BRANDLES SCHOOL APPROVED POLICY COVER SHEET

Title of document / Behaviour Management Policy
Policy Coordinator name / Mr Lyndon Wainwright
Approved by / Headteacher / Full Governing Body
Signed: /
Print Name / Mr DAVID PEARCE – Headteacher
MRS PAT FURNESS – Chair of Governors
Date of approval
Review due date / February 2018
Distribution: / Governing Body
Brandles information Platform
Teaching Staff
Learning Support Staff
School Web Site
Hard copy available from school

Introduction

The policy for Behaviour Management was drawn up taking into account the views of pupils, staff, governors and parents. It continues to reflect the principles of the EveryChild Matters agenda and has the full agreement of the Governing Body. All staff members, governors, parents/carers and pupils can view a version via the school website or request a copy from the school. The implementation is the responsibility of all teaching and support staff. The Behaviour Management Coordinator facilitates the updating of the Appendices as necessary, with the support of colleagues on the Behaviour Management Team and Headteacher. Theresponsibility for monitoring and annual Policy review rests with the Behaviour Coordinator Mr Lyndon Wainwright.

Linked Brandles Policies useful to consider in conjunction with this BMP are – Antibullying (Policy and Charter), Attendance, Charging, Child Protection/Safeguarding, Curriculum, Drug Education, Equality and Racial Equality, Fixed Term Exclusions, HomeSchool Agreement, Homework, NonSmoking, Restrictive Physical Intervention (Use of Herts Steps Techniques), Stress Management and Uniform Policies.

Background to Behaviour Management at our School

We are committed to providing high quality teaching and learning for all. Webelieve that our curriculum matches the needs, interests, capabilities and aspirations of our learners. The School Behaviour Management Policy (BMP) upholds the expectations that all members of the schools community conduct themselves in a lawful, ethical, safe and responsible manner. Brandles School promotes the desired behaviour and discipline necessary to ensure equality and fairness for all and encourage consistency in response to both positive and negative behaviours.

Values and Aims

We encourage pupils to take responsibility for their actions and appreciate that poor behaviour will have consequences. We aim to assist pupils with self-discipline and an understanding of the effects their behaviour has towards others and their education.

All members of the Brandles School community have the right to work in a safe environment free from violence, bullying and any form of harassment.

The policy will ensure this is achieved through:

  1. Providing good quality educational experiences and teaching children how to be responsible for their own learning and behaviour;
  2. Maximising pupil engagement by promoting learning in a stimulating and enjoyablemanner;
  3. Fostering a strong sense of ‘community’ where parents; teachers and pupils form productive partnerships and forge a spirit of responsibility, respect, tolerance and concern for each other.

Brandles Behaviour Policy is in place to:

  • encourage responsibility for negative and positive behaviours;
  • encourage self-discipline;
  • encourage respect for self and others;
  • establish a purposeful and efficient learning environment;
  • promote health and safety;
  • provide a clear framework for pupils, parents and staff to encourage good behaviour through praise and positive reinforcement;
  • foster moral, spiritual, emotional and social development;
  • foster good home/school relationships.

Responsibilities/Commitments

It is important that everyone understand the principles of the Behaviour Management policy. The Behaviour Management Team members will assist with any queries about this policy. The Governing Body delegates responsibility for day to day decisions regarding content of the Behaviour Management Policy Appendices (ie practice & procedures) and any ongoing changes to them to the Behaviour Management Team, whilst supporting annual review of the overall Policy in partnership with the Behaviour Team and BMP Coordinator, who manages that process.

Behaviour Management Team:

Mr Lyndon WainwrightMrs Janet StoneMr M Crosland

Miss Natalie WilshereMrs Mandy Aujla Miss A Turner

Celebration of positive behaviours

Positive student behaviour is celebrated as described in full at Appendix 4 of this policy.

Presentation of Positive Behaviour Points and Level 1,2,3 Progress takes place in assembly and a list of Behaviour Points awarded throughout the term is presented on the hall boards for students and staff to identify. Data is also presented in meetings at whole school staff level and in Senior Leadership meetings.

Assessment, Recording & Reporting

The Behaviour manager and team use behaviour data matched to relevant behaviour points to analyse and record the impact and effectiveness of behaviour management strategies and policy.

This is to allow highlighting of areas of concern or events/aspects around school that can be developed into more positive situations.

  • Records of all behaviour points issued to students are kept using SIMS;
  • Queries and reports are generated from SIMS and used in trend analysis;
  • Individual pupil records are confidential but may be shared among staff teams, with parents/carers or other professionals from relevant agencies as necessary in order to address behaviour needs and affect positive progress.

Management objectives through promotion of positive behaviour.

  • To ensure that teachers make good use of SIMS, both in recording information about engagements, attendance and behaviour and in using this data to inform their own planning.
  • Ensure expectations are clear and consistent, with expectations set in every lesson.
  • To publish regular behaviour data analysis for groups of pupils, track trends and plan interventions/actions;
  • To promote pupil responsibility and independence
  • To monitor behaviour and intervene to resolve (issues)
  • Parents/Carers and Governors to understand behaviour and safety policies adopted by the school.
  • Parents/Carers to have clear perceptions of what constitutes bullying and poor behaviour.
  • Ensure prompt replies and resolutions to Parents/Carers’ concerns.
  • Improve communications to parents/carers.
  • Improve monitoring and intervention from behaviour logs
  • Ensure vulnerable groups make progress in line with their peers
  • Develop and implement rewards systems linked to progress targets.
  • Improve attainment of all vulnerable groups to ensure students’ potential is reached.
  • Identify and monitor groups of vulnerable pupils that require the most support towards progress targets
  • To develop selfreflective pupils who selfmanage and selfpolice poor behaviour and bullying issues
  • To promote pupil responsibility and independence

Evaluation/Monitoring

In order to evaluate the success of the Behaviour Management Policy in the longer term the policy will be appraised regularly and the team will meet termly.

Amendments are made to the Behaviour Policy as necessary by the Policy Coordinator who makes all staff aware of changes through daily meetings (see Appendix 7).

The Behaviour Management Policy Coordinator will oversee plans for any formal reporting to the SLT.

When dealing with staff support and wellbeing in relation to impact of students’ behaviour, the Behaviour Management Coordinator is supported by the Senior Leadership Team. Furthermore a Governor is linked to behaviour management.

All school staff support each other through interaction on a daily basis with regards to issues and queries surrounding managing pupil behaviour. The Behaviour Management Team members can assist with more complex enquiries and the BMP Coordinator can oversee training sessions and give detailed feedback/support when required by colleagues in order to support their continued wellbeing and professional development.

BEHAVIOUR POLICY APPENDICES:

BRANDLES BEHAVIOUR MANAGEMENT PROGRAMME

PROCEDURES

  1. General Expectations
  2. Respect
  3. Herts Steps Principles: Managing Inappropriate Behaviour
  4. Rewards and Recognition of Good Behaviour
  5. Consequences
  6. Extreme Incidents

7.Daily Monitoring of Students’ Behaviour

Appendix 1: General Expectations

1.1Behaviour Management – Class teacher level

Class teachers have a responsibility to:

  • Promote good learning behaviours in their classes in order that positive learning can takeplace;
  • Have clear classroom rules that are clear to pupils and displayed in the room;
  • Communicate clear expectations;
  • Have an aesthetically pleasing room with current displays of pupil’s work;
  • Have appropriate materials to meet individual learning needs;
  • Have appropriate seating arrangements;
  • Be punctual and organised;
  • Follow the training principles of Herts Steps (see Appendix 3).

1.2Behaviour management – Pupil level

Pupils must be willing to cooperate within the framework of the behaviour management policy and attempt to comply with the following expectations:

  • Arrive to lessons on time and be prepared to engage with the work;
  • Maintain a calm attitude and avoid shouting and using abusive or threatening language to both other pupils and staff;
  • Follow instructions and accept assistance when offered;
  • Take a pride in their own work and respect the displayed work of others;
  • Respect the school property;
  • Avoid involving themselves in play-fighting;
  • Move around inside the school responsibly without running;
  • Ensure that personal items are handed in on arrival at school;
  • Ensure that they wear the correct school uniform;

1.3Behaviour Management – Parent/carer level

For any behaviour management system to be effective it is vital that we have the support and encouragement from home. Parents/carers should:

  • Be aware of the behaviour management policy of the school, the classroom rules and the consequences of unacceptable behaviour confirming to the school they have understood these as outlined in the Brandles HomeSchool Agreement;
  • Discuss concerns with school;
  • Communicate clear expectations with children;
  • Support the school in conveying a consistent message about behaviours and attitudes towards school work;
  • Ensure that their children are correctly dressed and ready for school;
  • Ensure that children leave home in a fit state to learn. Children should be correctly medicated (if applicable) and have had sufficient sleep.

Appendix 2: Respect Creating a community that is based on respect

2.1Respect for Others

All pupils have the right to feel safe and the right to an education without disruption. Pupils should:

  • Be able to travel safely and respect the appropriate rules of travel.
  • Refrain from using foul and abusive language.
  • Respect the equipment and property of others;
  • Behave appropriately towards others.
  • Avoid play-fighting.

2.2Respect for Property

The school takes a great pride in maintaining a tidy and clean state in the corridors and classrooms. The school fabric and items of property that are damaged are quickly repaired or replaced. Pupils are asked to respect the property of the school and that of

other pupils. To achieve this, pupils will:

  • Avoid dropping litter or bringing chewing gum into school;
  • Wear the correct footwear whilst in school;
  • Not hit or kick out in anger;
  • Seek permission to borrow any property not belonging to them;
  • Not swap/exchange property;
  • Not smoke in accordance with legal requirements.
  • Handle electrical and computer equipment appropriately;
  • Hand in all personal items at the start of the day. These will be bagged and placed in the taxi at the end of the day;
  • Not damage school, staff or another pupil’s property. Any such damage will result in parents being informed and charged with the repair;
  • Understand the police may also become involved if they damage school, staff or another pupil’s property.

2.3Respect for Ourselves

Pupils are encouraged to take a pride in their appearance. Our pupils are asked to:

  • Wear the correct school uniform ensuring that it is both clean and tidy;
  • Wear a hair style that is tidy and clean;
  • Wear a maximum of one small ear stud. Other jewellery is not allowed.
  • Maintain a calm approach to school;
  • Ensure personal hygiene at mealtimes

Appendix 3: Managing inappropriate behaviour and Herts Steps principles

3.1De-escalation of unacceptable behaviour

(See also Brandles’ Restrictive Physical Interventions protocol –Herts Steps techniques)

All staff are trained and qualified in “Herts Steps” principles – including deescalation techniques. If necessary the correct use of these Local Authority approved principles for restraints and debriefs will beused.

3.2Daily Report system

In order to assist pupils who find specific difficulties around school, we identify via behaviour and engagement points, pupils who would benefit from being on a daily report. This gives an opportunity for teaching staff to record comments on a lesson by lesson basis. The daily report can be sent home to parents/carers on a daily basis.

3.3Removal from lesson

The subject teacher can remove a pupil from their lesson. The pupil is directed to a designated area or their chosen safe, calming area in agreement with staff. They remain there until they have calmed down or feel able to re-engage with the lesson in a purposeful manner. A Time-out card is issued so pupils do not take a prolonged period of time out unequal to necessity. The teacher will be included in this return but the main objective is to get the pupil back into classes as soon as possible in a receptive and engaged frame of mind. The use of behaviour managers will assist in the managing of students who are out of lessons and unwilling to engage.

3.4 Behaviour managers – Reflection (Red Room) + Restorative (Green Room)

Behaviour managers will make use of the reflection room in order to allow students to reflect on their behaviours and be given space to calm down. Students will be supervised and allowed time to discuss their feelings while ensuring the safety of themselves and others in school.

From the reflective room students will access the restorative room to show they are willing to engage with work and their own learning and be able to cooperate with staff. When students have exhibited the correct behaviours they will be re integrated into class. A Restorative reflection sheet is filled in to help provide future coping strategies to students. This will be completed with the support of a member of staff.

3.5 Learning Support Mentor Room

Students exhibiting negative behaviours inappropriate for their own and others learning which could disrupt the environment of the school or jeopardise the safety of any member of the school community will work in an environment more conducive to their needs. This could be one-to-one or small group work with identified staff; the aim being to monitor and prevent further disruption, damage or risk the safety of others. Students may be asked to complete work and finish at a later time in the day if necessary.

Appendix 4: Rewards and recognition of good behaviour

4.1Rewards the principles:

Good behaviour makes effective teaching and learning possible; poor behaviour disrupts.

Brandles School aims to use rewards for good behaviour and positive attitudes as positive reinforcement strategies. It is important that praise and rewards should have considerable emphasis within our school, i.e. they are a prominent feature, so that:

  • pupils will achieve recognition for a positive contribution to school life;
  • others will see what is recognised as exemplary behaviour;
  • pupils are encouraged to repeat positive behaviours.

4.2Methods of Recognition

  1. Verbal Praise

Teacher verbally praises the student, indicating that this is recognised good behaviour.

  1. Break time activities

Students can earn entry into reward break time areas according to how positive their behaviour points are throughout the day. Break time activities are listed and points required are identified to pupils.

1)Level 1 + 2

2)KS4 & KS3 Common Rooms

3)Computer Club

4)Art Club

5)Pool and Table Tennis

6)Music Club

7)Sports Club

8)Indoor Gym/ Outside

Some clubs run on alternate days to allow for a varied programme.

  1. Engagement and Behaviour points system (see also section on Levels)

Each morning students receive an Access Card. This card is a method used to provide the school with a daily update on students’ behaviour and achievements. It also allows the students to access entry to rewards at breaks and at the end of the day in the reflection/reward activity. Each lesson students are awarded 0-5 points dependent on their engagement in lessons and the level of work completed.

Behaviour Points are also given out during the day and each student starts with 1 Positive Behaviour point in each area of the day which totals to 14 Points.

Students throughout the day have opportunity to gain Positive behaviour points PB 1,2,3,4 or receive negative behaviour points NB 1,2,3,4 these points are tallied throughout the day and give indication to how pupils are conducting themselves.

(See Positive and Negative points table for further detail)

4.3Further methods of Recognition

  1. Weekly/termly certificates for:
  • 100% Lesson Fulfilment (reward for staying in lessons) NB see also Attendance Policy
  • Weekly Subject
  • Named individually
  • Teacher explanation on one specific reason/occasion for Merit
  • Individual Lesson Achievement

All awards and certificates will be recorded and shown to students in table form (weekly, termly) on a notice board/ Assembly.

  1. Half termly reward activities and trips

Activities and Trips are organised for students with the highest behaviour points or reduction in negative behaviours over anagreed period of time. School Council meetings establish the nature of such trips and identify what the students would like. The trips typically last for a school day and take place at the end of each term. Activities take place at the end of each half term.

  1. Positive phone call/ email home

The teacher calls/ emails the student’s parents/carers to inform them of the student’s positive behaviour.

  1. Postcard sent home

A postcard sent home noting the student’s good behaviour.

  1. Certificates presented in assembly

Head or Deputy presents certificates for each subject to the student in assembly.