Thurrock PSS

Behaviour for Successful Learning Policy

Reviewed: September 2014

Next review: September 2015

Statement of Principles

This Statement of Principles has been drawn up in accordance with the Education and Inspections Act, 2006, and DfE guidance provided up to and including July 2013.

Thurrock Pupil Support Services aims to enable all young people to become successful learners who make progress and achieve, to develop confident individuals who are able to live safe,healthy and fulfilled lives and to encourage responsible citizens who make a positive contribution to society.

Centralto these aimsis the drive to ensure that every person in the centre feels valued and respected and is treated fairly in a safe, caring and happy environment. Our Behaviour Policy is designed to support the way in which all members of the centre can work together successfully. It is based on a set of principles agreed by members of our community.

We believe that:

  • the safety of all within the community is of prime importance
  • our expectations of behaviour must relate at all times to our academic and social aspirations for our students and that good teaching results in good learning and good behaviour
  • the most appropriate environment for learning and achievement is one that promotes positivity and a ‘can do’ approach
  • a student’s individual circumstances should be taken into account when determining the application of behaviour strategies
  • effective behaviour management is created by a shared understanding of our principles and practice by all within the school community
  • support for and between colleagues is promoted through shared practice

Consistency is an essential feature of effective behaviour management and is achieved through careful consideration of all of the above principles when formulating, implementing and reviewing practice.

Our behaviour determines the quality of our relationships, and hence the quality of teaching and learning. At Thurrock Pupil Support Service we strive to ensure that students can develop a positive sense of self, which will allow for meaningful learning; to this end each member of the centre works within a clear framework of defined routines and guidelines.

Our Code of Conduct is simply expressed through the following guidance statements, displayed throughout the school:

  • Be safe
  • Be responsible
  • Be polite
  • Be the best you can

All members of the school community are expected to adhere to each statement at all times.

TPSS: Behaviour for Successful Learning Policy

Aims of the Policy

The Thurrock Pupil Support Service aims to enable all young people to become:

  • successful learners who enjoy learning, make progress and achieve
  • confident individuals who are able to live safe, healthy and fulfilling lives
  • responsible citizens who make a positive contribution to society.

Our code of conduct

  • Be resilient
  • Be responsible to yourself and others
  • Use reason to make decisions
  • Be resourceful
  • Be reflective
  • Be respectful to others and your environment

Behaviour Management

Pupils will be encouraged to:

  • Behave in a socially acceptable manner
  • To acknowledge the rights and responsibilities of others as well as their own
  • To reflect on and better understand their own behaviour
  • To exercise greater self-control

This will be achieved through:

  • A clear, structured day reinforced by routines
  • A clear and consistent system of rewards and sanctions
  • A clear and common language of instructions used by all staff
  • Consistent expectations from staff and the offer of positive role models
  • The development of positive, trusting relationships between staff, pupils and parents/carers
  • Access to an appropriate broad and balanced curriculum
  • Links with other agencies
  • Raising self-esteem
  • Targeting areas of academic and social difficulties

Expectations of the Staff

As staff of the Pupil Support Service, we are the positive role models for the pupils. As such we aim to:

  • Raise the aspirations of students
  • Model respect for each other and for our pupils
  • Adhere to the agreed behaviour strategies
  • Use a consistent language when employing behaviour strategies
  • Build positive and trusting relationships

Examples of Behaviour Strategies

At the Pupil Support Service, we focus primarily upon intervention, de-escalation and giving individual pupils the necessary skills needed to self-manage their own behaviour.

Key strategies we use in managing pupils’ behaviour:

  • Communicating high expectations; clear consequences; choices
  • Tactically ignoring inappropriate behaviours
  • Using specific praise; recognising and ‘catching’ good behaviour
  • Offering ‘Take up’ time, to enable pupils to think about their choice
  • Distraction and/or diversion tactics

Behaviour of all pupils is regularly monitored and discussed. Results of behaviour monitoring are shared with pupils, parents. Where there are repeated difficulties that are not resolved following in-school intervention over a set period of time, a pupil may be referred to other supportive agencies for assessment and intervention.

Reduced timetables will only be used where a student is experiencing significant difficulty maintaining acceptable standards of behaviour for whole days and where other supportive strategies are in place. The use of reduced timetables is time limited and subject to specific review dates.

Conflict resolutionis used to address issues that may arise between students and where appropriate between adults and students. Students are encouraged to reflect on how conflict has arisen and how it may be resolved.

The consistentapplication of such strategies buildspositive, trusting, respectful and meaningful relationships with the pupils.

Rewards

We have a commitment to encouraging and recognising positive behaviours from all pupils.

We have a number of ways of rewarding such behaviours, which may vary between provisions. Examples include:

  • Recognition from staff – verbal and/or non-verbal
  • Written comments on work
  • Positive Behaviour sheets - displayed in the classrooms and taken home
  • Phone calls/letters/cards home
  • Certificates
  • Reporting to the Head Teacher
  • Special responsibilities/privileges
  • Vouchers and/or tangible rewards

Although we understand, accept and use tangible rewards, it is our intention to make pupils independently able to manage their own behaviour. The ultimate aim is self-discipline with an increasing moral understanding of how their behaviour impacts in a positive or negative way on those around them.

As a general rule, rewards that are earned are not taken away from the pupil.

Sanctions

Staff will help all pupils to make good choices and to behave in an appropriate way. Sanctions will be used as a direct consequence of transgression from expected behaviours.

Sanctions will be ‘certain’ rather than ‘severe’. A warning should precede any sanction. It must be understood that the pupil has chosen to act in an unacceptable way, having been offered an alternative choice of action.

Staff can use the following sanctions to encourage appropriate behaviour:

  • Verbal warning
  • Working in isolation
  • Missing a break time (or activity from break time)
  • A phone call home
  • A letter home
  • Detention
  • Community service
  • A fixed term exclusion

If persistent inappropriate behaviours are displayed, it may be necessary to temporarily reduce a pupil’s timetable, and re-address the needs of the pupil to achieve more positive outcomes.

At times, it may also be necessary to warrant a fixed-term exclusion. We aim to keep this response to a minimum, bearing in mind the previous histories of the pupils.

Exclusion guidelines for the PSS are as follows:

-Physical assault against a student and / or an adult

-Verbal abuse / threatening behaviour against a student and / or an adult

-Damage

-Persistent disruptive behaviour

-Racial abuse

-Drug & alcohol related

-Theft

-Bullying

-Sexual misconduct

In each of the categories there are further descriptors, which will be documented in the exclusion letter and on the pupils’ behaviour log.

Use of Reasonable Force

All members of school staff have a legal power to use reasonable force. The Headteacher will designate specific trained staff to use reasonable force to prevent pupils from hurting themselves or others, from damaging property, or from causing disorder. Specifically, reasonable force may be used to:

•remove disruptive children from the classroom where they have refused to follow an instruction to do so

•prevent a pupil behaving in a way that disrupts a school event or a school trip or visit

•prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others;

•prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the playground

•restrain a pupil at risk of harming themselves through physical outbursts.

In addition to the general power to use reasonable force described above, the Headteacher and authorised staff may use such force as is reasonable given the circumstances to conduct a search for the following “prohibited items”:

•knives and weapons

•alcohol

•illegal drugs

•stolen items

•tobacco and cigarette papers

•fireworks

•pornographic images

•any article that has been or is likely to be used to commit an offence, cause personal injury or damage to property.

Force will not be used to search for items banned in our school rules, such as mobile phones.

All incidents involving physical intervention are recorded in a log book which is secured safely in a locked cupboard. There is an audit maintained of the records of restraint and regular reporting to the Management Committee. Parents/carers are informed.

Weapons

A weapon is any object used to threaten, to fight, to attack or to cause harm to another person.

The police service has informed the staff at the PSS that if there is any suspicion that a pupil is carrying a weapon the school is legally required informed the police. Pupils will be searched. This applies to suspicion of possession of illegal substances or stolen goods.

Staff at the PSS are required to inform the Headteacher if there is a suspicion of any illegal activity and will do so for the safety of everyone at the school.

Pupils who use or have a weapon can expect to be excluded and, in consideration of everyone’s safety, this exclusion could be made permanent.

Discipline beyond school gates

Our discipline policy also applies to undesirable or unacceptable behaviour occurring anywhere off the school premises that is witnessed by a member of staff or reported to the school. This may be when a pupil is:

  • taking part in any school-organised or school-related activity
  • travelling to or from school

Misbehaviour at any time, whether or not the conditions above apply, will be addressed if it:

  • could have repercussions for the orderly running of the school
  • poses a threat to another pupil or member of the public
  • adversely affect the reputation of the school.

Parents

Clear and open communication is encouraged at all times. Parents will be informed of any significant changes in a pupil’s behaviour – positive or negative.

Parents are expected to support all staff in promoting positive behaviour.

Home/School agreement

A home/school agreement is signed by parents/carers, pupils and a member of SMT during the initial interview. This agreement outlines expectations from all parties.

Uniform

All students are expected to wear a uniform.

KS1/2 The uniform of the previous school and/or dark trousers and a plain polo top

KS3/4 Black trousers/skirt and a pale blue polo top/navy sweatshirt

Mobile phones/valuables

Pupils are expected to hand in mobile phones/valuables at reception. Refusal to do so may result in confiscation of the mobile phone. Following confiscation the phone will be securely stored until parents/carers are able to collect the item personally.

Smoking

This is non-smoking community. Students are not allowed to smoke on or around the near vicinity of the school. If a student is found smoking parents will immediately be contacted sand a sanction will be implemented. This may include a fixed term exclusion, internal exclusion and detention. A fixed penalty fine may be issued in line with due regard to current legislation. It is against the law for anypersons to smoke on the school premises. The school has a legal duty to prevent smoking in a smoke free place.

Evaluation of the Policy

This policy will be considered to be working successfully if:

  • There is a calm working atmosphere in the classroom
  • Children conduct themselves in an orderly manner
  • Children feel happy, confident and secure
  • Parents/Carers/Staff are aware of the Behaviour Policy
  • There is reduced incidence rate of inappropriate behaviours amongst individuallearners
  • Pupils are successfully reintegrated
  • Pupils make good progress

Appendix 1

Behaviour Strategies - example scripts

  • When safe to do so, tactically ignore inappropriate, low level behaviour – paying attention to this type of behaviour will only reinforce it. However, it can be addressed at a later point in the day.
  • Praise children who are doing the right thing. When giving praise, be specific on the reasons e.g ‘Well done for using good manners and saying ‘Thank you’.
  • Offer personal recognition – a ‘thumbs up’, a gentle re-assuring pat on the back, a smile, a ‘well done’ – can all mean more to a pupil than a sticker (although they also have their place). Use ‘I’ when praising a pupil e.g ‘I am so pleased you are following instructions.’ Most pupils just want positive recognition.
  • Use pupils as positive role models for their peers
  • Use a description of reality to highlight the inappropriate behaviours e.g Dan, your feet are on the table. By informing the child of the inappropriate behaviour, you are prompting them to do the right thing. Saying ‘Get your feet off the table’ is more likely to cause a confrontation.
  • Offer ‘take up’ time – time given to the pupil for them to modify their behaviour
  • Use a distraction and/or humour – a sudden change of conversation, or introducing a new task – can distract from a potential conflict
  • Have high expectations – e.g Dan, can you get your maths book out, thanks. The ‘thanks’ assumes compliance. Also, give gentle reminders of expectations e.g In our class we speak nicely to each other.
  • Offer a ‘Choice’ model e.g Dan, We are going to work on some maths – would you like to start with times table practice or our shape work? With this model, you are not giving them the option to refuse – you are expecting them to comply. Or, ‘You can walk out feeling angry, or you can sit in a quiet space to calm down.’ We sometimes take it for granted that children know what the alternatives are. Giving them a choice gives the child ‘ownership’ of their behaviour. But give them ‘take up’ time to make that choice.
  • Communicate the consequences Together with the choice, it may often be necessary to explain the consequences. E.g ‘Dan, you can stay on top of the cupboard, but you may hurt yourself or I can help you down and we can choose an activity to do together.’ In order for them to take responsibility for their own actions, they need to learn what consequences their actions will have – they don’t always know!
  • Focus on positive consequences e.g ‘Well done Dan, you earned a free choice at breaktime.’ Negative consequences often turn into ‘threats’ e,g ‘If you don’t behave, your free choice will be taken away.’
  • Focus on the expectation, rather than the negative behaviour e.g ‘When you can speak to me politely, I will be happy to help’.
  • Use Partial Agreement to meet the child half way e.g. to ‘It’s too hard’, respond with ‘I know it seems hard, but I think with some help you’ll do a great job.’
  • Set clear and consistent expectations. If an adult asks a pupil to do something – the expectation is they do it. There should not be any ‘bargaining’. Put the question to them – ‘What are you expected to do here?’ It doesn’t matter how long thistakes – what matters is that they co-operate – be patient! And then PRAISE.
  • Choose our battles – is it more important that the pupil co-operates and finishes a task in a calm way, than worry about whether their shirt is tucked in?
  • Be flexible. If somethingdoesn’t work,be willing to change – just make sure it’s under your terms or in discussion with the pupil – never on pupil terms only.
  • Avoid taking away rewards that have already been gained. With some pupils there is a risk that they will never keep their rewards, which leads them to think ‘Why bother?’ Some will rarely have a ‘perfect’ day. Let them earn and keep their reward – it is a way to build trust.
  • Consider removing the ‘well behaved’ pupils to a calm area if another pupil is misbehaving – pupils respond well to the ‘trust’ that is placed in them to ‘do the right thing’. It is a compliment that they are being asked to move, as you are recognising that they are doing the right thing.

This is not an exhaustive list, but an example of the many ways staff can meet the needs of our pupils.

Page 1 Of 12