Ready for Learning Policy Simon Balle Statement of Intent We are a comprehensive school that is committed to seeing every student succeed. We are passionate about improving the quality of teaching and learning and we are driven by the desire to continuously improve. We see ourselves very much as a learning community; indeed we know that it is by working together that extraordinary things happen. We are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. This policy reflects the sentiments of this statement and the ethos of Simon Balle School. The promotion of a ‘Ready for Learning Policy’ reflects our pro-active attitude to behaviour management, creating a positive climate to allow all to succeed and fulfil their potential. Roles and Responsibilities The governing body will establish in consultation with the Headteacher, staff and parents, the policy of promotion of good behaviour and keep it under review. They will monitor: • The Headteacher will be responsible for the day-to-day management of the policy. • The Assistant Headteacher, with responsibility for behaviour, will be responsible for the day to day running of the Ready for Learning Policy, provide termly reviews of rewards and consequences system for the Leadership group, Staff Working group, School Parliament and Ready for Learning Governors’ Committee. • Staff, including teachers, support staff and volunteers, will be responsible for ensuring that the policy and procedures are followed consistently and fairly. • Parents and carers will take responsibility for the behaviour of their child both inside and outside the school. They will be encouraged to work in partnership with the school. • Students will be expected to take responsibility for their own behaviour and will be made fully aware of the school policy, procedures and expectations. Students also have the responsibility to ensure that incidents of disruption, violence, bullying and any form of harassment are reported.
School jurisdiction 1
The policy applies on school premises and during school hours, on visits and trips and school events and other occasions related to the school and any occasions when the students are off site on study leave or work experience. When students are travelling to and from school in uniform they are considered to representing the school and therefore the school rules apply. This includes Sixth Form students, who remain subject to school jurisdiction even if off site. The school reserves the right to take interest in and impose sanctions for sanctions for any misconduct by any student at any time, beyond the bounds of the school day, week and term, where such misconduct prejudices the good order and welfare of the school and its students. In addition to this policy, further details are given in school policies on anti bullying, Equal Opportunities and Management of Drugs Related incidents. Praise and Rewards We believe that students’ good work and effort is to be valued. The achievements of all students in a range of activities should be celebrated. As well as informal rewards there are now a number of formal opportunities where students are rewarded and praised in front of their peers across the key stages. A number of parents have also joined us on these occasions. Rewards are seen by Simon Balle School as the most positive way in which to encourage good behaviour, motivation and academic progress. Our Code of Conduct The Code of Conduct is included in the student planner and reflects our ethos and the school’s expectations. It is related to in school assemblies, displayed in classrooms and modelled by staff. Simon Balle ‘Code of Conduct’ • Respect for oneself – We should take pride in our achievements, our work and our appearance. • Respect for each other – We should be considerate of others, their views, beliefs and their possessions at all times. • Respect for the environment – We must keep the buildings and furniture tidy and free from graffiti and damage. Students may be rewarded for a number of reasons, including: • • • • • •
Academic progress Excellent work of a high academic standard Tremendous effort Co-operation Adherence to the Code of Conduct Involvement in activities outside the school day
2
• • • •
Extra curricular activities Improved attendance or punctuality Excellent attendance Community spirit e.g. tour guides, interview panels, pupil voice etc.
Rewards have been designed by or in consultation with the School Parliament. Each year they are monitored and reviewed by the Year and School Parliament and relevant changes are made. Examples of formal and informal rewards which staff are encouraged to use include: • • • • • • • • • • • • • •
Verbal praise in class and around the school. Recognising achievement in assemblies Pupils’ work on display around the school Use of the whole school credit system (see separate notes) Celebration Evenings Senior staff visiting classes to praise pupils’ work and effort. Notes in planners Postcards / letters sent home Head of Year and Department Awards Headteacher Commendation School Colours Early lunch Pass Hertfordshire Attendance Awards Attendance prizes
Consequences There are a number of sanctions that may be applied following misbehaviour. Students and their parents must accept these sanctions. These include: • Verbal warning • Break or lunchtime detention. These will be written in the planner. • Withdrawal of privileges, such as exclusion from school visits. • Detention after school. This will be given with 24 hour notice. The detention length may vary according to the severity of the behaviour. Detentions may also be given on a Saturday or evening sessions (out of school hours) by a member of the Senior Leadership Team. • Reports – This could take the form of an academic, attendance, homework or behavioural report. It is usually – but not exclusively given by the Head of Year or Head of Department. • Internal isolation – Occasionally a student may be withdrawn from lessons or supervised at break or lunchtime by a member of staff. The times will vary according to the circumstances. • Pastoral Support Plan – A Pastoral Support Programme (PSP) is a school based intervention to help individual students to manage their behaviour. It is particularly useful for those whose behaviour is deteriorating rapidly and are in danger of permanent exclusion. Students who are considered vulnerable will be identified at the earliest
3
opportunity. Regular monitoring of behaviour to identify those who are in need of support takes place from Y7 and a PSP will be put in place when appropriate. PSPs identify precise and realistic targets for the student to work towards. A nominated member of staff will oversee the PSP. As part of target-setting we normally review literacy skills and outline a support programme where necessary. We also consider grouping, classroom organisation and specialist support. • The PSP be administered by an Assistant Headteacher and reviewed every two weeks. • Exclusion – Fixed Term or Permanent. This can only be authorised by the Headteacher, or Acting Head in her absence. DCSF guidelines will be adhered to at all levels. - Fixed Term – Includes lunchtimes and one day or more. Parents are responsible for their child’s supervision during the exclusion. On the sixth day the school will make provision for the student. - Permanent exclusion – The decision to exclude a child will be taken in response to serious breaches of the school’s discipline policy if allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school. Before excluding a child, in most cases a range of alternative strategies would have been employed. A permanent exclusion can however be given for a first offence, for example involving violence. Monitoring Rewards Credits are given out and logged in student planners. Credits that are ‘cashed in’ are logged on an excel spreadsheet and the data is collected in each term. A report will be written at the end of each academic year and will cover: • Academic ability of those receiving rewards • Gender • Ethnicity. Middle managers to log rewards given out in each year group. Consequences A termly report will be written outlining the number of call outs, isolations, fixed term exclusions and permanent exclusions. This will be compiled by the Assistant Headteacher and given to relevant Governors, S.L.T, Staff and the School Parliament. Appropriate changes in the system will be made according to findings.
4
Involvement of Parents, Staff and Pupils Consultation The Ready to Learn Policy 2008 has been compiled as a result of consultation with the following stakeholders who have a vested interest in its implementation. • • • • • • •
Staff working group (Staff Voice) Student working group for behaviour (Student Voice) School Parliament. Parents SENCO Governors SLT
Dfes guidance and relevant school policies relating to Restraint, Drugs, Anti Bullying, Attendance and Achievement underpin and support key aspects of the policy (see attached appendices). The Ready to Learn Policy promotes positive preventative intervention with a focus on community related initiatives these include: •
Whole staff training on behaviour related issues.
•
Whole staff training on drugs and alcohol awareness.
•
PSHEE at KS3 and KS4 on Drugs, Alcohol, Personal Safety and Anti Bullying.
•
Student Community Working Group liaising with a range of external agencies, in order to create and implement appropriate diversionary activities that compliment and support local need.
Parenting evenings at Ks3 and Ks4, offering parents the opportunity to gain a greater understanding of issues relating to: Drugs and Alcohol Awareness, Anti Bullying, Personal Safety and Attendance and Achievement. •
•
Parenting programmes delivered specifically to small groups focusing on supporting individual family needs.
5
Simon Balle School procedures when working collaboratively or reporting incidents to Police This guidance has been compiled as a result of a local agreement, made with the Community Policing Team at Hertford Police Station. Context Simon Balle currently works proactively with the Police School Liaison Team (PSLT) based within the Community team in Hertford. The main contacts are Pc Grout and PCSO Cooper who are responsible for supporting Simon Balle School. The PSLT visit school on an informal and ad hoc basis during breaks and lunch, with a view to gaining the confidence and trust of students within the school community. Both Pc Grout and PCSO Cooper have been encouraged to maintain this level of intervention, which ensures that they are able to continue to build positive relationships with students and deliver a range of services on a more formal basis during the school day. Who do they work collaboratively with? Head Teacher Deputy Head Assistant Head HOY SENCO Curriculum Support Co-ordinator What do they currently deliver? •
Over the year they come in to present PSHEE to key stage 3 and 4 on a carousel basis.
• -
Presenting information at parenting evenings with regard to: Bullying Internet safety Personal safety Drugs Awareness.
•
As a supporting role when home visits are initiated with regard to attendance issues.
•
Support transition programmes and work with staff and students in the community on alcohol, drug and anti social behaviour.
6
Framework and guidance when dealing with incidents of an urgent and non urgent nature.
Urgent incidents are those that would normally be made via the 999 call system. These may best be categorised as: 1. Violent disorder. 2. Serious physical assault 3. Drug related incident Non Urgent may best be categorised as: 1. Theft 2. Criminal Damage 3. Suspicious incidents within the community 4. Anti Social Behaviour 5. Bullying There maybe occasions when the police make enquiries with regard to students within the school community. The school may only provide contact names, addresses and phone numbers when assisting Police. If an incident occurs If practicable please liaise with the school liaison team prior to reporting an incident. This should be carried out on a “what if� basis, with a view to establishing the appropriate course of action. Non Urgent Incidents Contact school liaison team. After the initial report of the incident, staff should ensure that they have a written record of their involvement, any details of witnesses and copies of statements that have been obtained. Police should seek to organise a school or home visit whichever is more appropriate, with a view to investigating the incident and establishing the next course of action. Staff should ensure that parents receive notification, as soon as practicable, that an incident has occurred and that there is a likelihood of Police intervention.
7
If appropriate, any relevant information/documentation should be passed on to the Police as soon as practicable. If there is no Police action required then school sanctions will apply. Urgent incidents Depending on the nature and degree of the incident, a call should be made in the first instance, to the Police control room on 999. This will generate a crime reference number and will result the initial investigation being carried out by the intervention team from the local Police station. Parents should be informed as soon as practicable, that such a call has been made. Parents should be encouraged to attend school in order to liaise with Police and senior staff on their arrival. Staff should not take any written statements (from students) prior to the arrival of the Police but should ensure that they make a written record of their own involvement. Staff should also ensure that they have details of witnesses and provide details to the Police, once permission has been granted from their parents.
Arrest of students on school premises The arrest of students on school premises should only be carried out as a last resort. This may only be in cases which involve behaviour, or actions likely to place staff or students at personal risk of harm. Police officers, other than the community team should not be encouraged to attend school premises without first being called by senior staff. If Police Officers, other than those named in this agreement or representatives of the same, wish to attend, they should ensure that all meetings are made with prior agreement of a member of the Senior Leadership Team. In all cases staff should ensure that parents have been informed that the proposed meeting is due to take place.
Related documents Drugs Policy Home School Agreement Attendance Policy Anti Bullying Framework Use of Physical Restraint Equal Opportunities Policy P.H.S.E.E Policy
8