Behaviour policy 2013 v2 0

Behaviour Policy Audience:

Staff/Governors/Parents

Status:

Statutory

Date of Issue:

September 2011

Date of Governor Approval: November 2011 Frequency of Review: Annually Post Holder responsible for Review: Headteacher, Assistant Headteacher/Senco

Link with Governance:

Full Governors

Recommended associated documents: Anti-bullying Policy

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Kingsmead School Behaviour Policy 1. Contextual Information Good, responsible behaviour and discipline are essential for effective teaching and learning and important for promoting student success and self esteem. For this reason, it is necessary to promote good behaviour through clear expectations. Students and parents should be aware that poor behaviour is unacceptable. Guidance for behaviour management is provided in the ‘School Discipline and Pupil Behaviour Policies – Guidance for schools’, which focuses particularly on provisions in the Education and Inspections Act 2006, which came into force on 1 April 2007.

2. Statement of Principles • • • • • • • • • • • •

The quality of learning, teaching and behaviour in School are inseparable issues and are the responsibility of all staff, students and parents.

Students, staff, parents and carers need to operate in a culture of mutual respect.

All School staff should model positive behaviour and promote it through active development of students’ social, emotional and behavioural skills.

The support of parents and carers is essential for the maintenance of good behaviour.

Students, staff and parents need to have a clear understanding of their rights and responsibilities.

Good behaviour should be rewarded.

Poor behaviour cannot be tolerated. In lesson time it is a denial of the right of students to learn and teachers to teach.

Students behave better when their learning experiences meet their needs.

Sanctions should always be applied consistently and fairly for unacceptable behaviour, taking due account of the circumstances surrounding each incident.

Students whose behaviour and attendance may deteriorate through events in their lives outside the School should be identified and supported.

All members of the School community should be listened and responded to.

Students should act as appropriate ambassadors for the School in the community setting. This includes journeys to and from School as well as trips, sporting events and work placements.

3. Aims and Objectives • • • •

To maintain a positive Climate for Learning throughout the School.

To ensure that students are able to stay safe and healthy.

To support students to reach their full potential and achieve economic well-being.

To ensure that all staff know and understand the principles and procedures for managing student behaviour.

4. How we maintain a positive Climate for Learning •

Parents, students and staff should understand what we mean by good behaviour and the range of sanctions used by the School. =2=

• • • • • • • • • •

All staff share responsibility for actively pursuing a positive Climate for Learning and should act as role models of good behaviour.

We believe that behaviour is a choice and behaviour ownership is to be implicit in how we deal with students.

Good behaviour should be recognised and encouraged through the use of praise and rewards.

Staff will challenge poor behaviour but should use non-confrontational approaches.

Argument, sarcasm, ridicule and put-downs should be avoided in these situations.

Staff should ensure that criticism is constructive and positively encourages the required behaviour.

Inappropriate behaviour should be effectively and consistently discouraged through a clear and fair system of strategies and sanctions.

All teachers should outline in advance programmes of work which students will be following and give regular verbal and written feedback.

All teachers are expected to draw up a Class Support Plan which includes a seating plan and strategies to support individual students in their lessons.

Staff are expected to include all students in all lessons.

All members of staff should treat students fairly and as individuals, and show interest in their progress and welfare by providing support, guidance and advice.

5. Rights and Responsibilities School Rights • To expect students and parents’ cooperation in maintaining an orderly Climate for Learning • To expect students to respect the rights of others students and adults in the School • To enforce the School behaviour policy

Responsibilities • To establish and communicate measures to ensure good behaviour, respect and discipline • To ensure the behaviour policy does not discriminate against any pupil on, e.g. grounds of race, gender, disability or sexual orientation, and that it promotes good relations between different communities • To keep parents informed of their child’s behaviour, good as well as bad, use appropriate methods of engaging them and, where necessary, support them in meeting their parental responsibilities

Students Rights • To be taught in environments that are safe, conducive to learning and free from disruption

Responsibilities • To show respect to School staff, visitors, fellow students and their property, School property and the School environment • To cooperate with and abide by any arrangements put in place to support their behaviour, e.g. PSPs

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To act as positive ambassadors for the School both in School and when off the School premises

Parents Rights • To be kept informed about their child’s progress, including information about their behaviour • To expect their children to be safe, secure and respected in School • To have any complaint they make taken seriously and access to an appeals process

Responsibilities • To respect the School’s behaviour policy, accept the legal right of the School to impose appropriate sanctions and ensure their child follows the policy • To send their child to School each day punctually, suitably clothed, fed, rested and equipped and ready to learn • To be prepared to support their child’s positive behaviour, e.g. attend meetings, adhere to parenting contracts and inform the School of any personal factors that are relevant

6. School Procedures for managing the Climate for Learning (see appendices) 7. Monitoring and evaluating the effectiveness of the behaviour policy • • • • • •

Staff record incidents on VIVO when rewarding students Staff record incidents on SIMS when giving behaviour points Follow up work conducted by the Student Support Team will also be recorded on SIMS. Ps Referrals, recorded on SIMS, are used to inform Curriculum Leaders, Heads of House and Student Support Workers about incidents. Paper copies of referrals forms are available for when ICT system problems occur.

Climate for Learning is discussed at curriculum and pastoral meetings and areas for action by the team are identified.

There is a half-termly analysis of the Climate for Learning data by the Assistant Headteacher. This is discussed at SLT meetings and at the termly Governors meeting.

Students with regular recurring low level behaviour points are identified and a letter sent home.

9. Staff Training Staff training occurs regularly to ensure that all responsibilities in respect to this policy can be delivered in a competent, caring and efficient manner.

10. Postholder responsible for administering, communicating, reviewing and evaluating this policy Assistant Headteacher (Inclusion)

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