CS ACS Good Behaviour and Discipline Policy 180515

GOOD BEHAVIOUR AND DISCIPLINE POLICY

Approved / June 2017
Review Date / June 2018
Signed (Principal) / Name / Lynn Burton
Signed (Chair of Governors) / Name / James Royal
Signed Clerk to the Governing Body / Name / Stella Holland

Rationale

When children are engaged, challenged, actively involved in lessons, know what they have to achieve and are rewarded they behave at their best. Good behaviour is a necessary condition for effective teaching and learning to take place and an important outcome of education which society rightly expects. At Atherton Community School, students are treated as individuals and the sound relationships between staff and students are based on mutual respect. The achievement of high standards is through an emphasis on praise and rewards combined with stimulating and effective teaching and learning. This policy outlines how ACS will achieve this.

ACS believes that all teachers should have the right to teach and pupils have the right to learn without disruption in a climate of mutual respect. There will be zero tolerance of any pupil who does not allow this to happen

Purposes of the Policy

To clarify what is meant by good behaviour.
To maximise the impact that the school, as an organisation, can have on good behaviour.
To create a forum for sharing experiences and for reaching agreement on issues relating to behaviour.

To help give students, staff and parents a sense of direction and a feeling of common purpose.
To help students feel good about themselves and others.
To minimise the occurrence of misbehaviour and confrontation and provide strategies for dealing with it.

Rewards

The recognition of students’ efforts and achievements is an essential feature in promoting high standards and quality learning. At Atherton Community School we aim to achieve this through an emphasis on praise and rewards, combined with stimulating and effective teaching and learning.

Staff praise, both verbal and written, is seen as an important way of rewarding students. In addition, the School has a rewards system to acknowledge and reinforce student achievement.

Pupils receive:

Raffle tickets which are entered into a draw every half term.
Positive comments on SIMs for daily good work
Senior staff drop-ins to notice good work
Principal’s Award Certificate for Excellent and Outstanding reports
Access to the reward trip

What happens when there is a breach of discipline?

It is important that a distinction is made between minor and more serious offences and there has to be some flexibility in the application of sanctions to suit the individual’s circumstances.

When used, sanctions are imposed without an infringement of the school’s aims and should not, as far as possible, damage relationships and the student’s self-esteem.

Lines of referral

Classroom teacher  Pastoral / HOF team  Senior Leadership Team (SLT) member  Principal

Where behaviour concerns persist then the Pastoral Manager would be informed by the classroom teacher and these may be referred to the SENCo. If there is no improvement then the Principal would be informed.

Traffic Light system for behaviour referrals

Stage 1- Classroom Teacher

Initially the teacher encourages the student to behave, using his/her professional discretion.

The teacher issues a 30 minute detention recorded in the student’s planner and on SIMs.

Stage 2- Head of Faculty

Referral to HOF by the subject teacher, recorded on SIMS by the teacher. The range of strategies already employed by the teacher should be reported to HOF at the same time.

Action taken will be the same by all HOF.

Action 1: Verbal warning by the HOF member and student apology to subject teacher.

If there is no improvement go to Action 2.

Action 2: Parents may be informed and 45 minute HOF detention after school. This is recorded on SIMS. Strategies that may be deployed by the HOF member are:

Referral to Pastoral Manager
Student placed on a pass or fail report, if deemed necessary.
Letter to parents
Telephone call to parents
Meeting with parents

Stage 3

The SLT will place the student in a SLT’s detention which is a very strict one hour detention after school. There will be no talking and a package of differentiated work will be provided to fill in the hour. This will be logged on SIMS. The SLT will consider the referrals with the Pastoral Manager and set up one or more of the following:

5 day SLT report
Letter to parents
Telephone call to parents
Meeting with parents
Referral to SENCo
Referral to an outside agency e.g. Wigan Gateway Service
Early Help Refferal

Stage 4

Fixed-term exclusion and/or isolation with modified lesson and break times to maintain a day of isolation from peers. This will be recorded on SIMS. Students who are temporarily excluded several times are also likely to be placed on a PSP or respite by the Pastoral Manager. AEarly Help Referral may be called.

Students having reached stages 3 and 4 will immediately return to stage 4 if they re-offend and reach stage 2 when reintegrated into their lessons. They will be monitored by the Pastoral Manager on return to lessons using a Supporting Behaviour log.

Some examples of unacceptable “amber” behaviours

Talking out of turn e.g. making remarks, calling out, distracting others by chattering
Speaking while the teacher is speaking to the class
Calculated idleness or work avoidance e.g. delaying start to work set, not having essential books or equipment, including a pencil, pen and ruler
Hindering other students e.g. by distracting them from work, interfering with equipment or materials
Getting out of seat without permission
Rudeness towards other students or staff
General rowdiness, horseplay or messing about
Persistently infringing class (or school) rules e.g. on dress, homework, chewing gum or sweets
Spitting

Sanctions that may be used for such behaviour by a class teacher

Placing the student on a subject report
Moving the student to another part of the room
Reasoning with the student/students outside the classroom setting in their own time
Requiring the student/students to do “extra tasks” e.g. extension of lesson work, completion of missing work
Censure of the student/students. If there is further misbehaviour a 10 minute detention will be given
Asking the student to withdraw temporarily from the room or class, to go and work in another teacher’s classroom
If a student misbehaves in a lesson he/she can be detained for up to ten minutes at the end of the day (but not if already in detention)
Grounding at breaks and lunchtimes
Community work e.g. gardening, picking up litter or tidying up
Whole group punishments are generally avoided but may be given if an item of equipment, such as a Stanley knife is missing at the end of a lesson

When students show “red” behaviours

For “red” behaviours students will immediately go to stage 3 or 4 and in most cases will be excluded from School for a fixed period. For details of further sanctions that might be used, please see the following information.

INTENSIVE BEHAVIOUR SUPPORT PLAN

Strategy for dealing with students presenting the most serious attitudinal and behavioural problems:

Once the pupil has been identified, the Pastoral Manager will prepare profiles on the pupil and ask each subject teacher to complete a report on the student. A Pastoral Support Plan will be prepared in a meeting with the pupil and parents/carers. This will be shared with all appropriate staff
A mentor from the MLL is assigned to the student
Expectations regarding future behaviour are set for the student and sanctions for non-cooperation are made clear to the student and his/her parents
Targets (maximum of three) are agreed with the student
A mid-term review date is set for six school weeks after the initial meeting
The student goes on a five day Intensive Behaviour Support SLT or PSP report and reports to the mentor at 4pm each day so that the report booklet can be signed
The daily report has to be signed by a parent each evening
If there has been little progress made at the end of the first six weeks, further targets are agreed at the mid-term review meeting and a final review held after another six weeks. If there has been no improvement at this stage, the student may be permanently excluded. If there has been a significant improvement the student should be taken off SLT/PSP monitoring

When expectations are not being met

Unacceptable late arrival at School will result in detention at break time.
Failure to report to the mentor will result in detention until 4.30pm after school the next day
A second failure to report to the mentor will result in full isolation for one day and detention until 4.30pm after school
Behavioural problems in two or more classes will result in isolation for part of the day
Continued failure to report to the mentor and or further behaviour problems in class will result in isolation/exclusion when parents will be required to attend a meeting (this could be with governors) to review the student’s place at the School
If re-instated a further breach of discipline will result in a longer exclusion

N.B. Good behaviour is expected both in and out of lessons at all times.

NEVER (Red behaviours)
•Hit
•Threaten
•Use bad or rude language
•Refuse to follow teachers’ instructions
•Spit at another student
•Use discriminatory language or comments
•Damage property or equipment
•Steal
Showing these behaviours will result in going to DATE or getting excluded from school.
DON’T (Amber behaviours)
•Talk when a teacher is talking
•Interrupt
•Answer back
•Shout out
•Behave inappropriately
•Chew in class
•Throw things
You will get 3 warning then showing these behaviours will result in loss or social time or an after school detention.
DO (Green behaviours)
•Say ‘please’ and ‘thank you’
•Ignore talkers
•Put your hand up
•Wait your turn
•Respect the teacher, other students and equipment
•Work well with other students in the class
•Work hard, showing resilience and determination
•Take responsibility for your own behaviour and learning
•Follow teachers’ instructions at all times.
Showing these behaviours will get you rewards.