BEHAVIOUR AND SAFETY UPDATE

AUTUMN 2013

Since September 2012 a single set of Teachers' Standards define the minimum level of practice expected of teachers. Under the current inspection framework, Ofsted have significantly increased their focus on:

  • systematic, skilled and consistent behaviour management by all staff;
  • pupil engagement, interest, concentration, determination, resilience and independence;
  • attitudes to learning and conduct in lessons and around the school.

OFSTED

BEHAVIOUR AND SAFETY – ‘GOOD’ OR ‘OUTSTANDING’ – HOW DO WE KNOW?

GOOD

In lessons, pupils demonstrate positive attitudes towards the teacher, their learning and each other. Good levels of engagement allow lessons to flow smoothly… so that disruption is unusual. Pupils are typically considerate, respectful and courteous to staff and each other.

OUTSTANDING

In lessons, pupils make every effort to ensure that others learn and thrive in an atmosphere of dignity and respect. They have excellent, enthusiastic attitudes to learning enabling lessons to proceed without interruption. Pupils show very high levels of engagement, courtesy, collaboration and cooperation in and out of lessons.

2011 EDUCATION ACT

INTRODUCED CHANGES TO SCHOOLS’ POWER IN MANAGING BEHAVIOUR:

  • Staff allowed to search children without their consent
  • No longer necessary to give parents 24 hours notice of detention
  • No longer expected to enter into a behaviour and attendance partnership with other schools
  • Replaced independent appeals panels with independent review panels

DFE 2012

  • Teachers have statutory authority to discipline pupils for misbehaviour which occurs in school and, in some circumstances, outside of school.
  • The power to discipline also applies to all paid staff (unless the head teacher says otherwise) with responsibility for pupils, such as teaching assistants.
  • Heads and governing bodies must ensure they have a strong behaviour policy to support staff in managing behaviour, including the use of rewards and sanctions.
  • Governing bodies have a duty under section 175 of the Education Act 2002 requiring them to make arrangements to ensure that their functions are carried out with a view to safeguarding and promoting the welfare of children.

ROLES AND RESPONSIBILITIES OF THE GOVERNING BODY

TOP TIPS

  1. The governing body must provide clear advice and guidance to the head teacher on which he/she can base the school behaviour policy, ensuring the policy is designed to promote good behaviour and discipline andincludes school rules.
  1. Make, and from time to time review, a written statement of general principles to guide the head teacher in determining measures to promote good behaviour and discipline among pupils.
  1. While it is for each governing body to decide their own principles, the DfE expectsthat the following should be covered in the school behaviour policy: Screening and searching pupils (including identifying in the rules items which are banned andwhich may be searched for; The power to use reasonable force or make other physical contact; The power to discipline beyond the school gate; Pastoral care for school staff accused of misconduct; and When a multi-agency assessment should be considered for pupils who display continuousdisruptive behaviour.
  2. Disciplining beyond the school gate covers the school’s response to non-criminal bad behaviour and bullying which occurs anywhere off the school premises and which is witnessed by a member of staff or reported to the school. The governing body will need to ask the head teacher to consider what the school’s response should be to any bad behaviour when the child is taking part in any school-organised or school-related activity or travelling to or from school or wearing school uniform or in some other way identifiable as a pupil at the school. The governing body will need to ask the head teacher to consider what the school’s response should be to any misbehaviour at any time that could have repercussions for the orderly running of the school or poses a threat to another pupil or member of the public or could adversely affect the reputation of the school.
  3. The governing body must monitor the effect of the behaviour policy by visiting the school at different times of the day.
  1. The governing body should evaluate the impact of the policy by analysing data (by year group and protected characteristics).
  1. The governing body are expected to notify the head teacher and give him or her related guidance ifthey want the school behaviour policy to include particular measures or address particular concerns.
  1. The governing body must establish a Pupil Discipline Committee and ensure they receive training to fulfil their role in relation to exclusions.The governing body are expected to participate, on request, in final warning meetings.
  1. In providing guidance to the headteacher, the governing body must not seek to hinder teachers’ powers by including ‘no searching’ or ‘no contact’ policies, nor to restrict their power to discipline pupils for misbehaviour outside of school.
  2. The governing body can promote positive behaviour by celebrating the achievements of pupils.

Hannah East

Behaviour Adviser

Herts for Learning