BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

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At St Martin’s School we take very seriously our duty of care to establish, and maintain, the highest standards of behaviour so that teaching and learning can flourish in an environment where all who learn and work at the school feel safe, secure and happy. This policy applies to all pupils both inside and outside school on school business, for example on school trips, sports fixtures or work placements. Pupil behaviour in the immediate vicinity of the school or at lunchtime or on a journey to or from school can also be subject to the rewards and sanctions detailed in this policy, including exclusion, where there is a clear link between that behaviour and maintaining good behaviour and discipline among the pupil body as a whole. PURPOSE:  Identify the features of good behaviour  Establish a positive environment for teaching and learning  Encourage self-discipline and promote self-esteem  Encourage good work and behaviour of all pupils by praise and suitable rewards  Provide a system for rewarding pupils’ work and behaviour  Provide clear guidelines to stakeholders on their roles and responsibilities  Ensure that pupils and parents are aware of the rewards and disciplinary referral routes COMMITMENTS:  To ensure that all staff are familiar with, and apply the following guidelines that form part of this policy  To create and maintain a consistent approach to pupil behaviour  To implement clear roles and responsibilities for members of staff  To issue guidelines on the use of sanctions  To create clear steps in the disciplinary procedures  To promote positive behaviour at all times  To use a range of rewards to maximise pupil achievement and enhance their self-esteem  To record rewards given to pupils  To record instances of poor behaviour and, where there is cause for concern, to communicate with parents and work in partnership with them  To endeavour to solve disciplinary matters at the lowest level where possible  To regularly review and evaluate this policy

RESPONSIBILITIES Pupils are expected to take responsibility for their own behaviour and will be made fully aware of the school policy, procedure and expectations. Pupils will also be encouraged to take responsibility for their social and learning environment making it both safe and enjoyable by reporting all undesirable behaviour. Staff, including teachers, support staff and volunteers, will be responsible for ensuring that the policy and procedures are followed, and consistently and fairly applied. Mutual support amongst all staff in the implementation of the policy is essential. Staff have a key role in advising the Head teacher on the effectiveness of the policy and procedures. They also have responsibility, with the support of the Head teacher, for creating a high quality learning environment, encouraging and promoting positive behaviour for learning and implementing the agreed policy and procedures consistently. Parents and carers will be expected, encouraged and supported to take responsibility for the behaviour of their children both inside and outside the school. The school will actively encourage parents to work in partnership with the school to assist it in maintaining high standards of desired behaviour. The Governing Body, Head teacher and staff will ensure this policy will be applied fairly and consistently in order to meet the needs of all pupils.

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St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

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ROLES CLASS/SUBJECT TEACHERS Effective behaviour management is closely linked to the quality of teaching and learning. Effective teaching and learning involves thorough lesson planning, suitable differentiation for the learners, a variety of teaching strategies and clearly specified lesson objectives. Other criteria can be found in the Teaching and Learning File. Class teachers will be expected to deal with most general problems relating to basic infringements of rules/requirements, e.g. lack of equipment, lateness to lessons, low level disruption etc. Incidents should be recorded in SIMS where appropriate using the relevant code. If pupils demonstrate persistent problems with these issues after the implementation of sanctions (see appendix 5) by the class teacher, they should be referred to the Head of Department. Class teachers should use the information sharing forms to list interventions implemented at classroom level. HEADS OF DEPARTMENT The Head of Department has a key role in supporting departmental staff in the management of pupil behaviour, in order to ensure effective teaching and, therefore, maintain of the highest possible standards. Heads of Department should act as the first line of referral for subject teachers and supply teachers when a pupil’s negative behaviour becomes persistent or more serious. The Head of Department must satisfy themselves that all appropriate measures (see appendix 6 & 6a) have been taken by the class teacher before becoming involved. Incidents should be recorded in SIMS where appropriate using the relevant code. If pupils demonstrate persistent problems with these issues after the implementation of sanctions by the Head of Department, they should be referred to the Head of Learning. Heads of Department should use the information sharing forms to list interventions previously implemented. It must be seen by the pupil that the level of sanction has increased at this point. FORM TUTORS Form Tutors are expected to deal with incidents with pupils in their form e.g. forgotten journals, uniform etc. These issues should be dealt with during registration periods as far as possible. Again, incidents should be recorded in SIMS where appropriate using the relevant code. If pupils demonstrate persistent problems with these issues after the implementation of sanctions by the Form Tutor, they should be referred to the Head of Learning. Form tutors should use the information sharing forms to list interventions previously implemented. Form Tutors should monitor SIMS referrals and journals to support pupils within the form group. Referral information will be provided to form tutors and Heads of Learning on a weekly basis. HEADS OF LEARNING A pupil will be referred to the Head of Learning when they fail to conform to the discipline imposed by the Head of Department or Form Tutor. The Head of Learning will also help to deal with behaviour problems that occur outside the classroom. It should be noted, however, that it is the responsibility of all staff to maintain good order and discipline around the school at all times. Heads of Learning also deal with pupils whose difficulties span departments and contribute to academic underachievement. They will also deal with more serious misdemeanors. The Head of Learning has the overview and full information on all pupils in their care and this enables them to determine the most appropriate level of intervention/support each pupil requires (see appendix 9).

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St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

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SENIOR STAFF If pupils are not making progress following interventions from Heads of Learning, they should be discussed and referred to the appropriate member of SLT. In the majority of cases, this would be the head of Key Stage but may involve the link SLT should the incidents be related to a specific department. See APPENDIX 1a – Roles and Responsibilities See APPENDIX 1b – Behaviours and Responses

THE CLASSROOM CODE Through consultation with staff and pupils, behaviour of pupils will link to 3 main areas: Be READY: this relates to pupils being ready for the lesson, whether this be listening or arriving to the lesson with appropriate equipment. Be RESPECTFUL: this relates to showing respect or behaving in a respectful manner to the staff and/or peers and to the physical environment of the school Be SAFE: this relates to pupils behaving in a safe way and keeping others safe. As part of the code, staff have agreed to be absolutely consistent in the application of the following rules: 1. 2. 3. 4. 5. 6.

Model positive behaviours and build effective relationships; Meet and greet at the door; Give a reminder of the expectations: ‘Be Ready, Be Respectful, Be Safe,’ every lesson; Engage and challenge learners during every lesson; Guide learners calmly and slowly through steps giving ‘reflection time’, every time; Follow up every time and retain ownership; engage in reflective dialogue with learners, seeking support where necessary.

It is imperative that class teachers retain ownership of situations to empower themselves. See APPENDIX 2: A4 Desktop Sheet See APPENDIX 3a: Behaviour Management Script See APPENDIX 3b: Behaviour Management Script (2)

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St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

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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 pupils 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. The LA framework document focusses very much on promoting positive behaviour and states ‘Schools should have a range of effective strategies to promote positive behaviour’. All stakeholders need to acknowledge, highlight, promote and praise good behaviour, not just take it for granted. All staff will reward learners who go above and beyond. Rewards may be in the form of:  Notes;  Phone calls home;  Stickers;  Departmental communications e.g. postcards

All staff will aim to make three positive communications home per week. Reward Points Reward points are awarded throughout the year for outstanding effort and academic achievement. R1 – ‘Worthy of Praise’ R2 – ‘Merit point’ awarded R3 – ‘Special Award’ – merit point awarded and entry into prize draw e.g. for going above and beyond normal expectation. The number in the code represents the number of points achieved by the pupil. e.g. R2 – RE – CL R2 – Reward Level, RE – lesson, CL – initials of staff

ALL REWARDS MUST BE RECORDED IN PUPIL PLANNER IN RED INK AND RECORDED ON SIMS See APPENDIX 4: Rewards.

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St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

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SANCTIONS Unfortunately, if a pupil does not conform to school rules, then he/she will be subject to school sanctions. These sanctions are imposed for a variety of reasons, and carry a different ‘points’ weighting depending on the severity of the sanction. Sanction points, as indicated by the code used, are accumulative and action against pupils will be both structured and progressive; actions will be monitored by classroom teachers, Heads of Departments, Form Tutors, Heads of Learning and Senior Management. Again behaviour points will be recorded in SIMS. STAGED SANCTIONS All class teachers will adhere to the following, agreed, responses to poor conduct. This common approach will be displayed in all classrooms. Staff should be mindful that de-escalation techniques should be used before moving to staged sanctions. Sanction

4 STEP RESPONSE TO POOR CONDUCT

S1

1st Warning

A clear verbal caution delivered privately wherever possible, making the pupil aware of their behaviour and clearly outlining the consequences if they continue.

S2

2nd Warning

Speak to the pupil privately wherever possible. The learner is moved within the class if appropriate and a 10 minute detention is issued.

S3

Exiting

At this point the pupil is asked to move to another room/space in the

Reconciliation Meeting   

department or area within the school and a 20 minute detention is issued.

Short face-to-face meeting with a clear structure that deals with the incident, repairs trust and resets expectations prior to the next lesson.

Staff will use the steps as a framework for problem solving not as a process to walk through. The steps do not hold the answer, rather the skill and patience of the member of staff intervening. At all times we seek to reengage the learner without confrontation.

When following up incidents of poor behaviour:  The Head of Department must be present to support the member of staff during the reconciliation meeting.  Staff are actively encouraged to contact parents/carers where necessary and appropriate.  Where at all possible, ownership of behaviour issues should be retained within the department. OTHER SANCTION Codes are listed in APPENDIX 5 – Behaviour Types ANY SANCTION IMPOSED ON A PUPIL MUST BE ENTERED IN THEIR SCHOOL PLANNER IN RED INK and ENTERED ON SIMS e.g. S2 – PE – BP S2 – Sanction Level, PE – lesson, BP – initials of staff

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St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

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All incidents must be entered on SIMS by the classroom teacher. Incidents for one lesson MUST be recorded under one SIMS entry with the final sanction level shown. Staff must use appropriate language/terms to inform other relevant staff and to allow follow up actions to be recorded. A description of the incident must be included with no personal opinions as the information may be shared with parents and outside agencies. If a pupil reaches S3 on more than one occasion, the HOD will: 1. Put in place departmental monitoring report 2. Contact the pupil’s parents by telephone / letter If this happens on a further occasion, the Head of Department will again make contact with home and make a referral to Head of Learning; the ‘Information Referral’ form must be completed listing the actions taken by the class teacher and department. See Appendix 6a – Information Sharing Form. The Head of Learning will consider all information and decide on the appropriate course of action. See APPENDIX 6: Classroom Management Procedure USE OF INAPPROPRIATE LANGUAGE If a member of staff hears a pupil swearing, an opportunity must be given for the pupil to acknowledge their actions. Level 1 – Swearing in class If a pupil swears, staff should acknowledge the swearing and not overlook it. If pupils acknowledge their actions, staff must complete a copy of the swearing letter and give it to the relevant Head of Learning; the letter is then sent to the parent or carer. Repeated use of bad language will lead to the pupil being excluded from school. Level 2 – Swearing at a member of staff If a pupil swears at a member of staff, the member of staff should ask the pupil ‘would you like to repeat that?’ Response to this question will determine the punishment. If the pupil chooses not to repeat it, this can be dealt with by means of a swearing letter as above. If the pupil chooses to repeat what they have said, this will lead to exclusion. Level 3 – Swearing at a member of staff in a threatening manner If a pupil swears at the member of staff in a threatening manner this will result in exclusion. See APPENDIX 10 – Swearing Letter

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St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

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PUPILS ON REPORT Monitoring Report Pupils can be placed on monitoring report and parents will be contacted. This can be implemented at department level by HOD - if specific to a particular subject - or by the HOL for general monitoring. Monitoring reports could also be at the request of a parent/carer. If a pupil accrues more than 15 behaviour points then they will be placed on to the school reporting system. See Appendix 5 – Report cards. GREEN Report

‘On report’ for 2 weeks and parents are to attend a meeting with the Head of Learning. An IBP needs to be put in place. Support staff may work with the pupil where appropriate. The pupil is placed on the SEN register at School Action.

AMBER Report

‘On report’ for further 2 – 4 weeks and parents brought into school a second time. A PiP2 form (see Appendix 10) must be completed so that referrals can be made to appropriate outside agencies e.g. BSS, YISP. Pupil and parents are to be informed about future involvement of SLT and possible involvement of a governor. The pupil is placed on the SEN register at School Action Plus. Following consultation a mentor may be put in place to support the pupil.

RED Report

Pupil and parents meet with a member of SLT who will become the senior link for the pupil. HOL, SENCO and where necessary other agencies will be involved at this stage. Senior staff interventions will be discussed and implemented as appropriate. The report is reviewed after 4 weeks whereby: i. The pupil will either progress back down to AMBER and then GREEN report at 1 week intervals so that support is not removed completely, or, ii. There will be a further meeting with Pupil and Parents involving the Head teacher /link SLT and a member of the governing body. Further interventions will be discussed and considered.

If, after sustained interventions, no progress is seen then, in negotiation with inclusion services, alternative provision will be sought to better suit the needs of the pupil.    

All reports will be printed and will be the responsibility of the pupil Reports will be collected from HOL or Pastoral Support Officer at the start of each day Stages of reports can be repeated at any time; discretion should be used by HOL/SLT At any stage of these procedures, there may be a need for a more serious sanction, depending on the nature of the misbehaviour. This will be decided by the Head teacher after consultation with Head of Learning/SLT

See APPENDIX 7 – Report Cards See APPENDIX 8 – Procedures for when a pupil is on report See APPENDIX 9 – Behaviour Management Plan 7

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

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DETENTION Detention forms an integral part of the school’s behaviour management policy. Under Section 550B of the Education Act 1996 (added by Section 5 of the 1997 Act) schools have legal backing to detain pupils after a school session on disciplinary grounds. Schools do not, in fact, need the permission of parents to do this, although parents must be given 24 hours’ notice of the school’s intent to do so. ‘All schools have the legal authority to detain pupils on disciplinary grounds, after the end of the school session, without the consent of the parent/guardian.’ (National Assembly Circular 2004) The school operates a staged system of detentions: 1. Class teacher break-time detention – 10 minutes: depending on the timing of the lesson, this detention may be held at lunchtime. It should be 10 minutes whenever it is held, with the emphasis on it being as immediate as possible. Following the detention session, and prior to the next lesson, the member of staff must have a restorative conversation with the pupil to make expectations clear to the pupil; this empowers the member of staff and should avoid a similar situation developing again. 2. Lunchtime detention – 20 minutes: lunchtime detentions should be held at the start of the lunchtime, but run for no longer than 20 minutes, thus enabling the pupil to still have school lunch. This should be a follow on from the 10 minute detention, or for a misdemeanour deemed more serious than to warrant a 10 minute detention. Departments may want to organise their own detention rota, or combine with another department if necessary. Following the detention session, and prior to the next lesson, the member of staff must have a restorative conversation with the pupil to make expectations clear to the pupil; this empowers the member of staff and should avoid a similar situation developing again. 3. After school detention – 45 minutes: This sanction is to be used at the discretion of SLT/HOL/HOD. In the majority of cases, it should be used in addition to departmental sanctions when there is clear evidence of prior intervention strategies, including break and lunch time detentions. The detention is run by all staff on a rolling programme and a member of SLT or HOL. There should be 2 members of staff supervising each detention with a member of SLT or HOL. A rota of staff will be provided at the start of each year and will be on display in the staffroom. The expectation is that the pupils will work consistently for the duration of the session. HOD/ HOL/SLT should complete an ASD slip and forward to main office for the pupil to be added to the detention register. Failure to attend on a second occasion will result in the pupil being excluded from school. Following the detention session, and prior to the next lesson, the member of staff must have a restorative conversation with the pupil to make expectations clear to the pupil; this empowers the member of staff and should avoid a similar situation developing again. The school will give at least 24 hours’ notice to parent/guardian before an after school detention takes place. The notice will inform the parents that their child has been given a detention, the reason for the detention and when the child will have to remain at school; parents may also be contacted requesting permission to detain pupils on the same day. 4. SLT and HOL may opt to run separate pastoral detention sessions if required.

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St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

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ON CALL ROTA This is for serious incidents and should only be used when a teacher finds themselves in a situation that they cannot deal with themselves or through departmental procedures. Responsibility for classroom management must always be with the class teacher. However, if classroom management strategies have failed to work and there may be serious disruption to teaching and learning whereby:  

The pupil fails/refuses to cooperate with exit timetable procedures The health and safety of others is at risk

If one or more of the above apply, then ‘on call’ Staff should be contacted for immediate help by telephoning Reception. Staff should note the following: The member of staff ‘on call’ must be allowed to use their professional judgement in deciding how best they will deal with the incident. Removal of a pupil should be done swiftly so that teaching and learning can continue without further disruption to the lesson; a detailed explanation should not being given at this point. Staff must not take this decision for them, by telling pupils that they will be removed from the class by the member of staff on call. The teacher should only inform pupils that a member of the ‘on call’ staff is being called to deal with the matter in question. Staff ‘on call’ may decide to undertake any of the following depending on the circumstances of the incident:   

Counsel pupils and return them to class if appropriate Use the exit timetable Move to a safe area

Although a pupil may be removed from a lesson by the member of staff, the pupil may be allowed to attend their next lesson; the pupil will automatically incur a detention as a minimum sanction. Further sanctions and follow up to the incident would obviously depend on the nature of the incident and the pupil/s involved. It is the responsibility of the class teacher to record the original incident on SIMS and the fact a member of staff was called. The member of staff ‘on call’ must update the original incident. Staff ‘on call’ must record their interactions on SIMS, as follow up to the initial teacher entry. The incident will be referred on to the appropriate member of staff ideally at department level. All departments must have an exit timetable in place at the start of the academic year. THE HEAD TEACHER If an incident is very serious, exclusion may need to be considered. A full investigation of such incidents and detailed information will need to be presented to the Head teacher so that an informed decision can be made. If the incident is very serious or potentially contentious (e.g. bullying, pupil assault), pupils and staff, if necessary, should write out their own statements and sign and date them (using Witness Statement proforma – see Appendix 11). Where more than one pupil is asked for their account, this must be taken and recorded or written by them individually i.e. without discussion with others.

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St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

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EXCLUSION There will be circumstances in which it is necessary to exclude a pupil formally from the School either for a fixed period or permanently. Head teachers, Governors, LAs and Exclusion Appeal Panel members are required to have regard to the guidance outlined in the National Assembly Circular 1/2004 ‘Exclusion from schools and pupil referral units’, when making decisions on exclusions and administering the exclusion procedures and appeals. As a school, we use a wide variety of sanctions in response to poor behaviour. As a last resort, the School may decide to exclude a pupil. Only the Head teacher, or someone designated as the acting Head teacher for the time being, has the power to exclude a pupil from school. The Head teacher will follow procedures set out in the above named circular after deciding that a pupil is to be excluded. The decision to exclude a pupil for a fixed period is taken:  In response to serious breaches of the school behaviour policy (inside and outside school, where necessary)  If allowing the pupil to remain in the school would seriously harm the education or welfare of the pupils or others in the school. As indicated in WG guidance: “There will, however be exceptional circumstances where, in the Head teacher’s judgment, it is appropriate to permanently exclude a child for a first or one-off offence. This might include: a) b) c) d)

serious actual or threatened violence against another pupil or a member of staff; sexual abuse or assault; supplying an illegal drug; use or threatened use of an offensive weapon.

MALICIOUS ALLEGATIONS All allegations against staff will be investigated in line with safe guarding procedures. All allegations which are proved to be unfounded or malicious will be dealt with and an appropriate sanction will be given.

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St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

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APPENDICES

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St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

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APPENDIX 1a: Roles and Responsibilities Teacher Responsibilities







  



Ensuring positive behaviour management techniques allowing pupils a fresh start Following the behaviour management policy Ensuring appropriate classroom discipline Ensuring appropriate staff are informed Recording of incidents (on SIMs) Challenging inappropriate behaviour outside of the classroom and referral to appropriate member of staff Using the school reward systems

Head of Department 







  



Ensuring positive behaviour management techniques allowing pupils a fresh start Following the behaviour management policy Having overall responsibility for behaviour in lessons within the whole department Supporting departmental staff with classroom discipline Leading departmental Behaviour management Supervise departmental detentions Using the school reward systems

Form Tutor 













Ensuring positive behaviour management techniques allowing pupils a fresh start Following the behaviour management policy Ensuring appropriate classroom discipline Ensuring appropriate staff are informed Recording of incidents (on SIMs) Challenging inappropriate behaviour outside of the classroom and referral to appropriate member of staff Using the school reward systems

Head of Learning 

 



 

     

Ensuring positive behaviour management techniques allowing pupils a fresh start Following the behaviour management policy Dealing with discipline issues referred by heads of Department and tutors, or which have taken place outside of lesson time To contribute to a holistic approach to behaviour across the Key Stages Supervising after school detentions Conduct readmission meetings following an exclusion To review targets following a readmission meeting Using the school reward systems Drawing up individual behaviour plans Attending relevant internal and external meetings Support referrals EOTAS referrals

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St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015





 

 

Senior Leadership Team Ensuring positive behaviour management techniques allowing pupils a fresh start Following the behaviour management policy Support all staff with discipline issues To contribute to a holistic approach to behaviour across the Key Stages Using the school reward systems Conduct readmission meetings following an exclusion

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

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APPENDIX 1b: BEHAVIOURS AND RESPONSES Teacher Behaviours to manage

     

  Responses



      

Head of Department

Minor disruption Lack of work / homework Punctuality Lack of equipment Uniform Not following school’s code of conduct Unresponsive to instructions Impolite



Discussion with pupil during lesson / end of lesson Discussion / reflection Time during break / lunchtime Break / lunchtime detention Note in planners Meet parent / carers Telephone parent / carers Referral to HOD





 

Persistent minor disruption within the department Persistent unresponsiveness to instructions Persistent lack of work / homework Rude to staff

Form Tutor         

      



Discussion / reflection time during break / lunchtime Break / lunchtime detention After school detention Telephone parent / carers Letter to parent / carers Meet parent / carers Referral of an unresolved matter to a HOL Temporary change of class within the department Inform HOY



    

Head of Year

Minor disruption Unresponsive to instructions Impolite Lack of work / homework Punctuality Lack of equipment Uniform Emotional Distress / upset



Discussion with pupil during tutor time Referral to a HOY Daily monitoring of a pupil report Meet parent / carers Telephone Parent / carers



     





   

          

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St. Martin’s School, Hillside, Caerphilly CF83 1UW

Unresponsive to teacher and HOD interventions Bullying Minor vandalism Fighting Smoking Swearing at staff Emotional distress / upset

Policy Approved by Governors – July 2015

Discussion / reflection time during break / lunchtime Break / lunchtime detention after school detention Telephone parent / carers Letter to parent / carers Put a pupil on report Isolation (in consultation with SLT) meeting with parents keep SLT in the loop Write a IBP Organise appropriate interventions

    

Senior Leadership Team Safeguarding possession / use / selling of drugs Intimidating or threatening behaviour towards staff Serious fighting Possession / use of dangerous items Major vandalism Unresolved bullying Involvement of external agencies Contact with parent / carers Fixed term exclusion Permanent exclusion Managed move

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

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APPENDIX 2: A4 Desktop Sheet

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St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

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APPENDIX 3a: Behaviour Management Script (1) All staff are to use the following script in conjunction with 4-step response to poor conduct. All staff are to use de-escalation techniques wherever possible. Reminder at start of lesson A reminder of the expectations ‘Be Ready, Be Respectful, Be Safe’ to be delivered to the class. This could be delivered privately if necessary. Step 1 – ‘Warning’    

I saw/heard you chose to……. . You have not been Ready/Respectful/Safe This is a verbal warning You now have the chance to make the right choice Thank you for listening nd

Step 2 – ‘2      

Warning’

I saw/heard you chose to……. . You have not been Ready/Respectful/Safe This is the second time I have spoken to you. This is a written warning in journal Think carefully about your next move, you are in charge of your behaviour and can make the right choice. If you choose to break the rules again you leave me no choice but to exit you and issue a detention. Thank you for listening

SANCTION: 10 detention + move in class Step 3 – Exiting  I saw/heard you choose to……. . You have not been Ready/Respectful/Safe  You have chosen to be exited and to receive a detention where we can discuss this calmly SANCTION: 20min detention Refocusing the conversation When pupils try to argue, shift the blame, or divert the conversation you can either: Calmly and gently repeat the line you have been interrupted in. This encourages the pupil to realise that you will not be diverted from the conversation you are leading. The more calmly assertive you are in delivering this repeat the more effective it will be. Use an appropriate refocusing line to bring the conversation back to the script. This allows that pupil to feel as though they are being listened to and avoids conversational ‘cul de sacs’. Pupil ‘It wasn’t me’ ‘But they were doing the same thing ‘I was only…..’ ‘You are not being fair’ ‘It’s boring’

Adult ‘I hear what you are saying….’ ‘I understand…..’ ‘Maybe you were….and yet….’ ‘Yes sometimes I may appear unfair…’ Yes you may think it boring…and yet…’

‘Out-line’ If the conversation is becoming unproductive use: ‘I am stopping this conversation now. I am going to walk away and give you a chance to think about the choices that you made. I know that when I come back we can have a polite and productive conversation.’ The outline doesn’t have to be this line but a line a member of staff can use to end a conversation 15

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

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APPENDIX 3b: Behaviour Management Script (2) When dealing with pupils all staff should consider the following approaches: 1. JUDGEMENTAL Staff must not be judgmental towards the pupil. It is the behaviour that is not liked not the pupil 2. PERSONAL Staff must not make it personal to the pupil; staff should be reminded not to point at pupils 3. BIG ‘EM UP Staff should remind pupils of good behaviour they have displayed and praise them for it 4. WALK AWAY After speaking to pupils staff should walk away – do not linger 5. TAKE UP TIME Staff must give pupils ‘take up’ time

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St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

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APPENDIX 4: Table of Rewards REASON

REWARD

Praise/ Good Effort/ Commendation

Reward points

Praise/ Good Effort/ Commendation

Praise Postcards

Praise/ Good Effort/ Commendation

Letters home

Praise/ Good Effort/ Commendation

Head of Learnings Praise

Praise/ Good Effort/ Commendation

SLT Praise

Praise/ Good Effort/ Commendation

Telephone Call

CRITERIA R1 – ‘Worthy of Praise’ R2 – ‘Merit point’ awarded R3 – ‘Special Award’ of merit point awarded and entry into prize draw. These are available in Departments for staff to send home where particular note needs to be made of progress or success – e.g. as a result of tracking analysis Following reports or tracking, teachers write letters to parents (or pupils) congratulating them on achievements HOL should praise at least one pupil in each assembly

YEAR GROUP

FREQUENCY

AWARDED BY

All

Anytime

All Staff

All

Anytime

All Staff

All

Anytime

All Staff

All

Anytime

HOL

All

Anytime

HEAD TEACHER/SLT

All

Anytime

All Staff

At any time, a member of SLT can recommend a pupil for praise from the Head Teacher. The Head will then give them either a certificate or write a congratulatory letter home. Calls can be made at any time throughout the year; staff should aim to make at least 3 calls per week.

Prize draws will take place at the end of the year where a range of prizes will be offered to each year group. Example prizes are: Memory Sticks; £5 Vouchers; £10 Vouchers; ITunes vouchers; £20 High Street Vouchers. More substantial prizes for prize draw at the end of the year will be sort. 17

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

_____________________

APPENDIX 5: Behaviour Sub Types READY

RESPECTFUL

SAFE

No equipment Uniform

Defiance Disruptive behaviour Insolent

Underachieving Persistent homework failure Lack of equipment (persistent)

Missed detention Use of obscene language to pupils Write / type inappropriate comments

Bullying – Low level

Persistent lateness to lessons Persistent lateness to school

Inappropriate behaviour Conflict with other pupil(s) – Verbal Mobile Phone Use of obscene language to staff Defacing school property (graffiti) Racist incident Damage Truancy Walking out of a lesson Homophobic bullying / comment Sexual Connotations Use of obscene language to staff Theft

Smoking Threatening behaviour Dangerous Behaviour Leaving school premises without permission

S1

S2

S3

Higher level behaviours Recorded by pastoral team as S4

18

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

Fighting Assault Illicit substances Conflict with other pupil(s) – Physical Assault on a member of staff Bullying – significant

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

_____________________

APPENDIX 6: CLASSROOM MANAGEMENT PROCEDURE

1st Warning A clear verbal caution delivered privately wherever possible, making the pupil aware of their behaviour and clearly outlining the consequences if they continue.

If pupil complies, no further action. Recorded as S1

2nd Warning Speak to the pupil privately. The learner is moved within the class and a 10 minute detention is issued.

If pupil complies, no further action.

Exiting At this point the pupil will be asked to move to another room/space in the department and a 20 minute detention is issued

Recorded as S2

Departmental monitoring report implement if pupil is exited for the second time Contact pupil’s parents/carer Recorded as S3

Reconciliation Meeting Short face-to-face meeting with a clear structure that deals with the incident, repairs trust and resets expectations prior to the next lesson.

HOD to update incident on SIMS. Reconciliation meeting should be logged as an intervention

If this happens on more than one occasion, the Head of Department will make a referral to Head of Learning; the ‘Information Sharing Form’ (see appendix 6a) must be completed listing the actions taken by the class teacher and department.

19

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

_____________________

APPENDIX 6a – INFORMATION SHARING FORM INFORMATION SHARING FORM Date:

Form:

Name:

TG:

Reason: Lateness

Additional Information:

Low level disruption Failure to complete work Failure to follow instructions Rudeness Lack of equipment No homework Other:

HOD recorded Discussed with pupil Tutor seen Passed to HOL

Details of incident:

Strategies used:

Situation resolved: YES / NO

Referral to HOD and strategies used:

Situation resolved: YES / NO Referral to HOL for information only: YES / NO

Referral to HOL for further action:

20

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

_____________________

APPENDIX 7: Report Cards St Martin’s School

St Martin’s School

Daily Report Card - MONITORING

Daily Report Card - MONITORING

Pupil Name:

Form:

Pupil Name:

Form:

Day:

Date:

Day:

Date:

Reason for report: Report to: Lesson

Reason for report: at:

Quality of Work

Attitude / behaviour

Report to: Homework

Staff initials

Lesson

1

1

2

2

3

3

4

4

5

5

at: Quality of Work

Parent / Carer signature:

Parent / Carer signature:

Comments:

Comments:

Report No.:

Report No.: 21

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

Attitude / behaviour

Homework

Staff initials

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

_____________________

St Martin’s School

St Martin’s School

Daily Report Card – DEPARTMENTAL MONITORING

Daily Report Card – DEPARTMENTAL MONITORING

Pupil Name:

Form:

Pupil Name:

Form:

Day:

Date:

Day:

Date:

Reason for report: Report to: Lesson

Reason for report: at:

Quality of Work

Attitude / behaviour

Report to: Homework

Staff initials

Lesson

1

1

2

2

3

3

4

4

5

5

at: Quality of Work

Parent / Carer signature:

Parent / Carer signature:

Comments:

Comments:

Report No.:

Report No.: 22

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

Attitude / behaviour

Homework

Staff initials

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

_____________________

St Martin’s School

St Martin’s School

Daily Report Card - GREEN

Daily Report Card - GREEN

Pupil Name:

Form:

Pupil Name:

Form:

Day:

Date:

Day:

Date:

Reason for report: Report to: Lesson

Reason for report: at:

Quality of Work

Attitude / behaviour

Report to: Homework

Staff initials

Lesson

1

1

2

2

3

3

4

4

5

5

at: Quality of Work

Parent / Carer signature:

Parent / Carer signature:

Comments:

Comments:

Report No.:

Report No.:

23

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

Attitude / behaviour

Homework

Staff initials

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

_____________________

St Martin’s School

St Martin’s School

Daily Report Card - AMBER

Daily Report Card - AMBER

Pupil Name:

Form:

Pupil Name:

Form:

Day:

Date:

Day:

Date:

Reason for report: Report to: Lesson

Reason for report: at:

Quality of Work

Attitude / behaviour

Report to: Homework

Staff initials

Lesson

1

1

2

2

3

3

4

4

5

5

at: Quality of Work

Parent / Carer signature:

Parent / Carer signature:

Comments:

Comments:

Report No.:

Report No.: 24

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

Attitude / behaviour

Homework

Staff initials

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

_____________________

St Martin’s School

St Martin’s School

Daily Report Card - RED

Daily Report Card - RED

Pupil Name:

Form:

Pupil Name:

Form:

Day:

Date:

Day:

Date:

Reason for report: Report to: Lesson

Reason for report: at:

Quality of Work

Attitude / behaviour

Report to: Homework

Staff initials

Lesson

1

1

2

2

3

3

4

4

5

5

at: Quality of Work

Parent / Carer signature:

Parent / Carer signature:

Comments:

Comments:

Report No.:

Report No.: 25

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

Attitude / behaviour

Homework

Staff initials

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

_____________________

APPENDIX 8: PROCEDURES FOR WHEN A PUPIL IS ON REPORT

MONITORING REPORT Parents contacted – used as and when required

TAKING A PUPIL OFF REPORT

GREEN REPORT: Pupil placed on Green report when they have accrued 15 behaviour points Pupil ‘on report’ for 2 – 4 weeks Parents brought into school IBP needs to be put in place Pupil is placed on School Action

If there is evidence of sustained improvement the HOL will consider removing the pupil off report

AMBER REPORT: Pupil ‘on report’ for further 2 – 4 weeks Parents brought into school a second time PiP2 form completed so that referrals can be made to appropriate outside agencies Pupil and parents are to be informed about future involvement of SLT and possible involvement of a governor Pupil is placed on School Action Plus

RED REPORT: Pupil and parents meet with a member of SLT who will become the link for the pupil. HOL, SENCO and where necessary other agencies will be involved at this stage. The report is reviewed after 4 weeks whereby: The pupil will either progress back down to AMBER and then GREEN report at 1 week intervals so that support is not removed completely or, There will be a further meeting with Pupil and Parents involving the Head teacher / SLT and a member of the governing body. Further interventions will be discussed and considered.

26

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

_____________________

APPENDIX 9: BEHAVIOUR MANAGEMENT PLAN

27

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

_____________________

APPENDIX 10: SWEARING LETTER

St Martin’s School Ysgol Martin Sant Hillside, Caerphilly CF83 1UW Tel. Ffôn: 029 20 858050 Fax. Ffacs 029 20 858051 E-mail E-bost: [email protected] Date:……………………….………

Website Safle wê http://www.stmartins.caerphilly.sch.uk Head teacher / Prifathrawes: Mrs K Davies To the Parent/Guardian of ………………………………………………………………… It is with regret that we write to inform you that ……………………………………… has been heard using the word ………………………… during a lesson / morning break / lunchtime*. (*delete as appropriate)

Whilst we appreciate it may be upsetting for you to be notified of this incident, such language is both offensive and inappropriate in the school environment. At St Martin’s School we have high standards of conduct both in lessons and around school. Continued use of bad language will lead to your child being excluded from school. A copy of this letter will be kept on your child’s school file.

Yours sincerely

Subject (if swearing has occurred in a lesson) ……………………………………

Head of Learning Year ………………………

28

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

_____________________

APPENDIX 11: INCIDENT RECORDING PROFORMA INCIDENT RECORD FORM

NAME:_____________________________________ TG: ___________ DATE:___________________TIME OF INCIDENT: _____________________________ LOCATION: ___________________________________________________________________ OTHER PUPILS/STAFF PRESENT: ______________________________________________________________________________________ __________________________________________________________________BRIEF TYPE OF INCIDENT: ____________________________________________________________________________ DETAILED ACCOUNT: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________ CONTINUE OVER THE PAGE IF NECESSARY

SIGNED:___________________________________________ DATE:__________________________

29

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________

_____________________

APPENDIX 11: PiP2 FORM

Planning in Partnership – Form 2 Name of School

St Martin’s School

Contact Name & Number Whole-school, class-based or individual training / intervention Nature of input requested BSS

Please attach summary of relevant school based interventions to date. See attached sheet Parental / Carers Permission for individual pupils. This section must be completed prior to Inclusion Service involvement with an individual child/young person. The reason for the school requesting consultation with Inclusion Service for my child has been explained to me/us. I/We give permission,  for the school to consult with Inclusion Services regarding my/our child.  for Inclusion Services to request details about my/our child from other relevant professionals  for Inclusion Services to discuss my /our child’s case at Inclusion Services Placement and Provision Panel. Name of Pupil: I do / do not give permission for information about my child to be shared with other services such as Health, Social Services and Education. (Please delete as appropriate) Name & Signature of Parent(s) / Carers: Relationship:

.

Relationship:

.

Permission for class-based /group intervention See exemplar letter

Pupil Information 30

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015

BEHAVIOUR MANAGEMENT POLICY 2015 ________________________________________________ Name:

DoB:

Address:

UPN:

_____________________

Ethnicity Code:

Male / Female LAC:

Any known disability?

Languages Spoken at Home  English  Welsh  Other, please state

Yes / No

NC Year:

Stage of the Code of Practice

Statemented: Yes / No

Date of Statement:

School Action: Yes / No

Date Registered:

School Action +: Yes / No

Date Registered:

Attainments – please name test & date tested.

Reading Age.

Spelling Age

Comp. Age

Other

National Curriculum Levels

Achieved KS ___

English

Maths

Science

Predicted Date: Please describe nature of difficulties & current school based intervention. The last 3 IEPs / IBPs / PEPs / PSPs and reviews must be attached. Please indicate if any of the following services have been involved in the past 2 years & attach copies of reports as appropriate



EP Service



Social Services:



Advisory Teacher



Health Professionals (please specify)



Educational Welfare Service



Behaviour Support Service



Other :



Education Support Worker (LAC)

31

St. Martin’s School, Hillside, Caerphilly CF83 1UW

Policy Approved by Governors – July 2015