Kirkby College Behaviour Policy

November 2015

At KirkbyCollege we seek to create an inclusive, caring and stimulating environment for learning in which staff and students can work safely and where parents/carers are encouraged to become involved in the development of their child.

We endeavour to enable our students to:

  • Be healthy.
  • Stay safe.
  • Enjoy and achieve in their learning.
  • Make a positive contribution.
  • Achieve economic well-being.
  • Access the full range of learning opportunities in a calm, positive environment.
  • Achieve through appropriate expectations of work and behaviour with praise,reward and celebration and explicit and consistent consequences.
  • Behave appropriately in a wide range of social and educational settings.
  • Value the rights of the individual.

Principles

  • To raise students’ self esteem.
  • To promote/develop empathy and respect for self and others.
  • To develop in students a sense of self discipline and an acceptance of responsibility for their own actions.
  • To develop an awareness of and adherence to appropriate behaviour.
  • To encourage students to value the school environment and its routines.
  • To ensure that students are confident of their right to be treated fairly.
  • To empower staff to determine and request appropriate behaviour from everyone.
  • To acknowledge that the maintaining of good behaviour within the school is a shared responsibility.
  • To ensure that positive behaviour is always recognised.
  • To work within a positive, proactive reflective approach tobehaviour management.
  • To ensure the policy is fully understood and is consistentlyimplemented throughout the school.
  • To ensure effective mechanisms are in place for the monitoring andevaluation of this policy.
  • To ensure the roles and responsibilities of all members of the schoolcommunity.

Roles and Responsibilities

  • The Governing Body will establish, in consultation with the Headteacher, staffand parents, a policy for the promotion of desired behaviour and keep it underreview. It will ensure that this is communicated to students and parents, isnon-discriminatory and the expectations are clear.
  • Governors will support theschool in maintaining high standards of desired behaviour of students andstaff.
  • Staff, including teachers, support staff and volunteers, will be responsible forensuring that the policy and procedures are followed, and consistently and fairly applied. Mutual support amongst all staff in the implementation of thepolicy is essential. Staff have a key role in advising the Headteacher on theeffectiveness of the policy and procedures. They also have responsibility,with the support of the Headteacher, for creating a high quality learningenvironment, teaching positive behaviour for learning and implementing theagreed policy and procedures consistently.
  • The Governing Body, Headteacher and staff will ensure there is no differentialapplication of the policy and procedures on any grounds, particularly religion, gender, disability or sexuality, culture, ethnic or national origin. They will alsoensure that the concerns of students are listened to, and appropriatelyaddressed.
  • Parents and carers will be expected, encouraged and supported to takeresponsibility for the behaviour of their child both inside and outside the school. KirkbyCollege will encourage parents/carers to work in partnership with the school toassist it in maintaining high standards of desired behaviour. Parents/carers will beencouraged to raise with the school any issues arising from the operation ofthe policy.
  • Students are expected to take responsibility for their own behaviour and willbe made fully aware of the school policy, procedures and expectations.Students will also be encouraged to take responsibility for their social andlearning environment making it both safe and enjoyable by reporting allinappropriate behaviour.

Training

  • Appropriate high quality training on all aspects of behaviour management is regularly provided to support the implementation of the policy.

Involvement of outside agencies

  • The school works positively with external agencies. It seeks appropriatesupport from them to ensure that the needs of all students are met by utilisingthe range of external support available.
  • Students needing support from external agencies are identified through the Progress and Guidance Team, including BFL Coordinators and the SENCO, who may then refer to individual agencies. Multi-agency support is requested through the Early Help Team and completion of an EHAF.
  • The range of external agencies includes:
  • Educational psychology service
  • Social Care
  • SFSS
  • Family Service
  • CAMHS

Interrelationship with other school policies

In order for the behaviour policy to be effective, a clear relationship with other school policies has been established, particularly:

  • Anti-bullying
  • Equal opportunities
  • SEND
  • Safeguarding.

Implementation

Curriculum

At KirkbyCollege we promote our principles through all aspects of school life. PSHE and Citizenship, taught using a variety of methodologies addresses our expectations directly. We believe that an appropriately structured curriculum and effective learning contribute to good behaviour. Thorough planning for the needs of individual students, the active involvement of students in their own learning and structured feedback all help to avoid the alienation and disaffection which can lie at the root of poor behaviour. It follows that lessons should have clear objectives and outcomes which are understood by the students and differentiated to meet the needs of a range of abilities. Marking and record keeping can be used both as a supportive activity, providing feed-back to the students on their progress and achievements and as a signal that the students’ efforts are valued and progress matters.

Acceptable Behaviour

The Code of Conduct is a guide to acceptable behaviour for students, staff and all visitors to the school. It has been developed in consultation with the whole school community, including: students, staff, parents/carers, external agencies such as SFSS and the Educational Psychology Service. The Code of Conduct is on display in every classroom, teaching area, staff rooms and communal areas.

Code of Conduct

Kirkby College Code of Conduct for Students

At KirkbyCollege we expect all students to show respect.

This is shown in:

  • The way we speak to other people.
  • The way we listen to others and value their opinions, even if they differ from our own.
  • The way we help or encourage others.
  • The way we cooperate with members of staff and other students.
  • Our good behaviour in and around school.

At KirkbyCollege we expect everyone to be punctual and well organised.

This means we will:

  • Arrive at school on time.
  • Arrive at lessons on time, with the correct equipment, ready to work.
  • Complete all homework, coursework and other assignments on time.

At KirkbyCollege we expect all students to take pride in their own appearance.

This means we will:

  • Wear the correct uniform.

At KirkbyCollege we expect all students to be hard working.

This means we will:

  • Start work quickly.
  • Follow instructions
  • Work to the best of our ability.

At KirkbyCollege we expect everyone to be safety conscious.

This means we will:

  • Move around the school calmly.
  • Behave sensibly on stairs and in crowded doorways, considering the safety of others.
  • Be prepared to help others when they need it.
  • Use all equipment carefully.

At KirkbyCollege we care about the environment.

This means we will:

  • Put all litter in the bins provided.
  • Keep all walls, furniture, books and equipment clean and unmarked.
  • Ensure that all displays remain in good condition for others to enjoy.

At KirkbyCollege we expect all students to come to school safely and represent the school in the wider community.

This means we:

  • Behave sensibly at bus stops and on the bus.
  • Follow school rules on the way to school.
  • Are polite and courteous to members of the community.

Kirkby College

Code of Conduct for Staff and Visitors to the School

At KirkbyCollege we expect everyone to show respect.

This is shown in:

  • The way we speak to students and other adults.
  • The way we treat all students/other adults fairly and equally.
  • The way we listen to others and value their opinions, even if they differ from our own.
  • The way we help and encourage others.
  • The way we cooperate with others.
  • The way we treat others as we would like them to treat us.
  • Our professional behaviour towards students and other adults at all times.

At KirkbyCollege we expect everyone to be punctual and well organised.

This means we will:

  • Arrive at school on time.
  • Be on time for lessons.
  • Have a lesson plan for and set learning objectives/outcomes at the start of every lesson.
  • Set targets and give feedback on all work.
  • Ensure that all resources are prepared and read to hand for all lessons.

At KirkbyCollege we expect everyone to take pride in their appearance.

This means we will:

  • Dress appropriately for the professional working environment.

At KirkbyCollege we expect everyone to work hard.

This means we will:

  • Plan and deliver appropriate activities for all students.

At KirkbyCollege we expect everyone to be safety conscious.

This means we will:

  • Observe all health and safety practices.
  • Use equipment carefully.

At KirkbyCollege we care about the environment.

This means we will:

  • Keep classroom displays up-to-date.
  • Ensure classrooms are kept tidy.

At KirkbyCollege we expect everyone to represent the school in the wider community.

This means we will:

  • Attend relevant parent evenings and other school events.
  • Promote the school in the wider community.

Positive Reinforcements

Rewards

A school ethos of encouragement is central to the promotion of desirable behaviour. Rewards are an integral means of achieving this. They have a motivational role in helping students to realise that desirable behaviour, self awareness and responsibility to self and others is valued. Integral to the system of rewards is an emphasis on praise both informal and formal to individuals and groups. Alongside this is informing parents/carers regularly on their child’s desired behaviour.

Rewards are used to motivate, recognise and raise achievement and attainment. Their use must be consistent, fair and appropriate. Staff should seek every opportunity to offer praise and approval to students whose work, attitude and behaviour is according to expectations. When achievement is recognised and valued, students respond positively and their self-esteem and sense of worth is enhanced.

In recognising achievement in its broadest sense, colleagues are encouraged to use rewards as creatively as possible. The rewards commonly used are the following:

(This is not an exhaustive list).

Attendance

(a)IndividualAttendance certificates presented ½ termly for 100% attendance.

Students with above 94% attendance receive recognition on the “Attendance Board” each half

term.

(b)Tutor group trophies for tutor group with highest attendance in each year group – every half

term.

(c)All students achieving 100% attendance in the academic year receive a certificate and a prize in a whole school assembly.

Celebrating Student Achievement

(a)Regular and positive feedback through the marking of students’ work.

(b)Praise by individual teachers/support staff.

(c)Contact parents/carers to praise effort and attainment by Faculty Leaders, and/or Progress and Guidance Co-ordinators.

(d)Commendation letters from SLT for an excellent report or other achievements.

(e)Achievement Point System – see later section.

(f)Celebration Events - KS4 Presentation Evening

- KS3 Presentation Afternoon

(g)Public celebration of student successPublication of examination results

AssembliesPress releases

NewsletterShowcases

Display of workWebsite

KIRKBY COLLEGE ACHIEVEMENT POINT REWARD SYSTEM 2015

THE SYSTEM:

A consultation period was held in the summer term of 2014/15 with staff and pupils from the Student Council to evaluate and review the previous reward system.

The new system is operated electronically through the Sims register system.

CRITERIA FOR AWARDING POINTS:

Teachers are encouraged to award points consistently and frequently to students;

awarding at least one point per lesson. Students can earn points both in and out of lessons through:

 Outstanding progress

Excellent effort in class or homework

 Gaining a certain level or grade in a test

Positive contributions in lessons, e.g. answering questions, getting involved in

tasks, leading group work etc

Gaining weekly 100% attendance

Service to the school e.g. taking part in tutor/house events, joining in extra

curricular activities, being helpful to others outside the classroom

OPERATION SYSTEM:

Points will be electronically totalled per half term and coordinated by designated staff members. Achievement points can be exchanged for prizes from the “Rewards” Booklet and ordered for students as and when they are requested. These will be handed out in PAG assemblies.

PRIZES:

PRIZES EARNED FOR SCHOOL HOUSES:

There will be ‘‘surprise’’ rewards eg: early lunch or non-uniform day, during the year for the house with the highest number of points or attendance at that point in the year. This will hopefully foster house cohesion and make it possible to reward a large amount of students at one time.

PRIZES EARNED INDIVIDUALLY

EACH HALF TERM

Students can earn the following prizes:

Prom discounts (KS4 & 5)

Hair salon vouchers (on site)

ITunes cards, Shopping vouchers, Cinema tickets, Football tickets (KS 3,4 & 5)

Certificates from their PAG Coordinator –

  • 50 achievement points = Bronze certificate
  • 75 achievement points = Silver certificate
  • 100 achievement points = Gold certificate and a £5 gift voucher
  • 110+ achievement points = Platinum certificate and a £10 gift voucher.

ONCE A YEAR

A trip out of school - at the end of the year, the 5 students with the most reward points in each year will go on a trip, eg. ice skating, bowling or the cinema.

THE FUTURE:

The system will be evaluated at the end ofeach year and adapted in consultation with staff and pupils, ensuring that all students feel valued.

Maintaining High Standards

Sanctions

Despite good teacher practice and good classroom management, unsatisfactory work and behaviour will still occur. To maintain high standards and to foster a safe learning environment for all, both inside and outside the classroom, it will be necessary in these cases to apply appropriate sanctions.

Consistency is important. Nevertheless, flexibility of approach and action is also necessary. Personal circumstances and the background to each incident need to be taken into account when dealing with individuals.

Guidance on physical intervention between staff and students is in line with the LA Code of Practice.

The searching of students for banned / prohibited items (see Appendix 2) must only be undertaken by the Headteacher or a member of staff identified by the Headteacher.

Corporal punishment is strictly forbidden.

Physical contact shouldbe avoided, unless it is to prevent injury to the student in question, another person or serious damage to property.

When dealing with a student on an individual basis, staff should exercise great caution to ensure they do not leave themselves open to accusations of unprofessional conduct.

Suggestions from the LA Guidance on avoiding confrontation and de-escalating conflict are appended in the form of the School Physical Intervention Policy.

What constitutes unacceptable behaviour?

Unacceptable student behaviour in lessons

  • talking out of turn (eg by making remarks, calling out, distracting others by talking)
  • calculated work avoidance (eg delaying start to work set, not having essential books or equipment)
  • hindering other students (eg by distracting them from work, interfering with equipment or materials)
  • making unnecessary (non-verbal) noise (eg by scraping chairs, banging objects)
  • persistently infringing class (or school) rules (eg on dress, student behaviour)
  • getting out of seat without permission
  • verbal abuse towards other students (eg offensive or insulting remarks/or threatening remarks)
  • general rowdiness
  • impertinent remarks or responses
  • physical aggression towards other students (eg by pushing, punching, striking)
  • verbal abuse towards staff (eg offensive, insulting, insolent or threatening remarks)
  • physical destructiveness (eg breaking objects, damaging furniture and fabric)
  • physical aggression towards staff

Unacceptable student behaviour outside classrooms

  • lack of concern for others
  • unruliness while waiting (eg to enter classrooms or for lunch)
  • running in the corridors
  • general rowdiness
  • persistently infringing school rules (eg on dress, student behaviour)
  • verbal abuse towards other students (eg offensive or insulting remarks or threatening remarks)
  • loitering in ‘prohibited’ areas
  • impertinent remarks or responses
  • physical aggression towards other students (eg by pushing, punching, striking)
  • leaving school premises without permission
  • physical destructiveness (eg breaking objects, damaging furniture and fabric)
  • verbal abuse towards staff (eg offensive, insulting, insolent or threatening remarks)
  • physical aggression towards staff.
  • any (non-criminal) behaviour that could: adversely affect the reputation of / have repercussions for the running of the school, witnessed by / reported to staff, taking place outside the school whilst pupils are identifiable as members of Kirkby College.

Kirkby College Staged Behaviour Management System

The school uses a ‘paperless’ behaviour monitoring process within the SIMS platform. This is based on the Staged Behaviour Management System outlined below, but allows the school to speed up the sanctioning process,allowing staff and eventually parents/carers access to individual student’s behaviour profiles. Early intervention will promote proactive rather than reactive approaches to behaviour management.

The Staged Behaviour Management System was developed based on the findings and recommendations of the Behaviour Strategy Group, which included teaching staff, students, LSAs and the Behaviour for Learning Coordinators.

The system:

  • Enables students to see the consequences of their actions.
  • Gives a fair and consistent approach to sanctioning inappropriate behaviour across all areas of the school.
  • Allows for early intervention where necessary and the monitoring of student progress.
  • Empowers the classroom teacher.
  • Enables early resolution of issues.
  • Provides the student with the opportunity for a fresh start once the sanctioning is complete.
  • Involves and informs parents/carers at an early stage, keeping them informed of progress.
  • Follows a logical progression route from classroom teacher through to the Senior Leadership Team.
  • Makes effective use of staff time, school facilities and support systems.

The two systems shown in the diagrams below relate to behaviour in structured situations (during lessons) and behaviour during unstructured situations. Both allow staff and students to engage in restorative solutions to behavioural issues.