POLICIES AND PROCEDURES

BEHAVIOUR POLICY

Version 2

Behaviour Policy for North Huddersfield Trust School

LEARN WITH P.R.I.D.E.

At North Huddersfield Trust School we are committed to providing the best possible learning experience for all our students and believe that high standards of behaviour are fundamental to students taking full advantage of their learning opportunities and achieving their potential.

North Huddersfield Trust School creates a positive learning environment which encourages and supports good behaviour through our P.R.I.D.E. ethos, so that every child can work happily and safely, and fully develop without hindering the progress or infringing the rights of others. To achieve this, every student, staff member and adult who is involved with our school is responsible for ensuring high standards of behaviour. All parents and carers are expected to be supportive of our standards and the sanctions we put into effect to address negative behaviour.

Our emphasis is on promoting positive attitudes to learning whilst ensuring that all students learn to manage and take responsibility for their behaviour so that it impacts positively on their learning. However, when students are not meeting the ‘Classroom Expectations’ and ‘Around School Expectations’ they are always challenged and appropriate sanctions are put in place.

Staff/student and student/student relationships should always be based on mutual respect. At all times we expect our students and staff to be positive and respectful in their attitudes to each other and fully support our P.R.I.D.E. ethos. All members of staff are responsible for making this happen by building the confidence and self-esteem of students through praising their efforts and achievements and ensuring all students embrace the P.R.I.D.E Student Charter.

CONSISTENT EXPECTATIONS

All staff members are responsible for:

  • Creating a positive learning environment with an emphasis on celebrating achievement, praise and rewards
  • Producing opportunities for students to understand the impact of positive behaviour on their learning and the learning of others
  • Ensuring that the Student P.R.I.D.E Charter is effectively communicated to all students and understood by all
  • Guaranteeing that all students understand the outcomes and consequences of poor behaviour
  • Having high standards and expectations of all students and dealing with any negative aspects of students’ behaviour in a fair and consistent manner
  • All students are expected to take on board and meet the five areas of the P.R.I.D.E Student Charter which are:
  • Professionalism
  • Respect
  • Innovation
  • Determination
  • Enrichment

Parents/Carers are responsible for:

  • Supporting and encouraging their children to meet the expectations of the five areas of the P.R.I.D.E Student Charter
  • Ensuring that their children arrive on time to school every day, wearing full school uniform and are ready and prepared to learn
  • Working cooperatively with the school when there are concerns about their children’s’ behaviour or attitude to learning
  • Contacting their children’s Form Tutors if they have any concerns

Monitoring and Evaluation

All staff are responsible for monitoring and challenging negative behaviours and rewarding positive behaviours on a day-to-day basis. Curriculum Area Leaders are responsible for a rigorous evaluation and management of the standard of behaviour within their department, identifying strategies for development. The linked member of Senior Leadership Team is responsible for assisting the CAL in their monitoring and strategic overview of Behaviour management. Additionally, they will provide quality assurance.

Role of the Teacher

  • To be a reflective practitioner, evaluating their own behaviour management strategies and adopting different methods to meet the needs of all learners
  • To review the monitoring of student behaviour regularly, adapting practice where appropriate.
  • To learn from others, sharing and developing outstanding ideas and practice
  • To undertake departmental moderation and standardisation activities

Roles of CALS

  • To carry out informal learning walks and lesson observations to ascertain standards of student behaviour within the department, identifying CPD needs (see Appraisal Policy)
  • To talk about behaviour management as a department and across school during meetings and more during day-to-day activity
  • To review, monitor and quality assure lesson planning and resources created, ensuring the needs of all learners are met
  • To monitor data using SIMS and challenge members of staff who are not following the protocols for reporting positive and negative behaviours.
  • To conduct student, staff and, where possible, parent interviews regarding standards of behaviour
  • To support professional development of others by encouraging natural coaching groups within and across departments
  • To annually carry out the appraisal process with their department, identifying targets and CPD needs
  • Work with individual members of their department who require support in their behaviour management in the first instance

Roles of the year team

  • To provide support, guidance and strategies to support teaching staff/CALs in managing behaviour within the departments.
  • To monitor data using SIMS and support teachers/CALS with students who are not following the behaviour expectations around school.
  • To monitor data using SIMS and challenge members of staff who are not following the protocols for reporting positive and negative behaviours.
  • To co-ordinate external agency support for individuals/groups of students that require further interventions.
  • To coordinate and quality assure the internal support provisions in school for students that require additional input with managing behaviour.

Roles of SLT

  • To support the CAL wherever possible in the strategic leadership, management and development of behaviour management strategies within the department
  • To meet regularly to discuss progress and issues
  • To support any work with teachers experiencing difficulties
  • To undertake departmental reviews in accordance with the published timetable
  • To proactively encourage discussion, reflection and progress regarding behaviour management

Further reference:

  • Appendix A – P.R.I.D.E. Student Charter
  • Appendix B – School Dress Code
  • Appendix C – The Role of the Form Tutor
  • Appendix D – Rewarding Positive Behaviour and Achievement
  • Appendix E – Classroom Expectations
  • Appendix F – Around School Expectations
  • Appendix G – What happens if I don’t follow the classroom expectations
  • Appendix H – Sims Practice
  • Appendix I – Negative Behaviour Referral Route
  • Appendix J – Restorative Practices
  • Appendix K – Detentions
  • Appendix L - Buddy System/On-Call procedures
  • Appendix M – Confiscation and search
  • Appendix N – Use of force
  • Appendix O – Report systems
  • Appendix P – Exclusions

Further policy reference:

  • Anti-Bullying Policy
  • Permanent Exclusion Policy
  • Use of reasonable force guidelines
  • Attendance Policy
  • Safeguarding Policy

Appendix A: P.R.I.D.E. STUDENT CHARTER

Appendix B: SCHOOL DRESS CODE

Uniform

Mandatory

Blazer, black with school logo on breast pocket (option of sew on logo)

White shirt or blouse (polo shirts not acceptable)

Purple and black tie with appropriate design for each key stage

Black knee length skirt, black tailored trousers or black shalwar kameez (leggings and skinny jeans are not acceptable)

Plain black shoes only (pumps, trainers and ‘trainer style’ shoes are not permitted)

Optional

Black v necked jumper with purple trim around the collar and school logo

Plain black or black with purple trim headscarf for girls

White headscarf for girls for summer months only

False/acrylic nails are not permitted

Sports Kit

Mandatory

Black T-shirt with school logo

Branded tracksuit top in black and purple with school logo

Black tracksuit bottoms with school logo

Black shorts with school logo

Black full length sports leggings with school logo

Purple knee length socks

Sports trainers

Studded football boots

Students may wear the following:

One ring per hand

One discreet nose stud

One discreet stud per ear

(Students will be expected to remove prohibited jewellery and may hand in for safe keeping)

Appendix C: THE ROLE of FORM TUTOR AT NORTH HUDDERSFIELD TRUST SCHOOL

A Form Tutor’s role is central in both caring for students and crucially, monitoring their progress both academically and socially; encouraging involvement, commitment, high standards of work and behaviour and ensuring all students meet the expectations of the P.R.I.D.E. Student Charter.

Form Tutor Roles:

Area / Responsibilities / Year 7 / Year 8 / Year 9 / Year 10 / Year 11
Attendance /
  • Daily recording of Tutor Group Register
  • Monitoring of student absence notes
  • Promote positive patterns of attendance and punctuality.
  • Work with students to improve attendance and punctuality.
/ √ / √ / √ / √ / √
√ / √ / √ / √ / √
√ / √ / √ / √ / √
Assemblies /
  • Punctual attendance to weekly assembly including the supervision and behaviour management of the tutor group
  • Take an active role in assemblies and where appropriate deliver assemblies or support students in delivering assemblies.
/ √ / √ / √ / √ / √
Communication /
  • First point of contact for students in tutor group by various means including student planner, telephone, email and letter
  • Daily reading of student bulletin
  • Inform staff group of any relevant information as necessary regarding students via staff briefing, email or other appropriate form
  • Distribution of all relevant documentation including letters to parents and newsletters etc
  • Be the first point of contact for parents
/ √ / √ / √ / √ / √
Student Planner /
  • Planners are out on desks for each tutor time session
  • Monitoring of student absence notes in student planner
  • Completion and monitoring of PPR (Pen, Pencil & Ruler) template
  • Issue blank planner pages where a student has forgotten to bring their own.
/ √ / √ / √ / √ / √
Tutor time activities /
  • Plan and Deliver a weekly programme of tutor time activities as directed by relevant Progress Leader (eg UCAS progress, circle time, work experience forms etc).
  • Contribute to the production of resources to facilitate the effective use of tutor time.
  • Actively promote reading for pleasure.
/ √ / √ / √ / √ / √
SIMS /
  • Daily check SIMScharts, SIMS HOUSE points and listing reports on SIMS homepage
  • Daily check SIMS referrals for all members of the tutor group
  • Present weekly SIMS charts to the tutor group as directed by the relevant year team lead
  • Monitor the number of SIMS referrals on a daily basis for all students and apply appropriate interventions when necessary in accordance with the behaviour policy
  • Initiate contact with parents where there are concerns regarding students in your form.
/ √ / √ / √ / √ / √
House /
  • Select students to participate in all relevant activities
  • Distributing and forwarding of documentation regarding relevant house trips to identified person
/ √ / √ / √ / √ / √
Parents Evenings /
  • Attend all relevant year group parents evenings as a tutor and subject teacher if required
  • Inform parents/carers of all relevant information as and when required at the parents evening
  • Attend year specific parents evenings E.g. Year 7 Settling In Evening and Year 9 Options Evening
/ √ / √ / √ / √ / √
Reports /
  • Completion of annual reports for all students at the calendared reporting time of the year
/ √ / √ / √ / √ / √
Year 9 Options /
  • Ensure the completion of all relevant paper work regarding options and forward to the identified staff lead
  • Attend Options evening as a tutor to advise and guide students
/ √
Year 10 Work experience /
  • Ensure the completion of all relevant paper work regarding work experience and forward to the identified staff lead
  • Actively support students in seeking out appropriate work placements
  • Support and guide students in terms of completing paper work, attending interviews and work experience
  • Visit members of tutor group on relevant wok experience week
/ √
Progress Files /
  • Half-termly monitoring of files ensuring all documentation is up to date
  • Complete individual supporting statements for each tutee to be included in the progress file
/ √ / √
UCAS Application Process /
  • Support students in completing the UCAS form in an ICT room
  • Write references for students as directed by the Progress Leader and Careers Advisor
  • Check personal statements of all students and provide relevant feedback
  • Provide details to students about college interview appointment times.
  • Work with students on interview techniques.
/ √
Information and guidance /
  • Ensure all students attend careers and college interviews
  • Make sure all the dates are written in student planner
/ √ / √
Student Health E.g. Vaccinations /
  • Direct all documentation regarding vaccinations or other health requirements for students in the tutor group to the welfare officer.
/ √ / √ / √ / √ / √
Buddy System /
  • To be the second escalation point from curriculum area when a student needs to be buddied up (not during PPA time)
/ √ / √ / √ / √ / √
Student Review (s) /
  • Arrange individual review meetings for students when concerns arise
  • Ensure completion and collation of round robins for relevant review meetings
  • Attend review meetings as and when required as directed by the relevant year team lead
/ √ / √ / √ / √ / √
Year team meetings /
  • Attend all year team meetings as directed by the relevant Progress Leader and Pastoral Manager for the year group
/ √ / √ / √ / √ / √
Any other areas as required in line with the roles and responsibilities of a form tutor / √ / √ / √ / √ / √

Appendix D: REWARDING POSITIVE BEHAVIOUR AND ACHIEVEMENT

Appendix E: CLASSROOM EXPECTATIONS

Appendix F: AROUND SCHOOL EXPECTATIONS

Appendix G: WHAT HAPPENS IF I DON’T FOLLOW THE CLASSROOM EXPECTATIONS

Appendix H: SIMS PRACTICE

Positive rewarding

  1. Tutors
  • Tutors can write up to ONE Sims achievement point per day.
  • This can be for multiple students who have met the ‘positive behaviour’ criteria known as TUTOR TIME EXPECTATIONS which includes each of the following:

Smart Uniform

Excellent attendance

Punctuality

Use of Planner

Equipment for learning

Please note that if a student does not meet all five parts of the criteria then they should not be included in the incident

  1. Subject teachers
  • Subject teachers can write one Sims achievement point per day, per lesson, per student
  • The incident is for multiple students who have met any of up to five items from the criteria under the PRIDE headings:
  1. Curriculum Support Staff in agreement with the subject teacher:
  • Curriculum Support Staff can write one Sims achievement pointper day, per lesson, per student.
  • The incident is for multiple students who have met any of up to five items from the criteria under the PRIDE headings.
  1. Year Team and Pastoral Support Staff:
  • Pastoral Support Staff can write fivesims achievement points per day, per student for the criteria that supports both academic and pastoral well-being of

Students.

  1. Any other staff, E.g. Admin staff, caretakers, canteen staff etc:
  • One incident per day for any students who have done something very special

Negative Reporting:

This should be done by all relevant staff at the end of the lesson or day, as and when required, clearly outlining the issue and actions carried out by whom and when. In most cases,evidence of actions will be required before referring for additional support in accordance with the negative behaviour referral route.

Please note that one incident can account for up to five negative behaviour types so please do not write separate Sims reports for these E.g. the following behaviour types would be written as one incident:

  • lateness to lesson
  • no homework
  • disrupting the lesson
  • disruptive behaviour
  • out of seat

Appendix I: NEGATIVE BEHAVIOUR REFERRAL ROUTE

Appendix J: RESTORATIVE PRACTICES

North Huddersfield Trust School acknowledges the impact of restorative approaches as an alternative and as a support to issuing sanctions. In many instances a restorative approach is used to resolve problems and in the most serious cases parents are expected to attend a Restorative Conference in support of their child with a view to improving school behaviour.

Appendix K: DETENTIONS

PROTOCOLS FOR SUPERVISING DETENTIONS

  • Detentions are logged in Sims and this will stop double booking
  • Subject teachers are responsible for setting appropriate work to last the duration

The staff running the detention should create an environment that is similar to a formal public examination, such as:

  • Students should not be allowed to sit with friends
  • There should be silence throughout the whole detention
  • The emphasis in the room should be on the silent completion of the work set

The detention is expected to start and finish on time.

SUBJECT TEACHER DETENTION

Subject teacher detentions can be given for: low level disruption, lateness to lesson, refusal to follow instructions, refusal and defiance and other behaviours as deemed appropriate by the classroom teacher.

  • The detention should last for between 5-10 minutes and should be completed by the subject teacher at the earliest convenience (break, dinner, after school).
  • If the detention is not carried out to the required standards or student does not turn up for detention then a 30 minute after school detention is set by the subject teacher following a direct communication with parent (either a KKS message or a phone call).
  • If a student does not turn up for the second detention the student is referred to a curriculum area detention.

CURRICULUM AREA DETENTION