THE NEVILLE LOVETT COMMUNITY SCHOOL BEHAVIOUR FOR LEARNING POLICY
The Governors, Headteacher and staff are committed to creating and maintaining an environment where all students can achieve their potential. Our policies and practice reflect the Every Child Matters agenda. Principles 1. At Neville Lovett Community School we strive for all students to have the opportunity to succeed in all areas beyond expectation. 2. We believe that everyone has the right to work and relax in an environment which is calm and free from discrimination of any kind. To achieve this, we will: • • • • • • • • • • •
Demonstrate self-control and mutual respect Create high quality teaching and learning environments Use positive behaviour management strategies Make students aware of our expectations Make students aware of rewards and sanctions Reward good behaviour Deal promptly with poor behaviour Respond consistently Enlist the support of parents and carers Listen carefully to all members of the school community Provide additional support where necessary
Roles and responsibilities •
The Governing Body will consult with the headteacher, staff and parents to establish a behaviour policy. It will ensure that it is communicated to staff, students and parents and kept under review.
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The Headteacher will be responsible for the implementation and management of the policy and procedures.
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Staff will create high quality teaching and learning environments and apply the policy and procedures.
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The Governing Body, Headteacher and staff will ensure the policy is consistently and fairly applied. 1
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Parents and carers will be responsible for the behaviour of their child and be encouraged to work in partnership with the school to maintain high standards.
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Students will be expected to be responsible for their own behaviour. They will be taught about their responsibility to report incidents of disruption, violence, bullying or other harassment.
Code of Conduct The following rules apply at all times: • • •
Follow instructions Speak politely Respect the environment and each other
Rewards We recognise that the majority of our students behave well and we will work hard to ensure that we praise far more than we punish. Students who follow the Code of Conduct can expect to be praised. Other rewards include: • • • • •
Privileges Stamps Awards Contact with home – Phone call, email, letter, postcard, text. Prizes – book tokens, vouchers, cups.
The Stamp System The stamp system allows the student, parents and staff to track how well a student is performing in school. It also provides an instant way of confirming attendance. Students are expected to follow 5 golden rules in order to gain their stamp: • • • • •
Good behaviour Arrival to lessons on time Having the right equipment (the right books, a pen, a Pencil a ruler, a planner and your rewards booklet) Following instructions Working to your target (including the completion of Homework)
All students are expected to strive for at least 80% stamps. Stamp totals are used to decide if a student should attend a trip or school activity. For Year 11 students, attendance at the end of year Prom depends on getting 80% of stamps. If they don’t get enough stamps the invitation to the Prom will be withdrawn. The total numbers of stamps that students receive in a week are collated; House totals are calculated and announced in assemblies. Celebration assemblies are held to congratulate the students with the most stamps.
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Students of the week/month and term Weekly students are nominated by members of staff for ‘student of the week’. Parents are contacted and the student’s achievement is celebrated on the school website. House Awards Evening This occurs at the end of the academic year and students are rewarded for the part they have played in academic and extra-curricular activities within the school. Certificate Evening This occurs during the autumn term following the receipt of students’ certificates from external examinations. Student achievement is also recognised. Sanctions Students who do not follow the Code of Conduct will be taken through the ‘Chance Warning Action’ procedure, which are displayed in all classrooms. Chance
You will be given the chance to change your behaviour
Warning
You will be warned about the consequences if you do not choose to change your behaviour
Action
Your behaviour has resulted in a negative consequence
Sanctions include: • • • • • • • •
Moving seat Working in another room Loss of social time through the issuing of detentions Loss of privileges Referral to other teachers Going on report and contact with home – Subject Teacher /HoD/ HoH/ Senior Teacher Subject referral or internal exclusion for serious persistent misbehaviour in one or a number of different subjects Exclusion from school
Detentions Detentions are issued for a variety of reasons. Students serving a detention may be expected to spend the time on activities related to the reason for their detention. Detentions range in length of time from 10 minutes (no parental permission needed); 30 minutes or 1 hour. If a student fails to attend the 30 minute or 1 hour detention, they will be issued with a 2 hour SLT detention. We recognise that consistency is essential, and that it is the certainty of the sanction, rather than the severity, which is most important. 3
Support for students Some students need extra help to manage their behaviour. Support and advice is available from: • • • •
Heads of House SEN staff / Inclusion staff SLT Specialist agencies
Referrals from staff, parents and students are welcome. Our emphasis is on early intervention and partnership. Inclusion – “A way in as well as a way out” Inclusion will be based in two rooms – KS3 and KS4 and run by 2 members of staff. Students will only enter this room on a referral basis using a pro forma sheet, and the Senior Teacher has the final decision on entry into inclusion. On entering inclusion students could find themselves following a personalised curriculum following a learning style review, particularly at KS4. Inclusion provides a proactive approach to dealing with vulnerable students and some aspects of poor behaviour. It can provide support for students that are coming back to school after a period of absence. The inclusion rooms are equipped with computers. There are also areas for group and individual discussion with students. Students can be in inclusion for a varying amount of time, some students are in all day and others for certain lessons. Student’s progress is reviewed whilst they are in inclusion and before they are reintegrated back into their lessons. The Senior Teacher for inclusion will decide when a student is ready for reintegration. Internal Exclusion This is used for serious and persistent cases of inappropriate behaviour. Parents/carers are contacted and students work in isolation for a period of time, depending on the incident. Internal exclusion can only be administered by the Senior Teacher. Work is set and marked by the appropriate subject teachers. Support for staff The Governing Body will ensure that appropriate high quality training on behaviour management is provided regularly for staff. Additional support for staff will be available through CPD where individual students or groups are causing problems. Support for parents We will encourage positive partnership with parents by: •
Ensuring the school is welcoming 4
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Making our expectations clear Contacting promptly with concerns Providing access to parenting courses
Consultation The governing body understands the importance of gaining the support of the whole school community and will consult with the headteacher, staff, parents and students to develop the policy. Review The governing body will ensure that the policy is reviewed annually in consultation with staff, students and parents. An analysis of behaviour log data will also contribute to the review.
Signed: …………………………………………………
Date ………………………..
Chair of Governors To be reviewed annually. Next Review Summer 2011
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