative behaviours which will be logged on conduct cards are those which contravene the expectations detailed in the “Conduct of students – Around the academy” above.
Power to search and confiscate
The academy reserves the right to use teachers’ powers to search without consent, in accordance with the current DfE guidance. Staff may use the power to search without consent for “prohibited items” including but not restricted to:
· Knives and weapons
· Alcohol, illegal drugs, tobacco and smoking materials
· Fireworks
· Pornographic images
· Any item that has potential to put any member of the academy at risk
Physical contact with students:
Whatever the level of provocation, staff are strongly advised to refrain from any physical contact with students. However, the law allows staff to use reasonable force to prevent students from committing an offence, injuring themselves or others or damaging property. On the very rare occasions that this is necessary, this should be done, wherever possible, in the presence of other staff member, preferably staff trained in MAPA (Management of Actual or Potential Aggression). It must be reported to a member of the leadership team immediately and a written account of the incident made.
Managing and preventing disruption to learning
Where a situation of persistent disruption is developing in the classroom, it may be necessary for the student to be removed. The procedure below must always be followed before a removal. Every red card must be followed up with a RESTORATIVE JUSTICE CONVERSATION before the student is permitted to return to that teacher. It is the responsibility of the teacher and the pastoral manager to ensure this happens.
The procedure is as follows:
Stage / NOTES/ACTIONProactive Classroom Management techniques / These include use of seating plans, amending seating plans, praise, rewards, and further differentiation. See Teaching and Learning Policy. See Appendix 5 for details of iChoose rewards.
Verbal warning / Teacher to give a clear, formal warning with the reason for the warning made explicit. Verbal warnings must be recorded clearly on the board.
Proactive classroom management techniques and further differentiation should be implemented at this time.
Yellow card / Teacher to record on board that the student has been given a yellow card.
It is expected at this stage that the teacher would implement strategies to avoid further disruption by attempting to prevent the behaviour from continuing, e.g. reseating away from peers. All yellow cards must be recorded on SIMS by the teacher.
Red Card - removal to the behaviour centre (Hub) / Students who continue to disrupt lessons will be given a red card. The duty officer is called and student is removed from the lesson and taken to isolation.
The removal will be recorded by the Hub staff. The teacher must then amend the incident log by adding full details and the action taken. The teacher must contact parents to inform them of the incident and that the student will be in isolation until 4pm the following day. Pastoral managers will identify those students who have received a red card and ensure that they carry out restorative justice at convenient times in the day. Students who receive a red card will spend the following day in isolation (8.40am until 4pm).
It is expected that all students who disrupt learning will go through this system. This should include students whose behaviour for learning is inconsistent/serious concern as, unchallenged, the student will underachieve. (See Appendix 3)
Immediate Red Card