LADY MANNERS SCHOOL
BEHAVIOUR FOR LEARNING
POLICY
Final - Governors 28 March 2012
SCHOOL POLICY Learning
Behaviour For
BEHAVIOUR MANAGEMENT POLICY
AIMS STATEMENT At Lady Manners School we strive to attain the highest standards in our work, have respect for others and develop our individual talents.
GENERAL PRINCIPLE STATEMENTS •
All members of the school community are treated with equal high regard.
•
The school fully supports the 'Every Child Matters' agenda: • • • • •
Be Healthy Stay Safe Enjoy and Achieve Make a Positive Contribution Achieve Economic Well Being
These principles are built into the work of the school. •
All members of the school are entitled to work and learn in a safe and secure environment.
•
The school promotes respect, fairness and inclusion, equality of opportunity, welfare and good relations across the whole community.
•
The school works to eliminate all forms of discrimination, harassment and bullying.
•
We identify and support vulnerable students, those with special needs, physical or mental health needs and looked after children.
•
This policy supports and is supported by other school policies especially those regarding: Exclusion of Students, Anti-Bullying, Special Educational Needs, Safeguarding and Child Protection, Equal Opportunities and Physical Intervention.
•
This policy will apply at all times when students are on site, are taking part in off site school led activities or are travelling to and from school.
PRINCIPLES OF BEHAVIOUR FOR LEARNING • • •
The quality of learning, teaching and behaviour are inseparable issues and the responsibility of all staff. Desired behaviour can be taught and learnt. All staff model positive behaviour and promote the positive behaviour of students.
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• • •
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Good behaviour is rewarded and any sanctions are applied in a fair and consistent manner. All members of the school community show consideration towards the learning needs of each individual and support the school as a learning community. Guidance is available to all staff with information about the desired criteria for 'outstanding' and 'good' behaviour for learning. See Appendix 8.
CURRICULUM •
All staff have the responsibility to ensure that the curriculum is delivered in a manner which addresses the individual needs of students and adopt different teaching and learning styles in order to minimise disruptive behaviour.
CODE OF CONDUCT A Code of Conduct is in place for all to implement and follow to support the ethos and values of Lady Manners School. In short: • • • • •
Be Safe Be Honest Be Organised Be Respectful Be Tidy See Appendix 1, 2 and 3
SCHOOL RULES A set of School Rules are in place to support the Code of Conduct. See Appendix 4.
REWARDS SYSTEM The school operates a Rewards System to promote and encourage good behaviour and achievement. School rewards are explained in Appendix 7.
CLASSROOM MANAGEMENT AND SANCTIONS/DISCIPLINARY PATHWAY • • • •
Staff should follow procedures described in Appendix 5. A clear referral route to help manage low level classroom disruption is identified. See Appendix 6. In extreme cases the Red File System should be operated. See Appendix 5. Sanctions are to be applied fairly and consistently. Students will always be made aware of why they are being punished and what must be done to restore good working relationships.
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•
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The procedures will be regularly updated.
TICKET SYSTEM All students in Lower and Upper School are issued with a ticket at the beginning of each term. This can be signed by any member of staff for out of class infringements. Three signatures generate a lunchtime detention. DETENTIONS • • •
Students can be detained at lunchtime or after school. After school detentions always require 24 hours notice to students and parents. Upper and Lower School detentions are managed by senior staff.
STUDENT SUPPORT •
• • •
•
The school also establishes links with appropriate outside agencies including the Hope Valley and Bakewell MAT team, the Local Authority Behaviour Support Service (BSS) and uses the specialist staff provided to support students and staff with behaviour management issues. Parents will be involved when a student's behaviour is a major cause for concern. Students can be referred to the School Student Support Centre for both punitive and supportive measures. A Student Support Forum of multi-agency professionals meets with key pastoral staff at regular intervals. This is an important part of the essential work that takes place with external agencies. Heads of School attend the Peak 11 Pastoral Panel to share good practice, ideas and solutions and to agree any managed transfers to prevent permanent exclusions where possible.
FIXED TERM AND PERMANENT EXCLUSIONS Exclusions relate to serious breaches of the Code of Conduct or School Rules. These will be used as a last resort in line with current legislation and policy (see Exclusion Policy).
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Appendix 1
A CODE OF CONDUCT FOR STUDENTS
1.
Introduction All students must follow the Code of Conduct. This is the foundation from which school expectations and rules are established. By maintaining a consistent outlook we can create a safe, friendly and productive learning environment. The Code of Conduct exists in three parts. The principles are established by the Short Code of Conduct. This is supported for immediate use by the Classroom ABCD and greater detail is provided in the School Rules. In the interests of consistent standards and expectations, any students who appear to have difficulty following the Code of Conduct are given additional opportunities to develop an improved understanding. Staff in school have guidance regarding the implementation both of the Code of Conduct and the overall document, the Behaviour Management Policy. Parents are also provided with information about the Code of Conduct both on the school website and in the School Prospectus.
2.
The Short Code of Conduct This Short Code of Conduct is communicated to students in a number of ways. It is printed in the Homework Diary, displayed within school and used as the basis of some Assembly, PSHE and Form Tutor themes when working with students. Whenever appropriate, it is also referred to by staff as part of the process of reward or reprimand. The wording of the Short Code of Conduct is provided as Appendix 2.
3.
The Classroom ABCD The Classroom ABCD has been created so that a clearly visible summary of some of our main expectations can be displayed and referred to easily. It is arranged in a way that helps students and staff to remember certain points from within the Code of Conduct without too much difficulty; especially as it can be pointed out and reinforced within classrooms. As it is so brief, it is obviously neither possible nor appropriate to try to mention every aspect of the Code or of School Rules in this ABCD. The wording of the Classroom ABCD is provided as Appendix 3.
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The School Rules The School Rules provide students with further details about our expectations. These School Rules are made clear to students as part of their pastoral curriculum and aspects of them are also printed in the Homework Diary. The wording of the School Rules is provided as Appendix 4.
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Appendix 2
LADY MANNERS SCHOOL
SHORT CODE OF CONDUCT Five Easy Rules to Follow BE
SAFE
• Behave sensibly at all times to avoid accidents • Keep to the left on corridors and don't run • Stay on site
BE
HONEST
• Always tell the truth • Take responsibility for your actions and pride in your achievements • Let a member of staff know if you are worried about something
BE
ORGANISED
• Come to lessons on time and with the right equipment • Do the best work you can and present it well • Use your Homework Diary to help organise your week
BE
RESPECTFUL
• Show concern for all members of the school community • Consider your environment including the school buildings and equipment • Take care of your belongings and respect those of others
BE
T IDY
• Always create a smart appearance – wear your uniform correctly • Don't drop litter - use the bins provided • Use lockers and bag bays properly
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Appendix 3
Classroom ABCD Arrive on time with your uniform tidy Bring all the things that you know you will need
Concentrate hard on the things you are learning
Do
what succeed!
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teacher
says
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Appendix 4
Lady Manners School School Rules The School Rules exist to help ensure safety, the welfare of all members of the school community and the smooth running of our school. They are based on the principle that it is always appropriate to behave thoughtfully and responsibly. These Rules are arranged according to the logic of the 'SHORT' abbreviation and provide a developed form of those five areas. 1.
Safety (a) When you move around school, do so carefully by just walking. Always keep to the left when walking along corridors. (b) When you are queuing, make sure that you behave sensibly and quietly. (c) Bags should be carried and stored in a safe and sensible way and should not be left in school overnight. (d) Sit on chairs or stools – not on table tops, radiators or window sills. (e) Emergency equipment and alarms exist for our safety and must not be misused in any way. (f) Any electrical equipment and sockets must be used carefully and only when you have been given permission to do so. (g) When approaching the bus park you must always walk and use the recognised crossing point. When in the queue you must wait sensibly behind the white line. Only get on or off a bus when it has completely stopped; and do so safely and sensibly. (h) Students should not play on the bus park. (i) You must remain on the school premises at all times unless staff permission has been granted by your Head of School or Year Tutor. (j) Some areas are 'Out of Bounds' and you must not go there – these areas include the Boiler House, Pavilion, Substations, the Main School Drive, and along the main road. Depending upon the time of year, weather conditions, or work in progress on site, it may sometimes be necessary to add to these 'Out of Bounds' areas. (k) For safety and other obvious reasons alcohol, tobacco, drugs, solvents, fireworks and any weapons are not allowed in school. Lady Manners School is a 'No Smoking' establishment for all members of the school community and all visitors. (l) Mobile 'phones can only be brought to school for specific purposes like emergency use before and after school. They must be kept switched off and out of sight during the school day.
2.
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Honesty
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(a) As a member of this school it is your responsibility to tell the truth. (b) If you become aware of a serious problem or dangerous situation then you must report it to a member of staff. (c) Any breakages or accidental damage must be reported immediately. (d) Always try your best with any work or activity. (e) Valuable items should not be brought to school. If, despite this rule, you choose to bring a personal music player (i.e. iPod etc.) to school, then it must not be used in lessons (or any other supervised activity) or as you move around the school site. 3.
Organisation (a) Take all essential equipment to lessons. (b) For particular subjects, like PE, appropriate items of kit will be needed and must be remembered every time. (c) Work should normally be written in blue or black pen. Full sentences should be written whenever appropriate. (d) Diagrams, maps and sketches should be completed in pencil and rulers should be used to help draw straight lines. (e) Headings should be underlined and work should be named, given a title and dated. (f) Use the Homework Diary/Planner to help organise your work. (g) Make sure that you arrive for school and for individual lessons on time. (h) Work must be completed to the set deadlines.
4.
Respect (a) (b) (c) (d) (e)
Always show respect and concern for all. Always display courtesy and good manners. Look after the school, its buildings, furniture, equipment and the environment. Take care of your belongings and respect those of others. Whenever a register is being taken, sit quietly and answer your name appropriately. (f) Any forms of pornography or offensive material are banned from school. (g) It is disrespectful to use offensive language and you should not do so. 5.
Tidiness (a) It is important to create a smart appearance and wear your uniform correctly. This includes the whole of the school day and your journeys to and from school. (b) Put litter in the bins provided and leave all areas clean and tidy. This includes ensuring that your own work area is clean and tidy before you leave a lesson. (c) Chewing gum is not allowed in school. (d) Use lockers and bag bays properly.
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(e) All packed lunches and any food and drink purchased in the dining halls must be consumed there. Good table manners are always appropriate. (f) All your work should be presented well and you should keep your book in good order.
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Appendix 5 MANAGEMENT OF LOW LEVEL CLASSROOM DISRUPTION Below is a suggested hierarchical approach to help all staff deal with low level disruption in a consistent manner. Low level disruption occurs: Step 1
A verbal command or use of body language to show the student you have noticed the unwanted behaviour
Step 2
A repeat of Step 1 but with an indication of the consequences of the continued behaviour e.g. possible name on the board; move the student to another seat - low level intervention.
Step 3
A clearer firmer warning of the consequences of the continued behaviour. Onus placed upon the student to put things right or they could be remaining behind at the end of the lessons; extra work etc.
Step 4
Member of staff is now clearly stating consequences of continued behaviour definite intervention. Length of detention has increased; severity/length of task has increased. Remaining behind at end of lesson to reaffirm expectations.
Step 5 (Stage 1 of the Formal Disciplinary Procedures) Referral to Curriculum Leader - the referral is only made if all the stepped approaches have been used in the same lesson - that is the member of staff has tried to deal with the situation in a calm and reasoned manner to no avail. A referral to Curriculum Leader should also be made if a student is repeatedly getting to Step 3 in a series of lessons. At all times, the class teacher is attempting to deal with the situation in the first instance and then, if not successful, seeks support from the Curriculum Leader appropriately CLARIFICATION OF WHEN A RED FILE SHOULD BE USED: A red file is a request for assistance and should be issued for: • • • • •
violent conduct in the classroom high level disruption which continues after 'strategies' have been exhausted abusive language directed to a member of staff medical (or other) emergency an intruder in a lesson
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Appendix 6 REFERRAL ROUTE - CLASSROOM BEHAVIOUR Cause for concern with student in lesson(s): • Member of staff completed SIMS behaviour referral. • In the first instance this is referred to the Curriculum Leader and to the Form Tutor • CL deals with the referral, noting action taken on SIMS • Further issues can be referred to Head of Year/Head of School using SIMS messaging system
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Appendix 7 We cater for students of all abilities and interests and are committed to praising and rewarding positive success both inside and outside the classroom. The rewards system promotes desired behaviour, effort, achievement and attitude. Lower School - Years 7, 8 and 9 A formal rewards system operates whereby subject staff issue Lower School Commendations (LSC) to a student for recognised work and effort. Each subject area identifies subject specific criteria and makes this known to the students. The onus is upon the staff to recognise achievement and effort and log it on SIMS. When 25 LSC have been achieved the Head of Lower School acknowledges the positive effort with a personal letter and certificate being sent home to parents. The system progresses from Bronze level through to Silver, Gold, Platinum, Titanium and Diamond. A student who reaches the Diamond level also receives a book token. The House System also contributes to rewards. Each of the four Houses issue LSCs to students who support their House in a positive manner. In addition to the formal rewards system, individual congratulatory letters are sent home acknowledging specific individual achievements. Upper School - Years 10 and 11 To promote positive behaviour in Upper School staff reward achievement and positive behaviour by the use of Positive referrals on SIMS. The system also informs Form Tutors when a student receives a positive referral therefore reinforcing the reward. Praise Postcards are used by Year Tutors to inform parents of achievements in school. Achievement assemblies, certificates and prizes are also used to recognise positive behaviour and achievement. Sixth Form - Years 12 and 13 In the Sixth Form we take every opportunity to reward students for effort and extracurricular activities inside and outside of school. Students are also rewarded for strong attendance. This is done formally and informally and through meetings and assemblies, letters home and certificates.
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Appendix 8 DESIRED CRITERIA FOR 'OUTSTANDING' AND 'GOOD' BEHAVIOUR FOR LEARNING New Ofsted Framework Behaviour and Safety Feelings about behaviour and safety
Outstanding
Good
Satisfactory
Inadequate
Parents, carers, staff and pupils are highly positive about behaviour and safety.
There are a few well founded concerns expressed by parents, carers, staff and pupils about behaviour and safety.
Parents, carers, pupils and staff are generally positive about behaviour, although some concerns may be raised.
Parents, carers or staff raise major and/or well founded concerns about behaviour that are not being addressed.
Pupils contribution
Pupils make an exceptional contribution to a safe, positive learning environment. They make every effort to ensure that others learn and thrive in an atmosphere of respect and dignity. Pupils show very high levels of engagement, courtesy, collaboration and cooperation in and out of lessons.
Pupils are typically considerate, respectful and courteous to staff and each other and consistently meet the school’s expectations. This makes a very positive contribution to a well ordered, safe school.
Pupils behaviour and engagement, including their punctuality to school and lessons contributes to a safe and orderly school environment*. In lessons, pupils respond promptly to teachers’ direction and work cooperatively with each other. Major disruption to learning is uncommon.
Pupils’ lack of engagement and persistent low-level disruption contribute more than occasionally to reduced learning and/or a disorderly classroom environment. A significant minority of pupils show a lack of respect and intolerance for each other or staff and a lack of selfdiscipline, resulting in poor behaviour around the school.
Punctuality
Pupils are consistently punctual in arriving at school and lessons.
The very large majority of pupils are consistently punctual to school and to lessons.
Behaviour
Outstanding
Good
*Pupils’ behaviour and engagement, including their punctuality to school and lessons contributes to a safe and orderly school environment. Satisfactory
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Inadequate
SCHOOL POLICY
and Safety Attitudes to learning
Managing own behaviour, and behaviour management
Behaviour For Learning
They have excellent, enthusiastic attitudes to learning, enabling lessons to proceed without interruption.
In lessons, pupils demonstrate positive attitudes towards the teacher, their learning and each other.
In lessons, pupils respond promptly to teachers’ direction and work cooperatively with each other.
They are highly adept at managing their own behaviour in the classroom and in social situations, supported by systematic , consistently applied approaches to behaviour management. They are very calm, orderly and considerate when moving around the school.
Their good levels of engagement allow lessons to flow smoothly throughout so that disruption is unusual. Pupils, including those with identified behavioural difficulties, respond very well to the school’s strategies for managing and improving behaviour, which are applied consistently.
Major disruption to learning is uncommon.
Disruptive incidents seldom occur.
The school’s behaviour management procedures are clear and usually applied but some inconsistencies exist and low-level disruption may occur occasionally. However, it is not endemic in any subject, class or group, or key stage. Pupils, including those with identified behavioural difficulties, are well aware of the school’s strategies for managing and improving behaviour;
Improvements There are excellent improvements in to behaviour behaviour over time for any individuals or groups with particular behavioural difficulties
There are marked improvements in behaviour over time for individuals or groups with particular needs.
Behaviour and Safety
Good
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Outstanding
They try hard to respond and improvements over time are evident for individuals and groups, including for those with particular needs. Satisfactory
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Inadequate
SCHOOL POLICY
Bullying, Cyber bullying pupils
Behaviour For Learning
Instances of bullying, including cyber-bullying and prejudice-based bullying related to SEN, sexual orientation, sex, race, religion and belief, gender reassignment or disability are extremely rare. Pupils are acutely aware of different forms of bullying and actively try to prevent it from occurring.
Instances of bullying, including cyber-bullying and prejudice-based bullying related to SEN, sexual orientation, sex, race, religion and belief, gender reassignment or disability, are rare. Pupils have a good awareness of different forms of bullying and take active steps to prevent it from occurring.
Instances of bullying, including cyber-bullying and prejudice-based bullying related to SEN, sexual orientation, sex, race, religion and belief, gender reassignment or disability, are infrequent and pupils are aware of different forms of bullying and the importance of preventing them.
Incidents of bullying overall or specific types of bullying including cyber-bullying and prejudice-based bullying related to SEN, sexual orientation, sex, race, religion and belief, gender reassignment or disability, are frequent or pupils have little confidence in the school’s ability to address bullying successfully.
Bullying, Cyber bullying Staff and school
The school has an active and highly effective approach to identifying and tackling bullying
The school swiftly and successfully addresses any incidents of bullying that do occur, thus gaining the full confidence of pupils, parents and carers.
The school generally deals with any incidents of bullying promptly and effectively thus gaining the confidence of pupils, parents and carers.
Feeling safe
All groups of pupils feel safe at school at all times. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe.
They understand clearly what constitutes unsafe situations and how to keep themselves safe.
Pupils feel safe at school. They know about the main risks they might face and understand how these risks may threaten their own and others’ safety.
Pupils or specific groups of pupils do not feel safe.
Behaviour and Safety Attendance
Outstanding
Good
Satisfactory
Inadequate
It is likely that attendance will be
Where pupils are able to
Attendance will usually be
Attendance is
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Behaviour For Learning
above average for all groups of pupils or will show sustained and convincing improvement over time.*
influence their own attendance, it is likely that attendance will be above average for all sizeable groups of pupils, or showing sustained and convincing improvement over time.
at least average but if it is below average, for all pupils or particular groups, it will be improving over time.
consistently low for all pupils or groups of pupils and shows little or no sign of improvement.
*For special schools and PRUs attendance is likely to be at least 90%. This applies in all settings apart from those where the vast majority of pupils have a diagnosed medical condition that prevents them from accessing full time education.
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