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MANCHESTER COMMUNICATION PRIMARY ACADEMY BEHAVIOUR POLICY
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Contents
Introduction
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Academy aims
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Behaviour guidelines
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Rewards and sanctions
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Management of learning spaces
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Monitoring systems
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Student Behaviour outside MCA
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Monitoring, evaluation & review
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Introduction The Academy Governors, Principal, Vice Principals and staff seek to create a culture within Manchester Communication Academy which ensures that our children develop skills and attributes that reflect MCPA’s core values. It is also recognised that the wider society expects acceptable behaviour as an important outcome of the educational process. The Academy as a learning community is committed to ensuring success for all. This means that in all work with children we will aim to ensure that they; •
Achieve their potential and enjoy their learning and demonstrate MCPA’S and BT, the main sponsor’s, core values of: o Heart – caring for themselves, their learning and their development and others. o Trustworthy – always do their best, be truthful and look after the learning environment and their resources. o Inspiring- are able to create, question, solve and communicate effectively and become role models o Helpful – think of others and learn together o Straightforward – follow clear routines that help us learn and have simple, effective procedures that are consistently applied.
Manchester Communication Academy is committed to working in partnership with other stakeholders in order to ensure they are practised in the continual, consistent and intense communication of the organisational beliefs, values and norms with regard to a range of positive and healthy behaviours. This policy is comprehensively implemented through the MCA Behaviour for Life Programme and is linked to a range of connected policies and initiatives, chiefly the Anti-Bullying Policy and Exclusions Policy.
Academy Aims Manchester Communication Primary Academy is a caring and positive place of learning and development governed by three school rules (norms): EYFS Year 1 - 4 Years 5 - 6 Take part and try hard Learn well Put your learning before everything else Think about others Look after your Academy and everybody in it Listen then do
Follow instructions from the MCPA staff team
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Higher standards of achievement will result from a more effective environment for learning, supported by high standards of teaching which meet the needs of all individuals. As individuals, all students are entitled to their rights whilst at the same time having responsibilities to ensure the following: • • •
The right to be safe, valued and respected — free from disruptive violence, bullying and any form of harassment The right to work and learn The right to be seen as an individual
To enable a clear, consistent and agreed approach towards successful behaviour management, all students have the responsibility to ensure that they understand the rules, behave appropriately and fully understand the consequences and rewards resulting from the decisions and actions they take. Positive achievement is encouraged at all times with a whole range of rewards to recognise effort and achievement. The Academy wishes to promote the partnership between staff, students and parents / carers to develop good relationships and have high expectation. To these ends, we are committed to ensure that the Academy has: • • • •
A home-school agreement agreed by staff, parents and students A set of clearly defined rules and procedures An agreed system of rewards and sanctions A systematic approach to disciplinary matters
Bullying is always taken seriously and will not be tolerated. We will also ensure there is fair treatment for all. To meet these aims the Academy will recognise the ten key aspects of practice outlined in the Steer Report 2009 that, when effective, contribute to the quality of pupil behaviour: • • • • • • • • • •
School leadership A consistent approach to behaviour management, teaching and learning Classroom management, learning and teaching Rewards and sanctions Behaviour strategies and the teaching of good behaviour Staff development and support Pupil support systems Liaison with parents and other agencies Managing pupil transition Organisation and facilities.
The Principal ensures the BfL programme secures: • • • •
Effective child development Good behaviours An absence of bullying Effective learning in safe environment 5
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The Principal ensures that BfL training is available for all staff. Behaviour Guidelines All staff, students and stakeholders will follow the guidelines in the MCPA BfL programme and in particular: • • • • • • •
Children, with the support of parents/guardians, will attend the Academy on time. Academy uniforms will be correctly worn. Children will learn to look after themselves, be healthy and maintain a good standard of personal presentation. Children will engage in extra –curricular activities and learning in accordance with the home –academy agreement. Teachers have the right to teach. Children have the right to learn. Everyone has the right to be treated with respect and dignity.
Rewards and Sanctions The BfL programme clearly articulates the expectations for pupil behaviour. Rewards and sanctions will only be applied to behaviour which, in the case of rewards, exceed those expectations, or, in the case of sanctions, falls below the same. The rewards and sanctions are fully outlined in the BfL Manual and take into consideration the child’s age and stage of development. Our policy is one of positive rewards and incentives in the form of praise, conduct awards and stickers. All staff are expected to motivate children by the sustained and systematic use of praise. It is recognised that verbal encouragement of this kind is of vital importance in the growth of the child. Parents/ carers will are key partners in the children’s development and we will involve parents/ carers at every opportunity; for example, at EYFS a child will be rewarded for ‘beyond expected behaviour, learning’ by looking after the class mascot over night; older children will be identified as weekly star learners. All staff will be able to identify ‘beyond expected behaviour, learning’ via the academy reward system that enables children to cash in tokens for rewards.
The Academy operates the following hierarchy of rewards and sanctions to support positive behaviour.
Rewards Informal: •
Praise 6
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• • • • •
Visual representation Stickers Messages and phone calls home Class reward Child of the day
Formal: • • •
Golden Ticket Awards – reward trips Learners of the week Blast bank
Sanctions Informal: • • • • • • • • • • •
Correction Verbal reprimand Visual representation Discussion Relocation Informal referral to another staff member Warning Formal detention at break/ lunch SIMS Report (all sanctions recorded) Referral to isolation Referral to BIG (behavior intervention group), to plan, implement & evaluate individual IBPs for identified children
Formal: The formal procedure is only used when all informal measures have been exhausted or in the case of a serious incident The formal procedure is organised in the following way: • • • • • • •
Detailed report Meeting with parent/carers Consultation with support agencies/professionals PSP agreed & implemented Monitoring report Final evaluation Further action agreed/implemented from a range with permanent exclusion as the final stage
Management of learning spaces The Academy recognises that management of learning spaces and teaching methods play an important role in influencing student behaviour. The learning environment offers a clear and visible message as to how students’ efforts are valued. The relationship between the 7
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teacher and student, strategies for encouraging good behaviour, arrangements of furniture, access to resources and displays all have a bearing on how students behave.
Monitoring Systems The BfL programme is consistently applied by all MCPA staff without exception. There is great emphasis on tracking and data analysis. There are key staff who monitor behaviour rigorously. These are the Progress Leaders; the Area Leaders; the Heads of House; the OYC team and the BST
Pupil behaviour outside MCPA MCPA also sets expectations for positive behaviour off the Academy site. This includes behaviour on activities arranged by the Academy, such as: • • •
educational visits and sporting events behaviour on the way to and from the Academy behaviour when wearing Academy uniform in a public place.
Criteria for regulating off-site behaviour: The Academy will act reasonably both in relation to expectations of pupil behaviour, and in relation to any measures determined for regulating behaviour by students, when off the Academy site and not under the lawful control or charge of an Academy staff member. The Academy will decide what to take into account in deciding whether a rule or sanction in a particular case is reasonable. The following factors will be taken into account (which may not all apply to every incident): • • • • • •
The severity of the misbehaviour. The extent to which the reputation of the Academy has been affected. Related to this, whether the pupil(s) in question was wearing Academy uniform or was otherwise readily identifiable as a member of the Academy The extent to which the behaviour in question would have repercussions for the orderly running of the Academy, and/or might pose a threat to another student or member of staff (e.g. bullying another student or insulting a member of the staff). Whether the misbehaviour in question was on the way to or from the Academy, outside the Academy gates, or otherwise in close proximity to the Academy. Whether the misbehaviour was whilst the student was on work related placement, taking part in a further-education course as part of an Academy programme, or participating in a sports event with another Academy or school (i.e. when the student might be expected to act as an ambassador for the Academy), which might affect the chance of opportunities being offered to other students in the future.
Objectives for regulating offsite behaviour • • • •
to maintain good order on educational visits to secure behaviour which does not threaten the health or safety of pupils, staff or members of the public to provide reassurance to members of the public about care and control over students and thus protect the reputation of the Academy to provide protection to individual staff from harmful conduct by students of the Academy when not on the site. 8
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Many extended school activities take place on Academy premises. Behaviour during such activities may be dealt with in the same way as for any other on-site activity.
Communicating the rules on behaviour out of school: MCPA works with transport providers ensure good behaviour on public transport. The Academy discusses policies relating to offsite behaviour with local groups such as Neighbourhood Watch, retail staff, street wardens and police to establish clear communication routes and operational strategies. This is often an effective way to manage complaints by individuals in the community. The Academy, through standard communication routes, communicates how parents can: • •
report poor offsite behaviour of specific types by students be assured that close liaison as necessary with neighbourhood police teams or other agencies, such as transport providers, can deal with the issues.
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