THE HAYESBROOK SCHOOL BEHAVIOUR POLICY Trust introduction for policies Brook Learning Trust recognises the power of education to transform lives and communities, promote social justice and champion learning for all. Our overriding ambition is to ensure outstanding achievement and progress, raise aspirations and maximise potential. A consistent approach to raising achievement through monitoring and evaluating performance in all our academies is vital. Each academy retains its own identity and ethos, and has its own staffing body dedicated to the students of each respective academy. A Local Governing Body for each constituent academy monitors the work and progress against its own Academy Improvement Plan, which is linked to the Trust Plan. This policy will:    

Reflect and sustain the values of each constituent Academy, reflecting their distinctive identities and ethos Promote equal opportunities and inclusivity Ensure all staff and students are treated equitably Meet legal obligations and duties

SYNOPSIS The Academy Behaviour Policy is designed to reflect the school ethos of ‘Learning Together’ and PRIDE to create an outstanding school for behaviour management, personal development and effective learning. It is designed to allow understanding and awareness of the School and Communities’ expectations for pupil conduct and consistency of approach for Educators. The guidance is at times specific to ensure consistency. However, Educators may also use their professional discretion and common sense in light of the complexity of behaviour management. This allows Educators to take into consideration the range of different needs that individual young people have, but ensuring high expectations are upheld at The Hayesbrook School.

AIM The Hayesbrook School aims to have outstanding behaviour for learning in every lesson, outstanding conduct on the school grounds, to and from school and on all school based activities. OBJECTIVES 1. To encourage a positive environment for learning and teaching by regularly reinforcing our PRIDE and Learning Together mantra. 2. To promote good behaviour, self-discipline, self-esteem and respect 3. To ensure students’ work is completed to the highest standard possible 4. To prevent bullying 5. To provide clear guidelines to colleagues on the consistent use of rewards and sanctions. 6. To provide a system for rewarding pupils’ work, service and conduct, sanctioning inappropriate behaviour which is clearly understood by pupils, teachers and parents. 7. To ensure that pupils and parents are aware of the rewards and sanctions.

METHOD OF IMPLEMENTATION This behaviour policy starts with high expectations of attendance, attitude to learning, co-operation and respect. Pupils are expected to have pride in their appearance and conduct. The Hayesbrook School reserves the right to implement disciplinary sanctions for actions beyond the school gates that are deemed inappropriate Positive Behaviour Management The cornerstone of outstanding behaviour is positive relationships between adults and students and within the student body. This is implemented by all adults employed at the school working together to achieve: 1. An ethos at Hayesbrook where students are expected to know the difference between right and wrong 2. High Quality lessons which engage and inspire 3. Clear expectations from all adults on pupil progress and behaviour

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4. Clarity of expectations displayed in terms of rewards and sanctions in all classrooms 5. All rewards and sanctions are implemented promptly

In the classroom

1. Teacher greets pupils at the door 2. Pupils Enter the room quietly when invited by the teacher 3. Pupils ready to learn immediately with coats off, books out and equipment ready 4. Pupils hand in any reports at the start of lesson 5. Pupils are silent when instructed by their teacher to do so 6. Members of staff addressed correctly by their surname or Miss or Sir 7. Respectful language is used at all times 8. Mobile phones should be switched off and are not permitted in lessons or for use around school 9. Teachers will only allow pupils to leave the room under exceptional circumstances. 10. Teachers should remain with their classes at all times. Rewards All employees should give out rewards as and when appropriate these can take the form of: 1. Verbal praise 2. Positive notes in planner

PRIDE – reward sticker in planner- recorded by tutor in form room & SIMS 4. PRIDE – reward letter depending on what they have done and it is placed in 3.

their planner. 5. PRIDE – reward card when a pupil has spelt out PRIDE twice or more they will be rewarded with a PRIDE card – this card gives privileges around the school. 6. A teacher or educator can request a Principal’s praise letter home 7. Prizes and recognition in assembly 8. Certificates including 100% attendance certificates 9. Departmental / Team / Whole School reward visit and ceremonies 10. Prize Giving evening award 11. Press coverage for achievement or effort. Please refer to the PRIDE GUIDE, Appendix 3

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The Hayesbrook School wishes to reward positive attitude to learning, high attendance and punctuality, academic progress and individual sporting or personal achievements both in and outside of school.

Rewards and positive reinforcement

Award of Pride stickers - into

Verbal Praise

planners, displayed in form room, recorded on SIMS

Positive notes in planners. Good news post cards

Presentation of PRIDE CARD

Effort League Tables

League Tables displayed in Forms and also at parents consultation evenings

Rewards, including trips, ceremony and awards organised by departments

Rewards, including trips, ceremony and awards organised by Team Leaders

Recognition in assemblies and form time

Recognition in assemblies and form time

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Rewards, including trips, ceremony and awards organised by Team Leaders

‘Restorative Approaches’ ‘Prevention is better than cure’. The Hayesbrook School understands that conflict and challenging behaviour are a natural occurrence in any young person’s life as they grow and that all incidents are an opportunity to learn and develop. To this end, it is expected that all behaviour management situations are approached restoratively as the first intervention. Sanctions start went restorative approaches have not modified behaviours. Restorative approaches do not shy away from applying sanctions, such as loss of privileges, but focuses on the need to take responsibility for finding a constructive way forward for all concerned. More information can be found at: http://www.transformingconflict.org/Restorative_Approaches_and_Practices.htm The Academy, through the whole staff, aims to implement effective procedures for rewarding pupils for effort, service and achievement as well as disciplining pupils for unacceptable behaviour. Teachers must present interesting, accessible, but challenging work to students. Praising the behaviour a teacher wants is better than constantly drawing attention to the behaviour a teacher does not want, but an educator must be prepared to insist upon the basic standards identified above. Psychology suggests praise in public and criticism in private is the best way to manage large groups of people. By anticipating behaviours a teacher can predict and be proactive in resolving any minor problems before they become a major incident.

Formal Sanction Procedures 1. Try to correct a pupil’s behaviour in private as opposed to in front of the whole class 2. Criticise the wrong behaviour not the child 3. If you make a threat of action please be seen to carry the sanction out 4. As an adult present the pupil with clear choices and consequences by calmly stating your position no matter what the situation 5. Punishments must be proportionate, reasonable and take into account the student’s age, SEND and religious requirements All staff have the responsibility for upholding this policy and, as such, have authority to carry out the following disciplinary sanctions:

1. Verbal reprimand

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2. Verbal warning 3. Note in planner 4. Detention at break, lunchtime and afterschool a. Detention can be given outside normal school hours on any school day where the pupil does not have permission to be absent, during weekends that are between normal school working weeks, and on non-teaching days b. Parental consent is not required for detentions although parents should be informed depending on the circumstances c. Notice to parents for short, after school detentions may not be necessary where the student can get home safely. Whether suitable travel arrangements can be made by the parent should not consider if these arrangements are inconvenient for the parent 5. Extra work or repeating unsatisfactory work unit it meets the required standard 6. Setting written tasks focussing on corrective behaviour and standards should be based on a ‘challenging question’ and improve their standards of written English 7. Contact with parents’carers by telephone or during meetings 8. Loss of privileges Sanctions available to Pastoral and SLT staff (although this list is in order of severity, some steps may be bypassed at the discretion of Pastoral and SLT staff): 9. Refer to Curriculum leader or Form Tutor and contact home 10. Refer to Team Leader who will contact home 11. Regular reporting of behaviour, work, attitude to learning, attendance and punctuality 12. Restorative justice including School-based Community Service such as litter-picking, dining hall duties, graffiti removal, improving school grounds 13. Internal isolation as decreed by Team Leader, ensuring the student is in an area where he can be monitored, has access to food at lunchtime and toilet facilities 14. Internal exclusion with formal letter home sanctioned by Vice Principal 15. Seek support from Student services, consider an at risk meeting and draw up Pastoral Support Plan or CAF 16. Fixed term exclusion for up to 5 days sanctioned by Vice Principal with every student receiving a re-admission meeting 17. Involve Principal in formal meeting with parents for written warning 18. Involve Governor for last written warning 19. Managed move to another school, alternative curriculum 20. Permanent exclusion

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The Powers to Search and Confiscate The Law protects staff from liability during search and confiscation `for loss or damage to these items provided they have acted reasonably and have adhered to the published behaviour policy Where Team Leaders, SLT or the Principal have reasonable grounds, pupils may be searched for:  Knives and weapons  Alcohol  Illegal drugs  Stolen items  Tobacco, cigarette papers and other smoking paraphernalia such as lighters and e-cigarettes  Fireworks  pornographic images  any article that has been or is likely to be used to commit an offence, cause personal injury or damage to property; and  any item banned by the school rules which has been identified in the rules as an item which may be searched for Weapons, knives, illegal drugs and extreme or child pornography must always be handed over to the police, otherwise it is for the teacher to decide if and when to return a confiscated item More information is available at: R:\PASTORAL SUPPORT\Screening, searching and confiscation - Advice for head teachers, staff and governing bodies.pdf

The Power to use reasonable force Staff have the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others, damaging property, and to maintain good order and discipline in the classroom However, staff at the Hayesbrook School will use all other non-confrontational techniques to diffuse the situation before considering the use of reasonable force Resaonable force may be used by the Principal, SLT and Team Leaders to search without consent for knives, weapons, alcohol, illegal druges, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence or cause harm. Other items that the school has identified that could be searched for without consent – force cannot be used during these searches More information is available at: R:\PASTORAL SUPPORT\Use of Reasonable Force - Advice for Head teachers staff and governing bodies.pdf

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Sanction pathways “Restorative Approaches First” Detentions Set by:

Class Teacher

Curriculum Leader

Team Leader

“Restorative Approaches” Referral through to Pastoral Team 1st – Curriculum leader 2nd - Tutor 3rd - PSM 4th - Team Leader 5th SLT

Isolation 1 – 3 Days

Fixed Term Internal Exclusion 1 – 5 Days

Fixed Term External Exclusion 1 – 5 days

Readmission meeting

Readmission meeting

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“Restorative Approaches” “Each Punitive approach must be accompanied, preceded and proceeded with a Restorative Approach”. If the Sanctions outlined above do not achieve change in a pupil’s behaviour, the governors may wish to meet with the pupil and his parents/carers to discuss the best way forward for the pupil. Referral: All incidents of a serious nature are to be recorded on SIMS and emailed to appropriate Form Tutor or Curriculum Leader in the first instance. More serious matters should also go direct to the Pastoral Support Manager and Team Leader. All incidents of a racial or homophobic nature must be reported to the Vice Principal who in turn informs Governors and Kent County Council. Guidelines for Sanctions can be found in Appendix 4 Responsibilities: Learning Support Assistants: The main role is not to lead on behaviour but to support both individual students and the class teacher to maintain outstanding behaviour for learning Class Teacher: Maintain outstanding behaviour for learning in their classroom Curriculum Leader: Maintain outstanding behaviour for learning in every classroom and outstanding conduct around their curriculum area. Form Tutor: Maintain outstanding behaviour for learning and conduct in the community from tutees and take the lead in correcting boys who fall short of our standards. Pastoral Support Manager: To support their Team Leader in implementing strategies to maintain outstanding behaviour from individual boys and where strategies are exhausted to seek further guidance from their Team Leader. Team Leader: Maintain outstanding behaviour from every boy in their team by reinforcing PRIDE and Learning Together values in assembly and take the lead with proactive strategies to improve the behaviour of any boys who are falling short of our standards. SLT & Vice Principal: Implement systems to ensure Hayesbrook School has outstanding behaviour judgements. The Vice Principal advises the Principal. Principal: Ensure Hayesbrook School has outstanding behaviour judgements. Governors: To monitor the effectiveness of the Behaviour policy. To attend disciplinary meetings for pupils for which all other sanctions have failed. To preside at any Appeals meeting in the case of a proposed Permanent Exclusion

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Monitoring: The effectiveness of this policy will be monitored by the exclusion rates published in the Principal’s report to Governors, departmental and Team reviews and during all lesson observations. EVALUATION Vice Principal will evaluate the conduct via exclusions looking for patterns of behaviour TEAM Leaders will SIMS behaviour data Assistant Principal Teaching will evaluate behaviour in classrooms

REVIEW This policy was reviewed in October 2013 and will be reviewed every September on a 3 year cycle starting September 2016.

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