Behaviour Policy – Success for Learning ‘It is not the severity of a consequence that is important, it is the inevitability of a consequence that matters.’ ‘We are dealing with young people who make mistakes. Sometimes without realising it.’

Introduction It is important that every school has a Behaviour Policy which will reflect the school’s recognition of the duty of care placed on the Local Authority by the Children Act, the duty of care of teachers set out in the School Teachers’ Pay and Conditions Document; their duty to act in loco parentis, and the responsibilities placed on the Governing Body, Headteacher and staff to take a lead in defining the aims of the school in relation to standards and behaviour, and to ensure the agreed standards are consistently applied throughout the school. Policy will always reflect the School NOBLE aims.

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No ceiling on expectations Regardless of a student’s barriers to learning or gifts and talents, we do not set limits to a student’s potential

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Outstanding outcomes and aspirations, celebrating when we succeed. Good is not good enough. We relentlessly demand the need to achieve outstanding outcomes, behaviours and ways of working, celebrating and recognising successes along the way

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Be the best school in Northamptonshire and beyond The need to be the first choice of students from our community and extended community and a place where staff want to come and work

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Learning expected from all Whether as a student or a member of staff, the first and ultimate priority is to learn and to keep on learning.

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Exciting experiences to remember for a lifetime We remember we are developing and shaping young adults who need to be life-long learners and have fond memories of learning.

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The Aims of the Behaviour Policy 1. To encourage a whole school approach to behaviour and discipline in order to create the most effective conditions for learning and teaching, fostering appropriate rather than inappropriate behaviour and to protect the environment. 2. To manage student behaviour as effectively as possible in order: o o o o o

to develop students’ ability to exercise self-control; to encourage students’ to take responsibility for and be accountable for their own actions; to raise their awareness that actions and choices have consequences; to provide them with opportunities to take pride and demonstrate positive abilities and attitudes; to ensure students thrive.

3. To promote firm action against all forms of bullying in order to ensure the happiness, safety and general well-being of all members of the school community. 4. To foster a shared sense of community in order to demonstrate that negotiation and consultation are a necessary part of managing behaviour and resolving conflict. 5. To assist and support staff in identifying challenging behaviour which may be an indication that something is wrong at home which warrants further investigation. 6. To ensure that school and home, work together to encourage appropriate behaviour. 7. To keep to a minimum the occasions when it is necessary to exclude students from school. 8. To ensure that the decent majority of students are protected from the consequences of the antisocial behaviour of a minority and learning is not affected. 9. To ensure that at all times staff feel supported in their efforts to maintain high standards of behaviour. 10. To ensure that the school maintains its reputation and good name in the local community and beyond.

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The Behaviour Policy The following pages contain straightforward procedures and protocols for both rewards and sanctions, as well as other areas relating to students’ behaviour.

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Possible Behaviours Consequence 0

Consequences

Notes

Standard Classroom Teacher behaviour management strategies.

Universal

Consequence 1

1. 2. 3. 4. 5. 6.

Refusal to follow instructions. Verbal warning. Continued low level disruption. Not recorded on SIMS. Lack of engagement. Lack of equipment/kit. Homework not completed. Work not completed to expected standards. 7. Late – time made up with class teacher. Repeated Behaviours  Remind students they are on Consequence 1  The strong stare

Possible Behaviours

Consequence 2

1. Repeat of Level 1 behaviours, whilst on Consequence 1. 2. Cheeky or disrespectful to staff and/or students. 3. Misuse of mobile phone or headphones 4. Bad/offensive language. 5. Refusal to go into lesson

Procedures apply to all students at PWS, including Post-16 students. Punctuality to lessons to be recorded as minutes late to lesson on SIMs – weekly monitoring by Head of Year for whole school concern. Head of Faculty for subject concern. Detentions at Faculty Level issued.

Consequences C2 and behaviour type entered onto SIMs – Text/School Comms and phone call if appropriate to parent notifying poor behaviour and consequence written in planner. Detention of 10 minutes set with Class Teacher.

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Notes Head of Faculty to monitor weekly and discuss with Faculty Teams weekly. Head of Year to monitor and support Tutor in issuing a Tutor Support Card where the student has been given C2 in more than four subjects in a week. Phone call home.

Repeated Behaviours Remind students they are on Consequence 2

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Possible Behaviours 1. Repeat of Consequence 1 or 2 behaviours whilst on Consequence 2. 2. Serious health and safety concerns. 3. Incidents of bullying. Consequence 3

Transition: Removed until detention served.

(Removal to partner classroom)

Consequences C3 and behaviour type entered onto SIMs – Text/School Comms to parent notifying poor behaviour and consequence. Parent requested to come into school to discuss concerns written in planner. Failure to attend a C2 detention C3.

1. Any Consequence 1, 2 or 3 behaviours, whilst on Consequence 3. 2. Fighting. 3. Swearing at staff or other student(s).

Student issued with an afterschool detention with Faculty the following day. C4 and behaviour type entered onto SIMs – Text/School Comms to parent notifying poor behaviour and consequence.

Notes Head of Year Support Card issued. Repair and rebuild relationship between student and teacher required. Analyse number of C3 for a student.

SLT Support Card issued

Consequence 4 (On-Call)

Student issued with an afterschool detention with a member of SLT the same day and/or a more serious consequences depending on type of behaviour.

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Behaviour Points To keep track of student behaviours more effectively, each consequence will have an attributable behaviour point. Behaviour Type Consequence 0 Consequence 1 Consequence 2 Consequence 3 Consequence 4

Behaviour Points 0 0 1 2 3

This means that if a student moves through all consequences within a lesson, they would aggregate a total of 6 points. C2 + C3 + C4 = 1 points + 2 points + 3 points = 6 points in total The greater the number of behaviour points, the greater the concern. As the total number of behaviour points for a student increases, the range for alternative strategies of support or sanctions required would also increase. At the end of every term, behaviour points and Achievement Points are reset to zero. Although reset, to try and provide a fresh start for everybody, behaviour points accrued since starting Prince William School are examined to look at patterns of behaviour if there are concerns raised. This historic view point is taken into consideration when deciding appropriate measures to achieve behaviour that is expected at Prince William School Trigger points for Levels of Behaviour Points per term Number of Support points 1–3  Standard school monitoring  Tutor report card.  Communication with home via planner 4 – 11  Consideration to where and how points have been added to see if a solution available to fix the issue(s)  Head of Year Report Card  Consideration to where and how points have been added to see if a solution available to fix the issue(s) 12 – 23  Communication with home through letter of phone call.  Possible CAF  Preventative support  Senior Teacher Report Card  Consideration to where and how points have been added to see if a solution available to fix the issue(s) 24 – 34  Parents invited in.  Timetable reviewed.  SENCO involvement for specialist referral

Sanction Standard school sanctions Tutor detentions dependent on outcomes of report card.

Behaviour contract with 2 week review. Head of Year detentions Isolation

Behaviour contract with 2 week review. Loss of breaktime for one week Isolation

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CAF if one is not in place Preventative support Senior Teacher Report Card (level 2) Consideration to where and how points have been added to see if a solution available to fix the issue(s) Parents invited in. Timetable reviewed SENCO involvement for specialist referral CAF if one is not in place Consideration for a place in the Alternative Provision Centre

Across a Rolling 6 six weeks Frequency of Support C3/C4  Tutor report card. 2–3  Communication with home via planner   4-5

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6+

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Head of Year Report Card Consideration to where and why issues were escalated to see if a solution available to fix the issue(s) Communication with home through letter of phone call. Possible CAF Preventative support Senior Teacher Report Card Consideration to where and why issues were escalated to see if a solution available to fix the issue(s) Parents invited in. Timetable reviewed. SENCO involvement for specialist referral CAF if one is not in place Preventative support Consideration for a place in the Alternative Provision Centre

Behaviour contract with 2 week review. Loss of break time and lunch time for one week Isolation Parental meeting with the Headteacher Consideration taken for the student keeping a place at Prince William School

Sanction Tutor detentions dependent on outcomes of report card. Behaviour contract with 2 week review. Head of Year detentions Isolation

Behaviour contract with 2 week review. Loss of breaktime for one week Isolation

The trigger points and suggested support and sanctions are not an exhaustive list and are not to be considered as a sequential list to follow dogmatically. Student circumstances and actions will be considered individually and as such the support and/or sanctions will be tailored to the individual student

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Some Expectations on Managing Behaviour 1. Stick to routines- be consistent 2. Meet and greet students as they enter. 3. Pupils should only be called on to answer when their hand is up or you choose them by name 4. Be positive with pupils o “Well done”, “I’m really pleased with you” o Call home, get a text sent home, postcard home. Somehow tell parents o Give achievement points in SIMS and let them know / write a note in their planner 5. Have a clear focus at the start with time limits – “Can you make sure the title and lesson objectives are written in your books please. You’ve got 3 minutes” 6. Be aware of the class – always watch the class, never turn your back! 7. Move to where there is disruption. Sometime a presence is good enough, 8. Tackle the small problems immediately. e.g. no planner or equipment, calling out answers rather than waiting to be asked. 9. If needing to remind students directly about how they are falling short of expectations, speak to them individually without having an audience. Take pupils out for ‘a chat’ if required, the side of the classroom or very quiet personal chat at their desk – don’t ‘have a go’ or make a big scene – tell them what you want them to do and why 10. Challenge unacceptable behaviour positively – “Thank you to all who are following the expectations of the class by working quietly.” FINE. “Stop making so much noise.” NOT FINE. 11. When requiring any student to follow instructions, or change an inappropriate behaviour into one that is more appropriate, we always use the language of choice. 12. Spell out the options available (usually two) and the consequences of following either, referring to the school pyramid of consequences. 13. Let them leave a table, or row at a time – when they are silent (at the end, when you are ready)

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Guidance for Managing Behaviour Outside of Lessons Classroom management of students is the responsibility of the class teacher under the guidelines set out within this policy. There are however, times during unstructured periods outside of the classroom which require the intervention of any member of staff present at that time. Unstructured time are periods of time where a student is on site, but not part of a timetabled lesson. This includes the beginning of school, break times, lunch times, movement in between lessons and time after school.

For any member of staff who sees and challenges inappropriate behaviour during unstructured time, the expectation is the following: 1. Common sense judgement on whether an intervention is required. 2. If the incident requires it, the member of staff reports to student services by visiting, phoning, or emailing the student services manager. 3. The member of staff reporting the incident is not required to administer a sanction, but may do so if this is going to help quickly rectify the situation. E.g. This might be simply that a student stays with you for 10 minutes during a break or lunch duty so that there is a sense of immediacy to the response. 4. Student services manager will inform the appropriate Year Team. 5. The Year Team will make a judgement about the level of consequence and the most appropriate intervention. 6. If the Year Team decide to issue a C2, C3 or C4, the Year Team will follow the process laid out from the Consequences Pyramid and will administer the sanction.

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Rewards and Awards. Rewarding students effectively is the main way to teach students what types of behaviour are valued and productive so students can modify their behaviour and emulate and repeat good learning behaviours. The following are some strategies for rewarding students. Some of these must happen regularly and some are at the professional discretion of staff. Achievement Points. How to get Achievement Points? There are several ways a student will accrue achievement points

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To get Achievement Points for A2, students must show a significant achievement which is above the normal and general expectation. This achievement does not need to be solely related to progress in learning, but can be related to conduct or related to a special event. Staff should:  usually award achievement points as frequently as possible, but avoid a ‘blanket approach to awarding points  inform the student about why they have been rewarded. Celebration Once the number of Behaviour Points are subtracted from the total number of Achievement Points received, the following awards and prizes will be given for each year group:

So, for example, a student in the top 5% would be part of the raffle, have a lucky dip, and take part in the pizza and video event.

Attitude to Learning Rewards After each report students will receive an AtL certificate of Star, Gold, Silver or Bronze, depending on their Attitude to Learning average across the subjects they are studying. Each certificate will add additional Achievement points to their total. The top 5% of these students will be invited to a Headteacher Tea Party and congratulated personally. A record of this will be made on their records. Praise Weeks – at least once a half-term, the focus for a week for tutors will be on praise for a particular area, such as effort, helping others, etc. Tutors will be asked to nominate students who will receive a certificate of praise and additional Achievement points. Parents will be informed via text or email.

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Awards Awards assemblies will take place once a half term. At these assemblies the following awards may be given out:    

Attendance awards, e.g. best Tutor Group each week/ term / year, 100% attendance Punctuality awards -100% Tutor awards -2 max- usually 1 male and 1 female Subject awards- 2 max- usually 1 male and 1 female

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DETENTIONS The Law Detention is one of the sanctions schools can use against poor behaviour. The Education Act 1997 gives schools legal backing to detain pupils after the end of a school session on disciplinary grounds. All schools, have clear legal authority to detain pupils without the consent of the parent, nor does the school need to inform parents of the reason why a detention has been given. This covers both lunchtime, break time and after school detentions. Detentions must be reasonable and proportionate to the offence. Staff should take account of:  any Special Educational Needs;  any special or specific circumstances;  any religious requirements. At Prince William School              

Staff should log the detention on SIMS for it to be included in whole-school detentions All C3s will result in a detention automatically unless the subject teacher/ leader specifically requests students do not attend In most cases detentions of incomplete or particularly poor homework/ coursework will be set by the class teacher These detentions can be set before, during (break and lunchtimes) or after the school day. For break/ lunchtime detentions student should have be allowed to go to the toilet or eat/ drink. Detentions during break or lunch can be for all of, or part of that time. Activities during detentions must be aimed at making up lost learning or being restorative and/or reflective. Doing activities like copying out rules or doing lines is not acceptable. Whole-class detentions should be avoided Students who are late to school 3 or more times in a week will automatically have a whole-school detention. Staff will issue detention letters through administrative support Detentions should not be rearranged unless there is an emergency or a pre-arranged appointment, like the doctor or dentist. Students will be collected during p5 by staff on call if necessary Any student that was absent from school will repeat their detention on the day they return to school. Students that attended school and missed detention will be followed up by the faculty leader. As well as needing to sit the detention, the student will also lose a break time session.

Around the school site At break and lunchtime  A student who is found misbehaving around the school site may be issued with a straight C2 or C3 and will do a school detention

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These C2/3s could be done with the Late Detentions that take place at break. The name of the student must be added to the ‘Late sheet’ Students must not smoke when in uniform and this includes the journey to and from school. Students caught smoking will be issued with a C3, a letter sent home and a request for a fine to be issued from the LA if caught smoking on site.

Power to discipline pupils for misbehaviour outside the school gate It applies at any time a student is under the charge of a teacher, including where a student is participating in an educational visit. The power also applies to other staff with responsibilities for controlling pupils, such as teaching assistants. Teachers may also regulate the conduct of pupils when they are off school premises and not under the control of school staff. For example, a teacher can instruct pupils behaving in an unacceptably rowdy manner on a journey to or from school to stop behaving in that way. The teacher could discipline those pupils, as appropriate, on their return to school. The school can impose penalties on pupils who have misbehaved on the way to and from school, beyond the school gates; or when a child has used the internet or a mobile phone to harass another pupil or staff member outside school. Behaviour outside school e.g. on school trips, are subject to the school's behaviour policy. Poor behaviour …should be dealt with as if it had taken place in school. This is the same anytime outside of school if “...there is a clear link between that behaviour and maintaining good behaviour and discipline among the pupils.” “The behaviour of pupils outside school can be considered as grounds for exclusion. “ DfE, Behaviour and Discipline in Schools.

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Confiscation of inappropriate items Key points  Schools can include confiscation of pupils' property as a disciplinary sanction in their behaviour policy.  To be lawful, confiscation must be a reasonable sanction in the circumstances of the particular case.  Decisions about retention and disposal of confiscated property must also be reasonable in the circumstances of the particular case.  The Education and Inspections Act 2006 includes a specific statutory defence for school staff who have reasonably confiscated pupils' property.

These criteria are for where confiscation might be used. All of which are down the judgement of the member of staff at the time.  an item that poses a threat to others: for example, a laser pen is being used to distract and possibly harm other pupils or staff;  an item that poses a threat to good order for learning: for example, a student being seen with a mobile phone during lesson without the permission of the teacher.  an item that is against school uniform rules: for example, a nose stud, or lip piercings;  an item poses a health or safety threat: for example, a student wearing large hooped earrings in PE may present a safety threat to themselves or other students;  an item which is counter to the ethos of the school: for example, material which might cause tension between one community  An item which is illegal and /or not age appropriate, for example drugs, alcohol, solvents, racist or pornographic material, cigarettes for main school students. Searching for inappropriate items. The school has the power, as laid out in the Screening, Searching and Confiscation guidance issued by the DfE, to search students or their possessions without consent, where there are reasonable grounds for suspecting that the student may have prohibited items. Although the school is not required to inform parents before a search takes place or seek consent, the school will inform parents that a search was undertaken, after the search, whether or not inappropriate items were found.

Items which are banned from school site and may be searched for and confiscated include:  Illegal items, such are drugs or weapons.  Alcohol and solvents  Laser pens  Items which are age inappropriate to a student.  Material that could cause offence such as pornography, racist, homophobic and sexist items.  Energy drinks  Electronic equipment deemed to specifically put the school network at risk.  Fireworks.

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Items that are possibly stolen

This list will be reviewed and updated in light of events, but will be distributed to all stakeholders if additional items are added. What to do with confiscated items  Confiscated items listed above will be disposed of or passed onto the police if appropriate.  Other confiscated items, such as nose studs, will be handed in to student services for collection at 3:30pm.  For items of obvious value, this would be in the school safe- the item should have students NAME and TUTOR GROUP written clearly.  All reasonable steps should be taken to make such arrangements secure.  If weapons or drugs are found on students a member of the leadership team (usually staff on call) should be called for immediately.

Mobile communication technologies  We advise students not to bring mobile phones into school  Phones should not be seen at all during a lesson, unless a member of staff allows students to use them for learning purposes.  As students are advised not to bring mobile phones into school, the loss of a mobile phone will not be investigated in most cases  If mobile phones are seen in a classroom, regardless of accidently or for any reason other than with permission of the class teacher, they will be confiscated (and given to Student Services.) They can be collected by the student at the end of the day  During examinations students should give invigilators their mobile phones which will be returned at the end of the exam  Students using mobile phones to bully other students may be excluded from school and will not be allowed to bring their phone into school  Following the Screening, Searching and Confiscation guidance issued by the DfE, Confiscation of a mobile phone is legitimate as is searching through a phone or other electronic devices as long as there is good reason to do so. Uniform  

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All staff should deal with uniform issues to ensure consistency Staff must check uniform every lesson; teaching staff should check uniform as students enter the room. For students dressed in inappropriate uniform, without a note, the member of staff should try and remedy the situation, or ‘on call’ should be called for. Students who are not following the uniform policy and are without a note, may be withdrawn from lessons for the whole day and isolated during break and lunch time. Where possible they will be sent home to change. School leaders will take the decision to internally exclude a student with a note if they believe that the situation warrants it.

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Students who are out of uniform should ask parents to write a note in their planner- however, this does not guarantee students are not withdrawn from lessons or sent home. Heads of Year will send uniform letters to parents when issues arise For students who still persist in not following the School’s uniform policy and therefore the behaviour policy should be referred to the member of the Assistant Headteacher attached to their year group. Parents will be informed that students will be refused entry to school if the policy is not adhered to and as such will be the parental responsibility to organise the student to follow the expectations laid out in the policy. A letter will go home at least once a year informing parents of the uniform and will be updated on the school website.

If students/ parents/ carers are in doubt about what is suitable school wear they should consult the school website or speak to their child’s tutor or Head of Year prior to purchase or action taking place, such as allowing their child to get a nose/facial piercing.

Use of School Buses The school follows the Northamptonshire Home to School Transport Policy for the use of school buses to take students to and from school. Particular attention needs to be taken for section 4.2 of Northamptonshire Home to School Transport Policy. It states: “4.2

Behaviour and parental responsibilities Pupils have a right to safe and trouble free travel. Pupils are expected to behave in a safe and appropriate manner as set out in the Code of Behaviour supplied to parents and carers. If a pupil misbehaves persistently, transport provision may be temporary or permanently withdrawn. Parents/carers have a key role to play regarding the conduct of their children on transport and are responsible for ensuring that their children are aware of the necessity to behave in a reasonable and responsible manner. Parent/carers need to ensure their children are aware that failure to behave in a reasonable manner may have consequences, including:   

a cost to parents/carers for replacement travel permits if lost of damaged; cost to parents/carers for damage to the vehicle or to property caused by misbehaviour of their children; Temporary or permanent withdrawal of free transport with no recompense.”

If a student’s behaviour falls below that what would be acceptable as it laid out in this policy, the remit of ‘Power to discipline pupils for misbehaviour outside the school gate’ will be invoked. Within any 12 month period the following action will take place for each behavioural incident on or around the buses:  Warning letter 1 to parents about the behaviour, warning about the possibly consequences. A school sanction will be put in place.

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Warning letter 2 to parents about the behaviour, warning about the possibly consequences. A school sanction will be put in place. Warning letter 3 to parents about the behaviour, warning that the next occurrence will mean that the student will be barred from using the bus for six weeks. A school sanction will be put in place. This will be the final warning letter. Final letter temporarily or permanently withdrawing transportation Once a student returns to using the buses after six weeks, the system of warning letters resets back to warning letter 1. If a student has to be barred a second time in the academic year. The student will have a permanent withdrawal of transport with no recompense for that academic year.

Please note the following:  The level of behaviour may mean a warning letter 2 or 3 is issued, even at the first incident.  The decision on either temporarily or permanently withdrawing transport is left to the Headteacher.  The decision on who will receive warning letters and/or be barred is based on the balance of probability and left to the judgement of the Headteacher. This is particularly important where there are individuals in a group and it is difficult to have irrefutable evidence of the key individual(s).  There is no right of appeal if free transportation is withdrawn temporarily or permanently.  There are times the Local Authority informs the school of a student or students requiring either temporary or permanent withdrawal of transport. If the school receives information pertaining to this from the Local Authority, the school will support the Authority’s decision.

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Alternative Provision Centre Prince William School is dedicated to ensure that every student receives an outstanding education. There may be instances where some students find it difficult to consistently follow the expectations laid out in this behaviour policy and are at significant risk of underachieving. Where there is a concern about the behaviour of a student, they are not responding to the support and/or sanctions laid out in this policy and they are affecting the learning of other students, alternative provision will be made for them. This alternative provision will be supported through the Alternative Provision Centre (AP Centre) which is on the school site. A student may be fully or partially part of the AP Centre depending on their individual need. Purpose of the AP Centre The AP Centre provides focussed support for Prince William School students and their families. Preventative measures and early interventions are used to promote good mental health, emotional wellbeing and a positive attitude so that students achieve their full potential. Parents/carers of our students are offered support through signposting to a range of external agencies including PPP (positive parenting programme) and the Citizens Advice Bureau. We can also provide support to families through CAF’s (Common Assessment Framework). Support is provided to our students through 1:1 mentoring, counselling, Circle Time and group work. Some of the groups we deliver include:        

Anger management Social skills Health and well-being CIEAGS Raising attendance Raising self-esteem and confidence Staying safe Appropriate behaviour and raising attitude to learning.

Other provision at the AP Centre includes extraction groups, where students are able to work in smaller groups with a member of staff to complete outstanding coursework for key subjects. This enables them to receive more 1:1 support than they would be able to access in a classroom environment and therefore helps them to gain the results they are capable of. Where students are ready to rejoin the main school, they are reintegrated carefully with support. The aim is that students only access the AP Centre for support for a time-limited period. Parents/carers are invited to take part in some of the activities on offer and meet the staff who are supporting their children. The main purpose of holding these events is to build positive relationships with the families of our students.

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Exclusions  If an Exclusion is required Heads of Year and Senior Leadership Team members will be consulted. (Headteacher to make final decision)  In case of Exclusion, Heads of Year to complete an Exclusion Referral form and to gather necessary documents for student’s file  Heads of Year to liaise with Exclusion Admin Support Staff re: Fixed Term Exclusion letter  Head of Year or Senior Teacher to contact parents to inform of exclusion and date and time of return.  Only the Headteacher can exclude students from school, or the Deputy Headteacher in the absence of the Headteacher.  Exclusion Admin Support Staff will write and send exclusion letters  Letters must have reintegration meeting time and person who will be meeting parents- most returns from exclusion will be convened by the Heads of Year. However, there will be occasions when it is more suited that the Senior Teacher convenes the meeting.  Students should usually go on report on return from exclusion for two weeks.  Re-integration form should always be used to minute meeting outcomes. These should be forwarded to the Exclusion Admin Support Staff for distribution and logging on SIMS  Exclusions data to be monitored to look at trends in exclusions. An exclusion is the last choice from a selection of sanctions that can be employed. All other sanctions will be considered before deciding an exclusion is appropriate. The school follows the guidelines set out in the DfE document, ‘Exclusions from Maintained Schools, Academies and Pupil Referal units in England.’

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