Southend High School for Boys
Behaviour Policy
Revised: September 2014
Southend High School for Boys Governing Body Statement of Behaviour Principles
forti nihil difficile: To the determined nothing is difficult
[Grab The Governing Body at Southend High School for Boys is proud to serve a community where determination to succeed and positive ethos are so clearly demonstrated and embodied in every aspect of school life. The school works hard to support all pupils in their development of personal skills and qualities that will equip them for success in later life. The Governors recognise that positive behaviour management has a crucial part to play in this, and have a duty to endorse the behaviour policy as a statement of good practice. At Southend High School for Boys, we work to achieve an atmosphere in which everyone cares for each other in surroundings that are calm and ordered, so that effective teaching and learning can take place. All members of the school are expected to work together to maintain an environment conducive to learning of which the fundamental tenets are mutual respect, courtesy and tolerance. The Governors believe that good behaviour is essential to allow all students to achieve their potential. No student should be allowed to behave in a manner which adversely affects the learning opportunities of others. The Governors believe in a culture of inclusion, equal opportunities and respect for all members of our community and in the importance of self discipline and selfesteem. They view as essential a system of rewards for good or improving behaviour and sanctions where standards fall below an expected level. These rewards and sanctions must be applied consistently and fairly. Individual students’ behaviour should be monitored and their parents or carers should be kept informed. Governors understand their legal obligations under section 175 of the Education Act 2002 requiring them to make arrangements to ensure that their functions are carried out with a view to safeguarding and promoting the welfare of children and their general duty to eliminate discrimination under section 149 of the Equality Act 2010. Current legislation, and statutory guidance, requires the school to indicate how and when staff may: ‐ screen and search pupils (including identifying in the school rules items which are banned and which may be searched for); ‐ use reasonable force or make other physical contact; ‐ exercise power to discipline beyond the school gate; ‐ arrange pastoral care for school staff accused of misconduct; and ‐ consider a multiagency assessment for pupils who display continuous disruptive behaviour.
2
WHOLE SCHOOL BEHAVIOUR POLICY 1. BEHAVIOUR POLICY PRINCIPLES This policy sets out the School’s aim to provide a disciplined and ordered community in which all children, irrespective of ethnic or religious background, appearance, sexuality or ability, can learn and feel safe; and where every member of the school can feel valued and respected. In particular, this policy aims to outline the measures to be taken to encourage good behaviour and to prevent all forms of bullying among pupils. The Behaviour Policy takes account of the DfE Guidance, “Behaviour and Discipline in Schools” (February 2014) and also acknowledges the School’s legal duties under the Equality Act 2010 in respect of pupils with SEN. The policy should be read in conjunction with the AntiBullying Policy, Equalities Policy and the SEN policy. 1.1 Aims and Objectives The management and development of pupils’ behaviour through the promotion of good discipline serves two purposes: i. it instils values such as honesty, courtesy, consideration and mutual respect; and promotes an appreciation of those values ii. it is a means of securing and maintaining the necessary conditions for learning required for the effective delivery of the basic curriculum. The school rules, code of conduct for pupils and other specific regulations are intended to create the best conditions for pupils to learn and enable the school to be a safe, pleasant, orderly, efficient and effective place in which to work and study. They are the product of wide ranging consultation and reflect a consensus about acceptable behaviour. The various rules and regulations contribute to pupils’ moral development by nurturing the following values: · honesty; · respect for the rights and property of others; · consideration for others; · an appreciation of those with different cultures and background from oneself; · regard for those less fortunate and weaker than oneself; · personal responsibility for one’s actions; · selfdiscipline. 1.2 Strategies to meet these objectives: · · · · ·
Regular reinforcements in assemblies, lessons and mentoring sessions Consistent use of agreed and published expectations A clear rewards, sanctions and referral system with clear lines of responsibility Regular provision for staff, students, parents and governors in the professional development of Behaviour for Learning Clear information and advice given to pupils, parents and staff when joining the school and throughout the induction processes.
3
1.3 Policy impact indicators: The following outcomes are indicators of successful implementation of the policy: · Members of the school community make exceptional contribution to a safe, positive learning environment further evidenced by an atmosphere of respect and dignity · All lessons are orderly and students are visibly enthusiastically enjoying their learning · Students show a mature attitude and display responsible behaviour at all times; in lesson, before and after school, break times, lunchtimes, and in their journey to and from the school · The school environment is calm, orderly and considerate · There are improvements in behaviour over time for any individuals or groups with particular behavioural difficulties · Sanctions and Exclusions (internal and external) show a decreasing trend · Incidents of bullying are rare · Student achievement increases 1.4 Policy monitoring and evaluation methods: · · · · ·
Inviting staff feedback through surveys Inviting feedback from students through the Student Council, form time discussions, behaviour trawls and in Citizenship lessons Analysing data to highlight trends and patterns Analysis of lesson observation feedback Inviting feedback from parents through the Parent Forum and questionnaires
2. SPECIAL NEEDS, DISABILITY AND VULNERABILITY 2.1 The school is known for its support of pupils with particular needs and has a committed SEN team, which is, however, necessarily small as a consequence of the differentiation in allocation of resources between grammar and other local schools. The school is aware of its two key duties: i. ii.
not to treat a disabled pupil less favourably, for a reason relating to his or her disability, without justification; and to take reasonable steps to avoid putting disabled pupils at a substantial disadvantage to pupils who are not disabled.
2.3 With regard to Behaviour, it is made clear to the pupil that a particular designation gives an indication of how the behavioural difficulty might be managed; it explains the difficulty but does not excuse it. 2.4 The school has experienced considerable success in furthering the development of statemented pupils, and in a series of consultations involves parents, pupil, and other stakeholders, and explains its expectations of parents and pupil to demonstrate commitment and support for the school’s strategies in order to encourage that success. The school acknowledges its legal duties under the Equality Act 2010, and affirms the rights of vulnerable, disabled or special needs pupils, together with the right of all other pupils, to feel safe, happy, and able to achieve their potential within this environment. 4
3. ANTIBULLYING POLICY STATEMENT 3.1 At Southend High School for Boys we firmly believe that all students have the right to learn in a supportive, inclusive, caring and safe environment without fear of being bullied. The Education and Inspections Act 2006 requires that head teachers must determine measures on behaviour and discipline that form the school's behaviour policy, acting in accordance with the governing body's statement of principles. The policy determined by the Headteacher must include measures to be taken with a view to encouraging good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying among pupils including racism, sexism and homophobia. Further information can be found in the school Anti Bullying policy. 4. THE SCHOOL RULES 4.1 The school rules (Annex B) set out the fundamental requirements for pupils’ behaviour, appearance, health and safety at SHSB. They are kept to a minimum for clarity and specify, particularly, those aspects which need parental support. 4.2 The school rules are published annually in the School Diary. School rules for sixthform students vary slightly from those in the rest of the school and are published separately. 5. SCHOOL REGULATIONS AND CODE OF CONDUCT 5.1 These regulations enable the school to be a safe, pleasant, orderly, efficient and effective place. The rules state that pupils must observe the school’s Code of Conduct (Annex C) and other regulations, including the school uniform regulations which govern pupils’ dress and appearance (Annex D). They are republished annually in the School Diary. 5.2 Other regulations (Annex E) pertain to the appropriate use of school ICT facilities and the use of mobile phones and other communication & listening devices. 6. BEHAVIOUR IN THE CLASSROOM 6.1 The Code of Conduct sets out the minimum standards of behaviour expected from pupils during lessons. 6.2 Wellorganised lessons help motivate pupils, keep their interest and minimise the opportunities for disruption. Basic principles of good classroom management help promote a positive working environment and these are delineated in Annex A. 7. BEHAVIOUR AROUND THE SCHOOL 7.1 The Code of Conduct sets out in a clear and positive manner the standards of behaviour expected from pupils around the school. For the Code to be effective, it is important that all staff insist on its implementation and that they enforce the school’s rules and regulations firmly, fairly and consistently. 5
7.2 Tutors should foster the ownership of tutor rooms and encourage pupils to report damage, graffiti or vandalism so that culprits can be caught and repairs quickly made. 7.3 Good behaviour such as opening doors and picking up litter should be praised and, if appropriate, rewarded.
8. THE REWARDS STRUCTURE 8.1 General The motivation of pupils at the school to work hard and behave well is encouraged by all the staff. Positive academic achievement is recognised by: · · · · · ·
marks and grades for completed work; verbal and/or written praise; discretionary announcements in school and year assemblies; positive written comments in the pupil’s School Diary; positive remarks and grades in annual reports; Merit Marks, House Credits, Form House Credits, the Headteacher’s Commendation, school prizes.
Good behaviour is also recognised via points ii) – vi) above. 8.2 Merit Marks and House Credits The Merit Mark and House Credits scheme is intended to reward pupils’ behaviour and hard work. Teaching staff may, at their discretion, award Merit Marks and House Credits to pupils who have: · ·
conducted themselves in a manner worthy of recognition; produced work which is worthy of recognition.
Pupils earn a House Credit for every 5 Merit Marks. Staff are encouraged to award between 10 and 25 House Credits every half term. 8.3 Headteacher’s Commendation The Headteacher’s Commendation is in the gift of the Headteacher and is used: · · ·
to acknowledge a single piece of quality work or a specific achievement (primarily academic); to recognise an extraordinary extracurricular or community contribution; to recognise a special effort or oneoff achievement by those who are not usually to be found at the ‘top of the class’.
Each Headteacher’s Commendation also carries a ‘bonus’ award of 3 House Credits. The Headteacher asks for nominations towards the end of each term. Staff submit a particular piece of work or make a personal representation. A certificate is presented at the end of term assembly. A list of winners is included in the annual Prizegiving programme. 8.4 Colours 6
School (Full) Colours and Half Colours are awarded for exceptional achievement in an area of school life, including academic effort and attainment, sport, music, drama, chess, debating and public speaking. Colours are a conspicuous honour whose standing among pupils is enhanced by their being awarded on an exceptional rather than a routine basis. For this reason, only a very few nominations are entertained at any one time. They are conferred in particular in recognition of exceptional achievement in ability & accomplishment and/or commitment & attendance. 8.5 Year Colours These may be awarded to pupils in recognition of achievement in the above categories. Year Colours are awarded in respect of one specific year only, but they may be rewarded annually as appropriate. 9. THE SANCTION STRUCTURE 9.1 Staff should always ensure that they are consistent in their use of sanctions and that punishments are fair and appropriate for the pupil and the circumstances. (The sanctions structure is set out in Annex F.) 9.2. In lessons for Years 711 For minor misdemeanours, teachers may impose appropriate punishments – e.g. it might be apt to set a written exercise of moderate length for minor misdemeanours such as forgetting to bring books to lessons (the imposition of ‘Lines’, however, is considered inappropriate at this school). Alternatively a Community Service may be imposed (see Annex F). The Daily Detention, a 30minute lunchtime sanction, is available as an appropriate response to misbehaviour (although not to academic shortcomings) (see Annex F). For more serious offences teachers may also organise their own detentions in the lunch hour or for a maximum of one hour after school. If arranged after school then pupils should be given 24 hours’ notice and this should be written and initialled in the School Diary. The procedures for failure to complete homework on time are set out separately (see Annex F). Pupils who fail to complete homework to the standard required may be referred to Homework Detention. A pupil should only be excluded temporarily from a lesson to defuse a situation or as a last resort. A few minutes standing outside the classroom is acceptable, but for any longer time, in all such cases he should be sent to the school office, accompanied by another pupil, whereupon a senior member of staff will be called. In the case of an inflammatory situation or confrontation a suitable pupil should be sent to the office so that an appropriate member of senior staff can be called. A pupil may be placed in an isolation room for a limited period under an appropriate level of supervision, during which time the pupil is permitted to eat, drink or use the toilet. Where a pupil has been sent out of a lesson to the office, the teacher should complete a report, which is sent to parents. Individual pupils who persistently experience or cause difficulties with their work should be referred to the Department Leader. Where the problem is behavioural rather than academic, the referral should be to the Tutor and, if necessary, the Year Leader. Comments about a pupil’s misbehaviour should be recorded centrally. The Department Leader, Tutor and Year Leader should always be kept informed. 7
For repeated behavioural offences, failure to comply with a punishment, or more serious offences, pupils should be placed in School Detention. The procedures for this are set out separately (see Annex F). 9.3. Around the school For dropping litter or eating in nondesignated areas of the school buildings and grounds, pupils should be required to do Community Service. The procedure for this is set out separately (see Annex F). For other examples of misbehaviour, pupils should be reprimanded and referral made to the pupil’s tutor who will, if necessary, consult the Year Leader in order to agree an appropriate response. Alternatively, a Daily Detention may be imposed (see Annex F). Pupils who damage equipment, furniture or the premises should be referred to the Deputy Head so that parents can be contacted to make a contribution to the repair bill. If a case of very serious misbehaviour were to occur, such as physical aggression or bullying, staff should intervene if safe to do so; otherwise send for the Year Leader, Assistant Head or Deputy Head. 9.4 In lessons for pupils in Years 1213 As with the main school, Sixth Form teachers may impose appropriate, classroombased punishments for minor misdemeanours. For more serious offences teachers may ‘gate’ a pupil for a time. This means that pupils are not permitted to leave the school site during the school day; instead they are to work under staff supervision from 8:30am to 3:30pm, including lunch breaks. The number of days that a pupil is ‘gated’ reflects the seriousness of the issue. 9.5 For serious/repeated misbehaviour across the whole school Once a pupil receives three school detentions in a term, his case will automatically become subject to review by his Year Leader. This will normally comprise consultation with the appropriate staff, and personal contact with the pupil’s parents. If a pupil who has been placed on Behaviour Report continues to behave in an unacceptable way, there will be further parental contact and the case will be brought to the attention of the Deputy Head (Pastoral) or Headteacher who may, at his discretion, issue a formal Official Warning in respect of their son’s future conduct. Where appropriate, the school will seek the involvement of the external support agencies, e.g. the Educational Psychology Service or CAMHS. An EHA (Early Help Assessment) form may also be considered in order to access support from a number of different agencies. If, following the Official Warning, there is still no improvement in the pupil’s behaviour, he and his parents will be interviewed by the Deputy Head (Pastoral) or Headteacher – who may also convene a case conference, to be attended by relevant teaching staff (HoY, tutor etc.), at which the pupil’s record will be considered. The parents will then be invited to a meeting with the Deputy Head (Pastoral) or Headteacher who will inform them of any decisions taken.
8
When an urgent response is required to a serious offence the Deputy Head (Pastoral) or Headteacher may, at their discretion, bypass some or all of the above procedures. Such cases may include: · · · · ·
actual or threatened serious physical violence to another person; dangerous behaviour that would lead directly or indirectly to injury or to serious damage to property; seriously disruptive behaviour such as would prevent the proper conduct of a lesson or lead to a breakdown in school discipline; bringing illegal substances or weapons (whether manufactured, or adapted as such) into school; theft.
On occasion, the decision may have to be taken to exclude a pupil from school. Exclusions can be: · ·
fixed for a period of up to 45 school days in any one year; permanent.
10. THE USE OF FORCE TO CONTROL OR RESTRAIN PUPILS 10.1 The school finds that appropriate treatment of pupils obviates the need to use force and, while that situation remains, this section may remain succinct. In accordance with the provision of the Education Act 1997 (Section 4) and Guidance 11/07 and 2011, teachers and other staff who have lawful charge of pupils may use reasonable force to prevent pupils committing a crime, causing injury or damage, or causing disruption. However, the use of corporal punishment is not authorised under any circumstances. 10.2 “Reasonable force” needs to be in proportion to the consequences it is intended to prevent and only when, in the judgement of the teacher, all other forms of control or restraint have been exhausted or are inappropriate. The degree of force used should be the minimum needed to achieve the desired result. Use of force cannot be justified when used to prevent trivial misbehaviour. Neither can force be used as a punishment. This is unlawful. 10.3 The school recognises the requirements of SEN pupils and the ways in which they need to be managed in order that the use of force may be avoided, and issues guidance to staff on how to manage SEN pupils. Reasonable adjustments will be made for disabled children and children with special educational needs (SEN). 10.4 The Guidance 11/07 and 2011 lists a number of recommended structures and procedures which the school will publish more widely should a serious need for the use of force be anticipated. 10.5 It is not illegal to touch a pupil. There are occasions when physical contact, other than reasonable force, with a pupil is proper and necessary. However, careful professional judgement and sensitivity is needed at all times. 11. SCREENING AND SEARCHING PUPILS 1.1 Students can be searched for any item banned under the school rules, with the student’s consent (DFE 2012 ‘Screening, Searching and Confiscation’). 9
11.2 The Headteacher and authorised staff, have a statutory power to search students or their possessions, without consent, where they suspect the student has certain prohibited items. This includes knives, weapons, alcohol, illegal drugs, pornographic material, fireworks, tobacco and cigarette papers, stolen goods or any item that has been or might be used to commit an offence. Parents will be informed if such items are found on their child. Any searches undertaken will take place with the minimum of two staff present, one of whom will be a Pastoral Leader. One of the staff present will also be the same gender as the student (DFE 2012 ‘Screening, Searching and Confiscation’). Weapons, knives and extreme pornography will be handed over to the police. Other property will be returned to the pupil at the discretion of the Headteacher.
12. POWER TO DISCIPLINE BEYOND THE SCHOOL GATE 12.1 Teachers have a statutory power to discipline pupils for misbehaving outside of the school premises. The school may discipline a pupil when: · · · ·
taking part in any schoolorganised or schoolrelated activity; travelling to or from school; wearing the school uniform; in some other way identifiable as a pupil at the school.
12.2 The school can also discipline for misbehaviour at any time, whether the conditions above apply or not when the behaviour: · · ·
could have repercussions for the orderly running of the school; poses a threat to another pupil or member of the public; could adversely affect the reputation of the school.
Such behaviours will result in sanctions being set in accordance with the school sanction procedure. 13. ACCUSATIONS AGAINST STAFF: 13.1 Southend High School Boys is committed to providing the highest level of care for both its pupils and its staff. It is extremely important that any allegations of abuse against a teacher, any other member of staff, or volunteer is dealt with thoroughly and efficiently, maintaining the highest level of protection for the child whilst also giving support to the person who is the subject of the allegation. All allegations will be handled on the basis that they might be true; care must be taken at all times to avoid any presumption however that the allegation is true. Our safeguarding policy is in line with statutory guidance as outlined in the DfE document Keeping Children Safe in Education (April 2014), and related personnel policies are maintained in line with relevant statutory guidance and legislation. 13.2 Any student found to be spreading malicious allegations against members of staff will be dealt with through appropriate disciplinary action in line with behaviour policies. This could include temporary or permanent exclusion and even a referral to the police if a criminal offence is thought to have been committed.
10
13.3 The Headmaster and Chair of Governors may refer to social services to determine whether the child is in need of support or has been abused by someone else. 13.4 In addition, the school will support and advise the member of staff concerned throughout the process. Revised September 2014
Annex A
MANAGING PUPIL BEHAVIOUR This document offers teachers at Southend High School for Boys a framework of good practice for managing pupils in the classroom and beyond. The recommendations below are intended to support colleagues via a blend of professional advice, established ‘inhouse procedures, and simple common sense. ‘Managing Pupil Behaviour’ is structured upon an example of good practice contained in Lord Elton’s Enquiring into Discipline in Schools (1989). This model was modified in consultation with all members of the teaching staff and adjusted to meet the specific needs of Southend High School for Boys. 1. GENERAL ADVICE 1.1 Children respond to the standards they perceive in their teachers. Our professional credibility and authority are sustained when our own conduct mirrors the expectations we have of our pupils. • Regard courtesy and respect as qualities to be given as well as received. • Aspire to the same basic rules of punctuality, preparation and personal standards that are expected of pupils. • Always encourage, never dismiss. Grant all pupils the right to make positive contributions. 1.2 Good order amongst children does not occur naturally. It has to be worked for. • Set and maintain high standards and high expectations. • Be consistent. • Apply rules firmly and fairly. 1.3 Everyone at school is here for a purpose. • Respect every person. It is never necessary to belittle or humiliate. • Treat everyone as an individual. 1.4 Cultivate positive relations but avoid overfamiliarity or favouritism. Take the Initiative when dealing with pupils. • Expect to greet and be greeted. 11
• Aim to communicate normally and naturally. 1.5 Expect to encounter problems from time to time when dealing with pupils. These are normal where children are learning and testing the boundaries of acceptable behaviour. When a problem arises it is important to deal with it, not ignore it. In doing so a calm response is usually more effective than a heated reaction. Address the problem, not the individual. • • • • •
Make every effort to avoid confrontation. Listen to the pupil's explanation. Establish the facts. Judge only when certain. Use punishments sparingly.
2. AROUND THE SCHOOL 2.1 All informal contact contributes to standards of behaviour. Control that behaviour by taking the initiative at every opportunity. Do not resent the need to relate to pupils; rather, expect to act as follows: • • • •
Initiate dialogue and foster cordial (though professional) relations. Deal with misbehaviour – to ignore it is to condone it! Enforce the School Rules and promote the Code of Conduct. Set high standards of speech, manner and dress.
3. IN THE CLASSROOM 3.1 Create and sustain a positive, supportive and secure environment. Wellprepared, stimulating lessons generate good behaviour and earn respect. • Arrive before the class* and begin on time. • Be prepared for the lesson. • Keep everyone occupied and interested. • Extend and motivate all pupils. • Mark all work promptly and constructively. • Set homework regularly to schedule. • Encourage creative dialogue – confidence in discussion is important. • Keep an attractive, clean and tidy room.* • Maintain interesting wall displays.* • Use first names. * Certain points may only be possible for teachers with a regular base room. 3.2 Do everything you can to AVOID: • • • • • •
humiliating – it breeds resentment; shouting – except in extreme need, and then only briefly and under full control; overreacting – the problems will grow; blanket punishments – the innocent will resent you; ‘hunch’ accusations – they damage you when they rebound on you; overpunishment – keep something in reserve; never punish what you can’t prove; 12
• sarcasm – it diminishes you in the eyes of the pupils. 3.3 Do not place pupils outside rooms except where necessary to defuse a situation, and then only briefly. Seek help if you need it. Do all you can to: • keep calm – it reduces tensions and strengthens you; • use humour – when used with discretion, it can be more effective than anger as a means of asserting your authority; • listen – it earns respect; • weigh your words – carry out any threats you have to make; • be consistent – respond to the incident, not the individual. 4. MAINTAINING DISCIPLINE 4.1 Demand acceptable standards of behaviour, work and respect at all times. Be just and wise in so doing: remember that as teachers we are bound to be noticed and discussed, both in school and at home. Take responsibility for applying the school's disciplinary code. • Follow established school procedures. • Be familiar with the School Rules, emphasise them as necessary and challenge any contravention through referral or punishment. • Insist on adherence to the School Uniform Regulations. • Where this would be helpful, communicate with parents via the School Diary. • Pursue problems to their conclusion. The majority conform and are cooperative. Deal immediately with the few who present problems. Establish your authority firmly and calmly. Separate the problem from the person. Only if you cannot resolve a problem, refer it on in accordance with the school's Behaviour Policy. Reprimands and sanctions should be applied with discretion, fairness and consistency. Six key principles: • • • • • •
target the right pupil – avoid group punishments; criticise and reject the behaviour, not the pupil; use private rather than public reprimands; deal firmly but not aggressively; avoid sarcasm and humiliation; avoid unrealistic threats.
5. SANCTIONS AND PUNISHMENTS 5.1 These should always be applied in accordance with the school's Behaviour Policy and Use of Sanctions Policy. Ensure that details of pupil indiscipline are entered in the Conduct Log. Facts on file are the only means of building an admissible picture of a pupil's disciplinary history. 13
6. EMERGENCIES 6.1 A pupil should only be excluded from a lesson as a last resort. In all such cases he should be sent to the School Office, accompanied by another pupil, whereupon a senior member of staff will be called. In the case of an inflammatory situation or confrontation a suitable pupil should be sent to collect the appropriate Head of Year, a Deputy Head or the Headteacher. 7. THE SCHOOL ENVIRONMENT 7.1 Do not tolerate litter, damage or graffiti. Accept only the highest standards of tidiness and order. Encourage pride in the school. • • • • •
Teach in a tidy environment and encourage tidiness amongst pupils. Clean the board and leave desks in place after lessons. Report graffiti and damage immediately via a note in caretaker's book. Keep displays fresh and attractive. Promote a litterfree building and site, and use the Litter Duty scheme. Annex B
SCHOOL RULES [YEARS 7–11] The following rules apply to all pupils while they are at school, travelling to and from school or representing the school in sports and on school trips. 1. Each pupil is expected to show proper consideration for other people and property, and to be honest, helpful, courteous and respectful at all times. 2. Pupils must observe the school’s Code of Conduct and any other specific regulations and codes. 3. Pupils must stay within the school grounds during the school day. Only those registered as going home to lunch may leave the premises at lunchtimes; other pupils must seek permission from their Year Leader or a Deputy Head, then sign out (and sign in on return) at the School Office. 4. Pupils should not enter the buildings until 8.30 am and must not use the main entrance (this is reserved for visitors). 5. Pupils who cycle to school are strongly encouraged to wear a helmet; must have a lock to secure their bicycle in the rack in the cycle sheds; should register the serial number of their bicycle at the School Office; and should always walk with their bikes whilst in the school grounds. 6. Sponge balls may be brought into school for use on the hard play areas. Tennis balls and footballs may only be brought into school when the field is in use. If a ball is kicked into neighbouring property, the pupil(s) responsible must report to the School Office. Pupils must not treat the school building as part of the playground area at any time. 7. Pupils must cooperate fully with all those in authority. 8. The following may never be brought into school: 14
· · · ·
chewing gum, bubble gum or similar; materials that may be considered inappropriate or offensive; potentially dangerous items such as matches, lighters, fireworks, laser pens or weapons of any description; illegal drugs, solvents, alcohol or smoking materials of any kind.
9. Certain items, such as mobile phones and personal stereo players, may be brought into school at their owner’s risk*, but they may only be used in restricted circumstances. A separate code indicates when and where mobile phones may be used. Taking a picture or making a sound/video recording of any pupil or member of staff in school without their express permission, and/or passing this on, is forbidden. Personal stereo players may not be used inside the school buildings unless their use has been specifically directed for study purposes by an appropriate member of staff. 10. Pupils must be aware that any infringement of the law of the land will, at the direction of the Headmaster, be referred to the appropriate authorities. * It is the school’s advice that valuable personal possessions or large sums of money should not be brought into school. The school takes no responsibility for the loss of personal items or money.
Annex C
CODE OF CONDUCT While travelling to and from school: · · ·
observe the rules of the road and take every care; be considerate to other members of the public; avoid moving around in large groups.
Around the school: · · · · · · ·
walk quietly, keeping to the right in corridors and on stairways, ensuring that bags are always carried safely; when required, queue in an orderly way and wait outside classrooms until a teacher tells you to enter; be helpful by opening doors and allowing others to pass; always speak politely and quietly; be silent when required, eg during assemblies, near examination rooms and in the Library; keep the school clean and tidy; put all litter in the bins provided; keep furniture and walls clean and unmarked; take great care of displays and notices; only use the school vending and water machines at break or lunchtime.
In lessons: 15
· · · · · · · · · ·
make it as easy as possible for everyone to learn; arrive on time at the start of lessons; if you do arrive late apologise to the teacher and explain why; bring everything you need for each lesson, including your School Diary and GNB; you should not expect to leave the room during the lesson, except in an emergency; stand at your work place until the teacher asks you to sit; stand up when another teacher or visitor enters the classroom, unless signalled to remain seated; remain silent when the teacher is talking and listen carefully; put your hand up before you ask or answer a question – never call out; work sensibly with your classmates when required – do not distract or annoy them; pack away your books and materials only when instructed by the teacher. The bell is a signal to the teacher, not to you.
16
Annex D
SCHOOL UNIFORM REGULATIONS [YEARS 7–11] SECTION A The school uniform is compulsory for all pupils both at school and for journeys to and from school. It comprises: 1. the specified green blazer with the school badge; 2. a conventional white shirt worn with the appropriate house tie or approved representative tie; 3. black trousers of conventional cut and material (with a plain belt if required); 4. black or dark grey socks and plain black formal shoes (eg not trainers or boots); 5. a grey, green or black Vnecked pullover, if required. Parents will be notified specifically when the summer uniform option is introduced. Summer uniform comprises items 2–4 above, although pupils are free to wear the full school uniform at any time. (NB coats and pullovers may only be worn in addition to the school blazer, not in place of it.)
SECTION B The definition of school uniform also extends to matters of personal presentation, as follows: 6. No outdoor coats, gloves or scarves are to be worn indoors at school. Top coats must be plain in style. 7. No jewellery (including rings and earrings) may be worn with the school uniform. 8. Facial hair is acceptable only in certain extremely restricted circumstances, and then only with the express written permission of the Headmaster. 9. Extremes of hairstyle (length, cut or colour) must be avoided. Any pupil who is uncertain how far current fashions are acceptable in school must consult his Year Leader or a Deputy Head before having his hair restyled. (A pupil who arrives at school with an unacceptable hairstyle may be barred from attending school for an appropriate period of time.)
17
Annex E
SOUTHEND HIGH SCHOOL FOR BOYS Code of Conduct for using the School Computer Network & Internet You must NOT use a computer unless supervised by a member of staff. You are responsible for good behaviour on the Internet just as you are in all other aspects of life at school. Communications on the network are often public in nature. The code of conduct applies at all times, in and out of school hours, whilst using school equipment. Internet access is provided for students to conduct research and communicate with others. Independent access to network services is provided to those who agree to act in a considerate and responsible manner and receive parental permission. Access is a privilege, not a right. Access entails responsibility. Individual users of the Internet are responsible for their behaviour and communications over the network. It is presumed that you will comply with this code and will follow the agreements you have signed. User areas on the network will be monitored and staff may review your files and communications to maintain system integrity; this includes any personal device that is capable of connecting to the school network. During lessons teachers will guide students towards appropriate materials. Outside lesson time you must only access sites which are appropriate for use in school.
The following are not permitted: · · · · · · · ·
Using another person’s Account, Username and/or Password Attempting to change any system software on the network Saving or installing any programs onto the network (other than Sixth Form Computing work) Sending or displaying offensive messages or pictures Using or displaying obscene language Violating copyright laws and licensing agreements Intentionally wasting limited resources Employing the network for commercial purposes
You must check with a teacher before doing the following: · · · ·
Sending email Downloading files, other than pictures Completing questionnaires or subscription forms Taking part in chat areas
Failure to comply with the code will result in loss of access and further disciplinary action may be taken if appropriate. If applicable, external agencies may be involved. " Please sign and return to your Head of Year
I have read the 'Code of Conduct for using the School Computer Network & Internet' and accept that my son/daughter must follow the Code. Parent ………………………….……..……
Date…………..….……...
I have read the 'Code of Conduct for using the Internet' and agree to follow the Code. 18
Pupil's Name (Print)…………………………………. Form….….. Pupil (Sign)………………….……………
19
Annex E
SOUTHEND HIGH SCHOOL FOR BOYS Code relating to Mobile Phones and other Communication and Listening Devices We do not openly encourage parents to send mobile phones or other communication/listening devices into school; not least because of the risks associated with theft, loss or damage. If parents urgently need to contact their child they can do so through the School Office (0844 477 1752). It is quite clear that such communication and listening devices can create problems at school: e.g. they may ring and disturb pupils’ concentration in lessons, or they could enable nonpermitted communication during examinations. For these reasons some schools have banned mobile phones and listening devices completely. Southend High School for Boys is reluctant to follow suit in banning all these devices outright. Many parents and pupils value mobile phones as a way to keep in touch and, when used sensibly, mobiles are clearly useful. However, certain restrictions and clear guidance on the use of such devices must pertain. The following conditions will therefore apply to pupils who bring mobile phones and listening devices, or any other device capable of wireless communication to school, or to any school organised activity. 1. The responsibility of the school If brought to school, pupils are strongly recommended to place these devices in their locker at the beginning of the day. The school accepts no responsibility whatsoever for the safekeeping, loss or use of any such items brought to school by pupils. 2. The use of mobile phones and other communication / listening devices Taking a picture or making a sound/video recording of any pupil or member of staff in school without their express permission, and/or passing this on, is forbidden. Pupils are clearly advised that consent is required before placing any such material in the public domain. Mobile phones and other communication devices may never be taken into any room where a test or examination is being taken. Mobile phones and other communication / listening devices may not be on view nor switched on whilst inside the school buildings except before school (Dining Hall only) and in designated rooms during wet lunchtimes. This also applies during any school organised activity outside the buildings, other than at the express direction of the supervising staff. They may be turned on only when the pupil is no longer involved in any school activity and whilst outside and away from the buildings at the following times: Before 8.30 am Between 10:40 am and 10.55 am Between 1.00 pm and 1.55 pm After 3.30 pm. The only other situation where a communication/listening device may be used is with the express permission of a member of staff for an exceptional reason. 3. Sanctions policy Where these rules are broken, the device in question will be confiscated and kept secure in the School Office; it will be returned after at least 24 hours and only then upon receipt of a form signed by a parent. For subsequent offences, the device must be collected by parents from the Office after 24 hours have elapsed. Furthermore, at the discretion of the relevant member of staff, a school sanction may also be imposed on the pupil concerned. June 2001 / Revised February 2008
Annex F
Use of Sanctions At the risk of stating the obvious, praise and rewards should outweigh sanctions by about 4:1. Equally, we need to ensure that pupils understand that while appropriate behaviour brings desirable consequences, inappropriate behaviour leads to less pleasant results. Sanctions are overseen by Alan Gardner and other pastoral leaders, who are always happy to hear suggestions for improvement. It is not possible for a document to address every nuance in each incident as it arises. Clearly, we are striving for a consistent application of appropriate rewards and sanctions in order to ensure a positive response from pupils. This guidance is provided to help teachers achieve such consistency. Reference should also be made to the document on Classroom Management formulated and presented by our ASTs. Sanctions Professional expertise is the key to developing a skilled, focused, and moderate approach to the application of sanctions. In lesson observations, we can see those teachers who foster a willing compliance from pupils merely with the lift of an eyebrow, or a pregnant pause whilst talking! The most effective practitioners build an atmosphere in their classroom based mainly on ‘positive reinforcement’ and encouragement rather than on ‘negative reinforcement’ such as sanctions. As far as possible we should also endeavour to secure a positive work and behaviour attitude from pupils by establishing our authority and using our own sanctions; ‘official’ sanctions should not generally be used as a first or only resort. (The lists that follow are not exhaustive but are provided, hopefully, as helpful examples.) We need to be cautious in escalating the scale of sanction too quickly – if the more serious sanctions are applied to too many boys, the real disaffected (who should be highlighted and isolated) are hidden among the merely forgetful, and it becomes increasingly difficult to target them for followup. Teacher Sanctions / Support · · · · · · ·
(Short) Verbal reminder or reprimand Placing pupil’s HW diary on teacher’s desk Speaking to pupil after lesson / at break / at lunchtime / after school 1 Keeping pupil behind after lesson 2 Making note in HW diary to inform parents Pupil stands at workplace for short period of time Pupil completes evaluation sheet (attached; I am most grateful to a colleague for this document)
1
Afterschool sessions may last for up to an hour, providing notice of at least 24 hours has been given via the HW diary (ask the pupil to bring your notification to the attention of his parents). Afterschool sessions may be given to pupils who live at a distance from the school, but please check beforehand that undue hardship is not caused; we need to remember that the severity of the sanction may well be greater for these pupils than for those who live close to the school.
2
Again, please take care at the end of the day that a pupil does not thereby miss a contract bus or similar 2
· · · · · · · ·
Pupil completes short essay on ‘Why I should …..’ Pupil stands outside classroom for coolingoff period (max 5 minutes) Pupil stands outside staff room / office for a lunchtime, from 1:10 – leaving at a specified time up to 1:45 Phone call to parents (please see the form tutor before doing so, and please provide a note of the conversation afterwards) Asking pupils to attend lunchtime work room / after school homework club Arranging catchup sessions / ‘homework clubs’
Please, however, avoid giving ‘lines’ If you think it would be helpful to keep the parent informed, please, in the relevant week in the HW diary, make a note of the sanction you impose, both as a record, and to prevent pupil misunderstanding. To help the form tutor, please initial against the entry when the sanction has been completed satisfactorily. Please also consider whether it ought to go on the pupil’s record – if so, please forward details to the office. These Teacher Sanctions should be used for: · · · · · · · ·
Talking in class Minor ‘clowning’ Lack of effort / concentration Instances or continued instances of incomplete / inadequate work Failure to follow instructions Lateness Repeated leaning back on chair Minor misbehaviour
Removal from classroom Where the continued presence of a pupil in the classroom is likely to be so disruptive as to prevent others from learning, the removal of that pupil should be considered, either to stand outside the door (five minutes maximum), or sent away for the rest of the lesson. If it is decided to implement this latter strategy, the pupil should be given a clear warning, stating the expectation, and that he will be sent away if he fails to comply. If after that the pupil is still disruptive, he should be sent to the Main Office. The Office staff will then ring for an available SLT/ YL. As soon as possible after the pupil’s removal, another pupil should be sent to the Office with appropriate materials and work to be done for the remainder of the lesson. As soon as possible after the lesson, a short written account of the incident should be forwarded to the Office. Please remember that a copy of this will be sent to the pupil’s parents, and needs therefore to be written appropriately. This is not a punishment, but a strategy for dealing with an immediate problem, so an appropriate sanction should also be applied; the pupil is required to see you before they leave school that day so that you have a chance to discuss the issue with them. If you have to use this strategy twice for the same pupil, please speak to the DL/YL to initiate a departmental report card / individual lesson report card. 3
If the pupil refuses to leave, another pupil should be sent to the Office with a note explaining the situation, and where the lesson is taking place. The Office will ring for available SLT/YL to come to the lesson. Homework Detention HR can be used where pupils have failed to present work by a specific deadline. Incomplete work should be dealt with by the use of a Teacher Sanction (see above). If the need to award HDs has reached 15% of the class in a lesson, please consider instead the possibility of a lack of understanding, a rush at the time the HW was meant to be recorded, or other genuine difficulty, and arrange a catchup / support session for these pupils instead of HD. Community Service CS should be awarded for acts of ‘forgetfulness’, eg: · · · · ·
No diary / losing diary Not getting HW diary signed by parent Failing to bring exercise book / text book / correct equipment to lesson Failing to bring correct kit Failing to bring note / letter from parent
Daily Detention Use of DD should be for instances of deliberate acts of serious bad behaviour. It should be used to help identify real disaffected pupils. This sanction is not for failure to produce work. Examples of bad behaviour which would merit DD might be: · · · · · · · · · · · ·
Lying (followed by retraction) (for persistent lying, award SD) Repeated talking after clear warning not to do so Throwing an object Shooting pellets Intentional disruption (please detail in HW Diary) Still ‘clowning’ after clear warning (please detail in HW Diary) Failure to complete Teacher Sanction Rudeness (please detail in HW Diary) * 4 Arguing with teacher; please detail) Punching / kicking another pupil, where no real hurt has been sustained Continued inappropriate behaviour after clear warning (please detail) Mild forms of deliberate bullying (please detail, and note in Bullying Register)
The reason as stated in the HW Diary should give the parents a clear indication of the seriousness of the offence. For instance, please avoid the use of the phrases like ‘Failure to follow instructions’, as this does not give enough detail of what the pupil has done.
4
If you need to award DDs to more than 15% of the class in a lesson, please consider instead that your expectations need to be reestablished, and arrange a session where you can discuss that with these pupils. If you need additional support for this session, please see your YL, who will be happy to provide advice, a presence at the beginning, during and / or end of the session, and so on.
5
